Percussion For Five

AUXILIARY PERCUSSION. Par . Here is an economical collection of 15 complete arrangements in a variety of styles. Perfect for quickly building a library of great sounding charts. Playable with 3 saxes, 2 trumpets, 1 trombone, piano, drums. Includes: Ain't No Mountain High Enough; Baby, It's Cold Outside; Blue 'n' Moody; Blue Train; Come Fly with Me; Final Countdown; Green Onions; Hawaii Five-O Theme; Livin' on a Prayer; Puttin' on the Ritz; Sesame Street Theme; Sway (Quien Sera); 25 or 6 to 4; What'd I Say; and You've Got a Friend in Me. Full-band demo recordings are included. Audio is accessed online using the unique code inside the book and can be streamed or downloaded. The audio files include PLAYBACK , a multi-functional audio player that allows you to slow down audio without changing pitch, set loop points, change keys, and pan left or right. / Date parution : 2022-04-05/ Recueil / Percussion

For five players. Who can resist a Gershwin tune! Fascinating Rhythm swings here in a jazz/pop style. The arrangement utilizes unique percussion sounds (i.e., brushes on tuned timpani, mallet handles on drums and keyboard bars) to create unusual colors. A percussion quintet with two keyboard parts provided. Instrumentation: bells, xylophone, marimba, 3 woodblocks, triangle, 3 tom-toms, bass drum, 3 timpani.

Par BEARD RICHARD. This is part of a series of inter-related instrumental workbooks for keyboard, guitar, bass guitar and percussion. Planned so that concepts are carefully introduced, consolidated and extended, the workbook comprises three progressive volumes each containing twenty-five units. They support and complement the teacher's resource through an innovative approach that encourages a creative attitude towards learning an instrument. Many sections contain work on improvisation and sight-reading and alternate units provide an ensemble piece, arranged for all the instruments covered by this project. Each book covers the same curriculum requirements regardless of instrument, however, this book acts both as a as classroom resource and as an introduction to the art of percussion technique./ Recueil / Percussions Diverses

Dédié à la première touche le monde entier en 5 / 4 - Take Five, Gimme Five! utilise un rythme qui est identique au résultat du jazz classique. Elle reflète également la demi-modale approché utilisé par le saxophoniste Paul Desmond quand il a exécuté l'un des quelques mélodies jazz qui est immédiatement reconnaissable. Cette pièce se balançant va ramener des souvenirs de le Dave Brubeck Quartet et sera extrêmement populaire auprès des joueurs et des spectateurs. / 4 Clarinettes Et Percussions / 8 pages / niveau : Elémentaire / Set (Conducteur et parties séparées)

Par BOMHOF GERT. Following Malletino and Fun-4-All, this work is the third in a series of compositions for five mallet instruments and five percussion instruments (including bongos and timpani). Malletino was written specifically for beginnerpercussion ensembles, whereas the technical and musical level required for Sequenza Percussola is clearly higher. In short, this work is a challenge for the ensemble-and a great pleasure for the audience. / Niveau : Avancé / Répertoire / Ensemble de Percussions

from Chapel Music: five diverse songs for chorus and orchestra. Par SCHWANTNER JOSEPH. Chapel Music is a work of celebration to commemorate the 50th Anniversary of the Alice Millar Chapel and Religious Center at Northwestern University. The texts are drawn from a variety of religious and secular sources. The work opens with a processional, with the sopranos leading the chorus through the hall to the stage. A brass quintet is positioned offstage throughout the piece before rejoining the orchestra in the final movement. Singers perform various percussive roles, including the use of clapping, hand bells, tambourines and maracas./ Répertoire / Chœur Mixte [SATB] avec Percussion et Piano

Major - Bordun. Par ORFF CARL / KEETMAN GUNILD. Carl Orff devoted much of his life to the development of a philosophy of Music for Children, based on his belief that music is the natural outcome of speech, rhythm and movement. His ideas and pioneering work have had a major influence on music and dance education throughout the world and today that work continues under the guidance of leading teachers and educators in many countries. The five basic German volumes of 'Music for Children' by Carl Orff and Gunild Keetman were published between 1950 and 1954. Edition have since been published in Bolivia, Brazil, Canada, Czechoslovakia, Denmark, Estonia, France, Ghana, Great Britain (including a special Welsh edition), Greece, Italy, Japan, Korea, Latin-America, the Netherlands, Portugal, Spain, Sweden, Taiwan and the USA. In 1952 the first edition in translation appeared, an English language adaptation by Doreen Hall and Arnold Walter for their Canadian and American students. A few years later, Margaret Murray independently developed a version (1957-1966), essentially to fulfil the needs of United Kingdom teachers. Inevitably the considerable growth of Orff-Schulwerk in the United States led to the publication of the American Edition (1977) to satisfy the requirements of a different educational system and national heritage. Orff-Schulwerk: Music for Children has proved itself to be a stimulating source of material for music teaching. Carl Orff's fundamental educational ideas have revitalized music education in nursery schools, at all levels of primary and secondary education and in special music schools, based on the concepts that: - music, dance and language are inter-related and animated through rhythm. - when children discover, invent, improvise and compose, their experience of music is intensified. These creative activities are complementary to those of interpreting and listening to music. - all who take part are encouraged to contribute, not only vocally but also instrumentally. - the Orff approach to music education is many sided; it is concerned with practical music-making, it provides fundamental experiences and it lays the foundation for a comprehensive musical training. - movement games and activities for body awareness in space, time and flow, lead to movement improvisation and dance forms. - music and dance have been notated in many different ways in history. Various ways of writing down sounds and music, as well as playing from and interpreting different kinds of sources are being explored. Today, countless teachers and institutions are using these ideas. More and more teachers look for ways of invovling their students in active music making. In particular, they seek to challenge their pupils' creativity by the use of music, dance and speech - as media of human expression - as a foundation of all education. A prerequisite for work in Orff-Schulwerk is the artistic and pedagogical training of teachers. The Orff Institute was founded in 1961 as a Department of the 'Mozarteum', in Salzburg, Austria. Training offered includes a four-year diploma course, a two-year post-graduate course, and a one-year-course in English. At the opening of the Orff Institute in Salzburg in 1963, Carl Orff ended his speech with a quotation from Schiller: 'I have done my part, now do yours.' That challenge has been taken up by teachers worldwide. Hall/Walter Edition Based on Volumes 1, 2 and 4 of the original German Edition 'musik für Kinder', english adaption with additional material by Doreen Hall and Arnold Walter./ Recueil / Voix, Flûte à Bec et Percussion

Pentatonig. Par ORFF CARL / KEETMAN GUNILD. Carl Orff devoted much of his life to the development of a philosophy of Music for Children, based on his belief that music is the natural outcome of speech, rhythm and movement. His ideas and pioneering work have had a major influence on music and dance education throughout the world and today that work continues under the guidance of leading teachers and educators in many countries. The five basic German volumes of 'Music for Children' by Carl Orff and Gunild Keetman were published between 1950 and 1954. Edition have since been published in Bolivia, Brazil, Canada, Czechoslovakia, Denmark, Estonia, France, Ghana, Great Britain (including a special Welsh edition), Greece, Italy, Japan, Korea, Latin-America, the Netherlands, Portugal, Spain, Sweden, Taiwan and the USA. In 1952 the first edition in translation appeared, an English language adaptation by Doreen Hall and Arnold Walter for their Canadian and American students. A few years later, Margaret Murray independently developed a version (1957-1966), essentially to fulfil the needs of United Kingdom teachers. Inevitably the considerable growth of Orff-Schulwerk in the United States led to the publication of the American Edition (1977) to satisfy the requirements of a different educational system and national heritage. Orff-Schulwerk: Music for Children has proved itself to be a stimulating source of material for music teaching. Carl Orff's fundamental educational ideas have revitalized music education in nursery schools, at all levels of primary and secondary education and in special music schools, based on the concepts that: - music, dance and language are inter-related and animated through rhythm. - when children discover, invent, improvise and compose, their experience of music is intensified. These creative activities are complementary to those of interpreting and listening to music. - all who take part are encouraged to contribute, not only vocally but also instrumentally. - the Orff approach to music education is many sided; it is concerned with practical music-making, it provides fundamental experiences and it lays the foundation for a comprehensive musical training. - movement games and activities for body awareness in space, time and flow, lead to movement improvisation and dance forms. - music and dance have been notated in many different ways in history. Various ways of writing down sounds and music, as well as playing from and interpreting different kinds of sources are being explored. Today, countless teachers and institutions are using these ideas. More and more teachers look for ways of invovling their students in active music making. In particular, they seek to challenge their pupils' creativity by the use of music, dance and speech - as media of human expression - as a foundation of all education. A prerequisite for work in Orff-Schulwerk is the artistic and pedagogical training of teachers. The Orff Institute was founded in 1961 as a Department of the 'Mozarteum', in Salzburg, Austria. Training offered includes a four-year diploma course, a two-year post-graduate course, and a one-year-course in English. At the opening of the Orff Institute in Salzburg in 1963, Carl Orff ended his speech with a quotation from Schiller: 'I have done my part, now do yours.' That challenge has been taken up by teachers worldwide. Welsh Edition This volume closely follows the English Volume 1, substituting Welsh for English wherever words are used in speech or song. It should be used in conjunction with the English version, since only the sung and spoken parts are provided./ Répertoire / Voix, Flûte à Bec et Percussion

In the biography Keiko Abe: A Virtuosic Life, author Rebecca Kite tells the untold story of Keiko Abe's groundbreaking influence on the evolution of the marimba and its music. Kite also offers a history of the xylophone, the marimba, and the music, composers, and performers that each instrument was associated with over the centuries. Examples of rare and historic recordings are included on a CD. Keiko Abe transformed the marimba into today's five-octave solo instrument and full-fledged member of classical ensembles. Over the course of Keiko Abe's long musical career, beginning as a child prodigy at age ten, her rare gifts have garnered her recognition as a musical genius, consummate artist, innovator in her field, and composer of classical pieces of art music for her instrument. As Abe's audiences worldwide know, she is also a spellbinding performer. Biographer Rebecca Kite is a marimbist and composer whose solo recordings include 'Across Time' and 'Prism.' She is a frequent contributor to Percussive Notes, the journal of the Percussive Arts Society. / Percussions

Par BALAZS ARPAD. Árpád Balázs (*1937) composed the first version of Rhapsody for Hungarian cimbalom and concert band in 2001; in 2021, on the encouragement by a Japanese marimba player he arranged the solo part for marimba, and therefore the opportunities for the work to be played have significantly widened. The Rhapsody follows the one-movement structure created by Franz Liszt. The beginning solo section of the cimbalom (or marimba) returns before the coda as a pillar of the form. The composition, which can be divided into five sections, develops and works with a Lydian tetrachordal motif (G-A-B-C sharp) in different characters, stretching the span of music from a simple, children's song-like appearance to an obstinate ritual dance. In conclusion, the Rhapsody is a passionately emotional lyric orchestral poem rich in colours and characters, which has a place on the repertoire of every concert band playing quality music. / Date parution : 2023-06-01/ Répertoire / Concert Band et Marimba