| Contemplation - Débutant Carl Fischer
Orchestra Violin I, Violin II, Violin III (Viola T.C.), Viola, Cello, Bass, Pian...(+)
Orchestra Violin I,
Violin II, Violin III
(Viola T.C.), Viola,
Cello, Bass, Piano -
Grade 0.5 SKU:
CF.PAS22 Composed by
Larry Clark. Primer
String Orchestra. Set of
Score and Parts. With
Standard notation.
8+2+5+5+5+3+8+8 pages.
Duration 2 minutes, 53
seconds. Carl Fischer
Music #PAS22. Published
by Carl Fischer Music
(CF.PAS22). ISBN
9781491151204. UPC:
680160908707. 9 x 12
inches. Key: D
major. Written for
beginning string
students, Larry Clark's
Contemplation?contains
basic compositional
techniques that students
will be able to identify
and learn from. It begins
with a rich, melodic
opening which highlights
students' musicianship.
This is then contrasted
by the frolicking,
uptempo section, which is
a variation on the
original musical
material.
Contemplation:
the action to look
thoughtfully at something
for a long
time. When composing
music that will be used
with younger students, I
want to stimulate in them
thoughtfulness. In this
particular piece I want
the students to be be
able to stretch their
musicianship beyond their
experience on their
instruments to play in a
contemplative
manner. To me this is
the essence of music:
playing in an emotional
and thoughtful way. It is
something that cannot be
stressed enough, even in
students that have just
begun to play. As soon as
possible they should be
asked to put themselves
into the music and make
it more than the notes
and rhythms on the
page. This piece is my
attempt to provide very
young students who are
just beginning their
musical journey with
something they can reach
technically, but have to
stretch for
musically. The notes and
rhythms are limited, but
students should strive
for beauty of tone, good
phrasing and emotional
involvement.
After a short
introduction, the
heartfelt main theme
begins at a lyrical and
slow tempo. This is
developed with the
addition of a secondary
theme featuring the lower
voices, before the piece
leads to an Allegro
section that is based on
the same musical material
with a difference in
tempo and a variation in
rhythm patterns. The piece can
serve to show students
that the same basic music
can have an entirely
different emotional
connection with
difference in tempo,
rhythm and style, with
the first section of the
piece being sentimental
and the faster section
being more joyous in
nature. As with all of
my pieces for younger
students, it is
completely acceptable to
adjust the tempo to fit
the educational needs of
your students.
It has been my
pleasure to have the
opportunity to write this
piece. I hope you and
your students enjoy it
and find it useful for
your program.
Larry
Clark Lakeland, FL
2018 . Contemplation:
the action to look
thoughtfully at something
for a long
time. When composing
music that will be used
with younger students, I
want to stimulate in them
thoughtfulness. In this
particular piece I want
the students to be be
able to stretch their
musicianship beyond their
experience on their
instruments to play in a
contemplative
manner.A To me this is
the essence of music:
playing in an emotional
and thoughtful way. It is
something that cannot be
stressed enough, even in
students that have just
begun to play.A As soon as
possible they should be
asked to put themselves
into the music and make
it more than the notes
and rhythms on the
page. This piece is my
attempt to provide very
young students who are
just beginning their
musical journey with
something they can reach
technically, but have to
stretch for
musically.A The notes and
rhythms are limited, but
students should strive
for beauty of tone, good
phrasing and emotional
involvement.
After a short
introduction, the
heartfelt main theme
begins at a lyrical and
slow tempo. This is
developed with the
addition of a secondary
theme featuring the lower
voices, before the piece
leads to an Allegro
section that is based on
the same musical material
with a difference in
tempo and a variation in
rhythm patterns.A The piece can
serve to show students
that the same basic music
can have an entirely
different emotional
connection with
difference in tempo,
rhythm and style, with
the first section of the
piece being sentimental
and the faster section
being more joyous in
nature.A As with all
of my pieces for younger
students, it is
completely acceptable to
adjust the tempo to fit
the educational needs of
your students.
It has been my
pleasure to have the
opportunity to write this
piece. I hope you and
your students enjoy it
and find it useful for
your program.
aLarry
Clark Lakeland, FL
2018 . Contemplation:
the action to look
thoughtfully at something
for a long
time. When composing
music that will be used
with younger students, I
want to stimulate in them
thoughtfulness. In this
particular piece I want
the students to be be
able to stretch their
musicianship beyond their
experience on their
instruments to play in a
contemplative
manner.A To me this is
the essence of music:
playing in an emotional
and thoughtful way. It is
something that cannot be
stressed enough, even in
students that have just
begun to play.A As soon as
possible they should be
asked to put themselves
into the music and make
it more than the notes
and rhythms on the
page. This piece is my
attempt to provide very
young students who are
just beginning their
musical journey with
something they can reach
technically, but have to
stretch for
musically.A The notes and
rhythms are limited, but
students should strive
for beauty of tone, good
phrasing and emotional
involvement.
After a short
introduction, the
heartfelt main theme
begins at a lyrical and
slow tempo. This is
developed with the
addition of a secondary
theme featuring the lower
voices, before the piece
leads to an Allegro
section that is based on
the same musical material
with a difference in
tempo and a variation in
rhythm patterns.A The piece can
serve to show students
that the same basic music
can have an entirely
different emotional
connection with
difference in tempo,
rhythm and style, with
the first section of the
piece being sentimental
and the faster section
being more joyous in
nature.A As with all
of my pieces for younger
students, it is
completely acceptable to
adjust the tempo to fit
the educational needs of
your students.
It has been my
pleasure to have the
opportunity to write this
piece. I hope you and
your students enjoy it
and find it useful for
your program.
aLarry
Clark Lakeland, FL
2018 . Contemplation:
the action to look
thoughtfully at something
for a long
time. When composing
music that will be used
with younger students, I
want to stimulate in them
thoughtfulness. In this
particular piece I want
the students to be be
able to stretch their
musicianship beyond their
experience on their
instruments to play in a
contemplative
manner. To me this is
the essence of music:
playing in an emotional
and thoughtful way. It is
something that cannot be
stressed enough, even in
students that have just
begun to play. As soon as
possible they should be
asked to put themselves
into the music and make
it more than the notes
and rhythms on the
page. This piece is my
attempt to provide very
young students who are
just beginning their
musical journey with
something they can reach
technically, but have to
stretch for
musically. The notes and
rhythms are limited, but
students should strive
for beauty of tone, good
phrasing and emotional
involvement.
After a short
introduction, the
heartfelt main theme
begins at a lyrical and
slow tempo. This is
developed with the
addition of a secondary
theme featuring the lower
voices, before the piece
leads to an Allegro
section that is based on
the same musical material
with a difference in
tempo and a variation in
rhythm patterns. The piece can
serve to show students
that the same basic music
can have an entirely
different emotional
connection with
difference in tempo,
rhythm and style, with
the first section of the
piece being sentimental
and the faster section
being more joyous in
nature. As with all of
my pieces for younger
students, it is
completely acceptable to
adjust the tempo to fit
the educational needs of
your students.
It has been my
pleasure to have the
opportunity to write this
piece. I hope you and
your students enjoy it
and find it useful for
your program.
--Larry
Clark Lakeland, FL
2018 . Conte
mplation: the action to
look thoughtfully at
something for a long
time. When composing
music that will be used
with younger students, I
want to stimulate in them
thoughtfulness. In this
particular piece I want
the students to be be
able to stretch their
musicianship beyond their
experience on their
instruments to play in a
contemplative manner. To
me this is the essence of
music: playing in an
emotional and thoughtful
way. It is something that
cannot be stressed
enough, even in students
that have just begun to
play. As soon as possible
they should be asked to
put themselves into the
music and make it more
than the notes and
rhythms on the page. This
piece is my attempt to
provide very young
students who are just
beginning their musical
journey with something
they can reach
technically, but have to
stretch for musically.
The notes and rhythms are
limited, but students
should strive for beauty
of tone, good phrasing
and emotional
involvement. After a
short introduction, the
heartfelt main theme
begins at a lyrical and
slow tempo. This is
developed with the
addition of a secondary
theme featuring the lower
voices, before the piece
leads to an Allegro
section that is based on
the same musical material
with a difference in
tempo and a variation in
rhythm patterns. The
piece can serve to show
students that the same
basic music can have an
entirely different
emotional connection with
difference in tempo,
rhythm and style, with
the first section of the
piece being sentimental
and the faster section
being more joyous in
nature. As with all of my
pieces for younger
students, it is
completely acceptable to
adjust the tempo to fit
the educational needs of
your students. It has
been my pleasure to have
the opportunity to write
this piece. I hope you
and your students enjoy
it and find it useful for
your program. --Larry
Clark Lakeland, FL
2018. Contemplation:
the action to look
thoughtfully at something
for a long time.When
composing music that will
be used with younger
students, I want to
stimulate in them
thoughtfulness. In this
particular piece I want
the students to be be
able to stretch their
musicianship beyond their
experience on their
instruments to play in a
contemplative manner.Â
To me this is the essence
of music: playing in an
emotional and thoughtful
way. It is something that
cannot be stressed
enough, even in students
that have just begun to
play. As soon as
possible they should be
asked to put themselves
into the music and make
it more than the notes
and rhythms on the
page.This piece is my
attempt to provide very
young students who are
just beginning their
musical journey with
something they can reach
technically, but have to
stretch for
musically. The notes
and rhythms are limited,
but students should
strive for beauty of
tone, good phrasing and
emotional
involvement.After a short
introduction, the
heartfelt main theme
begins at a lyrical and
slow tempo. This is
developed with the
addition of a secondary
theme featuring the lower
voices, before the piece
leads to an Allegro
section that is based on
the same musical material
with a difference in
tempo and a variation in
rhythm patterns. The
piece can serve to show
students that the same
basic music can have an
entirely different
emotional connection with
difference in tempo,
rhythm and style, with
the first section of the
piece being sentimental
and the faster section
being more joyous in
nature. As with all of
my pieces for younger
students, it is
completely acceptable to
adjust the tempo to fit
the educational needs of
your students.It has been
my pleasure to have the
opportunity to write this
piece. I hope you and
your students enjoy it
and find it useful for
your
program.—Larry
ClarkLakeland, FL
2018. $48.00 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| Contemplation [Conducteur] - Débutant Carl Fischer
Orchestra Cello, Contrabass, Piano, Viola, Violin 1, Violin 2, Violin 3 - Grade ...(+)
Orchestra Cello,
Contrabass, Piano, Viola,
Violin 1, Violin 2,
Violin 3 - Grade 0.5
SKU: CF.PAS22F
Composed by Larry Clark.
Primer String Orchestra
(PAS). Full score. With
Standard notation. 8
pages. Carl Fischer Music
#PAS22F. Published by
Carl Fischer Music
(CF.PAS22F). ISBN
9781491151570. UPC:
680160909070. 9 x 12
inches. Written for
beginning string
students, Larry Clark's
Contemplation?contains
basic compositional
techniques that students
will be able to identify
and learn from. It begins
with a rich, melodic
opening which highlights
students' musicianship.
This is then contrasted
by the frolicking,
uptempo section, which is
a variation on the
original musical
material.
Contemplation:
the action to look
thoughtfully at something
for a long
time. When composing
music that will be used
with younger students, I
want to stimulate in them
thoughtfulness. In this
particular piece I want
the students to be be
able to stretch their
musicianship beyond their
experience on their
instruments to play in a
contemplative
manner. To me this is
the essence of music:
playing in an emotional
and thoughtful way. It is
something that cannot be
stressed enough, even in
students that have just
begun to play. As soon as
possible they should be
asked to put themselves
into the music and make
it more than the notes
and rhythms on the
page. This piece is my
attempt to provide very
young students who are
just beginning their
musical journey with
something they can reach
technically, but have to
stretch for
musically. The notes and
rhythms are limited, but
students should strive
for beauty of tone, good
phrasing and emotional
involvement.
After a short
introduction, the
heartfelt main theme
begins at a lyrical and
slow tempo. This is
developed with the
addition of a secondary
theme featuring the lower
voices, before the piece
leads to an Allegro
section that is based on
the same musical material
with a difference in
tempo and a variation in
rhythm patterns. The piece can
serve to show students
that the same basic music
can have an entirely
different emotional
connection with
difference in tempo,
rhythm and style, with
the first section of the
piece being sentimental
and the faster section
being more joyous in
nature. As with all of
my pieces for younger
students, it is
completely acceptable to
adjust the tempo to fit
the educational needs of
your students.
It has been my
pleasure to have the
opportunity to write this
piece. I hope you and
your students enjoy it
and find it useful for
your program.
Larry
Clark Lakeland, FL
2018 . Contemplation:
the action to look
thoughtfully at something
for a long
time. When composing
music that will be used
with younger students, I
want to stimulate in them
thoughtfulness. In this
particular piece I want
the students to be be
able to stretch their
musicianship beyond their
experience on their
instruments to play in a
contemplative
manner.A To me this is
the essence of music:
playing in an emotional
and thoughtful way. It is
something that cannot be
stressed enough, even in
students that have just
begun to play.A As soon as
possible they should be
asked to put themselves
into the music and make
it more than the notes
and rhythms on the
page. This piece is my
attempt to provide very
young students who are
just beginning their
musical journey with
something they can reach
technically, but have to
stretch for
musically.A The notes and
rhythms are limited, but
students should strive
for beauty of tone, good
phrasing and emotional
involvement.
After a short
introduction, the
heartfelt main theme
begins at a lyrical and
slow tempo. This is
developed with the
addition of a secondary
theme featuring the lower
voices, before the piece
leads to an Allegro
section that is based on
the same musical material
with a difference in
tempo and a variation in
rhythm patterns.A The piece can
serve to show students
that the same basic music
can have an entirely
different emotional
connection with
difference in tempo,
rhythm and style, with
the first section of the
piece being sentimental
and the faster section
being more joyous in
nature.A As with all
of my pieces for younger
students, it is
completely acceptable to
adjust the tempo to fit
the educational needs of
your students.
It has been my
pleasure to have the
opportunity to write this
piece. I hope you and
your students enjoy it
and find it useful for
your program.
aLarry
Clark Lakeland, FL
2018 . Contemplation:
the action to look
thoughtfully at something
for a long
time. When composing
music that will be used
with younger students, I
want to stimulate in them
thoughtfulness. In this
particular piece I want
the students to be be
able to stretch their
musicianship beyond their
experience on their
instruments to play in a
contemplative
manner.A To me this is
the essence of music:
playing in an emotional
and thoughtful way. It is
something that cannot be
stressed enough, even in
students that have just
begun to play.A As soon as
possible they should be
asked to put themselves
into the music and make
it more than the notes
and rhythms on the
page. This piece is my
attempt to provide very
young students who are
just beginning their
musical journey with
something they can reach
technically, but have to
stretch for
musically.A The notes and
rhythms are limited, but
students should strive
for beauty of tone, good
phrasing and emotional
involvement.
After a short
introduction, the
heartfelt main theme
begins at a lyrical and
slow tempo. This is
developed with the
addition of a secondary
theme featuring the lower
voices, before the piece
leads to an Allegro
section that is based on
the same musical material
with a difference in
tempo and a variation in
rhythm patterns.A The piece can
serve to show students
that the same basic music
can have an entirely
different emotional
connection with
difference in tempo,
rhythm and style, with
the first section of the
piece being sentimental
and the faster section
being more joyous in
nature.A As with all
of my pieces for younger
students, it is
completely acceptable to
adjust the tempo to fit
the educational needs of
your students.
It has been my
pleasure to have the
opportunity to write this
piece. I hope you and
your students enjoy it
and find it useful for
your program.
aLarry
Clark Lakeland, FL
2018 . Contemplation:
the action to look
thoughtfully at something
for a long
time. When composing
music that will be used
with younger students, I
want to stimulate in them
thoughtfulness. In this
particular piece I want
the students to be be
able to stretch their
musicianship beyond their
experience on their
instruments to play in a
contemplative
manner. To me this is
the essence of music:
playing in an emotional
and thoughtful way. It is
something that cannot be
stressed enough, even in
students that have just
begun to play. As soon as
possible they should be
asked to put themselves
into the music and make
it more than the notes
and rhythms on the
page. This piece is my
attempt to provide very
young students who are
just beginning their
musical journey with
something they can reach
technically, but have to
stretch for
musically. The notes and
rhythms are limited, but
students should strive
for beauty of tone, good
phrasing and emotional
involvement.
After a short
introduction, the
heartfelt main theme
begins at a lyrical and
slow tempo. This is
developed with the
addition of a secondary
theme featuring the lower
voices, before the piece
leads to an Allegro
section that is based on
the same musical material
with a difference in
tempo and a variation in
rhythm patterns. The piece can
serve to show students
that the same basic music
can have an entirely
different emotional
connection with
difference in tempo,
rhythm and style, with
the first section of the
piece being sentimental
and the faster section
being more joyous in
nature. As with all of
my pieces for younger
students, it is
completely acceptable to
adjust the tempo to fit
the educational needs of
your students.
It has been my
pleasure to have the
opportunity to write this
piece. I hope you and
your students enjoy it
and find it useful for
your program.
--Larry
Clark Lakeland, FL
2018 . Conte
mplation: the action to
look thoughtfully at
something for a long
time. When composing
music that will be used
with younger students, I
want to stimulate in them
thoughtfulness. In this
particular piece I want
the students to be be
able to stretch their
musicianship beyond their
experience on their
instruments to play in a
contemplative manner. To
me this is the essence of
music: playing in an
emotional and thoughtful
way. It is something that
cannot be stressed
enough, even in students
that have just begun to
play. As soon as possible
they should be asked to
put themselves into the
music and make it more
than the notes and
rhythms on the page. This
piece is my attempt to
provide very young
students who are just
beginning their musical
journey with something
they can reach
technically, but have to
stretch for musically.
The notes and rhythms are
limited, but students
should strive for beauty
of tone, good phrasing
and emotional
involvement. After a
short introduction, the
heartfelt main theme
begins at a lyrical and
slow tempo. This is
developed with the
addition of a secondary
theme featuring the lower
voices, before the piece
leads to an Allegro
section that is based on
the same musical material
with a difference in
tempo and a variation in
rhythm patterns. The
piece can serve to show
students that the same
basic music can have an
entirely different
emotional connection with
difference in tempo,
rhythm and style, with
the first section of the
piece being sentimental
and the faster section
being more joyous in
nature. As with all of my
pieces for younger
students, it is
completely acceptable to
adjust the tempo to fit
the educational needs of
your students. It has
been my pleasure to have
the opportunity to write
this piece. I hope you
and your students enjoy
it and find it useful for
your program. --Larry
Clark Lakeland, FL
2018. Contemplation:
the action to look
thoughtfully at something
for a long time.When
composing music that will
be used with younger
students, I want to
stimulate in them
thoughtfulness. In this
particular piece I want
the students to be be
able to stretch their
musicianship beyond their
experience on their
instruments to play in a
contemplative manner.Â
To me this is the essence
of music: playing in an
emotional and thoughtful
way. It is something that
cannot be stressed
enough, even in students
that have just begun to
play. As soon as
possible they should be
asked to put themselves
into the music and make
it more than the notes
and rhythms on the
page.This piece is my
attempt to provide very
young students who are
just beginning their
musical journey with
something they can reach
technically, but have to
stretch for
musically. The notes
and rhythms are limited,
but students should
strive for beauty of
tone, good phrasing and
emotional
involvement.After a short
introduction, the
heartfelt main theme
begins at a lyrical and
slow tempo. This is
developed with the
addition of a secondary
theme featuring the lower
voices, before the piece
leads to an Allegro
section that is based on
the same musical material
with a difference in
tempo and a variation in
rhythm patterns. The
piece can serve to show
students that the same
basic music can have an
entirely different
emotional connection with
difference in tempo,
rhythm and style, with
the first section of the
piece being sentimental
and the faster section
being more joyous in
nature. As with all of
my pieces for younger
students, it is
completely acceptable to
adjust the tempo to fit
the educational needs of
your students.It has been
my pleasure to have the
opportunity to write this
piece. I hope you and
your students enjoy it
and find it useful for
your
program.—Larry
ClarkLakeland, FL
2018. $6.50 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| The Lightning Catcher [Conducteur] - Facile Carl Fischer
Orchestra Cello, Contrabass, Piano, Viola, Violin 1, Violin 2, Violin 3 - Grade ...(+)
Orchestra Cello,
Contrabass, Piano, Viola,
Violin 1, Violin 2,
Violin 3 - Grade 2
SKU: CF.YAS181F
Composed by Peter Terry.
Young String Orchestra
(YAS). Full score. With
Standard notation. 12
pages. Carl Fischer Music
#YAS181F. Published by
Carl Fischer Music
(CF.YAS181F). ISBN
9781491151839. UPC:
680160909339. 9 x 12
inches. Peter
Terry's The Lightning
Catcher celebrates youth
and the mysteries of
summer nights. The wonder
of lightning bugs and the
hours spent chasing,
catching, and releasing
them back are childhood
staples for many. With
bold gestures and
textures, this dramatic
piece takes the audience
back in time to the days
of their youth. The
Lightning Catcher is
a piece that celebrates
youth and the mysteries
of a summer night.
These mysteries
include the wonder of
lightning bugs: spending
hours chasing them,
catching them in jars and
then releasing them back
into the night, only to
catch them again on
another perfect night.
Coupled with
this
experience are memories<
span class=s2> of summer
thunderstorms moving
across the Great Lakes
and a certain naive wish
that this too could be
caught in a glass jar for
later release.
The
Lightning Catcher is
a dramatic work with big,
bold gestures and
textures. Make sure that
you reserve enough volume
and energy to make the
ending the biggest point
in the piece.
I enjoyed
writing this piece and
hope your students will
enjoy playing these
contrasting styles and
that you will find the
piece beneficial in
teaching important
musical concepts.
Peter
Terry, 2018 . The
Lightning Catcher is
a piece that celebrates
youth and the mysteries
of a summer night.
These mysteries
include the wonder of
lightning bugs: spending
hours chasing them,
catching them in jars and
then releasing them back
into the night, only to
catch them again on
another perfect night.
Coupled with
this
experience are memories<
span class=s2> of summer
thunderstorms moving
across the Great Lakes
and a certain naA-ve wish
that this too could be
caught in a glass jar for
later release.
The
Lightning Catcher is
a dramatic work with big,
bold gestures and
textures. Make sure that
you reserve enough volume
and energy to make the
ending the biggest point
in the piece.
I enjoyed
writing this piece and
hope your students will
enjoy playing these
contrasting styles and
that you will find the
piece beneficial in
teaching important
musical concepts.
Peter
Terry, 2018 . The
Lightning Catcher is
a piece that celebrates
youth and the mysteries
of a summer night.
These mysteries
include the wonder of
lightning bugs: spending
hours chasing them,
catching them in jars and
then releasing them back
into the night, only to
catch them again on
another perfect night.
Coupled with
this
experience are memories<
span class=s2> of summer
thunderstorms moving
across the Great Lakes
and a certain naA-ve wish
that this too could be
caught in a glass jar for
later release.
The
Lightning Catcher is
a dramatic work with big,
bold gestures and
textures. Make sure that
you reserve enough volume
and energy to make the
ending the biggest point
in the piece.
I enjoyed
writing this piece and
hope your students will
enjoy playing these
contrasting styles and
that you will find the
piece beneficial in
teaching important
musical concepts.
Peter
Terry, 2018 . The
Lightning Catcher is
a piece that celebrates
youth and the mysteries
of a summer night.
These mysteries
include the wonder of
lightning bugs: spending
hours chasing them,
catching them in jars and
then releasing them back
into the night, only to
catch them again on
another perfect night.
Coupled with
this
experience are memories<
span class=s2> of summer
thunderstorms moving
across the Great Lakes
and a certain naive wish
that this too could be
caught in a glass jar for
later release.
The
Lightning Catcher is
a dramatic work with big,
bold gestures and
textures. Make sure that
you reserve enough volume
and energy to make the
ending the biggest point
in the piece.
I enjoyed
writing this piece and
hope your students will
enjoy playing these
contrasting styles and
that you will find the
piece beneficial in
teaching important
musical concepts.
Peter
Terry, 2018 . The Lightning Catcher is
a piece that celebrates
youth and the mysteries
of a summer night. These
mysteries include the
wonder of lightning bugs:
spending hours chasing
them, catching them in
jars and then releasing
them back into the night,
only to catch them again
on another perfect night.
Coupled with this
experience are memories
of summer thunderstorms
moving across the Great
Lakes and a certain naive
wish that this too could
be caught in a glass jar
for later release. The
Lightning Catcher is a
dramatic work with big,
bold gestures and
textures. Make sure that
you reserve enough volume
and energy to make the
ending the biggest point
in the piece. I enjoyed
writing this piece and
hope your students will
enjoy playing these
contrasting styles and
that you will find the
piece beneficial in
teaching important
musical concepts. Peter
Terry, 2018. The
Lightning Catcher is a
piece that celebrates
youth and the mysteries
of a summer night. These
mysteries include the
wonder of lightning bugs:
spending hours chasing
them, catching them in
jars and then releasing
them back into the night,
only to catch them again
on another perfect night.
Coupled with this
experience are memories
of summer thunderstorms
moving across the Great
Lakes and a certain
naïve wish that this
too could be caught in a
glass jar for later
release.The Lightning
Catcher is a dramatic
work with big, bold
gestures and textures.
Make sure that you
reserve enough volume and
energy to make the ending
the biggest point in the
piece.I enjoyed writing
this piece and hope your
students will enjoy
playing these contrasting
styles and that you will
find the piece beneficial
in teaching important
musical concepts.Peter
Terry, 2018.
About Carl
Fischer Young String
Orchestra
Series Thi
s series of Grade 2/Grade
2.5 pieces is designed
for second and third year
ensembles. The pieces in
this series are
characterized
by: --Occasionally
extending to third
position --Keys
carefully considered for
appropriate
difficulty --Addition
of separate 2nd violin
and viola
parts --Viola T.C.
part
included --Increase
in independence of parts
over beginning levels $8.50 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| The Lightning Catcher - Facile Carl Fischer
Orchestra Cello, Contrabass, Piano, Viola, Violin 1, Violin 2, Violin 3 - Grade ...(+)
Orchestra Cello,
Contrabass, Piano, Viola,
Violin 1, Violin 2,
Violin 3 - Grade 2
SKU: CF.YAS181
Composed by Peter Terry.
Young String Orchestra.
Set of Score and Parts.
With Standard notation.
8+8+5+5+2+2+5+12 pages.
Duration 2 minutes, 3
seconds. Carl Fischer
Music #YAS181. Published
by Carl Fischer Music
(CF.YAS181). ISBN
9781491151464. UPC:
680160908967. 9 x 12
inches. Key: B
minor. Peter
Terry's The Lightning
Catcher celebrates youth
and the mysteries of
summer nights. The wonder
of lightning bugs and the
hours spent chasing,
catching, and releasing
them back are childhood
staples for many. With
bold gestures and
textures, this dramatic
piece takes the audience
back in time to the days
of their youth. The
Lightning Catcher is
a piece that celebrates
youth and the mysteries
of a summer night.
These mysteries
include the wonder of
lightning bugs: spending
hours chasing them,
catching them in jars and
then releasing them back
into the night, only to
catch them again on
another perfect night.
Coupled with
this
experience are memories<
span class=s2> of summer
thunderstorms moving
across the Great Lakes
and a certain naive wish
that this too could be
caught in a glass jar for
later release.
The
Lightning Catcher is
a dramatic work with big,
bold gestures and
textures. Make sure that
you reserve enough volume
and energy to make the
ending the biggest point
in the piece.
I enjoyed
writing this piece and
hope your students will
enjoy playing these
contrasting styles and
that you will find the
piece beneficial in
teaching important
musical concepts.
Peter
Terry, 2018 . The
Lightning Catcher is
a piece that celebrates
youth and the mysteries
of a summer night.
These mysteries
include the wonder of
lightning bugs: spending
hours chasing them,
catching them in jars and
then releasing them back
into the night, only to
catch them again on
another perfect night.
Coupled with
this
experience are memories<
span class=s2> of summer
thunderstorms moving
across the Great Lakes
and a certain naA-ve wish
that this too could be
caught in a glass jar for
later release.
The
Lightning Catcher is
a dramatic work with big,
bold gestures and
textures. Make sure that
you reserve enough volume
and energy to make the
ending the biggest point
in the piece.
I enjoyed
writing this piece and
hope your students will
enjoy playing these
contrasting styles and
that you will find the
piece beneficial in
teaching important
musical concepts.
Peter
Terry, 2018 . The
Lightning Catcher is
a piece that celebrates
youth and the mysteries
of a summer night.
These mysteries
include the wonder of
lightning bugs: spending
hours chasing them,
catching them in jars and
then releasing them back
into the night, only to
catch them again on
another perfect night.
Coupled with
this
experience are memories<
span class=s2> of summer
thunderstorms moving
across the Great Lakes
and a certain naA-ve wish
that this too could be
caught in a glass jar for
later release.
The
Lightning Catcher is
a dramatic work with big,
bold gestures and
textures. Make sure that
you reserve enough volume
and energy to make the
ending the biggest point
in the piece.
I enjoyed
writing this piece and
hope your students will
enjoy playing these
contrasting styles and
that you will find the
piece beneficial in
teaching important
musical concepts.
Peter
Terry, 2018 . The
Lightning Catcher is
a piece that celebrates
youth and the mysteries
of a summer night.
These mysteries
include the wonder of
lightning bugs: spending
hours chasing them,
catching them in jars and
then releasing them back
into the night, only to
catch them again on
another perfect night.
Coupled with
this
experience are memories<
span class=s2> of summer
thunderstorms moving
across the Great Lakes
and a certain naive wish
that this too could be
caught in a glass jar for
later release.
The
Lightning Catcher is
a dramatic work with big,
bold gestures and
textures. Make sure that
you reserve enough volume
and energy to make the
ending the biggest point
in the piece.
I enjoyed
writing this piece and
hope your students will
enjoy playing these
contrasting styles and
that you will find the
piece beneficial in
teaching important
musical concepts.
Peter
Terry, 2018 . The Lightning Catcher is
a piece that celebrates
youth and the mysteries
of a summer night. These
mysteries include the
wonder of lightning bugs:
spending hours chasing
them, catching them in
jars and then releasing
them back into the night,
only to catch them again
on another perfect night.
Coupled with this
experience are memories
of summer thunderstorms
moving across the Great
Lakes and a certain naive
wish that this too could
be caught in a glass jar
for later release. The
Lightning Catcher is a
dramatic work with big,
bold gestures and
textures. Make sure that
you reserve enough volume
and energy to make the
ending the biggest point
in the piece. I enjoyed
writing this piece and
hope your students will
enjoy playing these
contrasting styles and
that you will find the
piece beneficial in
teaching important
musical concepts. Peter
Terry, 2018. The
Lightning Catcher is a
piece that celebrates
youth and the mysteries
of a summer night. These
mysteries include the
wonder of lightning bugs:
spending hours chasing
them, catching them in
jars and then releasing
them back into the night,
only to catch them again
on another perfect night.
Coupled with this
experience are memories
of summer thunderstorms
moving across the Great
Lakes and a certain
naïve wish that this
too could be caught in a
glass jar for later
release.The Lightning
Catcher is a dramatic
work with big, bold
gestures and textures.
Make sure that you
reserve enough volume and
energy to make the ending
the biggest point in the
piece.I enjoyed writing
this piece and hope your
students will enjoy
playing these contrasting
styles and that you will
find the piece beneficial
in teaching important
musical concepts.Peter
Terry, 2018.
About Carl
Fischer Young String
Orchestra
Series Thi
s series of Grade 2/Grade
2.5 pieces is designed
for second and third year
ensembles. The pieces in
this series are
characterized
by: --Occasionally
extending to third
position --Keys
carefully considered for
appropriate
difficulty --Addition
of separate 2nd violin
and viola
parts --Viola T.C.
part
included --Increase
in independence of parts
over beginning levels $55.00 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| Crossing the Bar Chorale SATB SATB, Piano Carl Fischer
Choral SATB choir, piano SKU: CF.CM9608 Composed by Jamey Ray. Fold. Perf...(+)
Choral SATB choir, piano
SKU: CF.CM9608
Composed by Jamey Ray.
Fold. Performance. 12
pages. Duration 3
minutes, 33 seconds. Carl
Fischer Music #CM9608.
Published by Carl Fischer
Music (CF.CM9608).
ISBN 9781491154304.
UPC: 680160912803. 6.875
x 10.5 inches. Key: E
major. English. Alfred,
Lord Tennyson
(1809-1892). The
beauty in Alfred, Lord
Tennysons poem is
reflected by the music
with the use of text
painting. The piano
creates the sound of
moving water in m. 19,
providing the first
instance of text
painting. When the men
enter, they continue this
idea of the ocean tide
while the descent into
the word deep in m. 27
gives another instance of
text painting. Take
advantage of the minor
second suspension on the
word dark in m. 38 in
order to achieve a
feeling of suspense. The
entrance at m. 41 is
full, and while still
minor, the text gives us
hope for a change. The
change comes in m. 45
with the staggered
entrances creating a
sense of building and
ascent until the climax
of this moment at m. 47
on the word embark, which
is to be an ascent to
Heaven. The melody moves
between voice parts, even
as early as m. 14 where
the altos have the melody
for only a single
measure; it is then
handed back to the
sopranos. From mm. 5764,
the altos trade the
melody back and forth
with the sopranos. Take
note that the alto melody
should be brought out,
but the line does not
actually begin until the
word when. Lastly, be
intentional with syllabic
stress (no two eighth
notes or quarter notes
alike) and to give
direction to any note
longer than a quarter. I
hope you enjoy learning
and performing
Crossing the Bar
as much as I enjoyed
writing it. ~Jamey
Ray. The beauty in
Alfred, Lord Tennysonas
poem is reflected by the
music with the use of
text painting. The piano
creates the sound of
moving water in m.A 19,
providing the first
instance of text
painting. When the men
enter, they continue this
idea of the ocean tide
while the descent into
the word adeepa in m. 27
gives another instance of
text painting. Take
advantage of the minor
second suspension on the
word adarka in m. 38 in
order to achieve a
feeling of suspense. The
entrance at m. 41 is
full, and while still
minor, the text gives us
hope for a change. The
change comes in m. 45
with the staggered
entrances creating a
sense of building and
ascent until the climax
of this moment at m. 47
on the word aembark,a
which is to be an ascent
to Heaven. The melody
moves between voice
parts, even as early as
m. 14 where the altos
have the melody for only
a single measure; it is
then handed back to the
sopranos. From mm. 57a64,
the altos trade the
melody back and forth
with the sopranos. Take
note that the alto melody
should be brought out,
but the line does not
actually begin until the
word awhen.a Lastly, be
intentional with syllabic
stress (no two eighth
notes or quarter notes
alike) and to give
direction to any note
longer than a quarter. I
hope you enjoy learning
and performing
Crossing the Bar
as much as I enjoyed
writing it. ~Jamey
Ray. The beauty in
Alfred, Lord Tennyson's
poem is reflected by the
music with the use of
text painting. The piano
creates the sound of
moving water in m. 19,
providing the first
instance of text
painting. When the men
enter, they continue this
idea of the ocean tide
while the descent into
the word deep in m. 27
gives another instance of
text painting. Take
advantage of the minor
second suspension on the
word dark in m. 38 in
order to achieve a
feeling of suspense. The
entrance at m. 41 is
full, and while still
minor, the text gives us
hope for a change. The
change comes in m. 45
with the staggered
entrances creating a
sense of building and
ascent until the climax
of this moment at m. 47
on the word embark, which
is to be an ascent to
Heaven. The melody moves
between voice parts, even
as early as m. 14 where
the altos have the melody
for only a single
measure; it is then
handed back to the
sopranos. From mm. 57-64,
the altos trade the
melody back and forth
with the sopranos. Take
note that the alto melody
should be brought out,
but the line does not
actually begin until the
word when. Lastly, be
intentional with syllabic
stress (no two eighth
notes or quarter notes
alike) and to give
direction to any note
longer than a quarter. I
hope you enjoy learning
and performing
Crossing the Bar
as much as I enjoyed
writing it. ~Jamey
Ray. The beauty in
Alfred, Lord Tennyson's
poem is reflected by the
music with the use of
text painting. The piano
creates the sound of
moving water in m. 19,
providing the first
instance of text
painting. When the men
enter, they continue this
idea of the ocean tide
while the descent into
the word deep in m. 27
gives another instance of
text painting. Take
advantage of the minor
second suspension on the
word dark in m. 38 in
order to achieve a
feeling of suspense. The
entrance at m. 41 is
full, and while still
minor, the text gives us
hope for a change. The
change comes in m. 45
with the staggered
entrances creating a
sense of building and
ascent until the climax
of this moment at m. 47
on the word embark, which
is to be an ascent to
Heaven. The melody moves
between voice parts, even
as early as m. 14 where
the altos have the melody
for only a single
measure; it is then
handed back to the
sopranos. From mm. 57-64,
the altos trade the
melody back and forth
with the sopranos. Take
note that the alto melody
should be brought out,
but the line does not
actually begin until the
word when. Lastly, be
intentional with syllabic
stress (no two eighth
notes or quarter notes
alike) and to give
direction to any note
longer than a quarter. I
hope you enjoy learning
and performing Crossing
the Bar as much as I
enjoyed writing it.
~Jamey Ray. The beauty
in Alfred, Lord
Tennyson’s poem is
reflected by the music
with the use of text
painting. The piano
creates the sound of
moving water in m.Â
19, providing the first
instance of text
painting. When the men
enter, they continue this
idea of the ocean tide
while the descent into
the word
“deep†in m.
27 gives another instance
of text painting.Take
advantage of the minor
second suspension on the
word “darkâ€
in m. 38 in order to
achieve a feeling of
suspense. The entrance at
m. 41 is full, and while
still minor, the text
gives us hope for a
change. The change comes
in m. 45 with the
staggered entrances
creating a sense of
building and ascent until
the climax of this moment
at m. 47 on the word
“embark,â€
which is to be an ascent
to Heaven.The melody
moves between voice
parts, even as early as
m. 14 where the altos
have the melody for only
a single measure; it is
then handed back to the
sopranos. From mm.
57–64, the altos
trade the melody back and
forth with the sopranos.
Take note that the alto
melody should be brought
out, but the line does
not actually begin until
the word
“when.â€Lastly
, be intentional with
syllabic stress (no two
eighth notes or quarter
notes alike) and to give
direction to any note
longer than a quarter.I
hope you enjoy learning
and performing Crossing
the Bar as much as I
enjoyed writing it.~Jamey
Ray. $2.50 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| Stylistic Etudes for Trombone Carl Fischer
Chamber Music trombone SKU: CF.WF231 20 Original Etudes in a Variety o...(+)
Chamber Music trombone
SKU: CF.WF231
20 Original Etudes in
a Variety of Styles.
Composed by Tom Brantley.
Collection - Performance.
With Standard notation.
48 pages. Carl Fischer
Music #WF231. Published
by Carl Fischer Music
(CF.WF231). ISBN
9781491153314. UPC:
680160910816. Styli
stic Etudes for Trombone
was written for
intermediateto advanced
level trombonists,
seeking to meet
thedemands of the modern
marketplace for
performers. AsI often
tell my students,
it’s simply not
enough to mastera single
style and fake the rest.
To make a living as
aperformer, trombonists
are expected to play
many, manydifferent
styles authentically.
Classical performers
studyhard and devote
themselves to mastering
the stylisticnuances of
various eras, various
composers, variousforms;
jazz musicians seek to
accurately reflect the
stylesof everything from
bar-room burlesque to
Coltrane; hornbands in
the funk, rock, ska and
hip-hop idioms
mustreflect attention to
the details of their
influences even asthey
create new paths through
popular music.This etude
collection is an attempt
to help studentsand their
teachers work on the
details associated
withmastering each of
these various styles.In
order to perform with the
correct feel,
articulationand sound,
trombonists must first
get these concepts
intheir head through
diligent listening and
then disciplinedpractice
playing in every single
style. The same
wayorchestral players
study the symphonic
literature andexcerpts,
or the way a professional
jazz musician mightwork
on chord changes in
excruciating detail, a
wellroundedtrombone
player must master styles
by listeningto and
playing with great
recordings. Most of the
etudesin this book are
based on styles from
specific
orchestralliterature,
jazz standards and other
styles such as
NewOrleans’ funk
music (Meters) or the
music of JamesBrown and
Tower of Power.One final
note: some of these are
hard. On purpose.
Theseare not warm-ups
that you can play through
mindlesslyto get your
face going. These are
“study
pieces†in the
oldfashionedsense. They
are designed to challenge
you asa player, to make
you a little
uncomfortable. Some
aretougher than others,
of course, but none of
them are easy.If you can
play through each of
these well, with
greatmusicianship and
impeccable technique, you
will be anincredibly
versatile instrumentalist
and be able to
secureperformance
opportunities that are
outside the comfortzone
of many
trombonists.Thanks for
buying this book. I hope
you enjoy workingthrough
these, whether
you’re a teacher,
student,performer, or
weekend warrior. I
learned a lot by
puttingthese together and
I hope you find them
useful and
helpful. Stylistic
Etudes for Trombone was
written for intermediate
to advanced level
trombonists, seeking to
meet the demands of the
modern marketplace for
performers. As I often
tell my students,
it’s simply not
enough to master a single
style and fake the rest.
To make a living as a
performer, trombonists
are expected to play
many, many different
styles authentically.
Classical performers
study hard and devote
themselves to mastering
the stylistic nuances of
various eras, various
composers, various forms;
jazz musicians seek to
accurately reflect the
styles of everything from
bar-room burlesque to
Coltrane; horn bands in
the funk, rock, ska and
hip-hop idioms must
reflect attention to the
details of their
influences even as they
create new paths through
popular music.This etude
collection is an attempt
to help students and
their teachers work on
the details associated
with mastering each of
these various styles.In
order to perform with the
correct feel,
articulation and sound,
trombonists must first
get these concepts in
their head through
diligent listening and
then disciplined practice
playing in every single
style. The same way
orchestral players study
the symphonic literature
and excerpts, or the way
a professional jazz
musician might work on
chord changes in
excruciating detail, a
well-rounded trombone
player must master styles
by listening to and
playing with great
recordings. Most of the
etudes in this book are
based on styles from
specific orchestral
literature, jazz
standards and other
styles such as New
Orleans’ funk
music (Meters) or the
music of James Brown and
Tower of Power.How these
etudes were conceived,
composed and transcribed:
The style or concept of
the etude was thought out
in my head and ear. I
then improvised in that
style and concept on my
trombone, recording my
efforts until I was
satisfied with the etude.
All along, my goal was to
play the range of the
instrument while
emphasizing certain
articulations, rhythms,
range and, fundamentally,
the intended style of the
etude. The resulting
etude was then
transcribed by a terrific
graduate student named
Zach Bornheimer, who also
works with many other
classical and jazz
composers as a
copyist/arranger.Tips for
working on the etudes:
Seek out professional
recordings that match the
style of each etude to
get a good idea of what
the etude should sound
like musically. My
recording of each of
these etudes is available
for download and can be
purchased online for a
modest fee. Search for
“Brantley
Etudes†at either
iTunes or CDBaby.
Practice each etude very
slowly and in segments as
needed, using a
metronome. Record
yourself and listen for
good technique,
musicianship and
authenticity of style
with your sound, feel and
articulations. Compare
your own efforts to the
sounds you’ve
heard on recordings.
Would you fit in that
ensemble or band? If
range is an issue, take
certain notes or passages
down or up an octave.
Work on your fundamentals
every day, including the
techniques and skills
needed for these etudes.
Be patient! Small
improvements every day
result in big success
over time. Always play
with a wide dynamic
range. Always play with
line and direction.
Always play with
impeccable time as well
as rhythm. Use a
metronome to help with
this. Always play in
tune. You can work on
this with a tuner as well
as with drones. Play
these for teachers,
friends, peers and
colleagues not only for
their feedback but also
for the experience of
informal performance. An
audience changes
everything. Make music,
listen to music, record
yourself, play in public
and have fun!One final
note: some of these are
hard. On purpose. These
are not warm-ups that you
can play through
mindlessly to get your
face going. These are
“study
pieces†in the
old-fashioned sense. They
are designed to challenge
you as a player, to make
you a little
uncomfortable. Some are
tougher than others, of
course, but none of them
are easy. If you can play
through each of these
well, with great
musicianship and
impeccable technique, you
will be an incredibly
versatile instrumentalist
and be able to secure
performance opportunities
that are outside the
comfort zone of many
trombonists.Thanks for
buying this book. I hope
you enjoy working through
these, whether
you’re a teacher,
student, performer, or
weekend warrior. I
learned a lot by putting
these together and I hope
you find them useful and
helpful.Best
wishes,—Tom
Brantley. $18.99 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| A Basque Carol Carl Fischer
Choral Cello, Contrabass voice, Piano, Viola, Violin 1, Violin 2, Violin 3, SATB...(+)
Choral Cello, Contrabass
voice, Piano, Viola,
Violin 1, Violin 2,
Violin 3, SATB chorus
SKU: CF.CM9734
Composed by Basque Carol.
Arranged by Christopher
Thomas. 12 pages.
Duration 2 minutes, 37
seconds. Carl Fischer
Music #CM9734. Published
by Carl Fischer Music
(CF.CM9734). ISBN
9781491161142. UPC:
680160919734. Key: A
minor. English. Basque
Carol. A Basque
Carol (also known as
Gabriel's Message) holds
a special place in
Western music. The carol
originates from Basque
country around the 13th
century, based on the
Latin hymn, Angelus ad
Virginem (likely of
Franciscan origin). The
tune quickly spread
throughout Europe,
finding popularity in
Britain where it was even
referenced in Chaucer's
Canterbury Tales: Playing
so sweetly that the
chamber rang; / and
Angelus ad virginem he
sang. . .. Interestingly,
the melody we know and
love today is derived
from the original Basque
version. In my view, this
tune is a perfect example
of melody-crafting. It is
at once hauntingly
beautiful, yet warm and
joyous. Its contours are
complex, dramatic, yet
singable. I believe this
melodic accessibility is
the key to the song's
lasting popularity. I
would also attribute A
Basque Carol's continued
popularity to its elegant
translation into English
(by Sabine Baring-Gould,
who rediscovered the
original Basque tune).
Translations often risk
sounding unimaginative,
coarse, and blunt. This
translation is strikingly
different. It was graced
with an especially poetic
translation including
lines such as his wings
as drifted snow, his eyes
as flame. I am very
excited to offer a new
perspective on this
classic carol, joining
the tradition of
composers preserving and
reimagining a priceless
medieval melody. My first
goal was to create a
flowing, richly-textured,
even cinematic string
accompaniment for the
choir. This approach was
very much inspired by the
dense, string-writing
style of English composer
Ralph Vaughan Williams.
My second goal was to
make the arrangement
flexible enough to be
performed with only
choir, only strings, or
(best of all) both
ensembles combined. To
further complement this
approach, I've added an
obligato line for a solo
recorder (solo flute or
violin work just as
well). If you listen
carefully, you will hear
a quote from my other
favorite holiday carol,
Jesu Bambino. I hope you
enjoy performing A Basque
Carol. I especially hope
that you sense the
ancient magic cast into
this tune, hearing the
ineffable qualities that
have compelled us to
sustain it for nearly a
millennium. Whether
you're a choir, a string
orchestra, or a combined
ensemble, this
arrangement of A Basque
Carol will surely be a
haunting and lovely
addition to your next
holiday program!. A
Basque Carol (also known
as Gabriel’s
Message) holds a special
place in Western music.
The carol originates from
Basque country around the
13th century, based on
the Latin hymn, Angelus
ad Virginem (likely of
Franciscan origin). The
tune quickly spread
throughout Europe,
finding popularity in
Britain where it was even
referenced in
Chaucer’s
Canterbury Tales:Â
“Playing so sweetly
that the chamber rang; /
and Angelus ad virginem
he sang. .
.â€.Interestingly,
the melody we know and
love today is derived
from the original Basque
version. In my view, this
tune is a perfect example
of melody-crafting. It is
at once hauntingly
beautiful, yet warm and
joyous. Its contours are
complex, dramatic, yet
singable. I believe this
melodic accessibility is
the key to the
song’s lasting
popularity. I would also
attribute A Basque
Carol’s continued
popularity to its elegant
translation into English
(by Sabine Baring-Gould,
who rediscovered the
original Basque tune).
Translations often risk
sounding unimaginative,
coarse, and blunt. This
translation is strikingly
different. It was graced
with an especially poetic
translation including
lines such as “his
wings as drifted snow,
his eyes as
flame.â€I am very
excited to offer a new
perspective on this
classic carol, joining
the tradition of
composers preserving and
reimagining a priceless
medieval melody. My first
goal was to create a
flowing, richly-textured,
even cinematic string
accompaniment for the
choir. This approach was
very much inspired by the
dense, string-writing
style of English composer
Ralph Vaughan Williams.
My second goal was to
make the arrangement
flexible enough to be
performed with only
choir, only strings, or
(best of all) both
ensembles combined. To
further complement this
approach, I’ve
added an obligato line
for a solo recorder (solo
flute or violin work just
as well). If you listen
carefully, you will hear
a quote from my other
favorite holiday carol,
Jesu Bambino.I hope you
enjoy performing A Basque
Carol. I especially hope
that you sense the
ancient magic cast into
this tune, hearing the
ineffable qualities that
have compelled us to
sustain it for nearly a
millennium. Whether
you’re a choir, a
string orchestra, or a
combined ensemble, this
arrangement of A Basque
Carol will surely be a
haunting and lovely
addition to your next
holiday program! $2.50 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| Unleashed [Conducteur] - Facile Carl Fischer
Orchestra Cello, Contrabass, Piano, Viola, Violin 1, Violin 2, Violin 3 - Grade ...(+)
Orchestra Cello,
Contrabass, Piano, Viola,
Violin 1, Violin 2,
Violin 3 - Grade 3
SKU: CF.CAS112F
Composed by Peter Terry.
Concert String Orchestra
(CAS). Full score. With
Standard notation. 12
pages. Carl Fischer Music
#CAS112F. Published by
Carl Fischer Music
(CF.CAS112F). ISBN
9781491151686. UPC:
680160909186. 9 x 12
inches. Peter
Terry's Unleashed?makes
for an impressive concert
opener that is the
musical equivalent of
unleashing a caged
animal. The piece is
exciting from start to
finish, with energetic
and bold material that
students will love to
play. Everyone wants
to be unleashed, to be
set free of restraints.
This piece captures the
exhilaration of being set
into motion with
unlimited optimism and
energy. The piece is a
rhythmic and
propulsive gallop that spins
off lyrical material as
it drives to a climactic
finish that is both
exciting and
fun. The piece opens
with a robust
first theme, then
transitions on a rhythmic
figure spun off from the
opening
material. The opening
section
repeats in
variation with different
orchestration. The more
lyrical material that
emerges should be brought
out to balance the first
theme and rhythmic
figures from the first
section. A development of
the material from the
opening follows,
driving to a
brief
pause. This
pause
feels like it
will lead to a
contrasting lyrical
theme, but the energy
is
just suspended for a
second before the piece
takes off again.
The
work finishes with a
repeated-note transition
back to variations on the
opening material and a
propulsive rush to the
end. I enjoyed
writing this piece and
hope your students will
enjoy playing these
contrasting styles and
that you will find the
piece beneficial in
teaching important
musical concepts.
?????????Peter Terry,
2018. Everyone
wants to be unleashed, to
be set free of
restraints. This piece
captures the exhilaration
of being set into motion
with unlimited optimism
and energy.A The piece is a
rhythmic and
propulsive gallop that spins
off lyrical material as
it drives to a climactic
finish that is both
exciting and
fun. The piece opens
with a robust
first theme, then
transitions on a rhythmic
figure spun off from the
opening
material. The opening
section
repeats in
variation with different
orchestration. The more
lyrical material that
emerges should be brought
out to balance the first
theme and rhythmic
figures from the first
section. A development of
the material from the
opening follows,
driving to a
brief
pause. This
pause
feels like it
will lead to a
contrasting lyrical
theme, but the energy
is
just suspended for a
second before the piece
takes off again.
The
work finishes with a
repeated-note transition
back to variations on the
opening material and a
propulsive rush to the
end. I enjoyed
writing this piece and
hope your students will
enjoy playing these
contrasting styles and
that you will find the
piece beneficial in
teaching important
musical concepts.
?????????Peter Terry,
2018. Everyone
wants to be unleashed, to
be set free of
restraints. This piece
captures the exhilaration
of being set into motion
with unlimited optimism
and energy.A The piece is a
rhythmic and
propulsive gallop that spins
off lyrical material as
it drives to a climactic
finish that is both
exciting and
fun. The piece opens
with a robust
first theme, then
transitions on a rhythmic
figure spun off from the
opening
material. The opening
section
repeats in
variation with different
orchestration. The more
lyrical material that
emerges should be brought
out to balance the first
theme and rhythmic
figures from the first
section. A development of
the material from the
opening follows,
driving to a
brief
pause. This
pause
feels like it
will lead to a
contrasting lyrical
theme, but the energy
is
just suspended for a
second before the piece
takes off again.
The
work finishes with a
repeated-note transition
back to variations on the
opening material and a
propulsive rush to the
end. I enjoyed
writing this piece and
hope your students will
enjoy playing these
contrasting styles and
that you will find the
piece beneficial in
teaching important
musical concepts.
?????????Peter Terry,
2018. Everyone
wants to be unleashed, to
be set free of
restraints. This piece
captures the exhilaration
of being set into motion
with unlimited optimism
and energy. The piece is a
rhythmic and
propulsive gallop that spins
off lyrical material as
it drives to a climactic
finish that is both
exciting and
fun. The piece opens
with a robust
first theme, then
transitions on a rhythmic
figure spun off from the
opening
material. The opening
section
repeats in
variation with different
orchestration. The more
lyrical material that
emerges should be brought
out to balance the first
theme and rhythmic
figures from the first
section. A development of
the material from the
opening follows,
driving to a
brief
pause. This
pause
feels like it
will lead to a
contrasting lyrical
theme, but the energy
is
just suspended for a
second before the piece
takes off again.
The
work finishes with a
repeated-note transition
back to variations on the
opening material and a
propulsive rush to the
end. I enjoyed
writing this piece and
hope your students will
enjoy playing these
contrasting styles and
that you will find the
piece beneficial in
teaching important
musical concepts.
?????????Peter Terry,
2018. Eve
ryone wants to be
unleashed, to be set free
of restraints. This piece
captures the exhilaration
of being set into motion
with unlimited optimism
and energy. The piece is
a rhythmic and propulsive
gallop that spins off
lyrical material as it
drives to a climactic
finish that is both
exciting and fun. The
piece opens with a robust
first theme, then
transitions on a rhythmic
figure spun off from the
opening material. The
opening section repeats
in variation with
different orchestration.
The more lyrical material
that emerges should be
brought out to balance
the first theme and
rhythmic figures from the
first section. A
development of the
material from the opening
follows, driving to a
brief pause. This pause
feels like it will lead
to a contrasting lyrical
theme, but the energy is
just suspended for a
second before the piece
takes off again. The work
finishes with a
repeated-note transition
back to variations on the
opening material and a
propulsive rush to the
end. I enjoyed writing
this piece and hope your
students will enjoy
playing these contrasting
styles and that you will
find the piece beneficial
in teaching important
musical concepts. Peter
Terry, 2018. Everyone
wants to be unleashed, to
be set free of
restraints. This piece
captures the exhilaration
of being set into motion
with unlimited optimism
and energy. The piece
is a rhythmic and
propulsive gallop that
spins off lyrical
material as it drives to
a climactic finish that
is both exciting and
fun.The piece opens with
a robust first theme,
then transitions on a
rhythmic figure spun off
from the opening
material. The opening
section repeats in
variation with different
orchestration. The more
lyrical material that
emerges should be brought
out to balance the first
theme and rhythmic
figures from the first
section. A development of
the material from the
opening follows, driving
to a brief pause. This
pause feels like it will
lead to a contrasting
lyrical theme, but the
energy is just suspended
for a second before the
piece takes off again.
The work finishes with a
repeated-note transition
back to variations on the
opening material and a
propulsive rush to the
end.I enjoyed writing
this piece and hope your
students will enjoy
playing these contrasting
styles and that you will
find the piece beneficial
in teaching important
musical
concepts.​​
​​​
€‹â€‹â€‹â
€‹Peter Terry,
2018.
About Carl
Fischer Concert String
Orchestra
Series Thi
s series of pieces (Grade
3 and higher) is designed
for advancing ensembles.
The pieces in this series
are characterized
by: - Expanded use
of rhythms, ranges and
keys but technical
demands are still
carefully
considered
- More
comprehensive bowing
techniques
- Viola
T.C.
included
- Careful
selection of keys and
degree of difficulty for
advancing
musicians
$9.50 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
Plus de résultats boutique >> |