Arrangeur: Florian Bramböck. Par DIVERS AUTEURS / BRAMBOCK FLORIAN (ARR.). When you explore the contents of this book you will immerse yourself in the exotic world of Afro-Latin-Jazz, an exciting form of music fusing African and Caribbean dance rhythms with American Jazz. Latin music has roots not only in Central and South-American folk music but is also strongly influenced by music from Africa. In particular the rhythmic richness and exotic flavour of Afro-Latin-Jazz can be traced to the traditions of African music, which left its characteristic mark during the colonial period in America. These easy to moderately difficult clarinet duos serve as an introduction to the genre presenting some Latin and African grooves. Original compositions as well as arrangements of well-known melodies will introduce new sound and rhythmic elements to help develop your technique and ensemble playing. Above all however, this lively and varied music should be fun!/ Recueil / 2 Clarinettes

Minor: Triads. 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

Christmas Cantata (Sinfonia Sacra) the most famous piece of Daniel Pinkham composed in 1957 is a church composition for Chorus Double Brass and Organ. Written in Latin. Accessible to good high-school and college singers the opening statement is sung by the whole SATB chorus followed by the Allegro section which is rhythmically quite complicated. The middle section is sung by Sopranos and Altos while the Rondo which is part of the final part is sung by the whole SATB its verses being interpreted by the different groups.Daniel Pinkham (1923-2006) is an American composer organist and Harpsichordist. Most ofhis compositions were related to church music and his best known works are the Christmas Advent and Wedding Cantatas.

Piano reduction with solo part-In 1947 Aaron Copland accepted a commission from Benny Goodman ‘The King Of Swing’ for a piece for solo Clarinet and Orchestra. Copland always wary of repeating himself welcomed the challenge of composing a Clarinet concerto – ‘it might stimulate some fresh ideas’. He knew from the start that a bow to jazz was called for and he hoped also to demonstrate the lyrical qualities of the Clarinet. Dedicated to Goodman the Concerto for Clarinet was finished by the end of 1948. Clarinettists were soon welcoming this new virtuoso piece and it has since become a standard in the Orchestral repertoire.The concerto consists of two movements played back-to-back connected by a Clarinet cadenza. The dreamy and melodic first movement is followed by a free rondo dominated by melodic Latin American jazz themes and is resolved in the end with an elaborate coda in C major that finishes off with a Clarinet glissando – or 'smear' in jazz lingo. Originally written for Clarinet and String Orchestra with Harp and Piano in this edition Concerto for Clarinet is arranged for Clarinet with Piano accompaniment by the composer. Along the published version with the changes requested by Benny Goodman ossias from the original 1948 manuscript are included as well. Comes with a separate insert of the Clarinet score.

Full Score-The Horn Concerto was written in 1971 and was the first of the ten concertos Gregson has composed to date. It is dedicated to the English horn player Ifor James who died in 2004 and was originally written for brass band. However in 2013 Gregson was asked by Paul Klein Principal Horn of the Ulster Orchestra and BBC Northern Ireland to undertake an orchestral version for him.  Gregson decided to score the concerto for a late Haydn sized orchestra with the addition of a percussionist to add some colour to the texture. The concerto takes as its starting point the Mozartian model namely a sonata form opening movement a song-like slow movement and a jaunty rondo finale. The opening movement opens with a strident motif built on rising fourths announced by the soloist and answered by the orchestra. This pattern of ‘question/answer’ continues until a climactic moment breaks the tension and is followed by a lyrical second subject announced by the soloist over undulating rhythmic patterns on strings. The music is developed and recapitulated from these ideas with the lyrical idea returning via solo clarinet with horn answering in canon. The movement ends with the strident fourths this time in inversion. The slow movement is in tertiary form and opens with an expansive melody from the soloist over a repetitive harmonic and melodic pattern. This is expanded and developed building all the while in intensity until it is interrupted by cadenza-like passages on the horn and muted brass. After a brief climax the music subsides into a moment of emotional serenity before the opening melody returns this time on solo oboe with the horn interweaving its own answering melodic lines. The rondo finale is more light-hearted in mood with a catchy 6/8 tune at its heart. It is twice interrupted first by an idea built on long held chromatic notes from the soloist against a highly rhythmic backdrop (wind brass and snare drum) then by a slower more thoughtful melodic idea. However

Description 27 scintillating works for Church or Concert performance. Songlist Capriccio, 'La Caccia' (Polibio Fumagalli) Carillon (Leo Sowerby) Carillon From 'Douze Pieces', Op.16 (Leon Boellmann) Carillons From 'Dix Pieces', Op.7 (Emile Bourdon) Carillon-sortie (Mulet) Fanfare D'orgue (Harry Rowe Shelley) Festival Toccata [Fletcher, Percy E.] Humoresque, 'L'organo Primitivo' (Pietro Yon) Les Carillons De Saint-paul D'orleans (Adolphe Marty) Rondo Con Imitatizione De' Campanelli (Giovanni Morandi) Roulade From 'Six Pieces', Op.9 (Seth Bingham) Scherzo (Gaston Dethier) Scherzo In E Major From 'Dix Pieces' (Eugene Gigout) Scherzo In G Minor Op.49 No.2 Toccata (Symphony No.5) [Widor, Charles-Marie] Toccata And Fugue In D Minor- Bwv565 (J.S Bach Ed. Lemare) Toccata From 'Suite Gothique (Leon Boellmann) Toccata In A Major Op.67, No.2 (Georges Macmaster) Toccata In B Minor From 'Dix Pieces' (Eugene Gigout) Toccata In B Minor From 'Suite De Morceaux' (Charles Tournemire) Toccata In D Minor From 'Trois Pieces' (Alphonse Mailly) Toccata In D Minor Op.108, No.1 (Albert Renaud) Toccata In E Major (Remigio Renzi) Toccata In E Minor (Joseph Callaerts) Toccata In G Major From 'Douze Pieces' (Theodore Dubois) Tu Es Petra From 'Equisses Byzantines' (Henri Mulet) Veritables Preludes Flasques

Cette ressource a été élaborée pour donner de la haute-primaire (grade 5, 6) et bas-secondaire (grade 7, 8, 9) de l'école étudiants l'occasion de découvrir les éléments de style tout en développant les compétences de performance, l'écoute et la composition. Il peut être utilisé comme une extension de n'importe quelle série de musique, ou il peut être utilisé sur sa propre. Il contient des pièces qui permettent aux jeunes de:-l'expérience de différents styles de musique par le biais de performance. -Développer les performances compétences-par exemple la partie technique instrumentale sur une variété d'instruments, improvisation, beat compétence, indépendance. -Bâtir sur leur compréhension des concepts musicaux. -Ont apport créatif arrangeant, improviser et activités compositionnelles. -Participer aux oeuvres d'ensemble indépendamment de leur niveau de compétences musicales. / Orff-Instruments