| while contemplating the ocean waves Piano seul [Conducteur] Furore Verlag
Piano SKU: FV.FUE-4720 Composed by Ruth Schonthal. Contemporary. Score. F...(+)
Piano SKU:
FV.FUE-4720 Composed
by Ruth Schonthal.
Contemporary. Score.
Furore Verlag #FUE 4720.
Published by Furore
Verlag (FV.FUE-4720).
ISBN
9790500129721. She
speaks directly to the
audience and often
describes very personal
things that are of
importance to many
people. So also the
fascination of the sea
While Contemplating the
Ocean Waves. $16.95 - Voir plus => AcheterDélais: 4 to 6 weeks | | |
| A Contemplation Piano seul University Of York Music Press
Piano SKU: BT.MUSM570365807 Composed by Jo Kondo. Book Only. 4 pages. Uni...(+)
Piano SKU:
BT.MUSM570365807
Composed by Jo Kondo.
Book Only. 4 pages.
University of York Music
Press #MUSM570365807.
Published by University
of York Music Press
(BT.MUSM570365807).
English. Jo
Kondo 's A Contemplation
for solo Piano. This work
was composed in 2013 for
Hauke Harder and was
first published in
2014. $11.95 - Voir plus => AcheterDélais: 4 to 6 weeks | | |
| Thank You Notes Violoncelle Theodore Presser Co.
A Contemplation on a Theme for solo Cello. Composed by Richard Wernick (1934...(+)
A Contemplation on a
Theme
for solo Cello. Composed
by
Richard Wernick (1934-).
Fold. Duration 5 minutes.
Theodore Presser Company
#114-41883. Published by
Theodore Presser Company
$9.99 - Voir plus => AcheterDélais: 1 to 2 weeks | | |
| Live On - 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.YAS182
Composed by Larry Clark.
Young String Orchestra.
Set of Score and Parts.
With Standard notation.
16+16+10+4+3+10+10+12
pages. Duration 3
minutes, 32 seconds. Carl
Fischer Music #YAS182.
Published by Carl Fischer
Music (CF.YAS182).
ISBN 9781491151471.
UPC: 680160908974. 9 x 12
inches. Key: G
major. The title,
Live On, by Larry Clark,
is taken from Chrissie
Pinney's poem about grief
and loss. The piece is
meant to depict the
personality of Linda
Mann, to whom it is
dedicated. The opening is
poignant and pensive,
followed by a whimsical
theme which alludes to
happy thoughts of a life
well-lived. The piece
builds to a
triumphant?conclusion
based on an augmented
version of the
theme.
Live On
was commissioned by
Diplomat Middle School's
staff, faculty and
students in Cape Coral,
Florida, and is dedicated
to the memory of their
Director of Bands, Linda
Mann. Director of
Orchestras, Roland Forti,
championed the
commissioning of this
piece to honor the life
of Linda after her
untimely passing in
February of 2017. Linda Manns
impact on the field of
music education was
profound and
wide-reaching. She was a
beloved member of the
staff at Diplomat Middle
School, as well as the
music community of Cape
Coral and the state of
Florida. Linda was highly
respected throughout the
state, serving as recent
past-president of the
Florida Bandmasters
Association.
In discussing
the type of piece the
school wanted to honor
Ms. Mann, they indicated
the piece should depict
Lindas personality -
dynamic, sassy, yet
thoughtful and almost
mentor-like. They wanted
a piece that was upbeat,
yet still had moments
that were thoughtful,
portraying the grief that
the Diplomat Middle
School community has
suffered from the sudden
loss of such a beloved
teacher. After
contemplating their
thoughts, I did some
research to find
inspiration for the
piece. This led me to
poetry about grief and
loss. In time, I stumbled
upon a short, yet
poignant poem that I felt
perfectly depicted the
sentiment that I wanted
the piece to convey. That poem is
entitled Live On
by Chrissie
Pinney. Live
On Now as I live
on Without
you I
hope to keep
The pieces of
you That I loved so
dearly Your
mannerisms And
compassionate
character And smiles
through
struggle So
that you May live on
too
-Chrissie
Pinney I
reached out to Ms.
Pinney, and she
graciously agreed to
allow me to quote her
powerful poem in these
notes. She expressed
that she was deeply
touched that her work
would inspire me to write
a piece in honor of Linda
Mann. The piece begins
with a poignant, pensive
opening section. The use
of the musical interval
of a tritone between the
first two openly voiced
chords are used to
represent the sadness we
all feel from this type
of loss. When I sat in
front of my piano and
started to work on this
piece, my hands seemed to
naturally and immediately
play these first two
chords, which set the
process in motion of
composing the
piece. After the somber
opening, the piece shifts
to a whimsical theme that
I hope brings about happy
thoughts of Linda and her
personality. It was also
my intent, however, to
include some musical
dissonance in the theme
that still reflected the
bittersweet loss at the
same time. The piece
develops into a secondary
theme that is a quasi
inversion of the main
fast theme. This section
is followed by a return
of the opening material,
with snippets of the fast
theme intertwined, before
the piece builds to a
triumphant, augmented
presentation of the main
theme in a lush form to
complete the
work. It is my hope
that in some small way,
this piece will bring
comfort to those affected
by the loss of Linda
Mann, and that the music
will allow her memory to
Live
On. Larry
Clark Lakeland, FL
2017 . Live On
was commissioned by
Diplomat Middle School's
staff, faculty and
students in Cape Coral,
Florida, and is dedicated
to the memory of their
Director of Bands, Linda
Mann. Director of
Orchestras, Roland Forti,
championed the
commissioning of this
piece to honor the life
of Linda after her
untimely passing in
February of 2017.A Linda Mannas
impact on the field of
music education was
profound and
wide-reaching. She was a
beloved member of the
staff at Diplomat Middle
School, as well as the
music community of Cape
Coral and the state of
Florida. Linda was highly
respected throughout the
state, serving as recent
past-president of the
Florida Bandmasters
Association.
In discussing
the type of piece the
school wanted to honor
Ms. Mann, they indicated
the piece should adepict
Lindaas personality -
dynamic, sassy, yet
thoughtful and almost
mentor-like.a They wanted
a piece that was upbeat,
yet still had moments
that were thoughtful,
portraying the grief that
the Diplomat Middle
School community has
suffered from the sudden
loss of such a beloved
teacher. After
contemplating their
thoughts, I did some
research to find
inspiration for the
piece. This led me to
poetry about grief and
loss. In time, I stumbled
upon a short, yet
poignant poem that I felt
perfectly depicted the
sentiment that I wanted
the piece to convey.A That poem is
entitled Live On
by Chrissie
Pinney. Live
On Now as I live
on Without
you I
hope to keep
The pieces of
you That I loved so
dearly Your
mannerisms And
compassionate
character And smiles
through
struggle So
that you May live on
too A
-Chrissie
Pinney I
reached out to Ms.
Pinney, and she
graciously agreed to
allow me to quote her
powerful poem in these
notes.A She expressed
that she was deeply
touched that her work
would inspire me to write
a piece in honor of Linda
Mann. The piece begins
with a poignant, pensive
opening section. The use
of the musical interval
of a tritone between the
first two openly voiced
chords are used to
represent the sadness we
all feel from this type
of loss. When I sat in
front of my piano and
started to work on this
piece, my hands seemed to
naturally and immediately
play these first two
chords, which set the
process in motion of
composing the
piece. After the somber
opening, the piece shifts
to a whimsical theme that
I hope brings about happy
thoughts of Linda and her
personality. It was also
my intent, however, to
include some musical
dissonance in the theme
that still reflected the
bittersweet loss at the
same time.A The piece
develops into a secondary
theme that is a quasi
inversion of the main
fast theme.A This section
is followed by a return
of the opening material,
with snippets of the fast
theme intertwined, before
the piece builds to a
triumphant, augmented
presentation of the main
theme in a lush form to
complete the
work. It is my hope
that in some small way,
this piece will bring
comfort to those affected
by the loss of Linda
Mann, and that the music
will allow her memory to
Live
On. aLarry
Clark Lakeland, FL
2017 . Live On
was commissioned by
Diplomat Middle School's
staff, faculty and
students in Cape Coral,
Florida, and is dedicated
to the memory of their
Director of Bands, Linda
Mann. Director of
Orchestras, Roland Forti,
championed the
commissioning of this
piece to honor the life
of Linda after her
untimely passing in
February of 2017.A Linda Mannas
impact on the field of
music education was
profound and
wide-reaching. She was a
beloved member of the
staff at Diplomat Middle
School, as well as the
music community of Cape
Coral and the state of
Florida. Linda was highly
respected throughout the
state, serving as recent
past-president of the
Florida Bandmasters
Association.
In discussing
the type of piece the
school wanted to honor
Ms. Mann, they indicated
the piece should adepict
Lindaas personality -
dynamic, sassy, yet
thoughtful and almost
mentor-like.a They wanted
a piece that was upbeat,
yet still had moments
that were thoughtful,
portraying the grief that
the Diplomat Middle
School community has
suffered from the sudden
loss of such a beloved
teacher. After
contemplating their
thoughts, I did some
research to find
inspiration for the
piece. This led me to
poetry about grief and
loss. In time, I stumbled
upon a short, yet
poignant poem that I felt
perfectly depicted the
sentiment that I wanted
the piece to convey.A That poem is
entitled Live On
by Chrissie
Pinney. Live
On Now as I live
on Without
you I
hope to keep
The pieces of
you That I loved so
dearly Your
mannerisms And
compassionate
character And smiles
through
struggle So
that you May live on
too A
-Chrissie
Pinney I
reached out to Ms.
Pinney, and she
graciously agreed to
allow me to quote her
powerful poem in these
notes.A She expressed
that she was deeply
touched that her work
would inspire me to write
a piece in honor of Linda
Mann. The piece begins
with a poignant, pensive
opening section. The use
of the musical interval
of a tritone between the
first two openly voiced
chords are used to
represent the sadness we
all feel from this type
of loss. When I sat in
front of my piano and
started to work on this
piece, my hands seemed to
naturally and immediately
play these first two
chords, which set the
process in motion of
composing the
piece. After the somber
opening, the piece shifts
to a whimsical theme that
I hope brings about happy
thoughts of Linda and her
personality. It was also
my intent, however, to
include some musical
dissonance in the theme
that still reflected the
bittersweet loss at the
same time.A The piece
develops into a secondary
theme that is a quasi
inversion of the main
fast theme.A This section
is followed by a return
of the opening material,
with snippets of the fast
theme intertwined, before
the piece builds to a
triumphant, augmented
presentation of the main
theme in a lush form to
complete the
work. It is my hope
that in some small way,
this piece will bring
comfort to those affected
by the loss of Linda
Mann, and that the music
will allow her memory to
Live
On. aLarry
Clark Lakeland, FL
2017 . Live On
was commissioned by
Diplomat Middle School's
staff, faculty and
students in Cape Coral,
Florida, and is dedicated
to the memory of their
Director of Bands, Linda
Mann. Director of
Orchestras, Roland Forti,
championed the
commissioning of this
piece to honor the life
of Linda after her
untimely passing in
February of 2017. Linda Mann's
impact on the field of
music education was
profound and
wide-reaching. She was a
beloved member of the
staff at Diplomat Middle
School, as well as the
music community of Cape
Coral and the state of
Florida. Linda was highly
respected throughout the
state, serving as recent
past-president of the
Florida Bandmasters
Association.
In discussing
the type of piece the
school wanted to honor
Ms. Mann, they indicated
the piece should depict
Linda's personality -
dynamic, sassy, yet
thoughtful and almost
mentor-like. They wanted
a piece that was upbeat,
yet still had moments
that were thoughtful,
portraying the grief that
the Diplomat Middle
School community has
suffered from the sudden
loss of such a beloved
teacher. After
contemplating their
thoughts, I did some
research to find
inspiration for the
piece. This led me to
poetry about grief and
loss. In time, I stumbled
upon a short, yet
poignant poem that I felt
perfectly depicted the
sentiment that I wanted
the piece to convey. That poem is
entitled Live On
by Chrissie
Pinney. Live
On Now as I live
on Without
you I
hope to keep
The pieces of
you That I loved so
dearly Your
mannerisms And
compassionate
character And smiles
through
struggle So
that you May live on
too
-Chrissie
Pinney I
reached out to Ms.
Pinney, and she
graciously agreed to
allow me to quote her
powerful poem in these
notes. She expressed
that she was deeply
touched that her work
would inspire me to write
a piece in honor of Linda
Mann. The piece begins
with a poignant, pensive
opening section. The use
of the musical interval
of a tritone between the
first two openly voiced
chords are used to
represent the sadness we
all feel from this type
of loss. When I sat in
front of my piano and
started to work on this
piece, my hands seemed to
naturally and immediately
play these first two
chords, which set the
process in motion of
composing the
piece. After the somber
opening, the piece shifts
to a whimsical theme that
I hope brings about happy
thoughts of Linda and her
personality. It was also
my intent, however, to
include some musical
dissonance in the theme
that still reflected the
bittersweet loss at the
same time. The piece
develops into a secondary
theme that is a quasi
inversion of the main
fast theme. This section
is followed by a return
of the opening material,
with snippets of the fast
theme intertwined, before
the piece builds to a
triumphant, augmented
presentation of the main
theme in a lush form to
complete the
work. It is my hope
that in some small way,
this piece will bring
comfort to those affected
by the loss of Linda
Mann, and that the music
will allow her memory to
Live
On. -Larry
Clark Lakeland, FL
2017 . Live
On was commissioned by
Diplomat Middle School's
staff, faculty and
students in Cape Coral,
Florida, and is dedicated
to the memory of their
Director of Bands, Linda
Mann. Director of
Orchestras, Roland Forti,
championed the
commissioning of this
piece to honor the life
of Linda after her
untimely passing in
February of 2017. Linda
Mann's impact on the
field of music education
was profound and
wide-reaching. She was a
beloved member of the
staff at Diplomat Middle
School, as well as the
music community of Cape
Coral and the state of
Florida. Linda was highly
respected throughout the
state, serving as recent
past-president of the
Florida Bandmasters
Association. In
discussing the type of
piece the school wanted
to honor Ms. Mann, they
indicated the piece
should depict Linda's
personality - dynamic,
sassy, yet thoughtful and
almost mentor-like. They
wanted a piece that was
upbeat, yet still had
moments that were
thoughtful, portraying
the grief that the
Diplomat Middle School
community has suffered
from the sudden loss of
such a beloved teacher.
After contemplating their
thoughts, I did some
research to find
inspiration for the
piece. This led me to
poetry about grief and
loss. In time, I stumbled
upon a short, yet
poignant poem that I felt
perfectly depicted the
sentiment that I wanted
the piece to convey. That
poem is entitled Live On
by Chrissie Pinney. Live
On Now as I live on
Without you I hope to
keep The pieces of you
That I loved so dearly
Your mannerisms And
compassionate character
And smiles through
struggle So that you May
live on too -Chrissie
Pinney I reached out to
Ms. Pinney, and she
graciously agreed to
allow me to quote her
powerful poem in these
notes. She expressed that
she was deeply touched
that her work would
inspire me to write a
piece in honor of Linda
Mann. The piece begins
with a poignant, pensive
opening section. The use
of the musical interval
of a tritone between the
first two openly voiced
chords are used to
represent the sadness we
all feel from this type
of loss. When I sat in
front of my piano and
started to work on this
piece, my hands seemed to
naturally and immediately
play these first two
chords, which set the
process in motion of
composing the piece.
After the somber opening,
the piece shifts to a
whimsical theme that I
hope brings about happy
thoughts of Linda and her
personality. It was also
my intent, however, to
include some musical
dissonance in the theme
that still reflected the
bittersweet loss at the
same time. The piece
develops into a secondary
theme that is a quasi
inversion of the main
fast theme. This section
is followed by a return
of the opening material,
with snippets of the fast
theme intertwined, before
the piece builds to a
triumphant, augmented
presentation of the main
theme in a lush form to
complete the work. It is
my hope that in some
small way, this piece
will bring comfort to
those affected by the
loss of Linda Mann, and
that the music will allow
her memory to Live On.
-Larry Clark Lakeland, FL
2017. Live On was
commissioned by Diplomat
Middle School's staff,
faculty and students in
Cape Coral, Florida, and
is dedicated to the
memory of their Director
of Bands, Linda Mann.
Director of Orchestras,
Roland Forti, championed
the commissioning of this
piece to honor the life
of Linda after her
untimely passing in
February of
2017. Linda
Mann’s impact on
the field of music
education was profound
and wide-reaching. She
was a beloved member of
the staff at Diplomat
Middle School, as well as
the music community of
Cape Coral and the state
of Florida. Linda was
highly respected
throughout the state,
serving as recent
past-president of the
Florida Bandmasters
Association.In discussing
the type of piece the
school wanted to honor
Ms. Mann, they indicated
the piece should
“depict
Linda’s
personality - dynamic,
sassy, yet thoughtful and
almost
mentor-like.†They
wanted a piece that was
upbeat, yet still had
moments that were
thoughtful, portraying
the grief that the
Diplomat Middle School
community has suffered
from the sudden loss of
such a beloved
teacher.After
contemplating their
thoughts, I did some
research to find
inspiration for the
piece. This led me to
poetry about grief and
loss. In time, I stumbled
upon a short, yet
poignant poem that I felt
perfectly depicted the
sentiment that I wanted
the piece to convey.Â
That poem is entitled
Live On by Chrissie
Pinney.Live OnNow as I
live onWithout youI hope
to keepThe pieces of
youThat I loved so
dearlyYour mannerismsAnd
compassionate
characterAnd smiles
through struggleSo that
youMay live on
too -Chrissie PinneyI
reached out to Ms.
Pinney, and she
graciously agreed to
allow me to quote her
powerful poem in these
notes. She expressed
that she was deeply
touched that her work
would inspire me to write
a piece in honor of Linda
Mann.The piece begins
with a poignant, pensive
opening section. The use
of the musical interval
of a tritone between the
first two openly voiced
chords are used to
represent the sadness we
all feel from this type
of loss. When I sat in
front of my piano and
started to work on this
piece, my hands seemed to
naturally and immediately
play these first two
chords, which set the
process in motion of
composing the piece.After
the somber opening, the
piece shifts to a
whimsical theme that I
hope brings about happy
thoughts of Linda and her
personality. It was also
my intent, however, to
include some musical
dissonance in the theme
that still reflected the
bittersweet loss at the
same time. The piece
develops into a secondary
theme that is a quasi
inversion of the main
fast theme. This
section is followed by a
return of the opening
material, with snippets
of the fast theme
intertwined, before the
piece builds to a
triumphant, augmented
presentation of the main
theme in a lush form to
complete the work.It is
my hope that in some
small way, this piece
will bring comfort to
those affected by the
loss of Linda Mann, and
that the music will allow
her memory to Live
On.–Larry
ClarkLakeland, FL
2017.
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: 24 hours - In Stock | | |
| Live On [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.YAS182F
Composed by Larry Clark.
Young String Orchestra
(YAS). Full score. With
Standard notation. 12
pages. Carl Fischer Music
#YAS182F. Published by
Carl Fischer Music
(CF.YAS182F). ISBN
9781491151846. UPC:
680160909346. 9 x 12
inches. The title,
Live On, by Larry Clark,
is taken from Chrissie
Pinney's poem about grief
and loss. The piece is
meant to depict the
personality of Linda
Mann, to whom it is
dedicated. The opening is
poignant and pensive,
followed by a whimsical
theme which alludes to
happy thoughts of a life
well-lived. The piece
builds to a
triumphant?conclusion
based on an augmented
version of the
theme.
Live On
was commissioned by
Diplomat Middle School's
staff, faculty and
students in Cape Coral,
Florida, and is dedicated
to the memory of their
Director of Bands, Linda
Mann. Director of
Orchestras, Roland Forti,
championed the
commissioning of this
piece to honor the life
of Linda after her
untimely passing in
February of 2017. Linda Manns
impact on the field of
music education was
profound and
wide-reaching. She was a
beloved member of the
staff at Diplomat Middle
School, as well as the
music community of Cape
Coral and the state of
Florida. Linda was highly
respected throughout the
state, serving as recent
past-president of the
Florida Bandmasters
Association.
In discussing
the type of piece the
school wanted to honor
Ms. Mann, they indicated
the piece should depict
Lindas personality -
dynamic, sassy, yet
thoughtful and almost
mentor-like. They wanted
a piece that was upbeat,
yet still had moments
that were thoughtful,
portraying the grief that
the Diplomat Middle
School community has
suffered from the sudden
loss of such a beloved
teacher. After
contemplating their
thoughts, I did some
research to find
inspiration for the
piece. This led me to
poetry about grief and
loss. In time, I stumbled
upon a short, yet
poignant poem that I felt
perfectly depicted the
sentiment that I wanted
the piece to convey. That poem is
entitled Live On
by Chrissie
Pinney. Live
On Now as I live
on Without
you I
hope to keep
The pieces of
you That I loved so
dearly Your
mannerisms And
compassionate
character And smiles
through
struggle So
that you May live on
too
-Chrissie
Pinney I
reached out to Ms.
Pinney, and she
graciously agreed to
allow me to quote her
powerful poem in these
notes. She expressed
that she was deeply
touched that her work
would inspire me to write
a piece in honor of Linda
Mann. The piece begins
with a poignant, pensive
opening section. The use
of the musical interval
of a tritone between the
first two openly voiced
chords are used to
represent the sadness we
all feel from this type
of loss. When I sat in
front of my piano and
started to work on this
piece, my hands seemed to
naturally and immediately
play these first two
chords, which set the
process in motion of
composing the
piece. After the somber
opening, the piece shifts
to a whimsical theme that
I hope brings about happy
thoughts of Linda and her
personality. It was also
my intent, however, to
include some musical
dissonance in the theme
that still reflected the
bittersweet loss at the
same time. The piece
develops into a secondary
theme that is a quasi
inversion of the main
fast theme. This section
is followed by a return
of the opening material,
with snippets of the fast
theme intertwined, before
the piece builds to a
triumphant, augmented
presentation of the main
theme in a lush form to
complete the
work. It is my hope
that in some small way,
this piece will bring
comfort to those affected
by the loss of Linda
Mann, and that the music
will allow her memory to
Live
On. Larry
Clark Lakeland, FL
2017 . Live On
was commissioned by
Diplomat Middle School's
staff, faculty and
students in Cape Coral,
Florida, and is dedicated
to the memory of their
Director of Bands, Linda
Mann. Director of
Orchestras, Roland Forti,
championed the
commissioning of this
piece to honor the life
of Linda after her
untimely passing in
February of 2017.A Linda Mannas
impact on the field of
music education was
profound and
wide-reaching. She was a
beloved member of the
staff at Diplomat Middle
School, as well as the
music community of Cape
Coral and the state of
Florida. Linda was highly
respected throughout the
state, serving as recent
past-president of the
Florida Bandmasters
Association.
In discussing
the type of piece the
school wanted to honor
Ms. Mann, they indicated
the piece should adepict
Lindaas personality -
dynamic, sassy, yet
thoughtful and almost
mentor-like.a They wanted
a piece that was upbeat,
yet still had moments
that were thoughtful,
portraying the grief that
the Diplomat Middle
School community has
suffered from the sudden
loss of such a beloved
teacher. After
contemplating their
thoughts, I did some
research to find
inspiration for the
piece. This led me to
poetry about grief and
loss. In time, I stumbled
upon a short, yet
poignant poem that I felt
perfectly depicted the
sentiment that I wanted
the piece to convey.A That poem is
entitled Live On
by Chrissie
Pinney. Live
On Now as I live
on Without
you I
hope to keep
The pieces of
you That I loved so
dearly Your
mannerisms And
compassionate
character And smiles
through
struggle So
that you May live on
too A
-Chrissie
Pinney I
reached out to Ms.
Pinney, and she
graciously agreed to
allow me to quote her
powerful poem in these
notes.A She expressed
that she was deeply
touched that her work
would inspire me to write
a piece in honor of Linda
Mann. The piece begins
with a poignant, pensive
opening section. The use
of the musical interval
of a tritone between the
first two openly voiced
chords are used to
represent the sadness we
all feel from this type
of loss. When I sat in
front of my piano and
started to work on this
piece, my hands seemed to
naturally and immediately
play these first two
chords, which set the
process in motion of
composing the
piece. After the somber
opening, the piece shifts
to a whimsical theme that
I hope brings about happy
thoughts of Linda and her
personality. It was also
my intent, however, to
include some musical
dissonance in the theme
that still reflected the
bittersweet loss at the
same time.A The piece
develops into a secondary
theme that is a quasi
inversion of the main
fast theme.A This section
is followed by a return
of the opening material,
with snippets of the fast
theme intertwined, before
the piece builds to a
triumphant, augmented
presentation of the main
theme in a lush form to
complete the
work. It is my hope
that in some small way,
this piece will bring
comfort to those affected
by the loss of Linda
Mann, and that the music
will allow her memory to
Live
On. aLarry
Clark Lakeland, FL
2017 . Live On
was commissioned by
Diplomat Middle School's
staff, faculty and
students in Cape Coral,
Florida, and is dedicated
to the memory of their
Director of Bands, Linda
Mann. Director of
Orchestras, Roland Forti,
championed the
commissioning of this
piece to honor the life
of Linda after her
untimely passing in
February of 2017.A Linda Mannas
impact on the field of
music education was
profound and
wide-reaching. She was a
beloved member of the
staff at Diplomat Middle
School, as well as the
music community of Cape
Coral and the state of
Florida. Linda was highly
respected throughout the
state, serving as recent
past-president of the
Florida Bandmasters
Association.
In discussing
the type of piece the
school wanted to honor
Ms. Mann, they indicated
the piece should adepict
Lindaas personality -
dynamic, sassy, yet
thoughtful and almost
mentor-like.a They wanted
a piece that was upbeat,
yet still had moments
that were thoughtful,
portraying the grief that
the Diplomat Middle
School community has
suffered from the sudden
loss of such a beloved
teacher. After
contemplating their
thoughts, I did some
research to find
inspiration for the
piece. This led me to
poetry about grief and
loss. In time, I stumbled
upon a short, yet
poignant poem that I felt
perfectly depicted the
sentiment that I wanted
the piece to convey.A That poem is
entitled Live On
by Chrissie
Pinney. Live
On Now as I live
on Without
you I
hope to keep
The pieces of
you That I loved so
dearly Your
mannerisms And
compassionate
character And smiles
through
struggle So
that you May live on
too A
-Chrissie
Pinney I
reached out to Ms.
Pinney, and she
graciously agreed to
allow me to quote her
powerful poem in these
notes.A She expressed
that she was deeply
touched that her work
would inspire me to write
a piece in honor of Linda
Mann. The piece begins
with a poignant, pensive
opening section. The use
of the musical interval
of a tritone between the
first two openly voiced
chords are used to
represent the sadness we
all feel from this type
of loss. When I sat in
front of my piano and
started to work on this
piece, my hands seemed to
naturally and immediately
play these first two
chords, which set the
process in motion of
composing the
piece. After the somber
opening, the piece shifts
to a whimsical theme that
I hope brings about happy
thoughts of Linda and her
personality. It was also
my intent, however, to
include some musical
dissonance in the theme
that still reflected the
bittersweet loss at the
same time.A The piece
develops into a secondary
theme that is a quasi
inversion of the main
fast theme.A This section
is followed by a return
of the opening material,
with snippets of the fast
theme intertwined, before
the piece builds to a
triumphant, augmented
presentation of the main
theme in a lush form to
complete the
work. It is my hope
that in some small way,
this piece will bring
comfort to those affected
by the loss of Linda
Mann, and that the music
will allow her memory to
Live
On. aLarry
Clark Lakeland, FL
2017 . Live On
was commissioned by
Diplomat Middle School's
staff, faculty and
students in Cape Coral,
Florida, and is dedicated
to the memory of their
Director of Bands, Linda
Mann. Director of
Orchestras, Roland Forti,
championed the
commissioning of this
piece to honor the life
of Linda after her
untimely passing in
February of 2017. Linda Mann's
impact on the field of
music education was
profound and
wide-reaching. She was a
beloved member of the
staff at Diplomat Middle
School, as well as the
music community of Cape
Coral and the state of
Florida. Linda was highly
respected throughout the
state, serving as recent
past-president of the
Florida Bandmasters
Association.
In discussing
the type of piece the
school wanted to honor
Ms. Mann, they indicated
the piece should depict
Linda's personality -
dynamic, sassy, yet
thoughtful and almost
mentor-like. They wanted
a piece that was upbeat,
yet still had moments
that were thoughtful,
portraying the grief that
the Diplomat Middle
School community has
suffered from the sudden
loss of such a beloved
teacher. After
contemplating their
thoughts, I did some
research to find
inspiration for the
piece. This led me to
poetry about grief and
loss. In time, I stumbled
upon a short, yet
poignant poem that I felt
perfectly depicted the
sentiment that I wanted
the piece to convey. That poem is
entitled Live On
by Chrissie
Pinney. Live
On Now as I live
on Without
you I
hope to keep
The pieces of
you That I loved so
dearly Your
mannerisms And
compassionate
character And smiles
through
struggle So
that you May live on
too
-Chrissie
Pinney I
reached out to Ms.
Pinney, and she
graciously agreed to
allow me to quote her
powerful poem in these
notes. She expressed
that she was deeply
touched that her work
would inspire me to write
a piece in honor of Linda
Mann. The piece begins
with a poignant, pensive
opening section. The use
of the musical interval
of a tritone between the
first two openly voiced
chords are used to
represent the sadness we
all feel from this type
of loss. When I sat in
front of my piano and
started to work on this
piece, my hands seemed to
naturally and immediately
play these first two
chords, which set the
process in motion of
composing the
piece. After the somber
opening, the piece shifts
to a whimsical theme that
I hope brings about happy
thoughts of Linda and her
personality. It was also
my intent, however, to
include some musical
dissonance in the theme
that still reflected the
bittersweet loss at the
same time. The piece
develops into a secondary
theme that is a quasi
inversion of the main
fast theme. This section
is followed by a return
of the opening material,
with snippets of the fast
theme intertwined, before
the piece builds to a
triumphant, augmented
presentation of the main
theme in a lush form to
complete the
work. It is my hope
that in some small way,
this piece will bring
comfort to those affected
by the loss of Linda
Mann, and that the music
will allow her memory to
Live
On. -Larry
Clark Lakeland, FL
2017 . Live
On was commissioned by
Diplomat Middle School's
staff, faculty and
students in Cape Coral,
Florida, and is dedicated
to the memory of their
Director of Bands, Linda
Mann. Director of
Orchestras, Roland Forti,
championed the
commissioning of this
piece to honor the life
of Linda after her
untimely passing in
February of 2017. Linda
Mann's impact on the
field of music education
was profound and
wide-reaching. She was a
beloved member of the
staff at Diplomat Middle
School, as well as the
music community of Cape
Coral and the state of
Florida. Linda was highly
respected throughout the
state, serving as recent
past-president of the
Florida Bandmasters
Association. In
discussing the type of
piece the school wanted
to honor Ms. Mann, they
indicated the piece
should depict Linda's
personality - dynamic,
sassy, yet thoughtful and
almost mentor-like. They
wanted a piece that was
upbeat, yet still had
moments that were
thoughtful, portraying
the grief that the
Diplomat Middle School
community has suffered
from the sudden loss of
such a beloved teacher.
After contemplating their
thoughts, I did some
research to find
inspiration for the
piece. This led me to
poetry about grief and
loss. In time, I stumbled
upon a short, yet
poignant poem that I felt
perfectly depicted the
sentiment that I wanted
the piece to convey. That
poem is entitled Live On
by Chrissie Pinney. Live
On Now as I live on
Without you I hope to
keep The pieces of you
That I loved so dearly
Your mannerisms And
compassionate character
And smiles through
struggle So that you May
live on too -Chrissie
Pinney I reached out to
Ms. Pinney, and she
graciously agreed to
allow me to quote her
powerful poem in these
notes. She expressed that
she was deeply touched
that her work would
inspire me to write a
piece in honor of Linda
Mann. The piece begins
with a poignant, pensive
opening section. The use
of the musical interval
of a tritone between the
first two openly voiced
chords are used to
represent the sadness we
all feel from this type
of loss. When I sat in
front of my piano and
started to work on this
piece, my hands seemed to
naturally and immediately
play these first two
chords, which set the
process in motion of
composing the piece.
After the somber opening,
the piece shifts to a
whimsical theme that I
hope brings about happy
thoughts of Linda and her
personality. It was also
my intent, however, to
include some musical
dissonance in the theme
that still reflected the
bittersweet loss at the
same time. The piece
develops into a secondary
theme that is a quasi
inversion of the main
fast theme. This section
is followed by a return
of the opening material,
with snippets of the fast
theme intertwined, before
the piece builds to a
triumphant, augmented
presentation of the main
theme in a lush form to
complete the work. It is
my hope that in some
small way, this piece
will bring comfort to
those affected by the
loss of Linda Mann, and
that the music will allow
her memory to Live On.
-Larry Clark Lakeland, FL
2017. Live On was
commissioned by Diplomat
Middle School's staff,
faculty and students in
Cape Coral, Florida, and
is dedicated to the
memory of their Director
of Bands, Linda Mann.
Director of Orchestras,
Roland Forti, championed
the commissioning of this
piece to honor the life
of Linda after her
untimely passing in
February of
2017. Linda
Mann’s impact on
the field of music
education was profound
and wide-reaching. She
was a beloved member of
the staff at Diplomat
Middle School, as well as
the music community of
Cape Coral and the state
of Florida. Linda was
highly respected
throughout the state,
serving as recent
past-president of the
Florida Bandmasters
Association.In discussing
the type of piece the
school wanted to honor
Ms. Mann, they indicated
the piece should
“depict
Linda’s
personality - dynamic,
sassy, yet thoughtful and
almost
mentor-like.†They
wanted a piece that was
upbeat, yet still had
moments that were
thoughtful, portraying
the grief that the
Diplomat Middle School
community has suffered
from the sudden loss of
such a beloved
teacher.After
contemplating their
thoughts, I did some
research to find
inspiration for the
piece. This led me to
poetry about grief and
loss. In time, I stumbled
upon a short, yet
poignant poem that I felt
perfectly depicted the
sentiment that I wanted
the piece to convey.Â
That poem is entitled
Live On by Chrissie
Pinney.Live OnNow as I
live onWithout youI hope
to keepThe pieces of
youThat I loved so
dearlyYour mannerismsAnd
compassionate
characterAnd smiles
through struggleSo that
youMay live on
too -Chrissie PinneyI
reached out to Ms.
Pinney, and she
graciously agreed to
allow me to quote her
powerful poem in these
notes. She expressed
that she was deeply
touched that her work
would inspire me to write
a piece in honor of Linda
Mann.The piece begins
with a poignant, pensive
opening section. The use
of the musical interval
of a tritone between the
first two openly voiced
chords are used to
represent the sadness we
all feel from this type
of loss. When I sat in
front of my piano and
started to work on this
piece, my hands seemed to
naturally and immediately
play these first two
chords, which set the
process in motion of
composing the piece.After
the somber opening, the
piece shifts to a
whimsical theme that I
hope brings about happy
thoughts of Linda and her
personality. It was also
my intent, however, to
include some musical
dissonance in the theme
that still reflected the
bittersweet loss at the
same time. The piece
develops into a secondary
theme that is a quasi
inversion of the main
fast theme. This
section is followed by a
return of the opening
material, with snippets
of the fast theme
intertwined, before the
piece builds to a
triumphant, augmented
presentation of the main
theme in a lush form to
complete the work.It is
my hope that in some
small way, this piece
will bring comfort to
those affected by the
loss of Linda Mann, and
that the music will allow
her memory to Live
On.–Larry
ClarkLakeland, FL
2017.
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 | | |
| 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 | | |
| 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 | | |
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