Achieve

SKU: AP.41928S

UPC: 038081482521. English.

A bold concert or graduation march! Minimal eighth notes, careful doubling, and only six pitches help beginners and ensembles with incomplete instrumentation sound their best. Give your aspiring musicians something exciting to achieve! (2:35) This title is available in MakeMusic Cloud.

SKU: CF.PPS51F

ISBN 9781491152638. UPC: 680160910137.

The march style is important to the heritage of the modern concert band. Why not get beginners off to a great start by teaching them this essential band style as early as possible? Achieve uses only the first six notes of the Bb-major scale and utilizes two repeated eighth notes as the most difficult rhythm. It is written in traditional march form and style, but without modulation in the trio.
The march style is important to the heritage of the modern concert band, and it is my opinion that even the youngest of students should be taught the march style and form as early as possible. This march sets out to give these students that opportunity. It uses only the first six notes of the Bb-major scale, and the most difficult rhythm is two repeated eighth notes. Yet it has all of the traditional march form and style. The form of this easy march is the traditional intro, first strain, second strain and trio. The only difference from more challenge marches is that the key does not change to the subdominant at the trio. Most everything else is the same as you would find in the American marches of Sousa, Fillmore or King.The march begins forte with a quote from the end of the second strain, something that is common in many marches. This is followed by the first strain at a softer dynamic level. Additional voices are added on the repeat for variety. The second strain has tradition changes in dynamics, first starting out loud, then getting soft with crescendos to the end of the strain. The trio following again in typical fashion with the first time being very soft and legato. There are some suggestions for changing the orchestration, but you can use your creativity to tailor the instrumentation to your musical taste. The repeat of the trio should then be back to a more marcato march style. This should start with the last note of the first ending in m. 70. The march then ends with the traditional stinger.It is my opinion that in marches with this form that the repeats should not be eliminated. By doing so, it changes the form and makes the march lopsided, with the first half of the marching being too short compared to the trio section.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.

SKU: 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.  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.

SKU: BT.MUSAM11429

ISBN 9781846090325. English.

Since if first appeared in the 1930s, the concise, clear content of the best-selling A Tune A Day series has revolutionised music-making in the classroom and the home.

Now, for the first time, C Paul Herfurth’soriginalbooks have been completely rewritten with new music and the latest in instrumental technique for a new generation of musicians.

The A New Tune A Day books have the same logical, gentle pace, and keen attention todetail,but with a host of innovations: the inclusion of an audio CD with actual performances and backing tracks will make practice even more fun and exciting, and the explanatory diagrams and photographs will help the studenttoachieve the perfect technique and tone.

The book contains:
Advice on equipmentInstructions for an effective technique and a comfortable postureExplanatory section on reading drum notationEasy-to-follow lessonsonclear, uncluttered pagesAudio CD with a virtuoso performance, backing tracks and audio examplesCompatible with A New Tune A Day for Electric Guitar and A New Tune A Day for Bass GuitarTests to check progressandcomprehensionUseful pull-out library of drum grooves.

An all-round drummer Chris Baker played jazz in his early years in the English Midlands, before relocating to Los Angeles to study under some of the legends ofmoderndrumming: Steve Houghton (Woody Herman), Ralph Humphries (Frank Zappa) and Joe Porcaro (Frank Sinatra).

Chris has toured internationally and records with a wide range of important ensembles. He continues todevelopheadhandsfeet, a successful teaching practice. Chris currently divides his time between London and the Midlands.

About A New Tune A Day

Since it first appeared in the 1930s, the concise, clear content of the best-selling A Tune A Day series has revolutionized music-making in the classroom and the home. Now, for the first time, C. Paul Herfurth's original books have been completely rewritten with new music and the latest in instrumental technique for a new generation of musicians. The A New Tune A Day books have the same logical, gentle pace and keen attention to detail, but with a host of innovations: the inclusion of an audio CD-with actual performances and backing tracks-will make practice even more fun and exciting, and the explanatory diagrams and photographs will help the student to achieve the perfect technique and tone. This book contains: easy-to-follow lessons on clear, uncluttered pages; tips for technique; improvising hints; audio CD with a virtuoso performance, backing tracks, and audio examples; great music, including duets and ensemble pieces; useful pull-out fingering chart

SKU: PR.114419980

UPC: 680160681723. 9 x 12 inches.

The ancient Egyptian empire began around 3100 B.C. and continued for over 3000 years until Alexander the Great conquered the country in 332 B.C. Over the centuries, the Egyptian empire grew and flourished into a highly developed society. They invented hieroglyphics, built towering pyramids (including the Great Pyramid of Giza, the oldest of the Seven Wonders of the World), and the created many household items we still use today, including toothbrushes, toothpaste, eyeliner, black ink, and the forerunner of modern-day paper. Included among their achievements were a series of highly developed funerary practices and beliefs in the Afterlife. As the average lifespan of an Egyptian hovered around 30 years, living past the death of oneAs physical body was a legitimate concern. Egyptians believed that upon death, their souls would undertake a harrowing journey through the Netherworld. If they survived the horrific creatures and arduous trials that awaited them, then their souls would be reunified with their bodies (hence the need to preserve the body through mummification) and live forever in a perfect version of the life they had lived in Egypt. To achieve this, Egyptians devised around 200 magical spells and incantations to aid souls on the path to the Afterlife. These spells are collectively called The Book of the Dead. Particular spells would be chosen by the family of the deceased and inscribed on the tombAs walls and scrolls of papyrus, as well as on a stone scarab placed over the deceasedAs heart. Subsequent collections of spells and mortuary texts, such as The Book of Gates, assisted a soul in navigating the twelve stages of the Netherworld. Not only did these spells protect and guide the soul on this dangerous path, but they also served as a safeguard against any unbecoming behavior an Egyptian did while alive. For instance, if a person had robbed another while alive, there was a spell that would prevent the soulAs heart from revealing the truth when in the Hall of Judgment. Rites for the Afterlife follows the path of a soul to the Afterlife. In Inscriptions from the Book of the Dead (movement 1), the soul leaves the body and begins the journey, protected by spells and incantations written on the tombAs walls. In Passage though the Netherworld (movement 2), the soul is now on a funerary barque, being towed through the Netherworld by four of the regionAs inhabitants. We hear the soul slowly chanting incantations as the barque encounters demons, serpents, crocodiles, lakes of fire, and other terrors. The soul arrives at The Hall of Judgment in movement 3. Standing before forty-two divine judges, the soul addresses each by name and gives a A!negative confessionA(r) connected to each judge (i.e. A!I did not rob,A(r) A!I did not do violence,A(r) and so on). Afterwards, the soulAs heart is put on a scale to be weighed against a feather of MaAat, the goddess of truth. If the heart weighs more than the feather, it will be eaten by Ammut, a hideous creature that lies in wait below the scale, and the soul will die a second and permanent death (this was the worst fear of the Egyptians). But if the heart is in balance with the feather, the soul proceeds onward. The final stage of the journey is the arrival at The Field of Reeds (movement 4), which is a perfect mirror image of the soulAs life in ancient Egypt. The soul reunites with deceased family members, makes sacrifices to the Egyptian gods and goddess, harvests crops from plentiful fields of wheat under a brilliant blue sky, and lives forever next to the abundant and nourishing waters of the Nile. Rites for the Afterlife was commissioned by the Barlow Endowment on behalf of the Akropolis Reed Quintet, Calefax Reed Quintet, and the Brigham Young University Reed Quintet. -S.G.

SKU: CL.012-2183-00

The 13th in this now classic series of transcriptions and adaptations of the music of Bach for winds by one of the masters of this highly sensitive art. Featuring the woodwind and saxophone choirs throughout this noble setting of an earlier Bach chorale tune achieves a beautiful sonority and will delight both player and audience.

About Bach Series arranged by Alfred Reed

Masterful settings for concert band by the venerable Alfred Reed, these works have been scored to achieve richness and beauty without detracting from the textural construction created by Bach himself. Marvelous educational and program material!

SKU: GI.G-10054

ISBN 9781622774548.

We all need creativity in our lives. It is key to our happiness. Music, according to author Clint Randles, is one of the best ways to feed our longing for self-growth through engagement in creative processes. And music brings us together for the purpose of making beauty with sound. It provides us with a pathway to the good life. In To Create, Randles answers the critical question: What can I do with my time that will give me the best chance at achieving daily happiness? This amazing book unpacks what it means to engage in creative processes. Since story is the best way of feeding our imagination, the book unfolds by way of life stories that express the author’s unique perspective of the hero’s journey. Along the way, Randles inspires us to think about creativity and music as a pursuit that is not only truly worthy, but accessible. He addresses rules for creative performance, what we can learn from exceptional musicians and teachers, the link between spirituality and creativity, understanding our own stories in light of the meta-story, and the art of trust and starting small. To Create is a book that is unlike anything written on the topic—entertaining, wise, inspiring, and layered. It is for anyone who is interested in pursuing creativity through music but can’t quite figure out how or where to start. States Randles: “It is my hope that you will be able to imagine the good life through music, that you will be inspired To Create!” Clint Randles, PhD, is Associate Professor of Music Education at the University of South Florida, husband, father, multi-instrumentalist, and passionate lover of music.   Full of resonating stories, To Create is a profoundly pedagogical book about potential pathways into life’s learnings through and in music. To Create seeks and embraces the value embodied in the multiple, individual, and sociocultural authoring of diverse creativities. By analogising the good life (‘eidaimonia’), with lived-through experiences by which our desire (and drive) to create, to grow, to navigate, and to achieve extraordinary things in life is inextricably linked, Clint Randles stories his own journey of being awakened ‘To Create,’ by creating and living ‘the good life’ in and through the symbiotic domains of music and music education. —Pamela Burnard, Professor of Arts, Creativities and Educations     University of Cambridge, UK To Create is the rare achievement that seamlessly blends how-to curriculum with why-so philosophy, making the case that creative activity is an essential right that all children deserve from an education in music. Randles’ vivid illustrations prod us to think differently about teaching when well-being—when the good life—is both destination and design. —Randall Everett Allsup, Professor of Music Education     Teachers College Columbia University Randles takes readers on a real and figurative road trip during which he demonstrates how to live life to its fullest by embracing creativity and repeating a mantra of possibility. He shows us how the good life is achievable, walking readers through deeply personal accounts of creativity in everyday situations over a lifetime. This book binds the individual and cultural, imaginative and practical, tangible and intangible, light and dark, yin and yang. It’s all about the power of three, weaving through everything the vital, intangible element of spirituality, energy, chi to achieve eudaimonia. Through the lens of his experiences as a musician and teacher, the author celebrates relentlessness and hard work, providing a window into what it means to engage in the good life. Open that window to hear life’s call to adventure! —Gareth Dylan Smith, Assistant Professor of Music Education     Boston University Professor Randles’ stimulating book prompts memory of the seminal work of Joseph Schumpeter who suggested the importance of creative deconstruction in a democracy. Both authors focus on attaining the good life through a fuller understanding of the logic of the process of change—change that is driven by knowledgeable and innovative entrepreneurs. The immediate application of Randles’ suggested dynamic creativity processes applies to both teacher education and professional development, although both he and Schumpeter advance general ideas in creativity designed to achieve the highest level of human growth. —Richard Colwell, Professor Emeritus of Music Education     University of Illinois at Urbana-Champaign In recent years, Aristotle’s concept of ‘Eudaimonia’—meaning Happiness in the robust sense of full human flourishing (a life of joy, fellowship, self-growth, meaningfulness, ethical ‘good work,’ and more)—has entered and transformed the philosophy and practice of music education. To Create: Imagining the Good Life through Music is a highly original, emotional, practical, and exciting journey through the natures and values of creativity in/for music education and life itself. —David J. Elliott, Professor of Music and Music Education     New York University.

SKU: CF.CPS261

ISBN 9781491161272. UPC: 680160919864.

Sahara is an exciting programmatic work for concert band that musically paints a picture of a fantastical desert crossing in three contrasting sections. The first section depicts a large caravan moving across the giant dunes. The second section describes a visit to a palace in a mystical oasis city. The third section brings the piece to an epic close as the caravan outruns a sandstorm to reach their final destination. Performance Notes You may use a set of congas in addition to or in lieu of the dumbek part to bring out that pitched drum sound. At m. 4, emphasize the accented quarter notes in the horns and euphonium. Measures 17-26, make sure that the sixteenth note marimba part is heard clearly. In measures 48-92, this entire middle section may be played in a rubato style at the director's discretion to achieve maximum musical expression. Be sure to emphasize the crescendo-decrescendo dynamics in this entire section. In measures 56-61, be sure that the syncopated flute and clarinet parts are heard clearly. and the flute and oboe are heard as well mm. 76-81. The descending eighth notes in the bass clarinet and tuba part should be brought out in mm. 76-81. Measures 109-112, make sure to bring out the trills in the Flute and oboe parts and sustain them all the way through the measure with a release immediately on beat 1 of the following measure. And finally, mm. 125-126, emphasize the F Horn and Alto Saxophone parts.
Sahara is an exciting programmatic work for concert band that musically paints a picture of a fantastical desert crossing in three contrasting sections. The first section depicts a large caravan moving across the giant dunes. The second section describes a visit to a palace in a mystical oasis city. The third section brings the piece to an epic close as the caravan outruns a sandstorm to reach their final destination.Performance NotesYou may use a set of congas in addition to or in lieu of the dumbek part to bring out that pitched drum sound. At m. 4, emphasize the accented quarter notes in the horns and euphonium. Measures 17-26, make sure that the sixteenth note marimba part is heard clearly. In  measures 48-92, this entire middle section may be played in a rubato style at the director’s discretion to achieve maximum musical expression. Be sure to emphasize the crescendo-decrescendo dynamics in this entire section. In measures 56-61, be sure that the syncopated flute and clarinet parts are heard clearly. and the flute and oboe are heard as well mm. 76-81. The descending eighth notes in the bass clarinet and tuba part should be brought out in mm. 76-81.Measures 109-112, make sure to bring out the trills in the Flute and oboe parts and sustain them all the way through the measure with a release immediately on beat 1 of the following measure. And finally, mm. 125-126, emphasize the F Horn and Alto Saxophone parts.

SKU: PR.14440265S

UPC: 680160027910.

The Second and Third Quartets were conceived at the same time; indeed, their composition intermingled, over half of No. 3 being sketched before No. 2 was completed. Accordingly, they share similar material but, like the intertwining blood of cousins, their natures differ: No. 2 being somewhat acerbic and declamatory, No. 3 more lyric and gentler. An annunicatory 'leaping motive' (derived from a motto generated by my name) opens Quartet No. 2 and inhabits the course of the piece as a cyclical binding-force. A five-note motive, usually very deliberate, also keeps recurring like an insistent caller. All three movements are based on tonal centers (I on B and E, II on D, III on C) and the harmonic 'grammar' spoken tends to recall the jazz world of my youth. To hopefully achieve a certain classical ambience was one of the goals of this piece, and all three movements have traditional forms. The first movement is a modified Sonata-Allegro design, with a severely-truncated recapitulation balanced by a lengthy, and decaying Coda. The second movement is a set of strophic variants and an epilogue interspersed with both solo ritornelli and first-movement material (the motto and the five-note motive) in the nature of a fantasia-like 'call-and-response.' It is dedicated to the memory of the American mezzo-soprano Jan DeGaetani. The third movement is a modified Rondo (ABACBA) which evolves out of the opening motto. All three movements make much use of canonic stretti, similar gestures, and repetition. For example, the climax of movement III's Rondo throws the first movement back at us again, as if the players were reluctant to let it go, so that the entire piece could perhaps be viewed as a single large, extended, Sonata movement, with introduction and Coda.
The Second and Third Quartets were conceived at the same time; indeed, their composition intermingled, over half of No. 3 being sketched before No. 2 was completed.  Accordingly, they share similar material but, like the intertwining blood of cousins, their natures differ: No. 2 being somewhat acerbic and declamatory, No. 3 more lyric and gentler.An annunicatory ‘leaping motive’ (derived from a motto generated by my name) opens Quartet No. 2 and inhabits the course of the piece as a cyclical binding-force.  A five-note motive, usually very deliberate, also keeps recurring like an insistent caller.  All three movements are based on tonal centers (I on B and E, II on D, III on C) and the harmonic ‘grammar’ spoken tends to recall the jazz world of my youth.To hopefully achieve a certain classical ambience was one of the goals of this piece, and all three movements have traditional forms.  The first movement is a modified Sonata-Allegro design, with a severely-truncated recapitulation balanced by a lengthy, and decaying Coda.  The second movement is a set of strophic variants and an epilogue interspersed with both solo ritornelli and first-movement material (the motto and the five-note motive) in the nature of a fantasia-like ‘call-and-response.’  It is dedicated to the memory of the American mezzo-soprano Jan DeGaetani.  The third movement is a modified Rondo (ABACBA) which evolves out of the opening motto.All three movements make much use of canonic stretti, similar gestures, and repetition.  For example, the climax of movement III’s Rondo throws the first movement back at us again, as if the players were reluctant to let it go, so that the entire piece could perhaps be viewed as a single large, extended, Sonata movement, with introduction and Coda.

SKU: CF.CPS250

ISBN 9781491159576. UPC: 680160918164.

Kaleidoscope Sky is inspired by the breathtaking pastime of hot-air ballooning and the glorious festivals around the world that honor the practice. A sky full of colorful spheres elegantly floating at the Albuquerque International Balloon Fiesta, International Balloon Festival of Saint-Jean-sur-Richelieu, Bristol International Balloon Fiesta, Mondial Air Ballons and more draw thousands of people to witness awe-inspiring scenes full of passionate balloonists. Traditional hot-air balloons mix with creatively designed balloons to thrill the tens of thousands of spectators below. While I personally am not a person who dreams of taking my own flight--heights are not my thing--I have to marvel at how gently and easily these vessels float among the clouds. It truly is an image of exquisite freedom. This piece reflects the view and experience of the onlooker taking in an elegantly shifting scene reminiscent of kaleidoscope patterns. Spectators like me can appreciate the beauty and vibrancy associated with a horizon full of adventurous balloonists and their wondrous aircrafts. Kaleidoscope Sky starts in a triumphant and celebratory fashion and continues to conjure images reminiscent of the wide variety of soaring colors on display at a hot-air balloon event. Ultimately, the piece appropriately concludes with a suspenseful, yet graceful, run to the finish line. Melodic lines should soar with attention being paid to phrase markings and assigned articulations. Encourage musicians to allow room for the melodic material to be heard in thicker textures where supporting harmonies are often rhythmic in nature. These harmonies should support, and not cloud the melodies. The meter changes should sound effortless, and the continuous figures in the percussion will help to achieve this effect. The snare drum, in particular, should bring accented notes to the foreground while maintaining a steady textural effect with non-accented notes as a rhythmic background. This will go a long way in finding a cohesive subdivision and ensemble pulse.
Kaleidoscope Sky is inspired by the breathtaking pastime of hot-air ballooning and the glorious festivals around the world that honor the practice. A sky full of colorful spheres elegantly floating at the Albuquerque International Balloon Fiesta, International Balloon Festival of Saint-Jean-sur-Richelieu, Bristol International Balloon Fiesta, Mondial Air Ballons and more draw thousands of people to witness awe-inspiring scenes full of passionate balloonists. Traditional hot-air balloons mix with creatively designed balloons to thrill the tens of thousands of spectators below. While I personally am not a person who dreams of taking my own flight—heights are not my thing—I have to marvel at how gently and easily these vessels float among the clouds. It truly is an image of exquisite freedom. This piece reflects the view and experience of the onlooker taking in an elegantly shifting scene reminiscent of kaleidoscope patterns. Spectators like me can appreciate the beauty and vibrancy associated with a horizon full of adventurous balloonists and their wondrous aircrafts. Kaleidoscope Sky starts in a triumphant and celebratory fashion and continues to conjure images reminiscent of the wide variety of soaring colors on display at a hot-air balloon event. Ultimately, the piece appropriately concludes with a suspenseful, yet graceful, run to the finish line.Melodic lines should “soar” with attention being paid to phrase markings and assigned articulations. Encourage musicians to allow room for the melodic material to be heard in thicker textures where supporting harmonies are often rhythmic in nature. These harmonies should support, and not “cloud” the melodies. The meter changes should sound effortless, and the continuous figures in the percussion will help to achieve this effect. The snare drum, in particular, should bring accented notes to the foreground while maintaining a steady textural effect with non-accented notes as a rhythmic background. This will go a long way in finding a cohesive subdivision and ensemble pulse.

SKU: CF.CPS262

ISBN 9781491161401. UPC: 680160919994.

Carl Strommen, an alumnus of the Bellmore-Merrick CHSD, composed A Walk in the Park for Walter Avenllaneda's John F. Kennedy High School Band. This composition features dynamic brass and sweeping & energetic woodwind lines. Adhere to natural phrases for which the music of Carl Strommen is known, especially in the beginning and end of the piece, to achieve the full sustained chords that are written. Make sure to bring out the three- note motif as it is orchestrated throughout the piece even in the beginning. The fast sections should be vibrant, energetic and with exaggerated dynamics that follow the line shapes. The Waltz in the middle requires a complete change of style and adds a wonderful contrast to the energy of the piece. The transition out of the Waltz into the new tempo will take some time but is well worth the effort to pull it off. The energy returns until we get a wonderful dramatic and bold ending.
Carl Strommen, an alumnus of the Bellmore-Merrick CHSD, composed A Walk in the Park for Walter Avenllaneda’s John F. Kennedy High School Band.  This composition features dynamic brass and sweeping & energetic woodwind lines. Adhere to natural phrases for which the music of Carl Strommen is known, especially in the beginning and end of the piece, to achieve the full sustained chords that are written. Make sure to bring out the three- note motif as it is orchestrated throughout the piece even in the beginning. The fast sections should be vibrant, energetic and with exaggerated dynamics that follow the line shapes. The Waltz in the middle requires a complete change of style and adds a wonderful contrast to the energy of the piece. The transition out of the Waltz into the new tempo will take some time but is well worth the effort to pull it off. The energy returns until we get a wonderful dramatic and bold ending.

SKU: GI.G-9607

ISBN 9781622772865. English.

Emotion in Choral Singing explores what it truly takes to experience the transcendent power of choral music and achieve genuine emotional connection between composer, performer, and listener. With unmatched detail and authority, legendary conductor Jameson Marvin surveys the history of singing, effective rehearsal, score study, repertoire selection, and the relationship between a composer’s intentions, music notation, and expression. Specifically, this book looks at six complementary areas: Musical Gesture and Emotion: A Guide to Teaching and Performing The Historical Roots of Singing: Notation and Expression Performing Polyphony in the 21st Century Style and Expression in Renaissance Choral Performance The Conductor's Process Mastery of Choral Ensemble A particularly noteworthy feature of this book is its emphasis on polyphony, which, Marvin reminds us, encourages an individual expressivity and musicality in singers that can be applied to all styles of choral music, making it as relevant and vital today as ever. Links to recordings included within this book provide a range of examples from throughout Marvin’s career. Emotion in Choral Singing offers a new perspective on the choral art. It is chock-full of practical ideas, tips, and wisdom that will empower and inspire choral directors and musicians of all levels to achieve authentic emotional connection in their work. Jameson Marvin is Emeritus Director of Choral Activities and Senior Lecturer at Harvard University. Under his leadership, the Harvard-Radcliffe Collegium Musicum, Harvard Glee Club, and Radcliffe Choral Society rose to be among the premier collegiate choruses in America. Dr. Marvin’s choral artistry is mirrored by his knowledge of style and performance practice of historical eras and his insightful, communicative, and inspiring performances.   Click Here to Download FREE MP3's by Harvard University Ensembles!