Compositeur : Walter Noona
Composer : Carol Noona
Groupe d\'Instruments : Piano ou Clavier
Instrumentation Piano
Type de produit : Recueil
Difficulté : 3
Édition musicale : Heritage Music Press / Méthodes et pédagogie / Piano et instrument à clavier / Piano / HERITAGE MUSIC PRESS

In a four-part composition Rieks van der Velde takes us to the richly varied area surrounding the university city of Cambridge. The Dutch composer was especially inspired by the atmosphere of Cambridgeshire the county which lies north ofLondon. 1. The Journey. Although on arrival the area looks peaceful and friendly the ruggedness of its inhabitants and landscape have an unmistakable influence on the music. In the course of the tour which starts with an Allegromovement we are shown the vitality energy and freshness of the Cambridgeshire countryside. Short themes swift and sudden motifs and rhythmical patterns supported by the drive of percussion instruments give expression to this image. Thefirst part is concluded by two Calmo movements in which the music expresses how the cathedral in the city of Ely comes into sight and is gradually approached. 2. Visit to Ely Cathedral. The famous Norman cathedral church of Ely whichwas built in 1109 has attracted tourists from all over the world apart from being a place of worship and heritage site. A cornet solo introduces the contemplative mood of the composition at this point. The mystical atmosphere of thecathedral runs through this lyrical part like a continuous thread. 3. The Pub. The thirst caused by this intensive journey makes a visit to the local pub a definite must. These ?public houses? which may be open until the earlyhours of the morning offer all kinds of entertainment. Drinks are served liberally and the atmosphere is lively. 4. The Journey Back. Time has flown: In other words the moment of departure has come sooner than one would havewished. In a flashback which recaptures elements of the first part of the composition we say goodbye to Cambridgeshire in a fitting manner. Two scintillating final measures bring us abruptly back to the present.

In a four-part composition Rieks van der Velde takes us to the richly varied area surrounding the university city of Cambridge. The Dutch composer was especially inspired by the atmosphere of Cambridgeshire the county which lies north of London. 1. The Journey. Although on arrival the area looks peaceful and friendly the ruggedness of its inhabitants and landscape have an unmistakable influence on the music. In the course of the tour which starts with an Allegro movement we are shown the vitality energy and freshness of the Cambridgeshire countryside. Short themes swift and sudden motifs and rhythmical patterns supported by the drive ofpercussion instruments give expression to this image. The first part is concluded by two 'Calmo' movements in which the music expresses how the cathedral in the city of Ely comes into sight and is gradually approached. 2. Visit to Ely Cathedral. The famous Norman cathedral church of Ely which was built in 1109 has attracted tourists from all over the world apart from being a place of worship and heritage site. A cornet solo introduces the contemplative mood of the composition at this point. The mystical atmosphere of the cathedral runs through this lyrical part like a continuous thread. 3. The Pub. The thirst caused by this intensive journey makes a visit to the local pub a definite must. These ?public houses? which may be open until the early hours of the morning offer all kinds of entertainment. Drinks are served liberally and the atmosphere is lively. 4. The Journey Back. Time has flown: In other words the moment of departure has come sooner than one would have wished. In a flashback which recaptures elements of the first part of the composition we say goodbye to Cambridgeshire in a fitting manner. Two scintillating final measures bring us abruptly back to the present.

'My Hazara People is a setting of two texts the title work by Shukria Rezaei a young Afghan poet and Lalai lalai babe bacha shikar rafta (Baby's father went hunting) a traditional Hazari lullaby. Although their characters are entirely different the two poems share much in common. The importance of family and home and beyond that connection with country and heritage are at the centre of both. Shukria's poem is a direct expression of love and despair for Afghanistan with intimate moments of terror - a cup falling from her mother's hand during an explosion her aunt fainting - set against the suffering of Hazaras across the world. In the contextof this devastating contemporary experience Lalai lalai is nostalgic and poignant - open gates straw latches a sleeping child. The tune of the lullaby is heard in two highly contrasted versions. For Shukria's words it is dark and restrained a repeating rhythm illustrating the Hazara's seemingly never-ending pain and for Lalai lalai it is bright and joyful with sounds of the hunt a crackling fire and a gentle chorus as the child is rocked. A further thread runs through the music - a quotation of my favourite traditional Afghan Herati lullaby Allah Hu (God is great) reflecting Shukria's reference to her people's religious heritage. I have adapted the text at the end of Lalai Lalai to bring it into the Shukria's world a reminder that each innocent person caught up in conflict is a mother  a brother a sister a father a daughter .... kids like us. The work exists in two versions for voice and piano and voice and strings. The former was premiered by Charlotte Tetley (mezzo-soprano) and Graeme Bailey (piano) on 20 June 2018 at Somerville College Oxford as part of a panel discussion on women refugees. The work was commissioned by the Orchestra of St. Johns. I am indebted to Shukria for allowing to set her poem and to Cayenna Ponchione for inviting me to be part of this

The lyrics of Charles Wesley are found in almost every denominational hymnal. This anthem is scored for mixed voices with either organ or piano. Methodists might use the piece on heritage Sunday but the work would also make a fine mother's day (festival of the Christian home) anthem or for peace and justice Sunday. The lovely lyrical lines and close connection to the text are hallmarks of Dan Forrest's musical expression.

A powerful song of unity wraps the audience in passionate music and meaningful words. The main theme in a lilting meter gradually builds to an impressive climax, delivering a credo for the worshipping church: Grace is our music; love is our theme. Hope is our message; peace is our dream. Wonderfully conceived for church dedication moments or heritage observances, this sermon in song will minister to the community of faith and its mission.

Grade 8+-It has often struck me as intriguing that The Fitzwilliam Virginal Book (a collection of keyboard music spanning the period c.1562-1612) occupies a virtually non-existent place in the literature considered viable by pianists.Needless to say harpsichordists continue to hold the music in the highest esteem while a number of transcriptions for instruments and ensembles have been made available in more recent times. How can it be that this ancient heritage - which in keyboard music terms might be regarded as the equivalent to the Dead Sea Scrolls - has hitherto seemed a no-go area for pianists? It is as if the first 'proper' keyboard music tumbledmiraculously out of some parallel universe around Bach's time i.e. the first half of the 18th century. While our modern piano is perhaps as different from a virginal as a washing machine is from a mangle there are in fact a good many facets of virginal music which read across perfectly well to today's instruments. For this to be possible we need to take the time to lookbeyond peculiarities in translation which to a significant extent comes down to issues resulting from burgeoning notational practices. It also becomes necessary to re-imagine the music in light of what is possible as well as what is desirable. Problems with accessing the sound-world of pre-Baroque keyboard music can be overcome quite easily just as it is possible to become better in resonance withavant garde musical styles given appropriate immersion. Since the writing of the performance notes to The Fitzwilliam Virginal Book more than a century ago (by J.A. Fuller Maitland and W. Barclay Squire) the momentum generated by the Early Music Revival has brought about immeasurable insights into the intentions of Renaissance and Baroque composers. Performances on periodinstruments continue to reacquaint us with a bygone age and stimulate a healthy fascination for the practices that were once fundamental to the craft. On balance however the potential for a major

It has often struck me as intriguing that The Fitzwilliam Virginal Book (a collection of keyboard music spanning the period c.1562-1612) occupies a virtually non-existent place in the literature considered viable by pianists.Needless to say harpsichordists continue to hold the music in the highest esteem while a number of transcriptions for instruments and ensembles have been made available in more recent times. How can it be that this ancient heritage - which in keyboard music terms might be regarded as the equivalent to the Dead Sea Scrolls - has hitherto seemed a no-go area for pianists? It is as if the first 'proper' keyboard music tumbledmiraculously out of some parallel universe around Bach's time i.e. the first half of the 18th century. While our modern piano is perhaps as different from a virginal as a washing machine is from a mangle there are in fact a good many facets of virginal music which read across perfectly well to today's instruments. For this to be possible we need to take the time to lookbeyond peculiarities in translation which to a significant extent comes down to issues resulting from burgeoning notational practices. It also becomes necessary to re-imagine the music in light of what is possible as well as what is desirable. Problems with accessing the sound-world of pre-Baroque keyboard music can be overcome quite easily just as it is possible to become better in resonance withavant garde musical styles given appropriate immersion. Since the writing of the performance notes to The Fitzwilliam Virginal Book more than a century ago (by J.A. Fuller Maitland and W. Barclay Squire) the momentum generated by the Early Music Revival has brought about immeasurable insights into the intentions of Renaissance and Baroque composers. Performances on periodinstruments continue to reacquaint us with a bygone age and stimulate a healthy fascination for the practices that were once fundamental to the craft. On balance however the potential for a major

Eight Hispanic Folk Song Favorites-In this beautifully diverse world we live in it is essential as educators that we expose our students to the wealth of musical treasures from many different cultures. Music teachers classroom teachers and world language teachersalike will find this collection to be a wonderful resource. Canten Amigos! is a unique compilation of eight Hispanic songs designed with detailed lesson plans to introduce your students to the rich musical heritage of theHispanic people. Each lesson plan contains a history of the song a literal translation of the Spanish vocabulary as well as detailed instructions for teaching the song to your students. The collection also includes an extensivehistory of Hispanic music and provides useful basic guidelines for teaching the songs contained within. The songs have been arranged in two parts for use in classroom or concert settings but can easily be adapted for unisonsinging as well by having students sing just the melody line. The songs contain both Spanish and English lyrics with the Spanish enunciation provided for each selection. Grades 5-8.

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

Minor: 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

Commissioned by the Virginia Band and Orchestra Directors Association to commemorate its 75th anniversary Presidential Suite recognizes the rich historical heritage of Virginia particularly as the birthplace of eight United States presidents. Using a suite format the work focuses on three of the founding fathers. The first movement Mount Vernon is a serene musical impression of the home of George Washington. Monticello is the second movement and portrays the stately style of music typical of Thomas Jefferson's time. The suite concludes with Montpelier the home of James Madison and uses bold and majestic motifs to portray the broad and magnificent landscape of Madison'sestate. Dur: c 5:30

Utilizing all the resources of your music program this festive anthem speaks to the very foundations of our faith. Hayes calls upon children and youth choirs along with handbells to declare the worthiness of the Eternal God.Reformation Sunday or any church heritage moment would benefit from the programming of this distinctive choral.

Uses: General Church Heritage MissionsScripture: I John 5:4; I Peter 1:21; Matthew 15:28; I Corinthians 3:11 This special commission piece celebrates the ministry of the church. At the sound of thetrumpet the anthem flourishes with clarion purpose before presenting a hymn-like acclamation of commitment that weds a confident text with noble music. A triumphant crescendo and modulation invite the congregation to join thesong while a soprano descant soars above. Trumpet part included. Available separately: SATB LiteTrax CD. Duration: ca. 3:23.