Matériel : Partie seule
SKU: HL.645105
ISBN 9781629060347. UPC: 008148001514. 9.0x12.0x0.126 inches.
The Schaum Piano for Adults series feature lessons that are much more gradual than other adult methods with an emphasis on music appreciation. It teaches piano mastery tailored for busy teens and adults featuring an array of music from orchestra, opera, ballet, vocal, choral literature and folk songs. Includes music appreciation stories and musical exploration through creative directions and explanations. Progress is easily adapted to each student's needs and may be used for children as young as age 10. Level One features recognition of intervals and repeated patterns in melody and chords; analysis of simple musical form; and more. The knowledge acquired in Level One will provide significant help in reading music, learning pieces, and memorizing.
SKU: HL.645108
ISBN 9781495082054. UPC: 008148001545. 9.0x12.0x0.145 inches.
The Schaum Piano for Adults series feature lessons that are much more gradual than other adult methods with an emphasis on music appreciation. It teaches piano mastery tailored for busy teens and adults featuring an array of music from orchestra, opera, ballet, vocal, choral literature and folk songs. Includes music appreciation stories and musical exploration through creative directions and explanations. Progress is easily adapted to each student's needs and may be used for children as young as age 10. Level Four presents detailed ideas to help in memorizing and making practice more effective; introduces 9/8 and 3/2 time, double sharps/flats, polyphonic music, three-staff reading; suite form is explained and illustrated.
SKU: HL.645107
ISBN 9781629060170. UPC: 008148001538. 9.0x12.0 inches.
The Schaum Piano for Adults series feature lessons that are much more gradual than other adult methods with an emphasis on music appreciation. It teaches piano mastery tailored for busy teens and adults featuring an array of music from orchestra, opera, ballet, vocal, choral literature and folk songs. Includes music appreciation stories and musical exploration through creative directions and explanations. Progress is easily adapted to each student's needs and may be used for children as young as age 10. Level Three features quality music by 16 classical composers and presents chromatic scale, cut time, grace notes, 8th note triplets, slurs and phrase marks.
SKU: HL.645106
ISBN 9781495082047. UPC: 008148001521. 9.0x12.0 inches.
The Schaum Piano for Adults series feature lessons that are much more gradual than other adult methods with an emphasis on music appreciation. It teaches piano mastery tailored for busy teens and adults featuring an array of music from orchestra, opera, ballet, vocal, choral literature and folk songs. Includes music appreciation stories and musical exploration through creative directions and explanations. Progress is easily adapted to each student's needs and may be used for children as young as age 10. Level Two introduces and explains use of the metronome; presents dotted-quarter and single 8th note, 8th rest, D.C. al fine, 6/8 time, 3/8 time, damper pedal, repeat sign, 1st and 2nd endings, 16th notes; special emphasis on recognizing syncopated rhythm patterns.
SKU: CA.926620
ISBN 9790007295592. German.
Peter Schindler's full-length secular choral work Sonne, Mond und Sterne (Sun, Moon and Stars) narrates a love story based on old texts which are given a new interpretation through these musical settings. Some individual numbers were published in spring, and now more movements with piano accompaniment are available in print and digitally.- choral work of medium difficulty- will appeal to experienced Brahms Requiem singers as well as ambitious chamber or youth choirs with a gospel, pop or jazz background-cross-over between jazz, chanson, and chamber music Peter Schindler about Gedanken uber die Zeit:Paul Fleming was one of the most important lyric poets in German Baroque literature. He wrote his poem Gedanken uber die Zeit in his early twenties; it was first published in 1634 as an epitaph. All the nuances of the concept of time are artistically contrasted, and the motif Zeit (time) is explored and played with in a dialectical manner.The male voices begin in unison at an andante maestoso tempo, followed by a leisurely progress in homophonic writing in a slightly freer rhythm. A lively middle section follows which leads into the opening motif again in the last section. The third section contains a fugue, and the end is unison once again. And so the words are like a manifesto by the poet.
SKU: CA.5281000
ISBN 9790007297220.
The third volume in the Songs and Choral Works Series of the Reger Complete Works (RWA) contains the songs Max Reger composed (almost entirely in Munich) between 1901 and February 1903. With these compositions, Reger not only entered into direct competition with the so-called “Munich School†around Ludwig Thuille, Max von Schillings, and Richard Strauss, but also attempted to establish himself more widely as an uncompromising renewer of the genre. The songs contrast with the Romantic song aesthetic through their forward-looking declamatory style and they display a treatment of the piano which goes far beyond conventional song accompaniment.In January 2008 the Max-Reger-Institut (MRI) in Karlsruhe began publishing a scholarly-critical edition of the works of Reger (RWA). This is supported by the Mainz Academy of Sciences and Literature, and as a Hybrid Edition is exploring new approaches in editorial techniques.
The digital offer belonging to the volume is published in an online portal.ContentKompositionen. Acht Lieder op. 79cLieder WoO VII/31und VII/32 Sechzehn Gesänge op. 62 Schlummerlied WoO VII/33 Zwölf Lieder op. 66 Sechs Gesänge op. 68 Siebzehn Gesänge op. 70 Wiegenlied WoO VII/35.
SKU: GI.G-10049
ISBN 9781622774333.
Musi c teachers know their students don’t just learn to play music, they are also exposed to universal life skills along the way. But that’s just part of the story. Currently, most students are largely left to learn these universal skills—like problem-solving, patience, focus, collaboration, critical thinking, creativity, and communication—on their own and often not very effectively. The Transposed Musician is a practical guide to teaching these universal skills within the context of a traditional music lesson. The results not only empower students to better confront the challenges of the twenty-first century, they significantly improve musicianship—a double benefit. Author Dylan Savage spent two decades refining his approach to teaching universal skills through music, and he shares them in this book. Each of the eight chapters of The Transposed Musician focuses on a specific universal skill (problem-solving, focus, patience, critical thinking, communication, collaboration, improvisation, and creativity) and shows how students can apply that skill to music. He then shows how teachers can guide those students to “transpose†that skill to life and back again to music with far deeper understanding and musicianship. With practical examples and clear writing, this book is for music educators wishing to help their students become both better musicians and also better-equipped citizens of the world. Students truly become “transposed musicians†for life and for music. Dylan Savage is Associate Professor of Piano at the University of North Carolina–Charlotte . He is also a Bösendorfer Concert Artist, a Capstone Records Recording Artist, and a winner of the Rome Festival Orchestra Competition. https://thetransposedmusi cian.com/ This book is priceless and contains a wealth of music teaching information that every teacher should apply to their studio. Dylan Savage’s use of universal skills transforms music teaching into a viable and essential part of education in the twenty-first-century. This teaching approach of using universal skills can revolutionize teaching music in both the private studio and college level and will give teachers a greater sense of purpose and satisfaction in their work. This book challenges many preconceived ideas about teaching music and mastering performance. Bravo for shaking up the status quo. —Randall Hartsell   Composer, Clinician, Teacher This book asks and explores fascinating questions about what it means to study music in a changing world. Are there skills we can learn in our music lessons which can enrich our lives in other non-musical areas, and then can we bring those expanded skills back into our study of music itself? Too often our conservatories are dead-ends, stuck with outdated, one-dimensional approaches which can lead to stunted personal development. This book suggests ways in which we can break down doors, for students and teachers alike, and celebrate music as something life-affirming, in and out of the studio. —Stephen Hough   Pianist, Composer, Writer Dylan Savage has given us a fresh and creative pedagogy to guide our music students toward life as twenty-first-century musicians. His career as pianist and teacher, and his firsthand experience in the marketplace of business and industry, allow him to forge a systematic approach to teaching universal skills in the music lesson. In each of the eight chapters, skills such as problem-solving, focus, critical thinking, collaboration, and improvisation are defined and applied to musical skills. These in turn are “transposed†to non-musical applications. We observe the music lessons and the active “transposition†or transfer of universal skills exemplified through descriptions of particular lessons. The anxieties, confusions, and ultimate comfort and understanding of students are guided by the questions of the teacher. The book is beautifully organized and is enriched by quotations of artists, musicians and philosophers, and suggested readings and references. I really think this is an important and helpful book with a point of view that is much needed. The empathy and knowledge of the author steer the reader toward the realities of today’s musical world, a world that requires skilled musicians to have universal skills that benefit their lives, regardless of their ultimate career paths. —Phyllis Alpert Lehrer   Professor Emerita, Westminster Choir College of Rider University   Artist Faculty, Westminster Conservatory In The Transposed Musician, Dylan Savage combines a visionary’s deep understanding of the challenges music students and teachers face with an eminently practical way to meet those challenges. Using a master teacher’s insight, Savage “transposes†eight potential stumbling blocks into eight universal skills that can be acquired through a beautifully organized, step-by-step approach. In turn, he shows how these skills can be applied to other areas in our rapidly changing world, helping us lead more satisfying, meaningful, and fulfilling lives, not only as musicians, but as human beings. For students and teachers alike, an inspired and inspiring book. —Barbara Lister-Sink, Ed.D.   Producer, Freeing the Caged Bird The Transposed Musician is an important contribution to our literature on teaching essential life skills including problem-solving, patience, focus, critical thinking, and creativity within the traditional music lesson. Teachers and students both can benefit from the study and application of these skills. Applications are made both to the traditional lesson as well as to non-music applications. —Jane Magrath   Pianist, Author, Teacher   University of Oklahoma Twenty-five hundred years ago Plato recommended music first in his ideal curriculum for potential leaders of Athens—before sport, mathematics, and moral philosophy. None of his candidates, one may assume, aspired to become a professional musician. Nevertheless, throughout centuries, otherwise people have acknowledged that the study and practice of music generates collateral benefits essential to human fulfillment. In his new book The Transposed Musician, Professor Dylan Savage of the University of North Carolina at Charlotte identifies eight of these benefits—Problem Solving, Focus, Patience, Critical Thinking, Communication, Collaboration, Improvisation, and Creativity—and calls them “universal skills†which may be developed consciously and systematically within the context of traditional music lessons. Doing so takes what has been implicit all along and makes it explicit. Music is good for us! Music teachers, even at the highest conservatory level, learn from Professor Savage that they are not so much professional trainers as guides to a happier, more successful life. —Dr. Joseph Robinson   Principal Oboe, New York Philharmonic (1978–2005)   Successful author, teacher, producer, and arts advocate Savage's excellent book couldn't be more timely, unique, clear, full of wisdom, and exactly what we need. As he points out, music teachers have known for generations—in a rather generalized way—that musical skills can strengthen life skills in many ways. Dylan Savage is the first to address this 'transposition' intentionally, with specific exercises in the transferrable skills. What better gift could there be for music students facing an ever-changing world? —William Westney   Award-winning concert pianist (Geneva Competition) and teacher   Author of The Perfect Wrong Note: Learning to Trust Your Musical Self.
SKU: DY.DO-1522
ISBN 9782897963026.
Fran cis Bebey est né à Douala en juillet 1929, dans une grande famille où son père, pasteur, luttait pour nourrir ses enfants. Mais Francis a eu l'opportunité d'aller à l'école. Admirant son frère aîné, Marcel Eyidi Bebey, il s'est éduqué, s'est distingué, et a finalement reçu une bourse pour passer son baccalauréat en France.Nous approchions de la fin des années 1950 lorsqu'il est arrivé à La Rochelle. Plus que jamais, dans cette France où les Africains étaient regardés avec curiosité, condescendance ou dédain, Francis s'appuyait sur ses ressources intellectuelles. Travailleur assidu, il a obtenu son baccalauréat, puis s'est installé à Paris où il a commencé des études d'anglais à la Sorbonne. Un jour, il a su ce qui l'attirait vraiment : il voulait faire de la radio. Francis a appris son métier en France et aux Ã?tats-Unis.Après avoir travaillé quelques années comme reporter, il a été embauché en 1961 en tant que fonctionnaire international au Département de l'information de l'UNESCO.Parallèle ment, Francis a toujours été attiré par la création musicale. Son activité diurne très sérieuse ne l'empêchait pas de fréquenter les clubs de jazz le soir. Ã? Paris, le jazz, la musique à la mode à cette époque, mais aussi la rumba et la salsa l'attiraient. Il collectionnait les disques et assistait à de nombreux concerts. Avec son complice Manu Dibango, Francis montait sur scène et jouait de la musique.Francis aimait la musique classique depuis son enfance. Il avait grandi en écoutant les cantates et les oratorios de Bach ou Handel que son père chantait au temple. Il s'est passionné pour la guitare, impressionné par les maîtres espagnols et sud-américains, et a décidé d'apprendre à jouer de l'instrument lui-même.Il a commencé à composer des pièces pour guitare, mêlant les diverses influences qui le traversaient avec la musique traditionnelle africaine qu'il portait en lui depuis son enfance. Son approche a captivé le directeur du Centre culturel américain (alors situé dans le quartier de Saint-Germain à Paris), qui lui a offert l'opportunité de se produire devant un public. Francis y a donné son premier récital de guitare (1963) devant un public hypnotisé. Son premier album solo est sorti peu de temps après.Progressivem ent, Francis est devenu reconnu comme musicien et compositeur. Plusieurs albums de l'ambassadeur africain de la guitare, comme le décrivait la presse, sont sortis. Il a également écrit des livres, au point que sa carrière artistique est devenue difficile à concilier avec sa carrière de fonctionnaire. En 1974, même s'il était devenu le directeur général chargé de la musique à l'UNESCO, il a fait le saut audacieux et a démissionné de cette prestigieuse institution pour se consacrer aux trois activités qui l'intéressaient : la musique, la littérature et le journalisme.Il a exploré le patrimoine musical traditionnel du continent africain, notamment à travers le piano à pouce sanza et la musique polyphonique des pygmées d'Afrique centrale, ou en chantant dans sa langue maternelle et en composant des chansons humoristiques en français !Le succès a suivi. Francis Bebey a parcouru le monde : de la France au Brésil, du Cameroun à la Suède, de l'Allemagne aux Caraïbes, ou du Maroc au Japon... la liste des pays où il a été invité à se produire, à donner des conférences ou à rencontrer des lecteurs est très longue. En plus de la reconnaissance publique, il bénéficiait de la reconnaissance de ses collègues musiciens, tels que le guitariste John Williams ou le Vénézuélien Antonio Lauro, qui l'ont invité à faire partie du jury d'un concours de guitare classique à Caracas.Sa vie était le voyage d'un pionnier africain, un homme enraciné dans son patrimoine culturel et portant un message de partage et d'espoir pour le monde. Son originalité continue de résonner dans le monde entier depuis son décès à la fin du mois de mai 2001.Francis Bebey was born in Douala in July 1929, into a large family where his father, a pastor, struggled to feed his children. But Francis had the opportunity to go to school. Admiring his elder brother, Marcel Eyidi Bebey, he educated himself, distinguished himself, and eventually received a scholarship to go and take his baccalaureate in France.We approached the end of the 1950s when he arrived in La Rochelle. More than ever, in this France where Africans were looked at with curiosity, condescension, or disdain, Francis relied on his intellectual resources. A diligent worker, he obtained his Baccalaureate, then moved to Paris where he started English studies at the Sorbonne. One day, he knew what truly attracted him: he wanted to do radio. Francis learned his craft in France and in the USA.After working for a few years as a reporter, he was hired in 1961 as an international civil servant in the UNESCO Information Department.In parallel, Francis had always been drawn to musical creation. His very serious daytime activity didnâ??t prevent him from frequenting jazz clubs in the evenings. In Paris, the Jazz, the trendy music of that time, but also rumba and salsa attracted him. He collected records and attended numerous concerts. With his accomplice Manu Dibango, Francis took the stage and played music.Francis liked classical music since his childhood. He grew up listening to the cantatas and oratorios of Bach or Handel that his father had sung in the temple. He became passionate about the guitar, impressed by the Spanish and South American masters, and decided to learn to strum the instrument himself.He started composing guitar pieces, blending the various influences that flow through him with the traditional African music he had carried within since childhood. His approach captivated the director of the American Cultural Center (then located in the Saint-Germain neighborhood of Paris), who offered him the opportunity to perform in front of an audience. Francis gave his first guitar recital there (1963) in front of a mesmerized audience. His first solo album was released shortly thereafter.Gradually, Francis became recognized as a musician and composer. Several albums of the African guitar ambassador, as described by the press, were released. He also wrote books, to the point that his artistic career became challenging to reconcile with his career as a civil servant. In 1974, even though he had become the General Manager in charge of music at UNESCO, he took the bold leap and resigned from this prestigious institution to dedicated himself to the three activities that interested him: music, literature, and journalism. He explored the traditional musical heritage of the African continent, notably through the thumb piano sanza, and the polyphonic music of the Central African pygmies, or singing in his native language and composing humoristic songs in French!Success followed. Francis Bebey traveled the world: from France to Brazil, Cameroon to Sweden, Germany to the Carribean, or Morocco to Japan... the list of countries where he was invited to perform, gives lectures, or meets readers is very long. In addition to public recognition, he enjoyed the recognition of his fellow musicians, such as guitarist John Williams or Venezuelan Antonio Lauro, who invited him to be a part of the jury for a classical guitar competition in Caracas.His life was the journey of an African pioneer, a man rooted in his cultural heritage and carrying a message of sharing and hope for the world. His originality continues to vibrate around the world since his passing at the end of May 2001.
