The Plans I Have for You

SKU: LP.765762231108

ISBN 7-65762-23110-8. UPC: 765762231108.

When two teams go head-to-head in a game show contest designed to help needy families at Christmas, they also come face-to-face with big character lessons. They learn the value of teamwork, the danger of pride, how Jesus helps us overcome fear - and that when we apply truth to our lives, God changes our hearts through the power of Jesus Christ. With fun, kid-friendly arrangements and a wide variety of speaking roles for children, this fast-paced 42-minute musical is sure to be a hit among adults and children alike. The Director's Resource includes lesson plans, full demonstration DVD, movement demonstration DVD, backstage walkthrough and a multimedia option.

SKU: CF.SPS85

ISBN 9781491156421. UPC: 680160914968. 9 x 12 inches.

Blue Horizons is a spirited tribute to the musical heritage of the United States Air Force. The main theme is a variation of the U.S. Air Force Song (Off We Go), with a secondary theme based on A Toast to the Host (the bridge of The Air Force Song). Throughout the work, fragments of other Air Force-related songs appear: Lord, Guard and Guide (the Air Force Hymn), Air Force Blue, and Those Magnificent Men in Their Flying Machines. The original request for this work was a daunting task: I was asked to create an Air Force companion piece to Robert Jager's Esprit de Corps that would mirror the style and spirit of that landmark work. The goal was to use elements of our various Air Force tunes in the same way that Jager incorporated The Marine's Hymn into his work - that is, to weave a musical tapestry of the Air Force's musical heritage without ever becoming a mere arrangement of the original material. As a former student of Robert Jager at Tennessee Technological University, I discussed my plans for the piece with him, shared my progress along the way, and sought his guidance as I had done so many times in the past. He was delighted that I managed to incorporate a few Jager-isms into the music, including one direct quote from Esprit de Corps. Although Blue Horizons was conceived as a dedication to the Air Force's musical legacy, it is also a personal homage to my teacher and friend, Robert Jager. Performance Notes * If only two flutists are available, omit the piccolo part and have them play Flute 1 and 2; in this case, Flute 1 should switch over to piccolo (still playing from the Flute 1 part) at m. 81 and back to regular flute at m. 114. If only covering the Flute 1 and 2 parts, Flute 2 should ignore indications to switch to piccolo and just play the entire work on regular flute. * Oboe 1 and 2 parts should be covered before adding the English Horn part. * The clarinet in Eb part should not be covered unless there are a sufficient number of players on the clarinet in Bb parts. * The trumpet cues in mm. 77-80 are only necessary if the horns need assistance finishing their soli phrase with enough strength to be heard. If you can hear them without extra support, leave the trumpets out. * From mm. 89-95, be sure the wind players with static eighth notes do not cover up the players with moving lines. * There is a strong tendency to rush m. 121. * During the oboe solo from mm. 157-168, ensure that the suspension/resolution lines in the bassoon and clarinet parts are heard; emphasize the importance of growing into the suspension with a slight crescendo. * In the scherzo section that begins at m. 217, be sure that each player knows how his/her part fits into the overall sound. I recommend isolating different textural items so the players can hear those parts on their own. (The bass line from mm. 243-260, for example, or the moving inner-voice line from mm. 251-260.) * In this same scherzo section, care should be taken to not play too loud and save a little strength for the climax fanfare at m. 279. * If you have an abundance of tubas, I would recommend having one or two of them play up an octave from mm. 243-271 if the lower part seems too heavy.
Blue Horizons is a spirited tribute to the musical heritage of the United States Air Force. The main theme is a variation of the U.S. Air Force Song (Off We Go), with a secondary theme based on A Toast to the Host (the bridge of The Air Force Song). Throughout the work, fragments of other Air Force-related songs appear: Lord, Guard and Guide (the Air Force Hymn), Air Force Blue, and Those Magnificent Men in Their Flying Machines.The original request for this work was a daunting task: I was asked to create an Air Force “companion piece” to Robert Jager’s Esprit de Corps that would mirror the style and spirit of that landmark work. The goal was to use elements of our various Air Force tunes in the same way that Jager incorporated The Marine’s Hymn into his work – that is, to weave amusical tapestry of the Air Force’s musical heritage without ever becoming a mere arrangement of the original material. As a former student of Robert Jager at Tennessee Technological University, I discussed my plans for the piece with him, shared my progress along the way, and sought his guidance as I had done so many times in the past. He was delighted that I managed to incorporate a few “Jager-isms” into the music, including one direct quote from Esprit de Corps. Although Blue Horizons was conceived asa dedication to the Air Force’s musical legacy, it is also a personal homage to my teacher and friend, Robert Jager.Performance Notes• If only two flutists are available, omit the piccolo part and have them play Flute 1 and 2; in this case, Flute 1 should switch over to piccolo (still playing from the Flute 1 part) at m. 81 and back to regular flute at m. 114. If only covering the Flute 1 and 2 parts, Flute 2 should ignore indications to switch to piccolo and just play the entire work on regular flute.• Oboe 1 and 2 parts should be covered before adding the English Horn part.• The clarinet in Eb part should not be covered unless there are a sufficient number of players on the clarinet in Bb parts.• The trumpet cues in mm. 77-80 are only necessary if the horns need assistance finishing their soli phrase with enough strength to be heard. If you can hear them without extra support, leave the trumpets out.• From mm. 89-95, be sure the wind players with static eighth notes do not cover up the players with moving lines.• There is a strong tendency to rush m. 121.• During the oboe solo from mm. 157-168, ensure that the suspension/resolution lines in the bassoon and clarinet parts are heard; emphasize the importance of growing into the suspension with a slight crescendo.• In the scherzo section that begins at m. 217, be sure that each player knows how his/her part fits into the overall sound. I recommend isolating different textural items so the players can hear those parts on their own. (The bass line from mm. 243-260, for example, or the moving inner-voice linefrom mm. 251-260.)• In this same scherzo section, care should be taken to not play too loud and save a little strength for the climax fanfare at m. 279.• If you have an abundance of tubas, I would recommend having one or two of them play up an octave from mm. 243-271 if the lower part seems too heavy.

SKU: PR.416415760

UPC: 680160636532. 9 x 12 inches.

The 1712 Overture stands out in P.D.Q. Bach's oeuvre for two reasons, among others: it is by far the most programmatic instrumental piece among those by the minimeister of Wein-am-Rhein so far unearthed, and 2) its discovery has led to a revelation about the composer's father, Johann Sebastian Bach, that has exploded like a bombshell on the usually serene musicological landscape. The overture is based on an anecdote told to P.D.Q. Bach by a cousin, Peter Ulrich. Since P.U. Bach lived in Dudeldorf, only a few miles down the road from Wein-am-Rhein, he was P.D.Q.'s closest relative, and he was, in fact, one of the few members of the family who was on speaking terms with P.D.Q. The story, related to P.D.Q. (fortunately for us posterity types) in a letter, may be summarized thus: The town of Dudeldorf was founded by two brothers, Rudi and Dieter Dudel, early in the 18th century. Rudi remained mayor of the newborn burg for the rest of his long life, but Dieter had a dream of starting a musicians' colony, an entire city devoted to music, which dream, he finally decided, could be realized only in the New World. In 1712, he and several other bagpipers sailed to Boston, never to return to Germany. (Henceforth, Rudi became known as der deutscher Dudel and Dieter as the Yankee Dudel). Unfortunately, the head of the Boston Musicians' Guild had gotten wind of Dudel's plans, and Wilhelm Wiesel (pron. VEE-zle), known none too affectionately around town as Wiesel the Weasel, was not about to share what few gigs there were in colonial America with more foreigners and outside agitators. He and his cronies were on hand to meet Dudel's boat when it pulled into Boston Harbor; they intended to prevent the newcomers' disembarkation, but Dudel and his companions managed to escape to the other side of the bay in a dinghy, landing with just enough time to rent a carriage and horses before hearing the sound of The Weasel and his men, who had had to come around the long way. The Germans headed West, with the Bostonians in furious pursuit. soon the city had been left far behind, and by midnight so had the pursuers; Dieter Dudel decided that it was safe for him and his men to stop and sleep until daybreak. When they awoke, they found that they were in a beautiful landscape of low, forested mountains and pleasant fields, warmed by the brilliant morning sun and serenaded by an entrancing variety of birds. Here, Dudel thought, her is where I will build my colony. The immigrants continued down the road at a leisurely pace until they came upon a little church, all by itself in the countryside, from which there suddenly emanated the sounds of a pipe organ. At this point, the temptation to quote from P.U. Bach's letter to P.D.Q. cannot be resisted: They went inside and, after listening to the glorious music for a while, introduced themselves to the organist. And who do you think it was? Are you ready for this -- it was your old man! Hey, no kidding -- you know, I'm sure, that your father was the guy to get when it came to testing new organs, and whoever had that one in Massachusetts built offered old Sebastian a tidy sum to go over there and check it out. The unexpected meeting with J.S. Bach and his sponsors was interrupted by the sound of horse hooves, as the dreaded Wiesel and his men thundered on to the scene. They had been riding all night, however, and they were no spring chickens to start with, and as soon as they reached the church they all dropped, exhausted, to the ground. The elated Germans rang the church bells and offered to buy everyone a beer at the nearest tavern. There they were taught, and joined in singing, what might be called the national anthem of the New World. The melody of this pre-revolutionary patriotic song is still remembered (P.D.Q. Bach quotes it, in the bass instruments, near the end of the overture), but is words are now all but forgotten: Freedom, of thee we sing, Freedom e'er is our goal; Death to the English King, Long live Rock and Ross. The striking paucity of biographical references to Johann Sebastian Bah during the year 1712 can now be explained: he was abroad for a significant part of that year, testing organs in the British Colonies. That this revelation has not been accepted as fact by the musicological establishment is no surprise, since it means that a lot of books would have to be rewritten. The members of that establishment haven't even accepted the existence of P.D.Q. Bach, one of whose major works the 1712 Overture certainly is. It is also a work that shows Tchaikowsky up as the shameless plagiarizer that some of us have always known he was. The discovery of this awesome opus was made possible by a Boston Pops Centennial Research Commission; the first modern performance took place at the opening concert of the 100th anniversary season of that orchestra, under the exciting but authentic direction of John Williams.

SKU: GI.G-9694

ISBN 9781622773626.

Contributors: Jeffrey Agrell, H. Christian Bernhard, Thomas R. Graham, Leonard A. Grasso, Alice M. Hammel, Megan Hendrix, Michael Parker, Jill Reese, John P. Riley, Daniel J. Shevock, Alden H. Snell II, Jon M. Stapleton, Smith R.K. Waylett, Richard S. Webb   Musicianship: Improvising in Band and Orchestra provides philosophical, theoretical, and practical tools that have been desperately needed for band and orchestra teachers hoping to bring improvisation to their students. As Maud Hickey states in the Foreword, Improvisation should be as natural as drawing freely with crayons. Yet improvisation has remained elusive from most band and orchestra programs. This remarkable book contains practical lesson plans as well as all the necessary background information to help conductors incorporate improvisation into their work, with ensembles of any size or ability level. The lesson plans contain step-by-step instructions, including outlining prerequisites and detailed procedures that are flexible enough to apply to ensembles at a wide range of skill levels. Topics covered include: improvisation readiness strategies, working with large ensembles, a classroom case study, and teaching in a diverse environment. This book, edited by David A. Stringham and H. Christian Bernhard, is the latest in a pioneering series with dozens of other contributors. The Musicianship series editor Clint Randles has also produced a companion volume focusing on the equally challenging issue of composition. This important book will help band and orchestra conductors make improvisation a mainstay of their classrooms—as standards mandate—and will, of course, be of benefit to all students.

SKU: UT.NAP-11R

ISBN 9790215324459. 9 x 12 inches.

Performance Material on Hire

[Solo: SSATTB - Choir: SATB - 2.2.2.2 - 4.2.3.0 - Tp - Hp - Str]

Francesca da Rimini is a drama for music in two acts by Saverio Mercadante, libretto by Felice Romani; the text is freely inspired by the unfortunate events of the two lovers, Francesca and Paolo, of which Dante's Comedy (canto V) also narrates.
According to some scholars, the first performance of Francesca da Rimini took place in Madrid in January 1828; however, this date is not reflected in the Diario de Avisos de Madrid, a publication that daily reserved a conspicuous space for news on the shows staged in the Spanish city: the years between 1828 and 1831 in fact do not mention the work. Furthermore, no printed libretto of Mercadante's Francesca da Rimini is preserved today – an inexplicable fact, if one admits that the performance took place. The text of the opera can be largely traced back to the one prepared by Romani for the homonymous work by Antonio Carlini (Naples 1825), which Mercadante was able to know before his stay in Spain.
Following the missed Spanish premiere, the opera should then have been represented at La Scala Theater in a subsequent season, with reliability the imminent one of the 1831/32 carnival; but shortly thereafter the impresario died: thus the contractual obligations involving him were no longer fulfilled, and, for a second time, Mercadante was then forced to shelve the plans about Francesca da Rimini, put aside now for several months.
In fact, the scoring – very similar to that of the operas planned at La Scala in the same Carnival period – assumes that Francesca da Rimini was destined for a theatre of great means, like few others in Italy besides La Scala. But the failure of the opera may also have been due to the presence of the part of an amoroso en travesti, Paolo, to whom Mercadante assigns a prominent role also in terms of music: in 1831 and in Italy such a solution was no longer so frequent as a few years before or in provincial theatres, and so this condition may possibly have affected the fate of the negotiations in Milan, and may explain how the composer was then unable to have the score performed elsewhere.
This critical edition is based on manuscript copies conserved in the Museo internazionale e Biblioteca della Musica di Bologna (autograph score) and in the Biblioteca Histórica Municipal in Madrid (score and separate parts).

SKU: BT.DHP-0991561-140

Asteroids and comets have played an important role throughout the history of life on earth. It is quite probable that the dinosaurs have been exterminated by an asteroid's impact in the Gulf of Mexico. Huge tidal waves and fire storms wiped out all life. This is the year 2067 according to the Christian calendar. A collision has just taken place in the asteroid belt between Mars and Jupiter and caused an asteroid to enter the earth's power of gravitation. It is instoppably approaching the blue planet. As its peoples have been fighting each other continuously, they missed the building of a global defence system against dangers coming from space. A scanner records the asteroid andimmediately sends a message to the President of the Anglo-American Union. The probability that the asteroid will hit the earth is judged 50% by the experts. Plans are made to shoot the celestial body with rockets live with hydrogen bombs or laser guns in order to throw it off its track, but they fail. The asteroid's size seems to threaten the existence of mankind. Those in the know stare at the night sky in bewilderment. But for the time being, there is still peace on earth....

SKU: GI.G-10452

ISBN 9781622775576.

Contributors: Jill Gagliardi, Elise Hackl, Meghan Hickey, Mary Jensen, Jessica Kwasny, Andrew M. Ladendorf, Brandon Larsen, Sandra Lewis, Darlene Machacon, Rachel Manchur, Bobby Olson, Michael J. West, and William Winters This book showcases the inspiring stories and innovative ideas of music educators who are implementing Social Emotional Learning (SEL) instruction with intentionality in their classrooms at the elementary, middle, and high school levels. By utilizing and adapting materials in Scott N. Edgar’s pioneering first book, Music Education and Social Emotional Learning, these teachers—representing all areas of music education—share their real-world challenges and triumphs with SEL instruction, along with many tips, activities, lesson plans, and suggestions for embedding SEL in a way that is musical, intentional, and meaningful. Importantly, Portraits of Music Education and Social Emotional Learning approaches SEL from a culturally relevant and equitable lens, accounting for the ways in which SEL instruction interacts with culture, race, background, and uniqueness, therefore making it a powerful tool for embracing social justice and student empowerment. At its core, SEL gives students the ability to have difficult conversations, cope with stress, and navigate challenges. And while each teacher presents their unique approach to SEL, they come to the same conclusion: SEL is critical to the success of their students and programs. Scott N. Edgar is Associate Professor of Music at Lake Forest College. He is the author of Music Education and Social Emotional Learning: The Heart of Teaching Music and is an internationally sought-after clinician on the topic. Dr. Edgar serves as Director of Practice and Research for The Center for Arts Education and Social Emotional Learning (www.artsedsel.org). Dr. Edgar is a Music for All Educational Consultant, a Conn-Selmer Educational Clinician, and VH1 Save the Music Foundation Educational Consultant.   Finally, the go-to book for music educators who have intuitively and intentionally created classrooms where music and Social Emotional Learning (SEL) are seamlessly aligned. These practical ideas of how to teach music at all levels, grounded in the practices of SEL, will inspire all educators to not only teach from the heart, but to lead with empathy and compassion. —Pamela Randall-Garner, Ed.D.     Senior Staff Advisor     CASEL: Collaborative for Academic, Social, and Emotional Learning   This book is a must-read as well as a compelling study. Wisely, Dr. Scott Edgar brought together an amazing group of remarkable educators who share their own experiences as they avail their students to the immeasurable value of the Social Emotional Learning landscape. Be prepared to be challenged, educated, and enlightened. You have in your hands a rare gift bearing benefits to everyone traversing the educational highway. We are all indebted to this great team of first-class authors and educators. BRAVO! —Tim Lautzenheiser In this new publication, Scott Edgar continues to provide teachers with rich insights and practical suggestions for understanding and implementing Social Emotional Learning (SEL) into music education classes, from elementary through high school grades. Practicing music educators share pragmatic ideas for successful embedding of SEL into their teaching. A must-read for any music teacher wishing to better understand and promote well-being in their students. —John M. Feierabend.

SKU: BR.PB-5583

ISBN 9790004213933. 10 x 12.5 inches.

Little is known about the actual composition process of Lemminkainen and the performance and publication history is rather complex, resulting in a first complete printing of all the four movements en suite through the complete edition of Jean Sibelius Works only in 2013.In summer 1894 Sibelius went to Central Europe, carrying among others a plan for an opera freely based on the Kalevala in his mind. But during this trip he reassessed his composing: I think I have found my old self again, musically speaking. I think I really am a tone painter and a poet. As a result he abandoned his opera plans, but musical parts may have found their way into the Lemminkainen pieces which he started composing during that time. Definitely the overture had, it is now known and loved as The Swan of Tuonela. Lemminkainen became popular from the beginning and has attained a fixed position in the concert repertoire.

SKU: HL.14042638

ISBN 9781847729965.

For the first time, this pocket-sized collection brings together all the big songs by The Jam and The Style Council alongside classics from Paul Weller's acclaimed solo albums.

78 classics are presented in chordsongbook format with chord symbols, guitar chord boxes and complete lyrics, this is the ultimate Paul Weller songbook!