Teach bass with the popular Suzuki Bass School. This is the piano accompaniment for Suzuki Bass School, Volume 1. / Contrebasse
SKU: HL.14031875
SKU: AP.0166SX
ISBN 9781470638627. UPC: 038081528779. English.
Teach flute with the popular Suzuki Flute School! The Suzuki Method of Talent Education is based on Shinichi Suzuki's view that every child is born with ability, and that people are the product of their environment. According to Shinichi Suzuki, a world-renowned violinist and teacher, the greatest joy an adult can know comes from developing a child's potential so he/she can express all that is harmonious and best in human beings. Students are taught using the mother-tongue approach. Each series of books for a particular instrument in the Suzuki Method is considered a Suzuki music school, such as the Suzuki Flute School. Suzuki lessons are generally given in a private studio setting with additional group lessons. The student listens to the recordings and work with their Suzuki flute teacher to develop their potential as a musician and as a person. This accompaniment book aids in Suzuki flute lessons. Titles: Mary Had a Little Lamb (Folk Song) * Fireflies (Children's Song) * Kagome Kagome (Children's Song) * Cuckoo (Folk Song) * Lightly Row (Folk Song) * Twinkle, Twinkle, Little Star Variations (Suzuki-Takahashi) * Go Tell Aunt Rhody (Folk Song) * Amaryllis (Ghys) * Allegro (Suzuki) * The Honeybee (Folk Song) * Long, Long Ago (Bayly) * Lullaby, Op. 98, No. 2 (Schubert) * Moon over the Ruined Castle (Taki) * Minuet, Minuet III from Suite in G Minor for Klavier, BWV 822 (Bach) * Minuet, BWV Anh. II 114/Anh. III 183 (Bach) * Minuet, BWV Anh. II 116 (Bach) * Bourrée from Sonata No. 3 in G Major for Flute and Basso Continuo, Op. 1, No. 5, HHA IV/3 No. 5 (Handel) * Fingering Chart. The International editions include an updated title page that designates the book as the International Edition.
About Suzuki Method
The Suzuki Method is based on the principle that all children possess ability and that this ability can be developed and enhanced through a nurturing environment. All children learn to speak their own language with relative ease and if the same natural learning process is applied in teaching other skills, these can be acquired as successfully. Suzuki referred to the process as the Mother Tongue Method and to the whole system of pedagogy as Talent Education. The important elements of the Suzuki approach to instrumental teaching include the following:an early start (aged 3-4 is normal in most countries); the importance of listening to music; learning to play before learning to read; -the involvement of the parent; a nurturing and positive learning environment; a high standard of teaching by trained teachers; the importance of producing a good sound in a balanced and natural way; core repertoire, used by Suzuki students across the world; social interaction with other children. Suzuki students from all over the world can communicate through the language of music.
SKU: BT.EMBZ14863
The volume of trios for advanced players mainly offers a selection from works of the most prominent and most popular composers (Bach, Händel, Haydn, Mozart and Beethoven). Of special interest are extracts of Beethoven's variations composed on the famous theme of Mozart's Don Giovanni, Fughetta by Robert Schumann and Dream by the less well-known composer Benjamin Godard. The volumes in this new series contain duos, trios and quartets, their degree of difficulty ranging from easy through intermediate to advanced. Every piece is a transcription or an arrangement, since in editing the volumes our primary concern was toprovide a collection of valuable and interesting compositions, as freely variable as possible as regards instrumentation, for music school students and also for adults who make music for their own pleasure. The range and pitch of the parts enable theworks to be performed on any required or possible combination of the given instruments.The volume of trios for advanced players mainly offers a selection from works of the most prominent and most popular composers (Bach, Händel, Haydn, Mozart and Beethoven). Of special interest are extracts of Beethovens variations composed on thefamous theme of Mozarts Don Giovanni, Fughetta by Robert Schumann and Dream by the less well-known composer Benjamin Godard.Die Bände der neuen Serie beinhalten leichte, mittelschwere oder fortgeschrittene Duos, Trios und Quartette. Bei der Zusammenstellung lag das Hauptaugenmerk auf der höchstmöglichen Freiheit in der Kombinierbarkeit der Instrumente sowie darauf, dass die Kompositionen für Musikschüler und Hobbymusiker musikalisch interessant und wertvoll sind. Aus diesemGrund handelt es sich bei allen Stücken um Transkriptionen. Lage und Tonumfang der Stimmen sind so gesetzt, dass sich die Werke allen denkbaren Umständen und Ansprüchen anpassen und entsprechend in jeder Kombination der angegebenen Musikinstrumentevorgetrag en werden können.
Instrumente: 1: Violine / Querflöte / Oboe / Vibraphon 2: Violine / Viola / Vibraphon / Klarinette 3: Violoncello / FagottLes différents volumes de la série Ad Libitum contiennent des transcriptions ou des adaptations d´œuvres pour trios ou quatuors de niveau facile, intermédiaire et avancé. L´étendue et le registre des parties permettent à cespièces de s´adapter à toutes les exigences et toutes les possibilités, et d´être jouées quelle que soit la combinaison d´instruments.
Trios : I : Violon/Fl te/Htbois/Vibra • II:Violon/Alto/Cla. Si/Vibra • III: Violoncelle/BassonI volumi della serie Ad Libitum propongono trascrizioni o arangiamenti di opere per trio e quartetto di livello facile, intermedio e avanzato. L´estensione e il registro delle parti permettono a questi brani di adattarsi a tutte le esigenze edi essere eseguiti da ogni combinazione di strumenti.
Strumentazio ne: Trios : I: Violino/Flauto/Oboe/Vibra • II:Violino/Viola/Clar. Si♭/Vibr • III: Violoncello/Fagotto.
SKU: HL.49015352
ISBN 9790001125895.
Es gibt kaum eine Pop-Produktion, in der der Synthesizer nicht die erste Geige spielt. Von der modernsten Digitaltechnik profitiert auch das Schlagzeug (Drum-Set): Mit dem Drum-Computer, der digital gespeicherte Schlagzeugklange enthalt, lasst sich jeder beliebige Rhythmus programmieren. Die harmonische und rhythmische Verknupfung von Drum-Set, Bass-, Akkord- und Melodiestimme bildet das Grundgerust eines Popsongs. Auf dieser Basis ist die Rock-Pop-Keyboard-Schule aufgebaut. Die band-orientierten Kompositionen lassen sich in der Gruppe oder allein zur Cassette bzw. CD spielen und mit einem Homerecording-Equipment selbst aufnehmen und abmischen. Neben musikalischem und spieltechnischem Know-how enthalt jeder Band auch grundlegende Tipps fur den umgang mit Synthesizer, Drum-Computer und Homerecording-Equipment (nicht produktbezogen). Geeignet fur den Einzel- und Gruppenunterricht.
SKU: HL.49015354
ISBN 9790001125925.
Es gibt kaum eine Pop-Produktion, in der der Synthesizer nicht die erste Geige spielt, kaum eine Band, die auf elektronische Keyboards life on stage verzichtet. Von der modernsten Digitaltechnik profitiert auch das Schlagzeug (Drum-Set): Mit dem Drum-Computer, der digital gespeicherte Schlagzeugklange enthalt, lasst sich jeder beliebige Rhythmus programmieren. Die harmonische und rhythmische Verknupfung von Drum-Set, Bass-, Akkord- und Melodiestimme bildet das Grundgerust eines Popsongs. Auf dieser Basis ist die Rock-Pop-Keyboard-Schule aufgebaut. Die band-orientierten Kompositionen lassen sich in der Gruppe oder allein zur Cassette bzw. CD spielen und mit einem Homerecording-Equipment selbst aufnehmen und abmischen. Neben musikalischem und spieltechnischem Know-how enthalt jeder Band auch grundlegende Tipps fur den umgang mit Synthesizer, Drum-Computer und Homerecording-Equipment (nicht produktbezogen). Geeignet fur den Einzel- und Gruppenunterricht.
SKU: HL.49007432
ISBN 9790001115643.
SKU: BT.DHP-0971085-010
Jacob de Haan was commissioned to compose this concert piece by the St. Peters Wind Symphony from Brisbane, Australia. Ross Roy is the monumental late 19th century villa where St. Peters Lutheran College was founded in 1945. The villa has always remained the school symbol. In this composition, Jacob de Haan sees the Ross Roy as a metaphor for the years spent at school (a monument in time), where one's personality is formed. So, the opening theme the artist calls the Ross Roy theme initially has monumental characteristics.The rhythmic motion, which strides along in the lower register and percussion at the beginning of the next section is typical of Tempo di Marcia. Thismovement, accompanied by repetitions of sound, is a metaphor for the structure and discipline in school. This is the introduction to a march theme, symbolic of passing through the classes up to the final examinations.Then, the Ross Roy theme is dealt with again, now in a playful, humorous variation. As if the composer is saying there should also be time for a smile in school. The same theme can be heard in major key and a slower tempo in the following section, expressing pride and self-confidence. This is also the introduction to the expressive middle section that represents love, friendship and understanding.We then return to the march theme in a slightly altered construction. The oriental sounds, constituting the modulation to the final theme, are symbols of the diversity of cultures in the school. The characteristic final theme first sounds solemn, but turns into a festive apotheosis. It is no coincidence that the final cadence is reminiscent of the close to a traditional overture, for the school years can be considered the overture to the rest of one's life. The premiere of Ross Roy was conducted by Jacob de Haan in Brisbane, on August 22, 1997. Ross Roy is de naam van de monumentale villa in Brisbane (Australië) waar in 1945 het St. Peters Lutheran College is gesticht. In opdracht van het collegeorkest componeerde Jacob de Haan dit gevarieerde concertwerk vol metaforen.De structuur en discipline van de school horen we in de met toonherhaling gepaard gaande ritmische beweging in basregister en slagwerk. Het volgende, martiale thema staat symbool voor het doorlopen van de klassen. Een schertsende,humoristische versie van het hoofdthema ontbreekt niet: op school moet immers ook tijd zijn voor vrolijkheid. Het karakteristieke slotthema mondt uit in een feestelijke apotheose.Ross Roy ist der Name einer monumentalen Villa in Brisbane, Australien, in der 1945 das St. Peter Lutheran College gegründet wurde. Im Auftrag dieses Schulorchesters komponierte Jacob de Haan dieses Konzertwerk, das voll von Metaphern ist. Die Struktur und Disziplin dieser Schule hören wir in der mit Tonwiederholungen gepaarten rhythmischen Bewegung des Bassregisters und des Schlagwerks. Das folgende martialische Thema steht als Symbol für das Durchlaufen der Klassen bis zum Ende der Schulzeit. Eine scherzhafte, humoristische Version des Hauptthemas darf nicht fehlen, denn in der Schule muss auch Zeit für kleine Späße und Lachen sein! Das charakteristische Schlussthemamündet in einem festlichen Höhepunkt. Ross Roy est le symbole grandiose de l’excellence du compositeur. L’œuvre tient son nom de l’imposante villa éponyme située Brisbane en Australie et qui abrite en ses murs le Collège Saint Pierre, une institution luthérienne fondée en 1945. C’est pour l’Orchestre d’Harmonie de cet établissement que Jacob de Haan composa cette œuvre riche en métaphores. « J’ai tenté de décrire les valeurs de cette école. Ainsi, le thème initial se développe-t-il sur un motif rythmique imposant qui alterne entre les instruments graves et la batterie. Ce motif symbolise l’autorité et le cadre structuré de l’école. On retrouve ce thème plusieurs reprises et notamment sousune forme humoristique et espiègle : nous découvrons les bons côtés de l’école, la joie des élèves, les sentiments de fierté, d’amour et d’amitié. Autre élément thématique, une marche qui symbolise la progression des élèves dans leur cursus pour arriver leurs examens de fin d'étude. » En guise de conclusion, Jacob de Haan nous offre un thème grandiose qui s’élargit en apothéose. Commissionato dalla St. Peter’s Wind Symphony Orchestra di Brisbane, è dedicato alla monumentale villa tardo-ottocentesca dove il collegio dell’orchestra ha avuto la sua storica sede. Metafora degli anni della formazione, è caratterizzato da un finale in stile ouverture, come se gli anni della scuola rappresentassero una sorta di ouverture al resto della vita.
SKU: HL.49007431
ISBN 9790001115636. UPC: 073999733457. 19.0x12.0x0.112 inches.
SKU: CF.CPS225
ISBN 9781491152515. UPC: 680160910014.
Tarta n Tapestries is an original piece that sets out to emulate Scottish folk music. Composer Larry Clark has created a concert overture in triple meter to capture the essence of music from Scotland. After a lilting first section, lush and beautiful moments weave a tapestry of sounds with the lyrical, middle section of the piece. There is an optional part for bagpipes, and an optional ending should you chose to use this instrument as part of the piece. Alert your contest music committee about this strong new piece for advancing groups.Tartan Tapestries was commissioned by Friends of the Arts for the Saint Andrew's School Band in Boca Raton, Florida. The band program at Saint Andrew’s School is under the direction of Andrea Wolgin. The premiere took place on November 29, 2017.When I was asked by their conductor Ms. Wolgin to write a piece for the Saint Andrew’s School, I asked her what kind of involvement she wanted the students to have in the process. We discussed several options for having the students involved in the process of creating with the type of piece they wanted. We set up a “Skype†meeting with members of the band to discuss the piece. During this discussion, the consensus of the students was that they wanted a piece depicting the Scottish influence to the school. They also wanted a piece that would challenge all sections of the band and to include bagpipes if possible. I asked that the students be involved in helping to name the piece once it was completed, for which they agreed and were very helpful. Armed with this information, I set out to compose a piece for them, and Tartan Tapestries is the result.The piece begins with a fanfare gesture based upon rhythms and harmonies that appear throughout the piece. I chose the lilting triple feel to the piece, to bring about the Scottish flavor. I wanted the fanfare to be bardic sounding, to depict the strength of the Scottish people and for the piece to have a dynamic opening. The fanfare contains material that alludes to the main theme and with a bit of dissonance and tension that is resolved in the main body of the piece.The main theme is a lilting original melody, but one that I hope with have the essence of Scottish folk songs. The main idea is followed by a more modal and dark sounding secondary theme, first stated in the horns. This material is later used in the development section of the piece. The main theme returns several times, with different and varied orchestrations and harmonic treatments. This is followed by a short transition leading to the more lyrical and slower second section of the piece. A transparent presentation of the lyrical theme, which is based on aspects of the main theme, is presented first by a solo flute. This section is a nod to famous composer Malcom Arnold’s wonderful works for orchestra in its style and orchestration. After a transition or bridge section with a solo euphonium, the piece builds to a dramatic climax of the lyrical theme by the full band. This subsides to a return of the solo flute to end this second section of the piece, followed by a transition back the main theme.The solo bagpipes play a central role in the return of the main theme and take center stage after being heard in the distance earlier in the work. The piece brings back a shortened version of the darker secondary theme, followed by a hint of the fanfare material that builds to one last statement of the main theme by the full band, before leading to a dramatic coda to complete the work.It has been my pleasure to have been given the opportunity to compose this piece for the Saint Andrew’s School Band! I thank Andrea Wolgin for making it happen, and I hope that you enjoy it as much as I have enjoyed bringing the piece to life.–Larry ClarkLakeland, Florida 2017.