PARTITIONS GRATUITES : 2 PIANOS 4 MAINS (DUO)
- All Tied Up

For voice and C instrument. Format: fakebook. With vocal melody, lyrics and chord names. Traditional pop and vocal standards. Series: Hal Leonard Fake Books. 424 pages. 9x12 inches. Published by Hal Leonard.

Concert band - Grade 3

SKU: MH.1-59913-054-8

Composed by Bob Margolis. Suitable for advanced middle school, high school, community and college bands. Conductor score and set of parts. Duration 4:45. Published by Manhattan Beach Music (MH.1-59913-054-8).

ISBN 9781599130545.

Roya l Coronation Dances is the first sequel to the Fanfare Ode & Festival, both being settings of dance music originally arranged by Gervaise in the mid 16th-century (the next sequel is The Renaissance Fair, which uses music of Susato and Praetorius). Fanfare Ode & Festival has been performed by many tens of thousands of students, both in high school and junior high school. I have heard that some of them are amazed that the music they are playing was first played and danced to over 400 years ago. Some students tend to think that music started with Handel and his Messiah to be followed by Beethoven and his Fifth Symphony, with naught in between or before of consequence. Although Royal Coronation Dances is derived from the same source as Fanfare Ode & Festival, they are treated in different ways. I envisioned this new suite programmatically -- hence the descriptive movement titles, which I imagined to be various dances actually used at some long-ago coronation. The first movement depicts the guests, both noble and common, flanked by flag and banner bearers, arriving at the palace to view the majestic event. They are festive, their flags swirling the air, their cloaks brightly colored. In the second movement, the queen in stately measure moves to take her place on the throne as leader and protector of the realm. In the third movement, the jesters of the court entertain the guests with wild games of sport. Musically, there are interesting sonorities to recreate. Very special attention should be given to the tambourine/tenor drum part in the first movement. Their lively rhythms give the movement its power. Therefore they should be played as distinctly and brilliantly as possible. The xylophone and glockenspiel add clarity, but must not be allowed to dominate. Observe especially the differing dynamics; the intent is to allow much buzzing bass to penetrate. The small drum (starting at meas. 29) should be played expressively, with attention to the notated articulations, with the brass light and detached, especially in a lively auditorium. It is of some further interest that the first dance is extremely modal. The original is clearly in G mixolydian mode (scale: G-A-B-C-D-E-F-G). However, other editors might put in F-sharps in many places (changing the piece almost to G major), in the belief that such ficta would have been automatically put in by the 16th-century performers as they played. I doubt it. I have not only eschewed these within the work, but even at the cadences. So this arrangement is most distinctly modal (listen to the F-naturals in meas. 22 and 23, for instance), with all the part-writing as Gervaise wrote it. In the second movement, be careful that things do not become too glued together. In the 16th century this music might have been played by a consort of recorders, instruments very light of touch and sensitive to articulation. Concert band can easily sound heavy, and although this movement has been scored for tutti band, it must not sound it. It is essential, therefore, that you hear all the instruments, with none predominating. Only when each timbre can be heard separately and simultaneously will the best blend occur, and consequently the greatest transparency. So aim for a transparent, spacious tutti sound in this movement. Especially have the flutes, who do this so well, articulate rather sharply, so as to produce a chiffing sound, and do not allow the quarter-notes to become too tied together in the entire band. The entrance of the drums (first tenor, then bass) are events and as such should be audible. Incidentally, this movement begins in F Major and ends in D Minor: They really didn't care so much about those things then. The third movement (one friend has remarked that it is the most Margolisian of the bunch, but actually I am just getting subtler, I hope) again relies upon the percussion (and the scoring) to make its points. Xylophone in this movement is meant to be distinctly audible. Therefore, be especially sure that the xylophone player is secure in the part, and also that the tambourine and toms sound good. This movement must fly or it will sink, so rev up the band and conduct it in 1 for this mixolydian jesting. I suppose the wildly unrelated keys (clarinets and then brass at the end) would be a good 16th-century joke, but to us, our put-up-the-chorus-a-half- step ears readily accept such shenanigans. Ensemble instrumentation: 1 Full Score, 1 Piccolo, 4 Flute 1, 4 Flute 2 & 3, 2 Oboe 1 & 2, 2 Bassoon 1 & 2, 1 Eb Clarinet, 4 Bb Clarinet 1, 4 Bb Clarinet 2, 4 Bb Clarinet 3, 2 Eb Alto Clarinet, 1 Eb Contra Alto Clarinet, 3 Bb Bass & Bb Contrabass Clarinet, 2 Eb Alto Saxophone 1, 2 Eb Alto Saxophone 2, 2 Bb Tenor Saxophone, 2 Eb Baritone Saxophone, 3 Bb Trumpet 1, 3 Bb Trumpet 2, 3 Bb Trumpet 3, 4 Horn in F 1 & 2, 2 Trombone 1, 4 Trombone 2 & 3, 3 Euphonium (B.C.), 2 Euphonium (T.C.), 4 Tuba, 1 String Bass, 1 Timpani (optional), 2 Xylophone & Glockenspiel, 5 Percussion.

Band Bass Clarinet, Bass Drum, Bassoon, Bells, Chimes, Clarinet, Euphonium, Euphonium T.C., Flute, Horn, Mallet Percussion, Oboe, Percussion 1, Percussion 2, Snare Drum, Spoons, Timpani, Trombone, Trumpet, Tuba, Washboard, Whistle, alto Saxophone and more. - Grade 2

SKU: CF.YPS231

Composed by Travis Weller. Folio. Yps. Set of Score and Parts. 8+2+8+2+2+5+2+2+8+4+3+3+2 +3+2+1+2+3+16 pages. Duration 2 minutes, 14 seconds. Carl Fischer Music #YPS231. Published by Carl Fischer Music (CF.YPS231).

ISBN 9781491157831. UPC: 680160916436. 9 x 12 inches.

The life of railroad worker in the early days of expansion was lonely, and the need for music to bolster spirits was of great importance. The character singing 900 Miles is looking forward to being reunited with his family after being separated from them for considerable time. The Wayfaring Stranger is a prominent American folk and gospel song that reflects upon the journey through life. The character in that song contemplates better times with their family in the afterlife. Both of these songs speak to the idea of searching for something beyond the current situation in which that person finds themselves. The programmatic qualities of the work are essentially tied to the main folk songa900 Milesaand they evoke the idea of where the song found its origins. Beyond that, both songs connect each of us to the sense of belonging and family that are the human experience. While the music paints a picture of someone who is alone, that is not a feeling I want for any young student in our schools today. Band is one of the few places where students can discover that sense of belonging and find a surrogate family. While band is a family that might not always get along, they can reach a shared goal through diligent work, caring and encouragement. It was a pleasure completing Lonely Travelers for longtime friend, superb musician, excellent educator and dedicated leader in music education Dennis Emert. His students debuted the work at the 2020 PMEA State Conference. I am deeply appreciative of Dennis and the friendship, encouragement and perspective he shared with me over the years teaching in the same region. The opening flute, clarinet and alto saxophone part can be performed by the entire section or as a solo at the discretion of the director. The washboard and spoon part can be doubled as players allow. I would suggest bringing these students to the front of the stage to get the sound of both instruments to the audience. As the piece develops and Wayfaring Stranger is layered with 900 Miles, please remind your ensemble to play so they can hear each other, not so they are individually heard. I thank you and your ensemble in advance as you begin this journey together in search of Lonely Travelers.
The life of railroad worker in the early days of expansion was lonely, and the need for music to bolster spirits was of great importance. The character singing 900 Miles is looking forward to being reunited with his family after being separated from them for considerable time. The Wayfaring Stranger is a prominent American folk and gospel song that reflects upon the journey through life. The character in that song contemplates better times with their family in the afterlife. Both of these songs speak to the idea of searching for something beyond the current situation in which that person finds themselves. The programmatic qualities of the work are essentially tied to the main folk song--900 Miles--and they evoke the idea of where the song found its origins. Beyond that, both songs connect each of us to the sense of belonging and family that are the human experience. While the music paints a picture of someone who is alone, that is not a feeling I want for any young student in our schools today. Band is one of the few places where students can discover that sense of belonging and find a surrogate family. While band is a family that might not always get along, they can reach a shared goal through diligent work, caring and encouragement. It was a pleasure completing Lonely Travelers for longtime friend, superb musician, excellent educator and dedicated leader in music education Dennis Emert. His students debuted the work at the 2020 PMEA State Conference. I am deeply appreciative of Dennis and the friendship, encouragement and perspective he shared with me over the years teaching in the same region. The opening flute, clarinet and alto saxophone part can be performed by the entire section or as a solo at the discretion of the director. The washboard and spoon part can be doubled as players allow. I would suggest bringing these students to the front of the stage to get the sound of both instruments to the audience. As the piece develops and Wayfaring Stranger is layered with 900 Miles, please remind your ensemble to play so they can hear each other, not so they are individually heard. I thank you and your ensemble in advance as you begin this journey together in search of Lonely Travelers.
The life of railroad worker in the early days of expansion was lonely, and the need for music to bolster spirits was of great importance. The character singing 900 Miles is looking forward to being reunited with his family after being separated from them for considerable time. The Wayfaring Stranger is a prominent American folk and gospel song that reflects upon the journey through life. The character in that song contemplates better times with their family in the afterlife. Both of these songs speak to the idea of searching for something beyond the current situation in which that person finds themselves. The programmatic qualities of the work are essentially tied to the main folk song—900 Miles—and they evoke the idea of where the song found its origins. Beyond that, both songs connect each of us to the sense of belonging and family that are the human experience.While the music paints a picture of someone who is alone, that is not a feeling I want for any young student in our schools today. Band is one of the few places where students can discover that sense of belonging and find a surrogate family. While band is a family that might not always get along, they can reach a shared goal through diligent work, caring and encouragement. It was a pleasure completing Lonely Travelers for longtime friend, superb musician, excellent educator and dedicated leader in music education Dennis Emert. His students debuted the work at the 2020 PMEA State Conference. I am deeply appreciative of Dennis and the friendship, encouragement and perspective he shared with me over the years teaching in the same region.The opening flute, clarinet and alto saxophone part can be performed by the entire section or as a solo at the discretion of the director. The washboard and spoon part can be doubled as players allow. I would suggest bringing these students to the front of the stage to get the sound of both instruments to the audience. As the piece develops and Wayfaring Stranger is layered with 900 Miles, please remind your ensemble to play so they can hear each other, not so they are individually heard. I thank you and your ensemble in advance as you begin this journey together in search of Lonely Travelers.

Band Bass Clarinet, Bass Drum, Bassoon, Bells, Chimes, Clarinet, Euphonium, Euphonium T.C., Flute, Horn, Mallet Percussion, Oboe, Percussion 1, Percussion 2, Snare Drum, Spoons, Timpani, Trombone, Trumpet, Tuba, Washboard, Whistle, alto Saxophone and more. - Grade 2

SKU: CF.YPS231F

Composed by Travis Weller. Sws. Yps. Full score. 16 pages. Duration 2 minutes, 14 seconds. Carl Fischer Music #YPS231F. Published by Carl Fischer Music (CF.YPS231F).

ISBN 9781491157824. UPC: 680160916429. 9 x 12 inches.

The life of railroad worker in the early days of expansion was lonely, and the need for music to bolster spirits was of great importance. The character singing 900 Miles is looking forward to being reunited with his family after being separated from them for considerable time. The Wayfaring Stranger is a prominent American folk and gospel song that reflects upon the journey through life. The character in that song contemplates better times with their family in the afterlife. Both of these songs speak to the idea of searching for something beyond the current situation in which that person finds themselves. The programmatic qualities of the work are essentially tied to the main folk songa900 Milesaand they evoke the idea of where the song found its origins. Beyond that, both songs connect each of us to the sense of belonging and family that are the human experience. While the music paints a picture of someone who is alone, that is not a feeling I want for any young student in our schools today. Band is one of the few places where students can discover that sense of belonging and find a surrogate family. While band is a family that might not always get along, they can reach a shared goal through diligent work, caring and encouragement. It was a pleasure completing Lonely Travelers for longtime friend, superb musician, excellent educator and dedicated leader in music education Dennis Emert. His students debuted the work at the 2020 PMEA State Conference. I am deeply appreciative of Dennis and the friendship, encouragement and perspective he shared with me over the years teaching in the same region. The opening flute, clarinet and alto saxophone part can be performed by the entire section or as a solo at the discretion of the director. The washboard and spoon part can be doubled as players allow. I would suggest bringing these students to the front of the stage to get the sound of both instruments to the audience. As the piece develops and Wayfaring Stranger is layered with 900 Miles, please remind your ensemble to play so they can hear each other, not so they are individually heard. I thank you and your ensemble in advance as you begin this journey together in search of Lonely Travelers.
The life of railroad worker in the early days of expansion was lonely, and the need for music to bolster spirits was of great importance. The character singing 900 Miles is looking forward to being reunited with his family after being separated from them for considerable time. The Wayfaring Stranger is a prominent American folk and gospel song that reflects upon the journey through life. The character in that song contemplates better times with their family in the afterlife. Both of these songs speak to the idea of searching for something beyond the current situation in which that person finds themselves. The programmatic qualities of the work are essentially tied to the main folk song--900 Miles--and they evoke the idea of where the song found its origins. Beyond that, both songs connect each of us to the sense of belonging and family that are the human experience. While the music paints a picture of someone who is alone, that is not a feeling I want for any young student in our schools today. Band is one of the few places where students can discover that sense of belonging and find a surrogate family. While band is a family that might not always get along, they can reach a shared goal through diligent work, caring and encouragement. It was a pleasure completing Lonely Travelers for longtime friend, superb musician, excellent educator and dedicated leader in music education Dennis Emert. His students debuted the work at the 2020 PMEA State Conference. I am deeply appreciative of Dennis and the friendship, encouragement and perspective he shared with me over the years teaching in the same region. The opening flute, clarinet and alto saxophone part can be performed by the entire section or as a solo at the discretion of the director. The washboard and spoon part can be doubled as players allow. I would suggest bringing these students to the front of the stage to get the sound of both instruments to the audience. As the piece develops and Wayfaring Stranger is layered with 900 Miles, please remind your ensemble to play so they can hear each other, not so they are individually heard. I thank you and your ensemble in advance as you begin this journey together in search of Lonely Travelers.
The life of railroad worker in the early days of expansion was lonely, and the need for music to bolster spirits was of great importance. The character singing 900 Miles is looking forward to being reunited with his family after being separated from them for considerable time. The Wayfaring Stranger is a prominent American folk and gospel song that reflects upon the journey through life. The character in that song contemplates better times with their family in the afterlife. Both of these songs speak to the idea of searching for something beyond the current situation in which that person finds themselves. The programmatic qualities of the work are essentially tied to the main folk song—900 Miles—and they evoke the idea of where the song found its origins. Beyond that, both songs connect each of us to the sense of belonging and family that are the human experience.While the music paints a picture of someone who is alone, that is not a feeling I want for any young student in our schools today. Band is one of the few places where students can discover that sense of belonging and find a surrogate family. While band is a family that might not always get along, they can reach a shared goal through diligent work, caring and encouragement. It was a pleasure completing Lonely Travelers for longtime friend, superb musician, excellent educator and dedicated leader in music education Dennis Emert. His students debuted the work at the 2020 PMEA State Conference. I am deeply appreciative of Dennis and the friendship, encouragement and perspective he shared with me over the years teaching in the same region.The opening flute, clarinet and alto saxophone part can be performed by the entire section or as a solo at the discretion of the director. The washboard and spoon part can be doubled as players allow. I would suggest bringing these students to the front of the stage to get the sound of both instruments to the audience. As the piece develops and Wayfaring Stranger is layered with 900 Miles, please remind your ensemble to play so they can hear each other, not so they are individually heard. I thank you and your ensemble in advance as you begin this journey together in search of Lonely Travelers.

Sally K. Albrecht. Children's Musicals and Programs. Choral. Singer's Edition and Preview CD. Published by Alfred Publishing.

(Folk Songs from Here, There and Everywhere - A Presentation for Unison and 2-Part Voices). By Sally K. Albrecht. This edition: Performance Pack (Director's Score and 10 Singer's Editions). Children's Musicals and Programs. Choral. Director's Score and 10 Singer's Editions. Published by Alfred Music Publishing

Sally K. Albrecht. Children's Musicals and Programs. Choral. Accompaniment and performance CD. Published by Alfred Publishing.

Sally K. Albrecht. Children's Musicals and Programs. Choral. Published by Alfred Publishing.