| Take The Lead. Latin Violon et Piano [Partition] I.M.P.
Le plomb est une série intégrée pour saxophone alto, clarinette, flûte, pian...(+)
Le plomb est une série intégrée pour saxophone alto, clarinette, flûte, piano, saxophone ténor, trompette et violon. Dans chaque édition, toutes les chansons sont dans la même clé au concert pitch, permettant aux différents instruments à jouer ensemble. Symboles de corde sont inclus au concert pitch pour utilisation par piano ou de la guitare. ' Prendre le plomb Latin ' comporte des arrangements idiomatiques classiques latins offrant le plaisir de répertoire que jeunes instrumentistes adoreront jouer. Les étudiants ont le choix de jouer avec CD, Piano ou guitare et toutes les pièces sont entièrement intégrés avec des arrangements pour les autres instruments de la série, ce qui en fait la ressource idéale pour les groupes scolaires et les petits ensembles. Utilisé comme un livre solo ces pièces encouragera la progression technique et la confiance en jouant. Pièces idéales pour la performance, ou juste pour le plaisir. Table des matières : Bailamos - cerise Rose et Apple Blossom blanc - Guantanamera - La Bamba - La Isla Bonita - Livin ' La Vida Loca - Oye Mi Canto (entendre ma voix) - Soul Limbo / Musique latine / Date parution : 2005-08-23/ Recueil / Violon et Piano
17.00 EUR - vendu par LMI-partitions Délais: 2-5 jours - En Stock Fournisseur | |
| Take The Lead. Latin Clarinette et Piano [Partition] I.M.P.
Le plomb est une série intégrée pour saxophone alto, clarinette, flûte, pian...(+)
Le plomb est une série intégrée pour saxophone alto, clarinette, flûte, piano, saxophone ténor, trompette et violon. Dans chaque édition, toutes les chansons sont dans la même clé au concert pitch, permettant aux différents instruments à jouer ensemble. Symboles de corde sont inclus au concert pitch pour utilisation par piano ou de la guitare. ' Prendre le plomb Latin ' comporte des arrangements idiomatiques classiques latins offrant le plaisir de répertoire que jeunes instrumentistes adoreront jouer. Les étudiants ont le choix de jouer avec CD, Piano ou guitare et toutes les pièces sont entièrement intégrés avec des arrangements pour les autres instruments de la série, ce qui en fait la ressource idéale pour les groupes scolaires et les petits ensembles. Utilisé comme un livre solo ces pièces encouragera la progression technique et la confiance en jouant. Pièces idéales pour la performance, ou juste pour le plaisir. Table des matières : Bailamos - cerise Rose et Apple Blossom blanc - Guantanamera - La Bamba - La Isla Bonita - Livin ' La Vida Loca - Oye Mi Canto (entendre ma voix) - Soul Limbo / Musique latine / Recueil / Clarinette et Piano
17.00 EUR - vendu par LMI-partitions Délais: 2-5 jours - En Stock Fournisseur | |
| Take The Lead - Latin +
Cd - Violin And Piano Violon et Piano [Partition + CD] Faber Music Limited
Take the lead is an integrated series for alto saxophone, clarinet, flute, piano...(+)
Take the lead is an integrated series for alto saxophone, clarinet, flute, piano, tenor saxophone, trumpet and violin. In each edition all of the songs are in the same key at concert pitch, allowing the different instruments to play together. Chord symbols are included at concert pitch for use by piano or guitar.'Take the Lead Latin' features idiomatic arrangements of Latin classics offering fun repertoire that young instrumentalists will love to play. Students have a choice of playing along with CD, Piano or Guitar and all pieces are fully integrated with arrangements for other instruments in the series, making this the ideal resource for school bands and small ensembles. Used as a solo book these pieces will encourage technical progression and confidence in playing. Ideal pieces for performance, or just for fun.Contents: Bailamos; Cherry Pink And Apple Blossom White; Guantanamera; La Bamba; La Isla Bonita; Livin' La Vida Loca; Oye Mi Canto (Hear My Voice); Soul Limbo
15.20 EUR - vendu par Woodbrass Délais: Sur commande | |
| Take The Lead. Latin Piano seul [Partition] I.M.P.
This book includes 8 carefully selected and edited piano arrangements with chord...(+)
This book includes 8 carefully selected and edited piano arrangements with chord symbols in concert pitch to play 8 latin tunes. The included CD contains full backing tracks, professionally arranged and recorded, and full demonstration recordingd to help you learn the songs. / Musique latine / Recueil / Piano
17.00 EUR - vendu par LMI-partitions Délais: 2-5 jours - En Stock Fournisseur | |
| Take The Lead. Latin Trompette, Piano [Partition] I.M.P.
Le plomb est une série intégrée pour saxophone alto, clarinette, flûte, pian...(+)
Le plomb est une série intégrée pour saxophone alto, clarinette, flûte, piano, saxophone ténor, trompette et violon. Dans chaque édition, toutes les chansons sont dans la même clé au concert pitch, permettant aux différents instruments à jouer ensemble. Symboles de corde sont inclus au concert pitch pour utilisation par piano ou de la guitare. ' Prendre le plomb Latin ' comporte des arrangements idiomatiques classiques latins offrant le plaisir de répertoire que jeunes instrumentistes adoreront jouer. Les étudiants ont le choix de jouer avec CD, Piano ou guitare et toutes les pièces sont entièrement intégrés avec des arrangements pour les autres instruments de la série, ce qui en fait la ressource idéale pour les groupes scolaires et les petits ensembles. Utilisé comme un livre solo ces pièces encouragera la progression technique et la confiance en jouant. Pièces idéales pour la performance, ou juste pour le plaisir. Table des matières : Chattanooga Choo Choo Ch'Boogie - I've Got A Gal À Kalamazoo - In The Mood - je ne veux pas dire une chose (si elle Ain't Got que Swing) - Jersey Bounce - Pennsylvani.../ Recueil / Trompette et Piano
4.50 EUR - vendu par LMI-partitions Délais: 2-5 jours - En Stock Fournisseur | |
| Take The Lead. Latin Flûte traversière [Partition] - Intermédiaire IMC (International Music Co.)
Le plomb est une série intégrée pour saxophone alto, clarinette, flûte, pian...(+)
Le plomb est une série intégrée pour saxophone alto, clarinette, flûte, piano, saxophone ténor, trompette et violon. Dans chaque édition, toutes les chansons sont dans la même clé au concert pitch, permettant aux différents instruments à jouer ensemble. Symboles de corde sont inclus au concert pitch pour utilisation par piano ou de la guitare. ' Prendre le plomb Latin ' comporte des arrangements idiomatiques classiques latins offrant le plaisir de répertoire que jeunes instrumentistes adoreront jouer. Les étudiants ont le choix de jouer avec CD, Piano ou guitare et toutes les pièces sont entièrement intégrés avec des arrangements pour les autres instruments de la série, ce qui en fait la ressource idéale pour les groupes scolaires et les petits ensembles. Utilisé comme un livre solo ces pièces encouragera la progression technique et la confiance en jouant. Pièces idéales pour la performance, ou juste pour le plaisir. Table des matières : Bailamos - cerise Rose et Apple Blossom blanc - Guantanamera - La Bamba - La Isla Bonita - Livin ' La Vida Loca - Oye Mi Canto (entendre ma voix) - Soul Limbo / Flûte Traversière Et Piano / Partition
3.30 EUR - vendu par LMI-partitions Délais: En Stock | |
| Take The Lead : Latin Saxophone Alto et Piano [Partition + CD] I.M.P.
Le plomb est une série intégrée pour saxophone alto, clarinette, flûte, pian...(+)
Le plomb est une série intégrée pour saxophone alto, clarinette, flûte, piano, saxophone ténor, trompette et violon. Dans chaque édition, toutes les chansons sont dans la même clé au concert pitch, permettant aux différents instruments à jouer ensemble. Symboles de corde sont inclus au concert pitch pour utilisation par piano ou de la guitare. ' Prendre le plomb Latin ' comporte des arrangements idiomatiques classiques latins offrant le plaisir de répertoire que jeunes instrumentistes adoreront jouer. Les étudiants ont le choix de jouer avec CD, Piano ou guitare et toutes les pièces sont entièrement intégrés avec des arrangements pour les autres instruments de la série, ce qui en fait la ressource idéale pour les groupes scolaires et les petits ensembles. Utilisé comme un livre solo ces pièces encouragera la progression technique et la confiance en jouant. Pièces idéales pour la performance, ou juste pour le plaisir. Table des matières : Bailamos - cerise Rose et Apple Blossom blanc - Guantanamera - La Bamba - La Isla Bonita - Livin ' La Vida Loca - Oye Mi Canto (entendre ma voix) - Soul Limbo / Rép International / Recueil / Saxophone Alto et Piano
17.00 EUR - vendu par LMI-partitions Délais: 2-5 jours - En Stock Fournisseur | |
| Music for Children Vol. 5
(ORFF CARL / KEETMAN
GUNILD) Voix, Flûte à Bec et
Percussion [Conducteur] Schott
Minor: Triads. Par ORFF CARL / KEETMAN GUNILD. Carl Orff devoted much of his lif...(+)
Minor: Triads. Par ORFF CARL / KEETMAN GUNILD. Carl Orff devoted much of his life to the development of a philosophy of Music for Children, based on his belief that music is the natural outcome of speech, rhythm and movement. His ideas and pioneering work have had a major influence on music and dance education throughout the world and today that work continues under the guidance of leading teachers and educators in many countries.
The five basic German volumes of 'Music for Children' by Carl Orff and Gunild Keetman were published between 1950 and 1954. Edition have since been published in Bolivia, Brazil, Canada, Czechoslovakia, Denmark, Estonia, France, Ghana, Great Britain (including a special Welsh edition), Greece, Italy, Japan, Korea, Latin-America, the Netherlands, Portugal, Spain, Sweden, Taiwan and the USA.
In 1952 the first edition in translation appeared, an English language adaptation by Doreen Hall and Arnold Walter for their Canadian and American students.
A few years later, Margaret Murray independently developed a version (1957-1966), essentially to fulfil the needs of United Kingdom teachers.
Inevitably the considerable growth of Orff-Schulwerk in the United States led to the publication of the American Edition (1977) to satisfy the requirements of a different educational system and national heritage.
Orff-Schulwerk: Music for Children has proved itself to be a stimulating source of material for music teaching. Carl Orff's fundamental educational ideas have revitalized music education in nursery schools, at all levels of primary and secondary education and in special music schools, based on the concepts that: - music, dance and language are inter-related and animated through rhythm. - when children discover, invent, improvise and compose, their experience of music is intensified. These creative activities are complementary to those of interpreting and listening to music. - all who take part are encouraged to contribute, not only vocally but also instrumentally. - the Orff approach to music education is many sided; it is concerned with practical music-making, it provides fundamental experiences and it lays the foundation for a comprehensive musical training. - movement games and activities for body awareness in space, time and flow, lead to movement improvisation and dance forms. - music and dance have been notated in many different ways in history. Various ways of writing down sounds and music, as well as playing from and interpreting different kinds of sources are being explored.
Today, countless teachers and institutions are using these ideas. More and more teachers look for ways of invovling their students in active music making. In particular, they seek to challenge their pupils' creativity by the use of music, dance and speech - as media of human expression - as a foundation of all education.
A prerequisite for work in Orff-Schulwerk is the artistic and pedagogical training of teachers. The Orff Institute was founded in 1961 as a Department of the 'Mozarteum', in Salzburg, Austria. Training offered includes a four-year diploma course, a two-year post-graduate course, and a one-year-course in English.
At the opening of the Orff Institute in Salzburg in 1963, Carl Orff ended his speech with a quotation from Schiller: 'I have done my part, now do yours.' That challenge has been taken up by teachers worldwide.
Hall/Walter Edition
Based on Volumes 1, 2 and 4 of the original German Edition 'musik für Kinder', english adaption with additional material by Doreen Hall and Arnold Walter./ Recueil / Voix, Flûte à Bec et Percussion
17.60 EUR - vendu par LMI-partitions Délais: 2-5 jours - En Stock Fournisseur | |
| Music for Children Vol. 2
(ORFF CARL / KEETMAN
GUNILD) Voix, Flûte à Bec et
Percussion [Conducteur] Schott
Major - Bordun. Par ORFF CARL / KEETMAN GUNILD. Carl Orff devoted much of his li...(+)
Major - Bordun. Par ORFF CARL / KEETMAN GUNILD. Carl Orff devoted much of his life to the development of a philosophy of Music for Children, based on his belief that music is the natural outcome of speech, rhythm and movement. His ideas and pioneering work have had a major influence on music and dance education throughout the world and today that work continues under the guidance of leading teachers and educators in many countries.
The five basic German volumes of 'Music for Children' by Carl Orff and Gunild Keetman were published between 1950 and 1954. Edition have since been published in Bolivia, Brazil, Canada, Czechoslovakia, Denmark, Estonia, France, Ghana, Great Britain (including a special Welsh edition), Greece, Italy, Japan, Korea, Latin-America, the Netherlands, Portugal, Spain, Sweden, Taiwan and the USA.
In 1952 the first edition in translation appeared, an English language adaptation by Doreen Hall and Arnold Walter for their Canadian and American students.
A few years later, Margaret Murray independently developed a version (1957-1966), essentially to fulfil the needs of United Kingdom teachers.
Inevitably the considerable growth of Orff-Schulwerk in the United States led to the publication of the American Edition (1977) to satisfy the requirements of a different educational system and national heritage.
Orff-Schulwerk: Music for Children has proved itself to be a stimulating source of material for music teaching. Carl Orff's fundamental educational ideas have revitalized music education in nursery schools, at all levels of primary and secondary education and in special music schools, based on the concepts that: - music, dance and language are inter-related and animated through rhythm. - when children discover, invent, improvise and compose, their experience of music is intensified. These creative activities are complementary to those of interpreting and listening to music. - all who take part are encouraged to contribute, not only vocally but also instrumentally. - the Orff approach to music education is many sided; it is concerned with practical music-making, it provides fundamental experiences and it lays the foundation for a comprehensive musical training. - movement games and activities for body awareness in space, time and flow, lead to movement improvisation and dance forms. - music and dance have been notated in many different ways in history. Various ways of writing down sounds and music, as well as playing from and interpreting different kinds of sources are being explored.
Today, countless teachers and institutions are using these ideas. More and more teachers look for ways of invovling their students in active music making. In particular, they seek to challenge their pupils' creativity by the use of music, dance and speech - as media of human expression - as a foundation of all education.
A prerequisite for work in Orff-Schulwerk is the artistic and pedagogical training of teachers. The Orff Institute was founded in 1961 as a Department of the 'Mozarteum', in Salzburg, Austria. Training offered includes a four-year diploma course, a two-year post-graduate course, and a one-year-course in English.
At the opening of the Orff Institute in Salzburg in 1963, Carl Orff ended his speech with a quotation from Schiller: 'I have done my part, now do yours.' That challenge has been taken up by teachers worldwide.
Hall/Walter Edition
Based on Volumes 1, 2 and 4 of the original German Edition 'musik für Kinder', english adaption with additional material by Doreen Hall and Arnold Walter./ Recueil / Voix, Flûte à Bec et Percussion
13.40 EUR - vendu par LMI-partitions Délais: 2-5 jours - En Stock Fournisseur | |
| Music for Children Vol. 3
(ORFF CARL / KEETMAN
GUNILD) Voix, Flûte à Bec et
Percussion [Conducteur] Schott
Major - Triads. Par ORFF CARL / KEETMAN GUNILD. Carl Orff devoted much of his li...(+)
Major - Triads. Par ORFF CARL / KEETMAN GUNILD. Carl Orff devoted much of his life to the development of a philosophy of Music for Children, based on his belief that music is the natural outcome of speech, rhythm and movement. His ideas and pioneering work have had a major influence on music and dance education throughout the world and today that work continues under the guidance of leading teachers and educators in many countries.
The five basic German volumes of 'Music for Children' by Carl Orff and Gunild Keetman were published between 1950 and 1954. Edition have since been published in Bolivia, Brazil, Canada, Czechoslovakia, Denmark, Estonia, France, Ghana, Great Britain (including a special Welsh edition), Greece, Italy, Japan, Korea, Latin-America, the Netherlands, Portugal, Spain, Sweden, Taiwan and the USA.
In 1952 the first edition in translation appeared, an English language adaptation by Doreen Hall and Arnold Walter for their Canadian and American students.
A few years later, Margaret Murray independently developed a version (1957-1966), essentially to fulfil the needs of United Kingdom teachers.
Inevitably the considerable growth of Orff-Schulwerk in the United States led to the publication of the American Edition (1977) to satisfy the requirements of a different educational system and national heritage.
Orff-Schulwerk: Music for Children has proved itself to be a stimulating source of material for music teaching. Carl Orff's fundamental educational ideas have revitalized music education in nursery schools, at all levels of primary and secondary education and in special music schools, based on the concepts that: - music, dance and language are inter-related and animated through rhythm. - when children discover, invent, improvise and compose, their experience of music is intensified. These creative activities are complementary to those of interpreting and listening to music. - all who take part are encouraged to contribute, not only vocally but also instrumentally. - the Orff approach to music education is many sided; it is concerned with practical music-making, it provides fundamental experiences and it lays the foundation for a comprehensive musical training. - movement games and activities for body awareness in space, time and flow, lead to movement improvisation and dance forms. - music and dance have been notated in many different ways in history. Various ways of writing down sounds and music, as well as playing from and interpreting different kinds of sources are being explored.
Today, countless teachers and institutions are using these ideas. More and more teachers look for ways of invovling their students in active music making. In particular, they seek to challenge their pupils' creativity by the use of music, dance and speech - as media of human expression - as a foundation of all education.
A prerequisite for work in Orff-Schulwerk is the artistic and pedagogical training of teachers. The Orff Institute was founded in 1961 as a Department of the 'Mozarteum', in Salzburg, Austria. Training offered includes a four-year diploma course, a two-year post-graduate course, and a one-year-course in English.
At the opening of the Orff Institute in Salzburg in 1963, Carl Orff ended his speech with a quotation from Schiller: 'I have done my part, now do yours.' That challenge has been taken up by teachers worldwide.
Hall/Walter Edition
Based on Volumes 1, 2 and 4 of the original German Edition 'musik für Kinder', english adaption with additional material by Doreen Hall and Arnold Walter./ Recueil / Voix, Flûte à Bec et Percussion
13.40 EUR - vendu par LMI-partitions Délais: 2-5 jours - En Stock Fournisseur | |
| Argraffiad Cymraeg Vol. 1
(ORFF CARL / KEETMAN
GUNILD) Voix, Flûte à Bec et
Percussion [Conducteur] Schott
Pentatonig. Par ORFF CARL / KEETMAN GUNILD. Carl Orff devoted much of his life t...(+)
Pentatonig. Par ORFF CARL / KEETMAN GUNILD. Carl Orff devoted much of his life to the development of a philosophy of Music for Children, based on his belief that music is the natural outcome of speech, rhythm and movement. His ideas and pioneering work have had a major influence on music and dance education throughout the world and today that work continues under the guidance of leading teachers and educators in many countries.
The five basic German volumes of 'Music for Children' by Carl Orff and Gunild Keetman were published between 1950 and 1954. Edition have since been published in Bolivia, Brazil, Canada, Czechoslovakia, Denmark, Estonia, France, Ghana, Great Britain (including a special Welsh edition), Greece, Italy, Japan, Korea, Latin-America, the Netherlands, Portugal, Spain, Sweden, Taiwan and the USA.
In 1952 the first edition in translation appeared, an English language adaptation by Doreen Hall and Arnold Walter for their Canadian and American students.
A few years later, Margaret Murray independently developed a version (1957-1966), essentially to fulfil the needs of United Kingdom teachers.
Inevitably the considerable growth of Orff-Schulwerk in the United States led to the publication of the American Edition (1977) to satisfy the requirements of a different educational system and national heritage.
Orff-Schulwerk: Music for Children has proved itself to be a stimulating source of material for music teaching. Carl Orff's fundamental educational ideas have revitalized music education in nursery schools, at all levels of primary and secondary education and in special music schools, based on the concepts that: - music, dance and language are inter-related and animated through rhythm. - when children discover, invent, improvise and compose, their experience of music is intensified. These creative activities are complementary to those of interpreting and listening to music. - all who take part are encouraged to contribute, not only vocally but also instrumentally. - the Orff approach to music education is many sided; it is concerned with practical music-making, it provides fundamental experiences and it lays the foundation for a comprehensive musical training. - movement games and activities for body awareness in space, time and flow, lead to movement improvisation and dance forms. - music and dance have been notated in many different ways in history. Various ways of writing down sounds and music, as well as playing from and interpreting different kinds of sources are being explored.
Today, countless teachers and institutions are using these ideas. More and more teachers look for ways of invovling their students in active music making. In particular, they seek to challenge their pupils' creativity by the use of music, dance and speech - as media of human expression - as a foundation of all education.
A prerequisite for work in Orff-Schulwerk is the artistic and pedagogical training of teachers. The Orff Institute was founded in 1961 as a Department of the 'Mozarteum', in Salzburg, Austria. Training offered includes a four-year diploma course, a two-year post-graduate course, and a one-year-course in English.
At the opening of the Orff Institute in Salzburg in 1963, Carl Orff ended his speech with a quotation from Schiller: 'I have done my part, now do yours.' That challenge has been taken up by teachers worldwide.
Welsh Edition
This volume closely follows the English Volume 1, substituting Welsh for English wherever words are used in speech or song. It should be used in conjunction with the English version, since only the sung and spoken parts are provided./ Répertoire / Voix, Flûte à Bec et Percussion
15.20 EUR - vendu par LMI-partitions Délais: 2-5 jours - En Stock Fournisseur | |
| Music for Children Vol. 4
(ORFF CARL / KEETMAN
GUNILD) Voix, Flûte à Bec et
Percussion [Conducteur] Schott
Minor: Bordun. Par ORFF CARL / KEETMAN GUNILD. Carl Orff devoted much of his lif...(+)
Minor: Bordun. Par ORFF CARL / KEETMAN GUNILD. Carl Orff devoted much of his life to the development of a philosophy of Music for Children, based on his belief that music is the natural outcome of speech, rhythm and movement. His ideas and pioneering work have had a major influence on music and dance education throughout the world and today that work continues under the guidance of leading teachers and educators in many countries.
The five basic German volumes of 'Music for Children' by Carl Orff and Gunild Keetman were published between 1950 and 1954. Edition have since been published in Bolivia, Brazil, Canada, Czechoslovakia, Denmark, Estonia, France, Ghana, Great Britain (including a special Welsh edition), Greece, Italy, Japan, Korea, Latin-America, the Netherlands, Portugal, Spain, Sweden, Taiwan and the USA.
In 1952 the first edition in translation appeared, an English language adaptation by Doreen Hall and Arnold Walter for their Canadian and American students.
A few years later, Margaret Murray independently developed a version (1957-1966), essentially to fulfil the needs of United Kingdom teachers.
Inevitably the considerable growth of Orff-Schulwerk in the United States led to the publication of the American Edition (1977) to satisfy the requirements of a different educational system and national heritage.
Orff-Schulwerk: Music for Children has proved itself to be a stimulating source of material for music teaching. Carl Orff's fundamental educational ideas have revitalized music education in nursery schools, at all levels of primary and secondary education and in special music schools, based on the concepts that: - music, dance and language are inter-related and animated through rhythm. - when children discover, invent, improvise and compose, their experience of music is intensified. These creative activities are complementary to those of interpreting and listening to music. - all who take part are encouraged to contribute, not only vocally but also instrumentally. - the Orff approach to music education is many sided; it is concerned with practical music-making, it provides fundamental experiences and it lays the foundation for a comprehensive musical training. - movement games and activities for body awareness in space, time and flow, lead to movement improvisation and dance forms. - music and dance have been notated in many different ways in history. Various ways of writing down sounds and music, as well as playing from and interpreting different kinds of sources are being explored.
Today, countless teachers and institutions are using these ideas. More and more teachers look for ways of invovling their students in active music making. In particular, they seek to challenge their pupils' creativity by the use of music, dance and speech - as media of human expression - as a foundation of all education.
A prerequisite for work in Orff-Schulwerk is the artistic and pedagogical training of teachers. The Orff Institute was founded in 1961 as a Department of the 'Mozarteum', in Salzburg, Austria. Training offered includes a four-year diploma course, a two-year post-graduate course, and a one-year-course in English.
At the opening of the Orff Institute in Salzburg in 1963, Carl Orff ended his speech with a quotation from Schiller: 'I have done my part, now do yours.' That challenge has been taken up by teachers worldwide.
Hall/Walter Edition
Based on Volumes 1, 2 and 4 of the original German Edition 'musik für Kinder', english adaption with additional material by Doreen Hall and Arnold Walter./ Recueil / Voix, Flûte à Bec et Percussion
16.41 EUR - vendu par LMI-partitions Délais: 2-5 jours - En Stock Fournisseur | |
| Jazz Piano Piano seul Schott
Le nouveau livre 'Piano Jazz ' Volume 1 de l'auteur anglais - vente Tim Richards...(+)
Le nouveau livre 'Piano Jazz ' Volume 1 de l'auteur anglais - vente Tim Richards s'appuie sur les bases de 'Piano Blues ' . Il présente les principes de l'harmonie du jazz et de l'improvisation depuis le début avant et conduit le pianiste avancé dans les différents types d'accords typiques de jazz , en commençant par les triades majeures et mineures à septième et neuvièmes accords par tous les styles de jazz des années quarante années utilisées à ce jour . Si vous jouez dans un groupe , donner des leçons de piano ou tout simplement jouer à la maison - vous êtes avec ' Jazz Piano ' avez beaucoup de plaisir !Tim Richards combiné vingt-huit de ses propres morceaux avec des arrangements spéciaux tels que des normes de jazz bien connus comme 'Feuilles d'automne' , ' Fly Me To The Moon ', ' In A Sentimental Mood ', ' l'homme montagne ' , 'On Green Dolphin Street ', ' Song For mon Père ',' Straight No Chaser 'et' Take The A - train ' . Deux chansons transcrites par Thelonious Monk et Horace Silver fournissent une source inépuisable de techniques de jazz authentiques vous pouvez travailler à travers la reconstitution .Dans tous les chapitres , l'aide et des conseils importants sur l'improvisation sont donnés . Vous obtiendrez beaucoup de suggestions sur la façon dont vous pouvez construire individuellement sur le matériel d'étude présenté et trouver votre propre vocabulaire de jazz personnelle :- Rapports de cordes et des échelles- Modes- Broken Chords et échelles motif- Echelles pentatoniques et blues- Marche des lignes de basse- Rythmes latins et des lignes de basse- Improvisatoin horizontale et verticale- Composés II-V I- Substitution de Tritone- Voicings à deux mains- Des exercices techniques et doigté- Styles d'accompagnement- Formation de l'oreille- Propositions pour écouterLe CD contient des enregistrements de toutes les pièces , la plupart avec basse et batterie accompagnement . Ils peuvent être utilisés comme un Play-Along - un moyen important d'apprendre le jazz sans beaucoup de détours . / Piano
50.90 EUR - vendu par LMI-partitions Délais: En Stock | |
| Ill Take Les Ensemble Jazz Alfred Publishing
A straight-eighth groove that's a little funky plus a catchy melody at 130 BPM, ...(+)
A straight-eighth groove that's a little funky plus a catchy melody at 130 BPM, and you have a winner. Features written solos for tenor, trumpet 2, or guitar, lead trumpet range to written A, a great bari sax part, and optional parts for Latin percussion and vibes. Excellent writing. (5:15) / Ensemble De Jazz
73.90 EUR - vendu par LMI-partitions Délais: 2-5 jours - En Stock Fournisseur | |
| The Gallipoli Songbook
(Pvg) Piano, Voix et Guitare Amsco Wise Publications
The Gallipoli Campaign took place between April 1915 and January 1916 and marked...(+)
The Gallipoli Campaign took place between April 1915 and January 1916 and marked the first significant military engagement for Australia as an independent dominion. The Gallipoli Songbook commemorates this crucial event of the Great War with a collection of contemporary songs relating to the soldiers, the public at home, and the sheer poignancy of such a tragic event, all arranged for Piano, Vocal and Guitar.The diversity of songs included in this Gallipoli Songbook is testament to the spirit of optimism, consolation and humour inherent in the collective consciousness at the time of such great anxiety and fear. This is a wonderful compilation of contemporary tunes that were popular both before the War, during the various campaigns and after the War itself. Some songs included here sum up the optimistic and patriotic spirit in the years leading up to Gallipoli, such as Waltzing Matilda and God Save The King, while others like And The Band Played Waltzing Matilda, from after the event, look back on the horrors of the Anzac experience on those fateful days.Other tunes come from the wonderful British Music Hall tradition, using irony, sarcasm and humour to overcome the sadness associated with the Great War. Songs like Oh! It's A Lovely War, It's A Long Way To Tipperary and Along The Road To Gundagai were popular both at home and as marching tunes, conquering the petrifying realities of war with rousing music and song. The Gallipoli Songbook also includes wistful, sad and heartbreakingly poignant lyrics that capture the unavoidable sadness associated with the costs of total war, songs like I Wonder Who's Kissing Her Now, There's A Long, Long Trail and The Gift Of Years, all bittersweet reflections on love, loss and life's transience. Each song included here is a fantastic way to remember the victims of the Gallipoli campaign, and to understand the power that music has to allay, disguise and reflect upon fear and anxiety. The songs, arranged for Piano, Vocal and Guitar with full lyrics and chord boxes, are a fascinating insight into the period from before the War to after it, and their timelessness makes them as fun to play and sing now, as they were back then. The book also contains a smattering of brilliant images from the time, as well as an extensive foreword that explains, in detail, some of the songs and their meanings.The Gallipoli Songbook is an enjoyable, poignant and fascinating collection of tunes of, or relating to, the Great War and the Gallipoli campaign. Each song is beautiful in its own way, and would be perfect for a commemorative performance, or just an addition to your general repertoire. This songbook is perfect for a musician interested in history, or simply anyone who appreciates the golden age of emotive songs that meant more back then than we could ever imagine today. / Piano/Vocal/Guitare (PVG)
46.10 EUR - vendu par LMI-partitions Délais: 2-5 jours - En Stock Fournisseur | |
| Psalm 'Non Nobis
Domine' /
'Nicht Unserm Namen,
Herr' Op. 31 Mwv A 9
Réd. Piano Soli, choeur mixte et accompagnement Barenreiter
The first great orchestral psalmMendelssohn's first great orchestral psalm took ...(+)
The first great orchestral psalmMendelssohn's first great orchestral psalm took almost six years to complete, from the initial sketches and the first version of 1830 to the final version of 1835. Its premiere which took place at the Leipzig Gewandhaus did not take place until 1838.Unlike his other orchestral psalms, Mendelssohn took the Latin words from the Vulgate as his principal text which stems from Psalm 113. When he later prepared his own German translation, he made use of Psalm 115 from the Luther Bible.This edition by the leading Mendelssohn authority John Michael Cooper incorporates all the relevant sources. In accordance with the work's genesis, the vocal parts are underlaid with the Latin text, and the German text appears underneath.Rounding off this Urtext edition are an informative Foreword and detailed Critical Commentary.The piano reduction stems from Mendelssohn himself.- Informative Foreword in the score (Ger/Eng)- Text underlay in two languages (Lat/Ger)- Piano reduction by the composer / Choeur Mixte Et Piano
12.30 EUR - vendu par LMI-partitions Délais: 2-5 jours - En Stock Fournisseur | |
| Psalm 'Non Nobis
Domine' /
'Nicht Unserm Namen,
Herr' Op. 31 Mwv A 9 Soli, choeur mixte et accompagnement Barenreiter
The first great orchestral psalmMendelssohn's first great orchestral psalm took ...(+)
The first great orchestral psalmMendelssohn's first great orchestral psalm took almost six years to complete, from the initial sketches and the first version of 1830 to the final version of 1835. Its premiere which took place at the Leipzig Gewandhaus did not take place until 1838.Unlike his other orchestral psalms, Mendelssohn took the Latin words from the Vulgate as his principal text which stems from Psalm 113. When he later prepared his own German translation, he made use of Psalm 115 from the Luther Bible.This edition by the leading Mendelssohn authority John Michael Cooper incorporates all the relevant sources. In accordance with the work's genesis, the vocal parts are underlaid with the Latin text, and the German text appears underneath.Rounding off this Urtext edition are an informative Foreword and detailed Critical Commentary. / Choeur Mixte Et Orchestre
55.40 EUR - vendu par LMI-partitions Délais: 2-5 jours - En Stock Fournisseur | |
| Take The Lead - Latin +
Cd - Piano [Partition + CD] Faber Music Limited 15.20 EUR - vendu par Woodbrass Délais: Sur commande | |
|
|
| Commence! Orchestre d'harmonie - Facile Carl Fischer
Band Bass Clarinet, Bass Drum, Bassoon, Bells, Cabasa, Chimes, China Cymbal, Cla...(+)
Band Bass Clarinet, Bass
Drum, Bassoon, Bells,
Cabasa, Chimes, China
Cymbal, Clarinet 1,
Clarinet 2, Clarinet 3,
Crash Cymbals, Euphonium,
Euphonium T.C., Flute 1,
Flute 2, Horn 1, Horn 2,
Mallet Percussion, Mark
Tree, Oboe, Percussion 1
and more. - Grade 3
SKU: CF.CPS210
Composed by Sean
O'Loughlin. Concert Band
(CPS). Set of Score and
Parts. With Standard
notation.
16+16+8+16+32+32+8+8+8+8+
8+8+16+16+16+8+8+12+12+12
+16+8+4+8+32+40+8 pages.
Duration 3 minutes, 57
seconds. Carl Fischer
Music #CPS210. Published
by Carl Fischer Music
(CF.CPS210). ISBN
9781491152362. UPC:
680160909865. A
driving composition from
Sean
O'loughlin,?Commence!?beg
ins with a spirited theme
that oscillates between
triple and duple meter.
After developing into a
heartfelt lush brass
chorale, the lilting
theme returns again. The
composition concludes
with a dramatic return of
the B theme and a rousing
finale. A beautiful
piece,?Commence!?is
a?strong choice for any
contest or
festival.
Commence!
em> was commissioned by
the Lynden High School
Class 2017-2019 and the
Lynden, WA Community, and
is dedicated to Steve
Herrick in celebration of
his retirement. Mr.
Herrick and I first
collaborated on a
commission in 2006, and I
was immediately taken by
the community and the
music program in Lynden.
It is truly one of the
most beautiful places in
the country and full of
musical inspiration at
every turn.
This piece is a
loving tribute to Mr.
Herrick and his amazing
contribution to the
students of Lynden for
over thirty years. The
music begins with a
spirited section
oscillating between 6/8
and 2/4 time. It should
maintain a pulsing
feeling throughout. The
main melody appears at m.
25 and has a lilting,
reminiscing quality to
it. After some further
development, it moves to
a B-section at m. 41 with
some warm brass passages.
The woodwinds should soar
over the top with their
counter line. The lower
voices take over the
melody at m. 59. The
harmony becomes more
discordant at m. 71 with
passages trading between
the brass and woodwinds.
This tension
releases into a slow
section that features a
flowing, heartfelt
melody. This builds to
the big moment at m. 112.
The timpani ushers us
back to the 6/8, 2/4
section. The melody is
now accompanied by some
flowing counterpoint at
m. 153 which leads to the
B-section again at m.
169. This time the
woodwinds take the lead
and the brass provide the
counter line. A final big
moment at m. 194 is the
culmination and high
point of the composition.
A brief fast section puts
a bow on the piece for a
rousing
finale. . Commence!
em> was commissioned by
the Lynden High School
Class 2017-2019 and the
Lynden, WA Community, and
is dedicated to Steve
Herrick in celebration of
his retirement. Mr.
Herrick and I first
collaborated on a
commission in 2006, and I
was immediately taken by
the community and the
music program in Lynden.
It is truly one of the
most beautiful places in
the country and full of
musical inspiration at
every turn.
This piece is a
loving tribute to Mr.
Herrick and his amazing
contribution to the
students of Lynden for
over thirty years. The
music begins with a
spirited section
oscillating between 6/8
and 2/4 time. It should
maintain a pulsing
feeling throughout. The
main melody appears at m.
25 and has a lilting,
reminiscing quality to
it. After some further
development, it moves to
a B-section at m. 41 with
some warm brass passages.
The woodwinds should soar
over the top with their
counter line. The lower
voices take over the
melody at m. 59. The
harmony becomes more
discordant at m. 71 with
passages trading between
the brass and woodwinds.
This tension
releases into a slow
section that features a
flowing, heartfelt
melody. This builds to
the big moment at m. 112.
The timpani ushers us
back to the 6/8, 2/4
section. The melody is
now accompanied by some
flowing counterpoint at
m. 153 which leads to the
B-section again at m.
169. This time the
woodwinds take the lead
and the brass provide the
counter line. A final big
moment at m. 194 is the
culmination and high
point of the composition.
A brief fast section puts
a bow on the piece for a
rousing
finale. . Co
mmence! was commissioned
by the Lynden High School
Class 2017-2019 and the
Lynden, WA Community, and
is dedicated to Steve
Herrick in celebration of
his retirement. Mr.
Herrick and I first
collaborated on a
commission in 2006, and I
was immediately taken by
the community and the
music program in Lynden.
It is truly one of the
most beautiful places in
the country and full of
musical inspiration at
every turn. This piece is
a loving tribute to Mr.
Herrick and his amazing
contribution to the
students of Lynden for
over thirty years. The
music begins with a
spirited section
oscillating between 6/8
and 2/4 time. It should
maintain a pulsing
feeling throughout. The
main melody appears at m.
25 and has a lilting,
reminiscing quality to
it. After some further
development, it moves to
a B-section at m. 41 with
some warm brass passages.
The woodwinds should soar
over the top with their
counter line. The lower
voices take over the
melody at m. 59. The
harmony becomes more
discordant at m. 71 with
passages trading between
the brass and woodwinds.
This tension releases
into a slow section that
features a flowing,
heartfelt melody. This
builds to the big moment
at m. 112. The timpani
ushers us back to the
6/8, 2/4 section. The
melody is now accompanied
by some flowing
counterpoint at m. 153
which leads to the
B-section again at m.
169. This time the
woodwinds take the lead
and the brass provide the
counter line. A final big
moment at m. 194 is the
culmination and high
point of the composition.
A brief fast section puts
a bow on the piece for a
rousing finale. $95.00 - Voir plus => AcheterDélais: 24 hours - In Stock | | |
| Commence! Orchestre d'harmonie [Conducteur] - Facile Carl Fischer
Band Bass Clarinet, Bass Drum, Bassoon, Bells, Cabasa, Chimes, China Cymbal, Cla...(+)
Band Bass Clarinet, Bass
Drum, Bassoon, Bells,
Cabasa, Chimes, China
Cymbal, Clarinet 1,
Clarinet 2, Clarinet 3,
Crash Cymbals, Euphonium,
Euphonium T.C., Flute 1,
Flute 2, Horn 1, Horn 2,
Mallet Percussion, Mark
Tree, Oboe, Percussion 1
and more. - Grade 3
SKU: CF.CPS210F
Composed by Sean
O'Loughlin. Concert Band
(CPS). Full score. With
Standard notation. 40
pages. Carl Fischer Music
#CPS210F. Published by
Carl Fischer Music
(CF.CPS210F). ISBN
9781491153048. UPC:
680160910540. A
driving composition from
Sean
O'loughlin,?Commence!?beg
ins with a spirited theme
that oscillates between
triple and duple meter.
After developing into a
heartfelt lush brass
chorale, the lilting
theme returns again. The
composition concludes
with a dramatic return of
the B theme and a rousing
finale. A beautiful
piece,?Commence!?is
a?strong choice for any
contest or
festival.
Commence!
em> was commissioned by
the Lynden High School
Class 2017-2019 and the
Lynden, WA Community, and
is dedicated to Steve
Herrick in celebration of
his retirement. Mr.
Herrick and I first
collaborated on a
commission in 2006, and I
was immediately taken by
the community and the
music program in Lynden.
It is truly one of the
most beautiful places in
the country and full of
musical inspiration at
every turn.
This piece is a
loving tribute to Mr.
Herrick and his amazing
contribution to the
students of Lynden for
over thirty years. The
music begins with a
spirited section
oscillating between 6/8
and 2/4 time. It should
maintain a pulsing
feeling throughout. The
main melody appears at m.
25 and has a lilting,
reminiscing quality to
it. After some further
development, it moves to
a B-section at m. 41 with
some warm brass passages.
The woodwinds should soar
over the top with their
counter line. The lower
voices take over the
melody at m. 59. The
harmony becomes more
discordant at m. 71 with
passages trading between
the brass and woodwinds.
This tension
releases into a slow
section that features a
flowing, heartfelt
melody. This builds to
the big moment at m. 112.
The timpani ushers us
back to the 6/8, 2/4
section. The melody is
now accompanied by some
flowing counterpoint at
m. 153 which leads to the
B-section again at m.
169. This time the
woodwinds take the lead
and the brass provide the
counter line. A final big
moment at m. 194 is the
culmination and high
point of the composition.
A brief fast section puts
a bow on the piece for a
rousing
finale. . Commence!
em> was commissioned by
the Lynden High School
Class 2017-2019 and the
Lynden, WA Community, and
is dedicated to Steve
Herrick in celebration of
his retirement. Mr.
Herrick and I first
collaborated on a
commission in 2006, and I
was immediately taken by
the community and the
music program in Lynden.
It is truly one of the
most beautiful places in
the country and full of
musical inspiration at
every turn.
This piece is a
loving tribute to Mr.
Herrick and his amazing
contribution to the
students of Lynden for
over thirty years. The
music begins with a
spirited section
oscillating between 6/8
and 2/4 time. It should
maintain a pulsing
feeling throughout. The
main melody appears at m.
25 and has a lilting,
reminiscing quality to
it. After some further
development, it moves to
a B-section at m. 41 with
some warm brass passages.
The woodwinds should soar
over the top with their
counter line. The lower
voices take over the
melody at m. 59. The
harmony becomes more
discordant at m. 71 with
passages trading between
the brass and woodwinds.
This tension
releases into a slow
section that features a
flowing, heartfelt
melody. This builds to
the big moment at m. 112.
The timpani ushers us
back to the 6/8, 2/4
section. The melody is
now accompanied by some
flowing counterpoint at
m. 153 which leads to the
B-section again at m.
169. This time the
woodwinds take the lead
and the brass provide the
counter line. A final big
moment at m. 194 is the
culmination and high
point of the composition.
A brief fast section puts
a bow on the piece for a
rousing
finale. . Co
mmence! was commissioned
by the Lynden High School
Class 2017-2019 and the
Lynden, WA Community, and
is dedicated to Steve
Herrick in celebration of
his retirement. Mr.
Herrick and I first
collaborated on a
commission in 2006, and I
was immediately taken by
the community and the
music program in Lynden.
It is truly one of the
most beautiful places in
the country and full of
musical inspiration at
every turn. This piece is
a loving tribute to Mr.
Herrick and his amazing
contribution to the
students of Lynden for
over thirty years. The
music begins with a
spirited section
oscillating between 6/8
and 2/4 time. It should
maintain a pulsing
feeling throughout. The
main melody appears at m.
25 and has a lilting,
reminiscing quality to
it. After some further
development, it moves to
a B-section at m. 41 with
some warm brass passages.
The woodwinds should soar
over the top with their
counter line. The lower
voices take over the
melody at m. 59. The
harmony becomes more
discordant at m. 71 with
passages trading between
the brass and woodwinds.
This tension releases
into a slow section that
features a flowing,
heartfelt melody. This
builds to the big moment
at m. 112. The timpani
ushers us back to the
6/8, 2/4 section. The
melody is now accompanied
by some flowing
counterpoint at m. 153
which leads to the
B-section again at m.
169. This time the
woodwinds take the lead
and the brass provide the
counter line. A final big
moment at m. 194 is the
culmination and high
point of the composition.
A brief fast section puts
a bow on the piece for a
rousing finale. $14.00 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| A Latin Journey Orchestre d'harmonie [Conducteur et Parties séparées] - Facile Curnow Music
Concert Band/Harmonie - Grade 2 SKU: BT.CMP-0994-06-010 Composed by Carmi...(+)
Concert Band/Harmonie -
Grade 2 SKU:
BT.CMP-0994-06-010
Composed by Carmine
Pastore. Young Band. Set
(Score & Parts). Composed
2006. Curnow Music #CMP
0994-06-010. Published by
Curnow Music
(BT.CMP-0994-06-010).
9x12 inches.
English. Provocativ
e modal shifts and fresh
melodic excursions take
us to another land. The
brooding minor key
opening leads by stages
to a big uplifting
finish. There is also
lots of contrast built
into the orchestration,
making Latin
Journey a special
treat for band and
audience alike.
Cross-cultural lessons
are a natural fit with
this one! Additionally,
there is lots of
opportunity to work on
the finer points of
balance and
blend.Inventive!
De hoofdmelodie
van Latin Journey
is in feite de eerste
melodie die de componist
ooit schreef, op
vijftienjarige leeftijd.
Hij bezocht toen een
seminar voor jonge mensen
die wilden leren
componeren - en deze
melodie kwam voortuit een
taakopdracht. Bijna
dertig jaar later besloot
Carmine Pastore om
diezelfde melodie te
gebruiken in Latin
Journey, a werk dat
hij schreef voor de
Senior Band van een high
school in de Verenigde
Staten. Het resultaatmag
er
zijn!
Provokative
modale Verschiebungen und
erfrischende melodische
Linien entführen den
Zuhörer von Latin
Journey in
lateinamerikanische
Gefilde. Die
nachdenkliche
Eröffnung in Moll
verwandelt sich Schritt
für Schritt hin zu
einem heiteren Schluss.
Kontraste prägen auch
die Orchestrierung dieser
musikalischen Reise. Eine
willkommene
Stilerweiterung für
das Repertoire Ihres
Jugendblasorchesters!
La musique
latino-américaine est
une musique
exubérante, souriante,
vive, romantique,
passionnée et
ensoleillée. Ces
adjectifs correspondent
également cette
œuvre de Carmine
Pastore. La magie des
rythmes et des sons envo
te l’esprit des
musiciens et les
mélodies trotteront
dans la tête des
auditeurs pendant des
semaines. Une œuvre
sur mesure pour
élargir les horizons
stylistiques de votre
jeune formation. $90.95 - Voir plus => AcheterDélais: 2 to 3 weeks | | |
| Tico Tico Ensemble de cuivres Eighth Note Publications
By Zequinha De Abreu. Arranged by David Marlatt. Brass - Brass Choir. Eighth Not...(+)
By Zequinha De Abreu.
Arranged by David
Marlatt. Brass - Brass
Choir. Eighth Note
Publications. 20th
Century; Latin. 68 pages.
Published by Eighth Note
Publications
$30.00 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| Requiem (Requiem) Soli, choeur mixte et accompagnement satb (soli), SATB (chœur), Orchestre [Conducteur] Carus Verlag
Erganzt von Robert D. Levin. By Wolfgang Amadeus Mozart. Arranged by Robert D. L...(+)
Erganzt von Robert D.
Levin. By Wolfgang
Amadeus Mozart. Arranged
by Robert D. Levin. For
Soli SATB, SATB Choir, 2
Bassethorn, 2 Bassoons, 2
Clarinos/Trumpets, 3
Trombones, Timpani, 2
Violins, Viola, Basso
continuo. KV 626.
Requiem; Occasions:
Mourning, Death. Score.
Language: Latin. Composed
1791/1991. 256 pages.
Duration 50 min.
Published by Carus Verlag
(German import).
$113.95 - Voir plus => AcheterDélais: 2 to 3 weeks | | |
| Requiem (Requiem) Soli, choeur mixte et accompagnement satb (soli), SATB (chœur), Orchestre [Conducteur] Carus Verlag
Erganzt von Robert D. Levin. By Wolfgang Amadeus Mozart. Arranged by Robert D. L...(+)
Erganzt von Robert D.
Levin. By Wolfgang
Amadeus Mozart. Arranged
by Robert D. Levin. For
Soli SATB, SATB Choir, 2
Bassethorn, 2 Bassoons, 2
Clarinos/Trumpets, 3
Trombones, Timpani, 2
Violins, Viola, Basso
continuo. KV 626. Full
score available
separately - see item
CA.5162650. Requiem;
Occasions: Mourning,
Death. Piano/Vocal score.
Language: Latin. Composed
1791/1991. 88 pages.
Duration 50 min.
Published by Carus Verlag
(German import).
(1)$17.95 - Voir plus => AcheterDélais: 2 to 3 weeks | | |
| Requiem Soli, choeur mixte et accompagnement satb (soli), SATB (chœur), Orchestre Carus Verlag
(completed by Robert D. Levin). Composed by Wolfgang Amadeus Mozart (1756-1791)....(+)
(completed by Robert D.
Levin). Composed by
Wolfgang Amadeus Mozart
(1756-1791). Arranged by
Robert D. Levin. For SATB
vocal soli, SATB choir, 2
basset horn, 2 bassoons,
2 clarinos/trumpets, 3
trombones, timpani, 2
violins, viola, basso
continuo. D-Moll (D
minor). Score available
separately - see item
CA.5162650. Requiem,
Mourning, death. Complete
orchestral parts.
Language: Latin. Composed
1791/1991. KV 626.
Duration 50 minutes.
Published by Carus Verlag
$264.95 - Voir plus => AcheterDélais: 2 to 3 weeks | | |
| I'll Take Les Ensemble Jazz [Conducteur] - Facile Alfred Publishing
Jazz Ensemble - Grade 3 SKU: AP.41162S Composed by John Scofield. Arrange...(+)
Jazz Ensemble - Grade 3
SKU: AP.41162S
Composed by John
Scofield. Arranged by
Mike Kamuf. Jazz
Ensemble; MakeMusic
Cloud; Performance Music
Ensemble; Single Titles.
Jazz Band Series. Jazz.
Score. 24 pages. Duration
5:15. Alfred Music
#00-41162S. Published by
Alfred Music (AP.41162S).
UPC: 038081474243.
English. A
straight-eighth groove
that's a little funky
plus a catchy melody at
130 BPM, and you have a
winner. Features written
solos for tenor, trumpet
2, or guitar, lead
trumpet range to written
A, a great bari sax part,
and optional parts for
Latin percussion and
vibes. Excellent writing.
(5:15) This title is
available in MakeMusic
Cloud. $10.00 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| Texas Blues Guitar Guitare notes et tablatures [Partition + CD] Musicians Institute
Private Lessons. By Robert Calva. Musicians Institute Press (Instruction taken f...(+)
Private Lessons. By
Robert Calva. Musicians
Institute Press
(Instruction taken from
the curriculum of MI).
Book and CD package. With
notes and tablature. Size
9x12 inches. 48 pages.
Published by Musicians
Institute.
(2)$19.99 - Voir plus => AcheterDélais: 24 hours - In Stock | | |
| Latin Dance Party Ensemble de cuivres [Conducteur] - Facile Gobelin Music Publications
Brass Band - Grade 2 SKU: BT.GOB-000736-130 Composed by William Vean. Sco...(+)
Brass Band - Grade 2
SKU:
BT.GOB-000736-130
Composed by William Vean.
Score Only. 6 pages.
Gobelin Music
Publications #GOB
000736-130. Published by
Gobelin Music
Publications
(BT.GOB-000736-130).
In ‘Latin
Dance Party’ William
Vean takes us along to
sunny, seemingly
care-free places.
Happy faces, catchy
music, delicious drinks
are images that come to
mind when listening to
this ‘feel good’
music which will either
get you in a dreamy mood
or make you want to step
out onto the dance
floor. To start
we hear the first dance
of Cuban origin 'Cha Cha
Cha', cheerful, romantic,
playful dance . The Cha
Cha Cha is probably the
most popular dance.
Then we have the slower
'Bossa Nova' (new wave),
a dance developed from
the Samba rhythms with
strong syncopation.
We end with the 'Samba'.
Samba is party. The samba
is a mix of polka, Cuban
habanera and
Africanrhythms, born
around 1910 in the slums
of Rio de Janeiro, and
every year the leading
dance during the
exuberant carnival.
In ‘Latin Dance
Party’ neemt William
Vean ons mee naar
zonnige, schijnbaar
zorgeloze oorden.
Blije gezichten,
aanstekelijke muziek,
lekker drankje kortom
‘feel good’ muziek om
lekker bij weg te dromen,
of juist de dansvloer
opte gaan.
Als
eerste dans horen we de
van oorsprong Cubaanse
‘Cha Cha Cha’, een
vrolijke, speelse dans
waarbij je je danspartner
eens diep in de ogen kan
kijken en achter je aan
kan laten lopen. De Cha
Cha Cha is misschienwel
de meest populaire
dans. Daarna krijgen
we de wat rustigere Bossa
Nova (nieuwe golf), een
uit de Samba ontwikkelde
dans met sterk
syncoperende ritmes.
We sluiten af met de
‘Samba’. Samba is
feest. De Samba is eenmix
van polka, Cubaanse
habanera en Afrikaanse
ritmes, ontstaan
omstreeks 1910 in de
sloppenwijken van Rio de
Janeiro, en ieder jaar
tijdens het uitbundige
carnaval te horen. $16.95 - Voir plus => AcheterDélais: 4 to 6 weeks | | |
| Latin Dance Party Ensemble de cuivres [Conducteur et Parties séparées] - Facile Gobelin Music Publications
Brass Band - Grade 2 SKU: BT.GOB-000736-030 Composed by William Vean. Set...(+)
Brass Band - Grade 2
SKU:
BT.GOB-000736-030
Composed by William Vean.
Set (Score & Parts). 27
pages. Gobelin Music
Publications #GOB
000736-030. Published by
Gobelin Music
Publications
(BT.GOB-000736-030).
In ‘Latin
Dance Party’ William
Vean takes us along to
sunny, seemingly
care-free places.
Happy faces, catchy
music, delicious drinks
are images that come to
mind when listening to
this ‘feel good’
music which will either
get you in a dreamy mood
or make you want to step
out onto the dance
floor. To start
we hear the first dance
of Cuban origin 'Cha Cha
Cha', cheerful, romantic,
playful dance . The Cha
Cha Cha is probably the
most popular dance.
Then we have the slower
'Bossa Nova' (new wave),
a dance developed from
the Samba rhythms with
strong syncopation.
We end with the 'Samba'.
Samba is party. The samba
is a mix of polka, Cuban
habanera and
Africanrhythms, born
around 1910 in the slums
of Rio de Janeiro, and
every year the leading
dance during the
exuberant carnival.
In ‘Latin Dance
Party’ neemt William
Vean ons mee naar
zonnige, schijnbaar
zorgeloze oorden.
Blije gezichten,
aanstekelijke muziek,
lekker drankje kortom
‘feel good’ muziek om
lekker bij weg te dromen,
of juist de dansvloer
opte gaan.
Als
eerste dans horen we de
van oorsprong Cubaanse
‘Cha Cha Cha’, een
vrolijke, speelse dans
waarbij je je danspartner
eens diep in de ogen kan
kijken en achter je aan
kan laten lopen. De Cha
Cha Cha is misschienwel
de meest populaire
dans. Daarna krijgen
we de wat rustigere Bossa
Nova (nieuwe golf), een
uit de Samba ontwikkelde
dans met sterk
syncoperende ritmes.
We sluiten af met de
‘Samba’. Samba is
feest. De Samba is eenmix
van polka, Cubaanse
habanera en Afrikaanse
ritmes, ontstaan
omstreeks 1910 in de
sloppenwijken van Rio de
Janeiro, en ieder jaar
tijdens het uitbundige
carnaval te horen. $78.95 - Voir plus => AcheterDélais: 2 to 3 weeks | | |
| Exultate Justi Carl Fischer
Choral Piano, baritone voice bass voice, tenor voice SKU: CF.CM9727 Compo...(+)
Choral Piano, baritone
voice bass voice, tenor
voice SKU:
CF.CM9727 Composed by
Dan Davison. 12 pages.
Duration 2 minutes, 41
seconds. Carl Fischer
Music #CM9727. Published
by Carl Fischer Music
(CF.CM9727). ISBN
9781491161067. UPC:
680160919666. Key: Eb
major. Latin. Traditional
Latin. Please use
NOTES from SA(T)B BL1031
and replace the 2nd
paragraph with the
following: When a
counterpoint section
occurs, keep in mind that
only one part can be
dominant at a time. For
example, at letter A, the
basses have the lead.
However, when the
baritones enter two
measures later, they will
have the spotlight, and
the basses must sing
softer in order to let
the baritones be heard.
Two measures later, the
basses and the baritones
must both take a back
seat when the focus
shifts to the tenors. The
important thing to
remember about
counterpoint is that the
singers must learn the
art of taking turns being
dominant. Please use
NOTES from SA(T)B BL1031
and replace the 2nd
paragraph with the
following:When a
counterpoint section
occurs, keep in mind that
only one part can be
dominant at a time.Â
For example, at letter A,
the basses have the
lead. However, when
the baritones enter two
measures later, they will
have the spotlight, and
the basses must sing
softer in order to let
the baritones be
heard. Two measures
later, the basses and the
baritones must both take
a back seat when the
focus shifts to the
tenors. The important
thing to remember about
counterpoint is that the
singers must learn the
art of “taking
turns†being
dominant. $2.50 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| Essential Play-Alongs Saxophone Alto - Intermédiaire Advance Music
Alto Saxophone - Intermediate SKU: AP.1-ADV7162 12 Easy to Intermediat...(+)
Alto Saxophone -
Intermediate SKU:
AP.1-ADV7162 12
Easy to Intermediate
Etudes in Jazz, Funk &
Latin Style. Composed
by Ed Harlow, Fernando
Brandão, Fred Lipsius,
and Jim Snidero.
Improvisation;
Method/Instruction;
Play-Along; Technique
Musicianship; Woodwind -
Saxophone Method or
Collection. Advance
Music. Funk; Jazz. Book
and CD. Advance Music
#01-ADV7162. Published by
Advance Music
(AP.1-ADV7162). ISBN
9783954810352. UPC:
805095071627.
English. Essential
Play-Alongs for alto
saxophone includes 12
easy to intermediate
pieces in popular
styles---from jazz and
blues, to funk and Latin
Music. The accompanying
CD includes full versions
as well as play-along
tracks where you may take
the lead. All tracks have
been recorded by some of
the world's best
musicians: Jim Snidero
and Fred Lipsius and
their heavily swinging
jazz bands from New York,
Ed Harlow and The Boston
Horns, or Fernando
Brandão, accompanied
by outstanding musicians
from Cuba and Brazil.
Listening to and playing
the music becomes a
delightful experience.
This volume is suitable
for beginners that have a
basic knowledge of the
saxophone. $21.95 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| Gustave Vogt's Musical Album of Autographs Cor anglais, Piano Carl Fischer
Chamber Music English Horn, Oboe SKU: CF.WF229 15 Pieces for Oboe and ...(+)
Chamber Music English
Horn, Oboe SKU:
CF.WF229 15 Pieces
for Oboe and English
Horn. Composed by
Gustave Vogt. Edited by
Kristin Jean Leitterman.
Collection - Performance.
32+8 pages. Carl Fischer
Music #WF229. Published
by Carl Fischer Music
(CF.WF229). ISBN
9781491153789. UPC:
680160911288. Intro
duction Gustave Vogt's
Musical Paris Gustave
Vogt (1781-1870) was born
into the Age of
Enlightenment, at the
apex of the
Enlightenment's outreach.
During his lifetime he
would observe its effect
on the world. Over the
course of his life he
lived through many
changes in musical style.
When he was born,
composers such as Mozart
and Haydn were still
writing masterworks
revered today, and
eighty-nine years later,
as he departed the world,
the new realm of
Romanticism was beginning
to emerge with Mahler,
Richard Strauss and
Debussy, who were soon to
make their respective
marks on the musical
world. Vogt himself left
a huge mark on the
musical world, with
critics referring to him
as the grandfather of the
modern oboe and the
premier oboist of Europe.
Through his eighty-nine
years, Vogt would live
through what was perhaps
the most turbulent period
of French history. He
witnessed the French
Revolution of 1789,
followed by the many
newly established
governments, only to die
just months before the
establishment of the
Third Republic in 1870,
which would be the
longest lasting
government since the
beginning of the
revolution. He also
witnessed the
transformation of the
French musical world from
one in which opera
reigned supreme, to one
in which virtuosi,
chamber music, and
symphonic music ruled.
Additionally, he
experienced the
development of the oboe
right before his eyes.
When he began playing in
the late eighteenth
century, the standard
oboe had two keys (E and
Eb) and at the time of
his death in 1870, the
System Six Triebert oboe
(the instrument adopted
by Conservatoire
professor, Georges
Gillet, in 1882) was only
five years from being
developed. Vogt was born
March 18, 1781 in the
ancient town of
Strasbourg, part of the
Alsace region along the
German border. At the
time of his birth,
Strasbourg had been
annexed by Louis XIV, and
while heavily influenced
by Germanic culture, had
been loosely governed by
the French for a hundred
years. Although it is
unclear when Vogt began
studying the oboe and
when his family made its
move to the French
capital, the Vogts may
have fled Strasbourg in
1792 after much of the
city was destroyed during
the French Revolution. He
was without question
living in Paris by 1798,
as he enrolled on June 8
at the newly established
Conservatoire national de
Musique to study oboe
with the school's first
oboe professor,
Alexandre-Antoine
Sallantin (1775-1830).
Vogt's relationship with
the Conservatoire would
span over half a century,
moving seamlessly from
the role of student to
professor. In 1799, just
a year after enrolling,
he was awarded the
premier prix, becoming
the fourth oboist to
achieve this award. By
1802 he had been
appointed repetiteur,
which involved teaching
the younger students and
filling in for Sallantin
in exchange for a free
education. He maintained
this rank until 1809,
when he was promoted to
professor adjoint and
finally to professor
titulaire in 1816 when
Sallantin retired. This
was a position he held
for thirty-seven years,
retiring in 1853, making
him the longest serving
oboe professor in the
school's history. During
his tenure, he became the
most influential oboist
in France, teaching
eighty-nine students,
plus sixteen he taught
while he was professor
adjoint and professor
titulaire. Many of these
students went on to be
famous in their own
right, such as Henri Brod
(1799-1839), Apollon
Marie-Rose Barret
(1804-1879), Charles
Triebert (1810-1867),
Stanislas Verroust
(1814-1863), and Charles
Colin (1832-1881). His
influence stretches from
French to American oboe
playing in a direct line
from Charles Colin to
Georges Gillet
(1854-1920), and then to
Marcel Tabuteau
(1887-1966), the oboist
Americans lovingly
describe as the father of
American oboe playing.
Opera was an important
part of Vogt's life. His
first performing position
was with the
Theatre-Montansier while
he was still studying at
the Conservatoire.
Shortly after, he moved
to the Ambigu-Comique
and, in 1801 was
appointed as first oboist
with the Theatre-Italien
in Paris. He had been in
this position for only a
year, when he began
playing first oboe at the
Opera-Comique. He
remained there until
1814, when he succeeded
his teacher,
Alexandre-Antoine
Sallantin, as soloist
with the Paris Opera, the
top orchestra in Paris at
the time. He played with
the Paris Opera until
1834, all the while
bringing in his current
and past students to fill
out the section. In this
position, he began to
make a name for himself;
so much so that specific
performances were
immortalized in memoirs
and letters. One comes
from a young Hector
Berlioz (1803-1865) after
having just arrived in
Paris in 1822 and
attended the Paris
Opera's performance of
Mehul's Stratonice and
Persuis' ballet Nina. It
was in response to the
song Quand le bien-amie
reviendra that Berlioz
wrote: I find it
difficult to believe that
that song as sung by her
could ever have made as
true and touching an
effect as the combination
of Vogt's instrument...
Shortly after this,
Berlioz gave up studying
medicine and focused on
music. Vogt frequently
made solo and chamber
appearances throughout
Europe. His busiest
period of solo work was
during the 1820s. In 1825
and 1828 he went to
London to perform as a
soloist with the London
Philharmonic Society.
Vogt also traveled to
Northern France in 1826
for concerts, and then in
1830 traveled to Munich
and Stuttgart, visiting
his hometown of
Strasbourg on the way.
While on tour, Vogt
performed Luigi
Cherubini's (1760-1842)
Ave Maria, with soprano
Anna (Nanette) Schechner
(1806-1860), and a
Concertino, presumably
written by himself. As a
virtuoso performer in
pursuit of repertoire to
play, Vogt found himself
writing much of his own
music. His catalog
includes chamber music,
variation sets, vocal
music, concerted works,
religious music, wind
band arrangements, and
pedagogical material. He
most frequently performed
his variation sets, which
were largely based on
themes from popular
operas he had, presumably
played while he was at
the Opera. He made his
final tour in 1839,
traveling to Tours and
Bordeaux. During this
tour he appeared with the
singer Caroline Naldi,
Countess de Sparre, and
the violinist Joseph
Artot (1815-1845). This
ended his active career
as a soloist. His
performance was described
in the Revue et gazette
musicale de Paris as
having lost none of his
superiority over the
oboe.... It's always the
same grace, the same
sweetness. We made a trip
to Switzerland, just by
closing your eyes and
listening to Vogt's oboe.
Vogt was also active
performing in Paris as a
chamber and orchestral
musician. He was one of
the founding members of
the Societe des Concerts
du Conservatoire, a group
established in 1828 by
violinist and conductor
Francois-Antoine Habeneck
(1781-1849). The group
featured faculty and
students performing
alongside each other and
works such as Beethoven
symphonies, which had
never been heard in
France. He also premiered
the groundbreaking
woodwind quintets of
Antonin Reicha
(1770-1836). After his
retirement from the Opera
in 1834 and from the
Societe des Concerts du
Conservatoire in 1842,
Vogt began to slow down.
His final known
performance was of
Cherubini's Ave Maria on
English horn with tenor
Alexis Dupont (1796-1874)
in 1843. He then began to
reflect on his life and
the people he had known.
When he reached his 60s,
he began gathering
entries for his Musical
Album of Autographs.
Autograph Albums Vogt's
Musical Album of
Autographs is part of a
larger practice of
keeping autograph albums,
also commonly known as
Stammbuch or Album
Amicorum (meaning book of
friendship or friendship
book), which date back to
the time of the
Reformation and the
University of Wittenberg.
It was during the
mid-sixteenth century
that students at the
University of Wittenberg
began passing around
bibles for their fellow
students and professors
to sign, leaving messages
to remember them by as
they moved on to the next
part of their lives. The
things people wrote were
mottos, quotes, and even
drawings of their family
coat of arms or some
other scene that meant
something to the owner.
These albums became the
way these young students
remembered their school
family once they had
moved on to another
school or town. It was
also common for the
entrants to comment on
other entries and for the
owner to amend entries
when they learned of
important life details
such as marriage or
death. As the practice
continued, bibles were
set aside for emblem
books, which was a
popular book genre that
featured allegorical
illustrations (emblems)
in a tripartite form:
image, motto, epigram.
The first emblem book
used for autographs was
published in 1531 by
Andrea Alciato
(1492-1550), a collection
of 212 Latin emblem
poems. In 1558, the first
book conceived for the
purpose of the album
amicorum was published by
Lyon de Tournes
(1504-1564) called the
Thesaurus Amicorum. These
books continued to
evolve, and spread to
wider circles away from
universities. Albums
could be found being kept
by noblemen, physicians,
lawyers, teachers,
painters, musicians, and
artisans. The albums
eventually became more
specialized, leading to
Musical Autograph Albums
(or Notestammbucher).
Before this
specialization, musicians
contributed in one form
or another, but our
knowledge of them in
these albums is mostly
limited to individual
people or events. Some
would simply sign their
name while others would
insert a fragment of
music, usually a canon
(titled fuga) with text
in Latin. Canons were
popular because they
displayed the
craftsmanship of the
composer in a limited
space. Composers
well-known today,
including J. S. Bach,
Telemann, Mozart,
Beethoven, Dowland, and
Brahms, all participated
in the practice, with
Beethoven being the first
to indicate an interest
in creating an album only
of music. This interest
came around 1815. In an
1845 letter from Johann
Friedrich Naue to
Heinrich Carl
Breidenstein, Naue
recalled an 1813 visit
with Beethoven, who
presented a book
suggesting Naue to
collect entries from
celebrated musicians as
he traveled. Shortly
after we find Louis Spohr
speaking about leaving on
his grand tour through
Europe in 1815 and of his
desire to carry an album
with entries from the
many artists he would
come across. He wrote in
his autobiography that
his most valuable
contribution came from
Beethoven in 1815.
Spohr's Notenstammbuch,
comprised only of musical
entries, is
groundbreaking because it
was coupled with a
concert tour, allowing
him to reach beyond the
Germanic world, where the
creation of these books
had been nearly
exclusive. Spohr brought
the practice of
Notenstammbucher to
France, and in turn
indirectly inspired Vogt
to create a book of his
own some fifteen years
later. Vogt's Musical
Album of Autographs
Vogt's Musical Album of
Autographs acts as a form
of a memoir, displaying
mementos of musicians who
held special meaning in
his life as well as
showing those with whom
he was enamored from the
younger generation. The
anonymous Pie Jesu
submitted to Vogt in 1831
marks the beginning of an
album that would span
nearly three decades by
the time the final entry,
an excerpt from Charles
Gounod's (1818-1893)
Faust, which premiered in
1859, was submitted.
Within this album we find
sixty-two entries from
musicians whom he must
have known very well
because they were
colleagues at the
Conservatoire, or
composers of opera whose
works he was performing
with the Paris Opera.
Other entries came from
performers with whom he
had performed and some
who were simply passing
through Paris, such as
Joseph Joachim
(1831-1907). Of the
sixty-three total
entries, some are
original, unpublished
works, while others came
from well-known existing
works. Nineteen of these
works are for solo piano,
sixteen utilize the oboe
or English horn, thirteen
feature the voice (in
many different
combinations, including
vocal solos with piano,
and small choral settings
up to one with double
choir), two feature
violin as a solo
instrument, and one even
features the now obscure
ophicleide. The
connections among the
sixty-two contributors to
Vogt's album are
virtually never-ending.
All were acquainted with
Vogt in some capacity,
from long-time
friendships to
relationships that were
created when Vogt
requested their entry.
Thus, while Vogt is the
person who is central to
each of these musicians,
the web can be greatly
expanded. In general, the
connections are centered
around the Conservatoire,
teacher lineages, the
Opera, and performing
circles. The
relationships between all
the contributors in the
album parallel the
current musical world, as
many of these kinds of
relationships still
exist, and permit us to
fantasize who might be
found in an album created
today by a musician of
the same standing. Also
important, is what sort
of entries the
contributors chose to
pen. The sixty-three
entries are varied, but
can be divided into
published and unpublished
works. Within the
published works, we find
opera excerpts, symphony
excerpts, mass excerpts,
and canons, while the
unpublished works include
music for solo piano,
oboe or English horn,
string instruments
(violin and cello), and
voice (voice with piano
and choral). The music
for oboe and English horn
works largely belong in
the unpublished works of
the album. These entries
were most likely written
to honor Vogt. Seven are
for oboe and piano and
were contributed by
Joseph Joachim, Pauline
Garcia Viardot
(1821-1910), Joseph
Artot, Anton Bohrer
(1783-1852), Georges
Onslow (1784-1853),
Desire Beaulieu
(1791-1863), and Narcisse
Girard (1797-1860). The
common thread between
these entries is the
simplicity of the melody
and structure. Many are
repetitive, especially
Beaulieu's entry, which
features a two-note
ostinato throughout the
work, which he even
included in his
signature. Two composers
contributed pieces for
English horn and piano,
and like the previous
oboe entries, are simple
and repetitive. These
were written by Michele
Carafa (1787-1872) and
Louis Clapisson
(1808-1866). There are
two other entries that
were unpublished works
and are chamber music.
One is an oboe trio by
Jacques Halevy
(1799-1862) and the other
is for oboe and strings
(string trio) by J. B.
Cramer (1771-1858). There
are five published works
in the album for oboe and
English horn. There are
three from operas and the
other two from symphonic
works. Ambroise Thomas
(1811-1896) contributed
an excerpt from the
Entr'acte of his opera La
Guerillero, and was
likely chosen because the
oboe was featured at this
moment. Hippolyte Chelard
(1789-1861) also chose to
honor Vogt by writing for
English horn. His entry,
for English horn and
piano, is taken from his
biggest success, Macbeth.
The English horn part was
actually taken from Lady
Macbeth's solo in the
sleepwalking scene.
Vogt's own entry also
falls into this category,
as he entered an excerpt
from Donizetti's Maria di
Rohan. The excerpt he
chose is a duet between
soprano and English horn.
There are two entries
featuring oboe that are
excerpted from symphonic
repertoire. One is a
familiar oboe melody from
Beethoven's Pastoral
Symphony entered by his
first biographer, Anton
Schindler (1796-1864).
The other is an excerpt
from Berlioz's choral
symphony, Romeo et
Juliette. He entered an
oboe solo from the Grand
Fete section of the
piece. Pedagogical
benefit All of these
works are lovely, and fit
within the album
wonderfully, but these
works also are great oboe
and English horn music
for young students. The
common thread between
these entries is the
simplicity of the melody
and structure. Many are
repetitive, especially
Beaulieu's entry, which
features a two-note
ostinato throughout the
work in the piano. This
repetitive structure is
beneficial for young
students for searching
for a short solo to
present at a studio
recital, or simply to
learn. They also work
many technical issues a
young player may
encounter, such as
mastering the rolling
finger to uncover and
recover the half hole.
This is true of Bealieu's
Pensee as well as
Onslow's Andantino.
Berlioz's entry from
Romeo et Juliette
features very long
phrases, which helps with
endurance and helps keep
the air spinning through
the oboe. Some of the
pieces also use various
levels of ornamentation,
from trills to grace
notes, and short
cadenzas. This allows the
student to learn
appropriate ways to
phrase with these added
notes. The chamber music
is a valuable way to
start younger students
with chamber music,
especially the short
quartet by Cramer for
oboe and string trio. All
of these pieces will not
tax the student to learn
a work that is more
advanced, as well as give
them a full piece that
they can work on from
beginning to end in a
couple weeks, instead of
months. Editorial Policy
The works found in this
edition are based on the
manuscript housed at the
Morgan Library in New
York City (call number
Cary 348, V886. A3). When
possible, published
scores were consulted and
compared to clarify pitch
and text. The general
difficulties in creating
an edition of these works
stem from entries that
appear to be hastily
written, and thus omit
complete articulations
and dynamic indications
for all passages and
parts. The manuscript has
been modernized into a
performance edition. The
score order from the
manuscript has been
retained. If an entry
also exists in a
published work, and this
was not indicated on the
manuscript, appropriate
titles and subtitles have
been added tacitly. For
entries that were
untitled, the beginning
tempo marking or
expressive directive has
been added as its title
tacitly. Part names have
been changed from the
original language to
English. If no part name
was present, it was added
tacitly. All scores are
transposing where
applicable. Measure
numbers have been added
at the beginning of every
system. Written
directives have been
retained in the original
language and are placed
relative to where they
appear in the manuscript.
Tempo markings from the
manuscript have been
retained, even if they
were abbreviated, i.e.,
Andte. The barlines,
braces, brackets, and
clefs are modernized. The
beaming and stem
direction has been
modernized. Key
signatures have been
modernized as some of the
flats/sharps do not
appear on the correct
lines or spaces. Time
signatures have been
modernized. In a few
cases, when a time
signature was missing in
the manuscript, it has
been added tacitly.
Triplet and rhythmic
groupings have been
modernized. Slurs, ties,
and articulations
(staccato and accent)
have been modernized.
Slurs, ties, and
articulations have been
added to parallel
passages tacitly.
Courtesy accidentals
found in the manuscript
have been removed, unless
it appeared to be helpful
to the performer. Dynamic
indications from the
manuscript have been
retained, except where
noted. --Kristin
Leitterman. Introducti
onGustave Vogt’s
Musical ParisGustave Vogt
(1781–1870) was
born into the “Age
of Enlightenment,â€
at the apex of the
Enlightenment’s
outreach. During his
lifetime he would observe
its effect on the world.
Over the course of his
life he lived through
many changes in musical
style. When he was born,
composers such as Mozart
and Haydn were still
writing masterworks
revered today, and
eighty-nine years later,
as he departed the world,
the new realm of
Romanticism was beginning
to emerge with Mahler,
Richard Strauss and
Debussy, who were soon to
make their respective
marks on the musical
world. Vogt himself left
a huge mark on the
musical world, with
critics referring to him
as the “grandfather
of the modern oboeâ€
and the “premier
oboist of
Europe.â€Through his
eighty-nine years, Vogt
would live through what
was perhaps the most
turbulent period of
French history. He
witnessed the French
Revolution of 1789,
followed by the many
newly established
governments, only to die
just months before the
establishment of the
Third Republic in 1870,
which would be the
longest lasting
government since the
beginning of the
revolution. He also
witnessed the
transformation of the
French musical world from
one in which opera
reigned supreme, to one
in which virtuosi,
chamber music, and
symphonic music ruled.
Additionally, he
experienced the
development of the oboe
right before his eyes.
When he began playing in
the late eighteenth
century, the standard
oboe had two keys (E and
Eb) and at the time of
his death in 1870, the
“System Sixâ€
Triébert oboe (the
instrument adopted by
Conservatoire professor,
Georges Gillet, in 1882)
was only five years from
being developed.Vogt was
born March 18, 1781 in
the ancient town of
Strasbourg, part of the
Alsace region along the
German border. At the
time of his birth,
Strasbourg had been
annexed by Louis XIV, and
while heavily influenced
by Germanic culture, had
been loosely governed by
the French for a hundred
years. Although it is
unclear when Vogt began
studying the oboe and
when his family made its
move to the French
capital, the Vogts may
have fled Strasbourg in
1792 after much of the
city was destroyed during
the French Revolution. He
was without question
living in Paris by 1798,
as he enrolled on June 8
at the newly established
Conservatoire national de
Musique to study oboe
with the school’s
first oboe professor,
Alexandre-Antoine
Sallantin
(1775–1830).Vogtâ
€™s relationship with
the Conservatoire would
span over half a century,
moving seamlessly from
the role of student to
professor. In 1799, just
a year after enrolling,
he was awarded the
premier prix, becoming
the fourth oboist to
achieve this award. By
1802 he had been
appointed
répétiteur, which
involved teaching the
younger students and
filling in for Sallantin
in exchange for a free
education. He maintained
this rank until 1809,
when he was promoted to
professor adjoint and
finally to professor
titulaire in 1816 when
Sallantin retired. This
was a position he held
for thirty-seven years,
retiring in 1853, making
him the longest serving
oboe professor in the
school’s history.
During his tenure, he
became the most
influential oboist in
France, teaching
eighty-nine students,
plus sixteen he taught
while he was professor
adjoint and professor
titulaire. Many of these
students went on to be
famous in their own
right, such as Henri Brod
(1799–1839),
Apollon Marie-Rose Barret
(1804–1879),
Charles Triebert
(1810–1867),
Stanislas Verroust
(1814–1863), and
Charles Colin
(1832–1881). His
influence stretches from
French to American oboe
playing in a direct line
from Charles Colin to
Georges Gillet
(1854–1920), and
then to Marcel Tabuteau
(1887–1966), the
oboist Americans lovingly
describe as the
“father of American
oboe playing.â€Opera
was an important part of
Vogt’s life. His
first performing position
was with the
Théâtre-Montansier
while he was still
studying at the
Conservatoire. Shortly
after, he moved to the
Ambigu-Comique and, in
1801 was appointed as
first oboist with the
Théâtre-Italien in
Paris. He had been in
this position for only a
year, when he began
playing first oboe at the
Opéra-Comique. He
remained there until
1814, when he succeeded
his teacher,
Alexandre-Antoine
Sallantin, as soloist
with the Paris Opéra,
the top orchestra in
Paris at the time. He
played with the Paris
Opéra until 1834, all
the while bringing in his
current and past students
to fill out the section.
In this position, he
began to make a name for
himself; so much so that
specific performances
were immortalized in
memoirs and letters. One
comes from a young Hector
Berlioz
(1803–1865) after
having just arrived in
Paris in 1822 and
attended the Paris
Opéra’s
performance of
Mehul’s Stratonice
and Persuis’
ballet Nina. It was in
response to the song
Quand le bien-amié
reviendra that Berlioz
wrote: “I find it
difficult to believe that
that song as sung by her
could ever have made as
true and touching an
effect as the combination
of Vogt’s
instrument…â€
Shortly after this,
Berlioz gave up studying
medicine and focused on
music.Vogt frequently
made solo and chamber
appearances throughout
Europe. His busiest
period of solo work was
during the 1820s. In 1825
and 1828 he went to
London to perform as a
soloist with the London
Philharmonic Society.
Vogt also traveled to
Northern France in 1826
for concerts, and then in
1830 traveled to Munich
and Stuttgart, visiting
his hometown of
Strasbourg on the way.
While on tour, Vogt
performed Luigi
Cherubini’s
(1760–1842) Ave
Maria, with soprano Anna
(Nanette) Schechner
(1806–1860), and a
Concertino, presumably
written by himself. As a
virtuoso performer in
pursuit of repertoire to
play, Vogt found himself
writing much of his own
music. His catalog
includes chamber music,
variation sets, vocal
music, concerted works,
religious music, wind
band arrangements, and
pedagogical material. He
most frequently performed
his variation sets, which
were largely based on
themes from popular
operas he had, presumably
played while he was at
the Opéra.He made his
final tour in 1839,
traveling to Tours and
Bordeaux. During this
tour he appeared with the
singer Caroline Naldi,
Countess de Sparre, and
the violinist Joseph
Artôt
(1815–1845). This
ended his active career
as a soloist. His
performance was described
in the Revue et gazette
musicale de Paris as
having “lost none
of his superiority over
the oboe….
It’s always the
same grace, the same
sweetness. We made a trip
to Switzerland, just by
closing your eyes and
listening to
Vogt’s
oboe.â€Vogt was also
active performing in
Paris as a chamber and
orchestral musician. He
was one of the founding
members of the
Société des
Concerts du
Conservatoire, a group
established in 1828 by
violinist and conductor
François-Antoine
Habeneck
(1781–1849). The
group featured faculty
and students performing
alongside each other and
works such as Beethoven
symphonies, which had
never been heard in
France. He also premiered
the groundbreaking
woodwind quintets of
Antonin Reicha
(1770–1836).After
his retirement from the
Opéra in 1834 and from
the Société des
Concerts du Conservatoire
in 1842, Vogt began to
slow down. His final
known performance was of
Cherubini’s Ave
Maria on English horn
with tenor Alexis Dupont
(1796–1874) in
1843. He then began to
reflect on his life and
the people he had known.
When he reached his 60s,
he began gathering
entries for his Musical
Album of
Autographs.Autograph
AlbumsVogt’s
Musical Album of
Autographs is part of a
larger practice of
keeping autograph albums,
also commonly known as
Stammbuch or Album
Amicorum (meaning book of
friendship or friendship
book), which date back to
the time of the
Reformation and the
University of Wittenberg.
It was during the
mid-sixteenth century
that students at the
University of Wittenberg
began passing around
bibles for their fellow
students and professors
to sign, leaving messages
to remember them by as
they moved on to the next
part of their lives. The
things people wrote were
mottos, quotes, and even
drawings of their family
coat of arms or some
other scene that meant
something to the owner.
These albums became the
way these young students
remembered their school
family once they had
moved on to another
school or town. It was
also common for the
entrants to comment on
other entries and for the
owner to amend entries
when they learned of
important life details
such as marriage or
death.As the practice
continued, bibles were
set aside for emblem
books, which was a
popular book genre that
featured allegorical
illustrations (emblems)
in a tripartite form:
image, motto, epigram.
The first emblem book
used for autographs was
published in 1531 by
Andrea Alciato
(1492–1550), a
collection of 212 Latin
emblem poems. In 1558,
the first book conceived
for the purpose of the
album amicorum was
published by Lyon de
Tournes
(1504–1564) called
the Thesaurus Amicorum.
These books continued to
evolve, and spread to
wider circles away from
universities. Albums
could be found being kept
by noblemen, physicians,
lawyers, teachers,
painters, musicians, and
artisans.The albums
eventually became more
specialized, leading to
Musical Autograph Albums
(or Notestammbücher).
Before this
specialization, musicians
contributed in one form
or another, but our
knowledge of them in
these albums is mostly
limited to individual
people or events. Some
would simply sign their
name while others would
insert a fragment of
music, usually a canon
(titled fuga) with text
in Latin. Canons were
popular because they
displayed the
craftsmanship of the
composer in a limited
space. Composers
well-known today,
including J. S. Bach,
Telemann, Mozart,
Beethoven, Dowland, and
Brahms, all participated
in the practice, with
Beethoven being the first
to indicate an interest
in creating an album only
of music.This interest
came around 1815. In an
1845 letter from Johann
Friedrich Naue to
Heinrich Carl
Breidenstein, Naue
recalled an 1813 visit
with Beethoven, who
presented a book
suggesting Naue to
collect entries from
celebrated musicians as
he traveled. Shortly
after we find Louis Spohr
speaking about leaving on
his “grand
tour†through
Europe in 1815 and of his
desire to carry an album
with entries from the
many artists he would
come across. He wrote in
his autobiography that
his “most valuable
contribution†came
from Beethoven in 1815.
Spohr’s
Notenstammbuch, comprised
only of musical entries,
is groundbreaking because
it was coupled with a
concert tour, allowing
him to reach beyond the
Germanic world, where the
creation of these books
had been nearly
exclusive. Spohr brought
the practice of
Notenstammbücher to
France, and in turn
indirectly inspired Vogt
to create a book of his
own some fifteen years
later.Vogt’s
Musical Album of
AutographsVogt’s
Musical Album of
Autographs acts as a form
of a memoir, displaying
mementos of musicians who
held special meaning in
his life as well as
showing those with whom
he was enamored from the
younger generation. The
anonymous Pie Jesu
submitted to Vogt in 1831
marks the beginning of an
album that would span
nearly three decades by
the time the final entry,
an excerpt from Charles
Gounod’s
(1818–1893) Faust,
which premiered in 1859,
was submitted.Within this
album ... $16.99 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| Sinfonia XVI: Transcendental Vienna Orchestre d'harmonie [Conducteur et Parties séparées] - Intermédiaire Manhattan Beach Music
Concert band - Grade 4 SKU: MH.1-59913-072-6 Composed by Timothy Broege. ...(+)
Concert band - Grade 4
SKU:
MH.1-59913-072-6
Composed by Timothy
Broege. Suitable for high
school, community, and
college bands. Conductor
score and set of parts.
Duration 7:00. Published
by Manhattan Beach Music
(MH.1-59913-072-6).
ISBN
9781599130729. Prog
ram Notes: It was a happy
coincidence that the
commission for SINFONIA
XVI: TRANSCENDENTAL
VIENNA came from the
Henry David Thoreau
School located in Vienna,
Virginia. Thoreau is one
of the magic names in
American culture: Henry
David Thoreau, one of the
leading figures of the
Transcendentalist
movement, centered in
19th-century New England,
left us a body of unique
philosophical and
poetical writings. To
utter the words, Walden
Pond, is to invoke an
America long past in
physical actuality, but
still present in the
minds and hearts of many
American citizens. The
name, Vienna, of course,
summons thoughts of the
Old World: culture, fine
food, wine, civilized
cities. While
contemplating the form
that SINFONIA XVI should
take, I found myself
thinking of two pillars
of Viennese culture:
expressionism and the
waltz. Musically
speaking, expressionism
reached a zenith in the
works of Arnold
Schoenberg and Alban
Berg. It was Berg, in
particular, that I wanted
to invoke in the outer
movements of my
composition. I knew I
would also have to
include a waltz, and an
invocation of the
mysterious forces that
are contained in both
expressionism and
transcendentalism. Thus
was the structure of the
work generated. The outer
movements with their
vision of the night sky
and the stars, Aldebaran
and Sirius, frame the
central movements, which
are essentially two
versions of the same
material, and are quieter
and less dramatic. The
outer movements are
symmetrical, and share
both pitch and rhythmic
materials. Accordingly, I
see the work as a ternary
form, with the central
movements forming a unit
within the outer frame: A
(Movement 1) B (Movements
2 & 3) A' (Movement 4).
Harmonically, the work
can be summarized by the
two pitch-series which
occur in the opening bars
of Movement 1: the
initial 12-note row, with
a tonal center on F-sharp
(measures 1-6), and the
subsequent D-minor Dorian
7-note row (beginning in
measure 14). Aspects of
these materials occur in
all four movements, but
they are most strongly
present in Movements 1
and 4. Note that the
12-note row is not
subjected to the usual
serial procedures, but
instead is treated as a
signifier and is left
unchanged. Since the
fourth movement takes up
where the first movement
leaves off, I can
conceive of one
interpretation of
SINFONIA XVI as an
evocation of Thoreau
himself contemplating two
of the brightest stars on
a clear, cold night.
Aldebaran is an orange,
first-magnitude star,
located in the
constellation Taurus;
Sirius, the Dog Star, is
the brightest star in the
sky, and is located in
the constellation Canis
Major. Thoreau interrupts
his star-gazing to
entertain some inward
thoughts, waking dreams,
as it were, then returns
his gaze to the splendid
night sky and all its
treasures. Although many
other interpretations of
the material are
possible, it is important
to remember that the
abstract materials of the
piece -- pitch, rhythm,
structure -- are what
count the most. Ensemble
instrumentation: 1
Piccolo, 4 Flute 1, 4
Flute 2, 3 Oboe, 1 Eb
Clarinet (opt.), 4 Bb
Clarinet 1, 4 Bb Clarinet
2, 4 Bb Clarinet 3, 3
Bass Clarinet, 3 Bassoon,
3 Eb Alto Saxophone 1, 3
Eb Alto Saxophone 2, 2 Bb
Tenor Saxophone, 2 Eb
Baritone Saxophone, 3 Bb
Trumpet 1, 3 Bb Trumpet
2, 3 Bb Trumpet 3, 2 Horn
1, 2 Horn 2, 3 Trombone
1, 3 Trombone 2, 3
Euphonium B.C., 2
Euphonium T.C., 5 Tuba, 2
Timpani, 3 Percussion 1,
3 Percussion 2, 3
Percussion 3, 3
Percussion 4. $135.00 - Voir plus => AcheterDélais: 4 to 6 weeks | | |
| The Need To See Theodore Presser Co.
Chamber Music Clarinet, Flute, Narrator, Percussion, Trumpet, Violoncello, sopra...(+)
Chamber Music Clarinet,
Flute, Narrator,
Percussion, Trumpet,
Violoncello, soprano
voice SKU:
PR.161000820 A
Musical Fable for
Children. Composed by
Dan Welcher. Original
story by Santiago
Vaquera-Vasquez; Lyrics
by Dan Welcher. Premiered
by faculty from Texas A&M
Kingsville, Kingsville,
TX. Folk. Set of Score
and Parts. With Standard
notation. Composed July
30 2012.
51+30+12+12+12+16+20
pages. Duration 20
minutes. Theodore Presser
Company #161-00082.
Published by Theodore
Presser Company
(PR.161000820). UPC:
680160610822. 9 x 12
inches. Text: Santiago
Vaquera-Vasquez; Dan
Welcher. Santiago
Vaquera-Vasquez, Dan
Welcher. Original story
by Santiago
Vaquera-Vasquez; Lyrics
by Dan
Welcher. Commission
ed for the Kingsville
(TX) Independent School
District and its thriving
music department, Welcher
has created A Musical
Fable for Children, based
upon a story by Santiago
Vaquera-Vasquez. A
narrator tells the tale
of two children on
opposite sides of the
border and the magical
creatures who allowed
them to see as the other
sees. Welcher uses
musical themes and
instruments to help
identify the characters
for the audience. The
musical play was
performed at the
Kingsville campus, as
well as six other
elementary schools in the
district. The Need to
See is a theater piece
for children, featuring a
narrator/singer and five
instrumentalists.
Designed to show children
(aged 8-10) a fable about
acceptance and diversity,
the work also exposes
children to live
musicians in a highly
portable,
suitable-for-classroom
theater piece.The
narrator/singer begins by
teaching the children a
well-known Mexican folk
tune, “Naranja
Dulceâ€, which leads
directly into the
story. The fable
concerns two figures from
folklore: Don Conejo (the
rabbit god) and Don
Coyote (the coyote
god). These two
trickster/adversaries
take on the task of
helping Isabella, an
American girl, and
Tomà s, a Mexican boy,
understand each
other’s
culture—by means
of a trick. The two
children, living on
opposite sides of the Rio
Grande in Texas and
Mexico, have been taught
to fear el otro lado
(“the other
sideâ€), and to stay
away from the river.Â
This causes both children
to be nervous and afraid,
and Conejo and Coyote
decide to do something
about that.Borrowing from
another well-known tale,
writer Santiago
Vaquera-VÃ squez has
the two trickster-deities
perform a bit of
hocus-pocus, exchanging
the two childrens’
eyes for one day, so they
can “seeâ€
through someone
else’s
perspective. The
result, told in two
languages with narration,
song, and constant music,
allows the children in
the audience to
participate as singers,
and also as spectators to
a tale that has relevance
and contemporary
meaning. Â
Employing three familiar
songs from Latin American
culture (“Naranja
Dulceâ€,
“Tengo una
Muñecaâ€, and
“Mambru se fue a la
Guerraâ€), the piece
takes its audience on a
journey both familiar and
new—and ultimately
enlightening. $110.00 - Voir plus => AcheterDélais: 2 to 3 weeks | | |
| Psalm Non nobis Domine / Nicht unserm Namen, Herr MWV A 9 / op. 31 (score) Chorale SATB SATB, Orchestre [Conducteur] Barenreiter
Composed by Felix Bartholdy Mendelssohn (1809-1847). Edited by John Michael Coop...(+)
Composed by Felix
Bartholdy Mendelssohn
(1809-1847). Edited by
John Michael Cooper. This
edition: Urtext edition.
Score. Published by
Baerenreiter Verlag
(BA.BA9079).
$57.95 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| Tico Tico Ensemble de Trompettes Eighth Note Publications
By Zequinha Abreu. Arranged by David Marlatt. For 10 Trumpets, Tuba and Percussi...(+)
By Zequinha Abreu.
Arranged by David
Marlatt. For 10 Trumpets,
Tuba and Percussion.
Brass Ensemble - Other.
Medium-Difficult
$25.00 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
|
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