SKU: CF.BPS132

ISBN 9781491158463. UPC: 680160917068. 9 x 12 inches.

Secret Mission is a cinematic depiction of a spy on a mission to defeat a nefarious villain. This was inspired by my love for several spies and superheroes from movies and television series, both serious and humorous. With exciting parts for all players, I hope your imagination is sparked by this accessible and melodic piece. In the opening, the spy receives his mission in grand fashion, as the title sequence rolls across the screen. After a dramatic pause (m. 10), the spy is on the chase! The melody at m. 11 depicts the spy doing reconnaissance on his enemy. The villain reveals his evil plan, and soon, the hero and the villain face off in an epic battle! Who do you think wins? Is it a serious thriller or a hilarious cartoon? Decide for your own as you see the end credits scroll! Itas an epic journey sure to spark your imagination. For smaller ensembles, the power chords in the low brass can be divided such that trombones take the top note, and euphonium the bottom, or divide it as is appropriate for your ensemble. At m. 9, and as it recurs, the students should choose a note that is comfortably in their playing range that they can play beautifully. They should, however, strive to choose a different note than their neighbor, and can change the note as this technique recurs. The melody at measure 11 should sound soft, light, and sneaky! Do not let the students get too loud at m. 17. If anything, this section should be slightly softer. The woodblock and cowbell add a touch of urgency (like the ticking of a clock) and humor (I got a fevah!). Make sure the countermelody at m. 25 can be heard clearly. At m. 33, dynamic contrast is very important. If needed, a crash cymbal from a drum set can be used, and both cymbals can be struck by a drumstick. In either case, suspended cymbal should be played with a drumstick (unless rolling: then, use a pair of yarn mallets). I sincerely hope you and your students enjoy the cinematic journey, and thank you for choosing my music!.
Secret Mission is a cinematic depiction of a spy on a mission to defeat a nefarious villain. This was inspired by my love for several spies and superheroes from movies and television series, both serious and humorous. With exciting parts for all players, I hope your imagination is sparked by this accessible and melodic piece. In the opening, the spy receives his mission in grand fashion, as the title sequence rolls across the screen. After a dramatic pause (m. 10), the spy is on the chase! The melody at m. 11 depicts the spy doing reconnaissance on his enemy. The villain reveals his evil plan, and soon, the hero and the villain face off in an epic battle! Who do you think wins? Is it a serious thriller or a hilarious cartoon? Decide for your own as you see the end credits scroll! It's an epic journey sure to spark your imagination. For smaller ensembles, the power chords in the low brass can be divided such that trombones take the top note, and euphonium the bottom, or divide it as is appropriate for your ensemble. At m. 9, and as it recurs, the students should choose a note that is comfortably in their playing range that they can play beautifully. They should, however, strive to choose a different note than their neighbor, and can change the note as this technique recurs. The melody at measure 11 should sound soft, light, and sneaky! Do not let the students get too loud at m. 17. If anything, this section should be slightly softer. The woodblock and cowbell add a touch of urgency (like the ticking of a clock) and humor (I got a fevah!). Make sure the countermelody at m. 25 can be heard clearly. At m. 33, dynamic contrast is very important. If needed, a crash cymbal from a drum set can be used, and both cymbals can be struck by a drumstick. In either case, suspended cymbal should be played with a drumstick (unless rolling: then, use a pair of yarn mallets). I sincerely hope you and your students enjoy the cinematic journey, and thank you for choosing my music!.
Secret Mission is a cinematic depiction of a spy on a mission to defeat a nefarious villain. This was inspired by my love for several spies and superheroes from movies and television series, both serious and humorous. With exciting parts for all players, I hope your imagination is sparked by this accessible and melodic piece. In the opening, the spy receives his mission in grand fashion, as the title sequence rolls across the screen. After a dramatic pause (m. 10), the spy is on the chase! The melody at m. 11 depicts the spy doing reconnaissance on his enemy. The villain reveals his evil plan, and soon, the hero and the villain face off in an epic battle! Who do you think wins? Is it a serious thriller or a hilarious cartoon? Decide for your own as you see the end credits scroll! It’s an epic journey sure to spark your imagination.For smaller ensembles, the power chords in the low brass can be divided such that trombones take the top note, and euphonium the bottom, or divide it as is appropriate for your ensemble. At m. 9, and as it recurs, the students should choose a note that is comfortably in their playing range that they can play beautifully. They should, however, strive to choose a different note than their neighbor, and can change the note as this technique recurs. The melody at measure 11 should sound soft, light, and sneaky! Do not let the students get too loud at m. 17. If anything, this section should be slightly softer. The woodblock and cowbell add a touch of urgency (like the ticking of a clock) and humor (I got a fevah!). Make sure the countermelody at m. 25 can be heard clearly. At m. 33, dynamic contrast is very important. If needed, a crash cymbal from a drum set can be used, and both cymbals can be struck by a drumstick. In either case, suspended cymbal should be played with a drumstick (unless rolling: then, use a pair of yarn mallets). I sincerely hope you and your students enjoy the cinematic journey, and thank you for choosing my music!

SKU: CF.CPS200F

ISBN 9781491153031. UPC: 680160910533.

Although some stories in Greek mythology reveal a different side to his character, Apollo was widely regarded to hold a cheerful personality and communicating joy through the music he played on his lyre. Apollo Arise is an energetic and spirited work for band ideal for opening a concert. The uplifting and exuberant melodic material lead the group on a sonic journey to capture the joy and light music can bring to both the audience and the performer.
Program NotesAmong the many stories in Greek mythology, Apollo holds a unique place as a complex Olympian god known for truth, prophecy, healing, poetry, plague, knowledge, light and music. Although some stories reveal a different side to his character, Apollo was widely regarded to hold a cheerful personality and communicated joy through the music he played on his lyre. Apollo Arise is an energetic and spirited work for band, ideal for opening a concert. The uplifting and exuberant melodic material lead the group on a sonic journey to capture the joy and light music can bring to both the audience and performer. From the dynamic opening fanfare to the soaring motifs and rhythms that follow, Apollo Arise provides a wonderful opportunity for the ensemble to reach for new musical heights in their performance!    Rehearsal Notes and SuggestionsThe opening twenty-four measures of the work are important for the rest of the work to unfold successfully. Encourage the ensemble to play with a unified articulation style, maintain a proper balance, and establish a consistent tempo through this section as several recurring rhythms must be performed consistently. Measure 38 features a trumpet solo, so be sure that the rest of the ensemble balances their line to support the solo instrument. In the section that begins at m. 67, there is an optional solo opportunity for trumpet and trombone. Both of these sections provide nice contrast against the full ensemble sections that are present in the work. The section at m. 81 includes a call-and-response section between woodwind, brass and percussion groups. Be sure that as groups enter, the tempo remains consistent and that the winds articulation style is unified and complimentary to the percussion. As the opening fanfare returns at m. 101, remind the ensemble to play with consistent style, balance and tempo as they did in the opening. As the ensemble begins the part of the journey with Apollo at m. 110, the music contains unique layers that must work together to be effective and set up the material that begins at m. 127. Encourage the group to play so they can hear all other lines, and allow their energy to grow into a focused musical celebration by the final note. Thank you in advance for your support of this music, and I wish you and your ensemble well as Apollo Arise welcomes the audience to your concert hall.

SKU: CF.YPS231

ISBN 9781491157831. UPC: 680160916436. 9 x 12 inches.

The life of railroad worker in the early days of expansion was lonely, and the need for music to bolster spirits was of great importance. The character singing 900 Miles is looking forward to being reunited with his family after being separated from them for considerable time. The Wayfaring Stranger is a prominent American folk and gospel song that reflects upon the journey through life. The character in that song contemplates better times with their family in the afterlife. Both of these songs speak to the idea of searching for something beyond the current situation in which that person finds themselves. The programmatic qualities of the work are essentially tied to the main folk songa900 Milesaand they evoke the idea of where the song found its origins. Beyond that, both songs connect each of us to the sense of belonging and family that are the human experience. While the music paints a picture of someone who is alone, that is not a feeling I want for any young student in our schools today. Band is one of the few places where students can discover that sense of belonging and find a surrogate family. While band is a family that might not always get along, they can reach a shared goal through diligent work, caring and encouragement. It was a pleasure completing Lonely Travelers for longtime friend, superb musician, excellent educator and dedicated leader in music education Dennis Emert. His students debuted the work at the 2020 PMEA State Conference. I am deeply appreciative of Dennis and the friendship, encouragement and perspective he shared with me over the years teaching in the same region. The opening flute, clarinet and alto saxophone part can be performed by the entire section or as a solo at the discretion of the director. The washboard and spoon part can be doubled as players allow. I would suggest bringing these students to the front of the stage to get the sound of both instruments to the audience. As the piece develops and Wayfaring Stranger is layered with 900 Miles, please remind your ensemble to play so they can hear each other, not so they are individually heard. I thank you and your ensemble in advance as you begin this journey together in search of Lonely Travelers.
The life of railroad worker in the early days of expansion was lonely, and the need for music to bolster spirits was of great importance. The character singing 900 Miles is looking forward to being reunited with his family after being separated from them for considerable time. The Wayfaring Stranger is a prominent American folk and gospel song that reflects upon the journey through life. The character in that song contemplates better times with their family in the afterlife. Both of these songs speak to the idea of searching for something beyond the current situation in which that person finds themselves. The programmatic qualities of the work are essentially tied to the main folk song--900 Miles--and they evoke the idea of where the song found its origins. Beyond that, both songs connect each of us to the sense of belonging and family that are the human experience. While the music paints a picture of someone who is alone, that is not a feeling I want for any young student in our schools today. Band is one of the few places where students can discover that sense of belonging and find a surrogate family. While band is a family that might not always get along, they can reach a shared goal through diligent work, caring and encouragement. It was a pleasure completing Lonely Travelers for longtime friend, superb musician, excellent educator and dedicated leader in music education Dennis Emert. His students debuted the work at the 2020 PMEA State Conference. I am deeply appreciative of Dennis and the friendship, encouragement and perspective he shared with me over the years teaching in the same region. The opening flute, clarinet and alto saxophone part can be performed by the entire section or as a solo at the discretion of the director. The washboard and spoon part can be doubled as players allow. I would suggest bringing these students to the front of the stage to get the sound of both instruments to the audience. As the piece develops and Wayfaring Stranger is layered with 900 Miles, please remind your ensemble to play so they can hear each other, not so they are individually heard. I thank you and your ensemble in advance as you begin this journey together in search of Lonely Travelers.
The life of railroad worker in the early days of expansion was lonely, and the need for music to bolster spirits was of great importance. The character singing 900 Miles is looking forward to being reunited with his family after being separated from them for considerable time. The Wayfaring Stranger is a prominent American folk and gospel song that reflects upon the journey through life. The character in that song contemplates better times with their family in the afterlife. Both of these songs speak to the idea of searching for something beyond the current situation in which that person finds themselves. The programmatic qualities of the work are essentially tied to the main folk song—900 Miles—and they evoke the idea of where the song found its origins. Beyond that, both songs connect each of us to the sense of belonging and family that are the human experience.While the music paints a picture of someone who is alone, that is not a feeling I want for any young student in our schools today. Band is one of the few places where students can discover that sense of belonging and find a surrogate family. While band is a family that might not always get along, they can reach a shared goal through diligent work, caring and encouragement. It was a pleasure completing Lonely Travelers for longtime friend, superb musician, excellent educator and dedicated leader in music education Dennis Emert. His students debuted the work at the 2020 PMEA State Conference. I am deeply appreciative of Dennis and the friendship, encouragement and perspective he shared with me over the years teaching in the same region.The opening flute, clarinet and alto saxophone part can be performed by the entire section or as a solo at the discretion of the director. The washboard and spoon part can be doubled as players allow. I would suggest bringing these students to the front of the stage to get the sound of both instruments to the audience. As the piece develops and Wayfaring Stranger is layered with 900 Miles, please remind your ensemble to play so they can hear each other, not so they are individually heard. I thank you and your ensemble in advance as you begin this journey together in search of Lonely Travelers.

SKU: CF.FPS171

ISBN 9781491163573. UPC: 680160922369.

Serenata is a first-year band piece with a Latin dance flavor. It is an excellent study in independent part-playing for young bands. Balance is crucial among the following parts:1. Percussion must be steady and not overpowering. The cowbell should be played with a mallet or stick that will prevent its sound from being dominant in the percussion section.2. The bass line will require a delicate staccato articulation.3. Clarinets and horns must play the ostinato beginning at m. 5 in two- or four-measure phrases. This line must always feel unbroken.4. Trumpets must also use a delicate staccato at m. 17. Straight mutes are a nice touch if the section is big enough. Cup mutes are even better. A small trumpet section may play open.5. Flutes and alto saxes should always play legato when carrying the melody.The contrasting middle section, beginning at m. 28, should be articulated smoothly by the whole band. The alternating melodic lines should have tonal contrast, but should be the same dynamically. The bass line should fade into the background at this point.A first-year band can play Serenata for their Spring Concert.Thank you for choosing this selection. I hope you and your students find it instructive and enjoyable.

SKU: CF.BPS136F

ISBN 9781491158050. UPC: 680160916658. 9 x 12 inches.

Cyclops is intended for first-year band students. Young players will better understand the character and mood of the music once they are given a description of the beastly, mythological giant with only one eye in middle of its forehead. An effective performance will require young players to adhere as closely as possible to the suggested tempo with a continuous marcato articulation. The piece has only one theme which is first heard in the low brass and low woodwinds from m. 9 to m. 21. Students should be made aware of the need for balance between the theme and the countermelody at m. 41. Percussion will learn to execute a crescendo at m. 61. Wind instruments will learn to properly perform ff with accents at m. 63. If a Tam-tam is not available, many electronic keyboards can closely simulate the sound. Thank you for choosing this composition. Joseph Compello.
Cyclops is intended for first-year band students. Young players will better understand the character and mood of the music once they are given a description of the beastly, mythological giant with only one eye in middle of its forehead. An effective performance will require young players to adhere as closely as possible to the suggested tempo with a continuous marcato articulation. The piece has only one theme which is first heard in the low brass and low woodwinds from m. 9 to m. 21. Students should be made aware of the need for balance between the theme and the countermelody at m. 41. Percussion will learn to execute a crescendo at m. 61. Wind instruments will learn to properly perform ff with accents at m. 63. If a Tam-tam is not available, many electronic keyboards can closely simulate the sound.Thank you for choosing this composition.Joseph Compello.

SKU: CF.YPS231F

ISBN 9781491157824. UPC: 680160916429. 9 x 12 inches.

The life of railroad worker in the early days of expansion was lonely, and the need for music to bolster spirits was of great importance. The character singing 900 Miles is looking forward to being reunited with his family after being separated from them for considerable time. The Wayfaring Stranger is a prominent American folk and gospel song that reflects upon the journey through life. The character in that song contemplates better times with their family in the afterlife. Both of these songs speak to the idea of searching for something beyond the current situation in which that person finds themselves. The programmatic qualities of the work are essentially tied to the main folk songa900 Milesaand they evoke the idea of where the song found its origins. Beyond that, both songs connect each of us to the sense of belonging and family that are the human experience. While the music paints a picture of someone who is alone, that is not a feeling I want for any young student in our schools today. Band is one of the few places where students can discover that sense of belonging and find a surrogate family. While band is a family that might not always get along, they can reach a shared goal through diligent work, caring and encouragement. It was a pleasure completing Lonely Travelers for longtime friend, superb musician, excellent educator and dedicated leader in music education Dennis Emert. His students debuted the work at the 2020 PMEA State Conference. I am deeply appreciative of Dennis and the friendship, encouragement and perspective he shared with me over the years teaching in the same region. The opening flute, clarinet and alto saxophone part can be performed by the entire section or as a solo at the discretion of the director. The washboard and spoon part can be doubled as players allow. I would suggest bringing these students to the front of the stage to get the sound of both instruments to the audience. As the piece develops and Wayfaring Stranger is layered with 900 Miles, please remind your ensemble to play so they can hear each other, not so they are individually heard. I thank you and your ensemble in advance as you begin this journey together in search of Lonely Travelers.
The life of railroad worker in the early days of expansion was lonely, and the need for music to bolster spirits was of great importance. The character singing 900 Miles is looking forward to being reunited with his family after being separated from them for considerable time. The Wayfaring Stranger is a prominent American folk and gospel song that reflects upon the journey through life. The character in that song contemplates better times with their family in the afterlife. Both of these songs speak to the idea of searching for something beyond the current situation in which that person finds themselves. The programmatic qualities of the work are essentially tied to the main folk song--900 Miles--and they evoke the idea of where the song found its origins. Beyond that, both songs connect each of us to the sense of belonging and family that are the human experience. While the music paints a picture of someone who is alone, that is not a feeling I want for any young student in our schools today. Band is one of the few places where students can discover that sense of belonging and find a surrogate family. While band is a family that might not always get along, they can reach a shared goal through diligent work, caring and encouragement. It was a pleasure completing Lonely Travelers for longtime friend, superb musician, excellent educator and dedicated leader in music education Dennis Emert. His students debuted the work at the 2020 PMEA State Conference. I am deeply appreciative of Dennis and the friendship, encouragement and perspective he shared with me over the years teaching in the same region. The opening flute, clarinet and alto saxophone part can be performed by the entire section or as a solo at the discretion of the director. The washboard and spoon part can be doubled as players allow. I would suggest bringing these students to the front of the stage to get the sound of both instruments to the audience. As the piece develops and Wayfaring Stranger is layered with 900 Miles, please remind your ensemble to play so they can hear each other, not so they are individually heard. I thank you and your ensemble in advance as you begin this journey together in search of Lonely Travelers.
The life of railroad worker in the early days of expansion was lonely, and the need for music to bolster spirits was of great importance. The character singing 900 Miles is looking forward to being reunited with his family after being separated from them for considerable time. The Wayfaring Stranger is a prominent American folk and gospel song that reflects upon the journey through life. The character in that song contemplates better times with their family in the afterlife. Both of these songs speak to the idea of searching for something beyond the current situation in which that person finds themselves. The programmatic qualities of the work are essentially tied to the main folk song—900 Miles—and they evoke the idea of where the song found its origins. Beyond that, both songs connect each of us to the sense of belonging and family that are the human experience.While the music paints a picture of someone who is alone, that is not a feeling I want for any young student in our schools today. Band is one of the few places where students can discover that sense of belonging and find a surrogate family. While band is a family that might not always get along, they can reach a shared goal through diligent work, caring and encouragement. It was a pleasure completing Lonely Travelers for longtime friend, superb musician, excellent educator and dedicated leader in music education Dennis Emert. His students debuted the work at the 2020 PMEA State Conference. I am deeply appreciative of Dennis and the friendship, encouragement and perspective he shared with me over the years teaching in the same region.The opening flute, clarinet and alto saxophone part can be performed by the entire section or as a solo at the discretion of the director. The washboard and spoon part can be doubled as players allow. I would suggest bringing these students to the front of the stage to get the sound of both instruments to the audience. As the piece develops and Wayfaring Stranger is layered with 900 Miles, please remind your ensemble to play so they can hear each other, not so they are individually heard. I thank you and your ensemble in advance as you begin this journey together in search of Lonely Travelers.

SKU: CA.3119509

ISBN 9790007210373. Language: German/English.

The Hochzeitskantate (Wedding Cantata) BWV 195 was performed by Bach from around 1730 at various wedding celebrations in different forms, and was evidently also lent out for performances further afield. The only surviving version of the work dates from the last years of Bach's life. The opulently-scored first part begins and ends with grand choral movements, and Bach scored both parts for soloists and for chorus. At the centre of the cantata is an exceptionally sensitive bass aria, probably one of Bach's most modern vocal compositions of all. A chorale movement (Nun danket all and bringet Ehr/ Now thank we all and offer praise) with obbligato horns concludes the cantata as the second part after the consummation. Score and parts available separately - see item CA.3119500.

SKU: BR.OB-5329-15

ISBN 9790004333532. 10 x 12.5 inches.

According to the date inscribed in Wolfgang Amadeus Mozart's autograph score, the present mass was composed in March 1780. The instrumental setting (oboes, trumpets and timpani add color and festive splendor to the work) rightly suggests that the work was in all likelihood performed with the Church Sonata K. 336 at the Easter high mass in the Salzburg cathedral. Since Archbishop Hieronymus Count Colloredo wanted the mass text to be treated as succinctly as possible, Mozart offered him a richly orchestrated Missa solemnis in the terse form of a Missa brevis.The brilliant, festive character of the Mass K. 337 is abruptly interrupted by a powerful Benedictus in a harsh A minor, the most striking and revolutionary movement in all of Mozart's Masses, in the strictest contrapuntal style ... (Alfred Einstein). What could have inspired Mozart to such unexpected rigor? But there is another surprise yet: while the dark drama of the Holy Week seems to radiate from this Benedictus, the following Agnus Dei in the distant key of E flat major sounds, with its soprano solo and concertante oboe, bassoon and organ, like a song of thanksgiving filled with the warmth and light of Easter.Other features worth noting are the three unisons between the alto and bass heard at the Deus pater omnipotens in the Gloria (bars 22-32), the a cappella illumination of the words Jesu Christe found a little later (bar 62) and the descending chromaticism evocative of death at the Crucifixus in the Credo. (Incidentally, Mozart had initially planned a different movement for the Credo of this mass, superscribed Tempo di Chiaconna; he wrote out 136 bars but, for some unknown reason, never completed it.)While the Coronation Mass K. 317 of 1779 is one of Mozart's most well-known mass settings, its later composed frllow piece K. 337 - Mozart's last completed mass before the great C minor fragment K. 427 (417a) - has been paid less attention, even though it is an outstanding example of the Mozartian mass type and contains parallels to the Coronation Mass in its disposition and in the structure of its various movements. The score and piano reduction of this new edition were prepared on the basis of the autograph (Osterreichische Nationalbibliothek/Vienna, dass. no. Mus. Hs. 18 97512) and the Salzburg performance material (Staats- und Stadtbibliothek/Augsburg, dass. no. Hl. Kreuz 9). We wish to thank both libraries for putting the source material at our disposal.Franz Beyer, Munich, Spring 1998.