Figure Op. 32

SKU: HL.48188491

UPC: 888680870034. 9.0x12.0x0.089 inches.

Henri Dutilleux (1916-2013) was greatly influenced by his contemporaries, Ravel, Debussy and Roussel, yet implemented his own, unique style. His Figures of Resonance is an excellent duet for Two Pianos. This Dutilleux piece was first published in 1980 and is made up of four movements. Figures of Resonance is a group of sequences which forms a variety of sounds within an acoustic. It is a virtuosic and modern work, with pedalling included throughout. Dutilleux's Figures of Resonance remains popular to this day and is a sublime, highly complex piece for performers and audiences alike..

SKU: HL.14042376

ISBN 9788759826621. English.

Karsten Fundal's Figure And Ground Study 2 for 3 Guitars (1994).

Figure and Ground Study 2 is a title which shares its name with a series of drawings by M.C. Escher. The drawings have light motives on a dark background - yet at the same time exactly the opposite! The dark background becomes the foreground and the light foreground becomes the background. One sees either the dark or the light figures, but it is impossible to perceive both figures as the foreground at once. In this musical work, various complimentary scales appear as both the foreground and the background. 

Karsten Fundal

SKU: HL.48189405

Reverdy Figure Piano Book.

SKU: FG.706309-99-6

ISBN 979-0-706309-99-6.

Eine kleine Figurenlehre was commissioned by the Stuttgarter Blaserquintett and premiered in Jyvaskyla, Finland in 1991. The work is a playful application in a 20th century context of a set of baroque musical figures, originally presented in the writings of the 17th century German theorists Joachim Burmeister, Caspar Printz and Christoph Bernhard.

SKU: CF.CAS112F

ISBN 9781491151686. UPC: 680160909186. 9 x 12 inches.

Peter Terry's Unleashed?makes for an impressive concert opener that is the musical equivalent of unleashing a caged animal. The piece is exciting from start to finish, with energetic and bold material that students will love to play.
Everyone wants to be unleashed, to be set free of restraints. This piece captures the exhilaration of being set into motion with unlimited optimism and energy. The piece is a rhythmic and propulsive gallop that spins off lyrical material as it drives to a climactic finish that is both exciting and fun. The piece opens with a robust first theme, then transitions on a rhythmic figure spun off from the opening material. The opening section repeats in variation with different orchestration. The more lyrical material that emerges should be brought out to balance the first theme and rhythmic figures from the first section. A development of the material from the opening follows, driving to a brief pause. This pause feels like it will lead to a contrasting lyrical theme, but the energy is just suspended for a second before the piece takes off again. The work finishes with a repeated-note transition back to variations on the opening material and a propulsive rush to the end. I enjoyed writing this piece and hope your students will enjoy playing these contrasting styles and that you will find the piece beneficial in teaching important musical concepts. ?????????Peter Terry, 2018.
Everyone wants to be unleashed, to be set free of restraints. This piece captures the exhilaration of being set into motion with unlimited optimism and energy.A The piece is a rhythmic and propulsive gallop that spins off lyrical material as it drives to a climactic finish that is both exciting and fun. The piece opens with a robust first theme, then transitions on a rhythmic figure spun off from the opening material. The opening section repeats in variation with different orchestration. The more lyrical material that emerges should be brought out to balance the first theme and rhythmic figures from the first section. A development of the material from the opening follows, driving to a brief pause. This pause feels like it will lead to a contrasting lyrical theme, but the energy is just suspended for a second before the piece takes off again. The work finishes with a repeated-note transition back to variations on the opening material and a propulsive rush to the end. I enjoyed writing this piece and hope your students will enjoy playing these contrasting styles and that you will find the piece beneficial in teaching important musical concepts. ?????????Peter Terry, 2018.
Everyone wants to be unleashed, to be set free of restraints. This piece captures the exhilaration of being set into motion with unlimited optimism and energy.A The piece is a rhythmic and propulsive gallop that spins off lyrical material as it drives to a climactic finish that is both exciting and fun. The piece opens with a robust first theme, then transitions on a rhythmic figure spun off from the opening material. The opening section repeats in variation with different orchestration. The more lyrical material that emerges should be brought out to balance the first theme and rhythmic figures from the first section. A development of the material from the opening follows, driving to a brief pause. This pause feels like it will lead to a contrasting lyrical theme, but the energy is just suspended for a second before the piece takes off again. The work finishes with a repeated-note transition back to variations on the opening material and a propulsive rush to the end. I enjoyed writing this piece and hope your students will enjoy playing these contrasting styles and that you will find the piece beneficial in teaching important musical concepts. ?????????Peter Terry, 2018.
Everyone wants to be unleashed, to be set free of restraints. This piece captures the exhilaration of being set into motion with unlimited optimism and energy. The piece is a rhythmic and propulsive gallop that spins off lyrical material as it drives to a climactic finish that is both exciting and fun. The piece opens with a robust first theme, then transitions on a rhythmic figure spun off from the opening material. The opening section repeats in variation with different orchestration. The more lyrical material that emerges should be brought out to balance the first theme and rhythmic figures from the first section. A development of the material from the opening follows, driving to a brief pause. This pause feels like it will lead to a contrasting lyrical theme, but the energy is just suspended for a second before the piece takes off again. The work finishes with a repeated-note transition back to variations on the opening material and a propulsive rush to the end. I enjoyed writing this piece and hope your students will enjoy playing these contrasting styles and that you will find the piece beneficial in teaching important musical concepts. ?????????Peter Terry, 2018.
Eve ryone wants to be unleashed, to be set free of restraints. This piece captures the exhilaration of being set into motion with unlimited optimism and energy. The piece is a rhythmic and propulsive gallop that spins off lyrical material as it drives to a climactic finish that is both exciting and fun. The piece opens with a robust first theme, then transitions on a rhythmic figure spun off from the opening material. The opening section repeats in variation with different orchestration. The more lyrical material that emerges should be brought out to balance the first theme and rhythmic figures from the first section. A development of the material from the opening follows, driving to a brief pause. This pause feels like it will lead to a contrasting lyrical theme, but the energy is just suspended for a second before the piece takes off again. The work finishes with a repeated-note transition back to variations on the opening material and a propulsive rush to the end. I enjoyed writing this piece and hope your students will enjoy playing these contrasting styles and that you will find the piece beneficial in teaching important musical concepts. Peter Terry, 2018.
Everyone wants to be unleashed, to be set free of restraints. This piece captures the exhilaration of being set into motion with unlimited optimism and energy. The piece is a rhythmic and propulsive gallop that spins off lyrical material as it drives to a climactic finish that is both exciting and fun.The piece opens with a robust first theme, then transitions on a rhythmic figure spun off from the opening material. The opening section repeats in variation with different orchestration. The more lyrical material that emerges should be brought out to balance the first theme and rhythmic figures from the first section. A development of the material from the opening follows, driving to a brief pause. This pause feels like it will lead to a contrasting lyrical theme, but the energy is just suspended for a second before the piece takes off again. The work finishes with a repeated-note transition back to variations on the opening material and a propulsive rush to the end.I enjoyed writing this piece and hope your students will enjoy playing these contrasting styles and that you will find the piece beneficial in teaching important musical concepts.​​ ​​​� �€‹â€‹â€‹â €‹Peter Terry, 2018.

SKU: CF.CAS112

ISBN 9781491151310. UPC: 680160908813. 9 x 12 inches. Key: E minor.

Peter Terry's Unleashed?makes for an impressive concert opener that is the musical equivalent of unleashing a caged animal. The piece is exciting from start to finish, with energetic and bold material that students will love to play.
Everyone wants to be unleashed, to be set free of restraints. This piece captures the exhilaration of being set into motion with unlimited optimism and energy. The piece is a rhythmic and propulsive gallop that spins off lyrical material as it drives to a climactic finish that is both exciting and fun. The piece opens with a robust first theme, then transitions on a rhythmic figure spun off from the opening material. The opening section repeats in variation with different orchestration. The more lyrical material that emerges should be brought out to balance the first theme and rhythmic figures from the first section. A development of the material from the opening follows, driving to a brief pause. This pause feels like it will lead to a contrasting lyrical theme, but the energy is just suspended for a second before the piece takes off again. The work finishes with a repeated-note transition back to variations on the opening material and a propulsive rush to the end. I enjoyed writing this piece and hope your students will enjoy playing these contrasting styles and that you will find the piece beneficial in teaching important musical concepts. ?????????Peter Terry, 2018.
Everyone wants to be unleashed, to be set free of restraints. This piece captures the exhilaration of being set into motion with unlimited optimism and energy.A The piece is a rhythmic and propulsive gallop that spins off lyrical material as it drives to a climactic finish that is both exciting and fun. The piece opens with a robust first theme, then transitions on a rhythmic figure spun off from the opening material. The opening section repeats in variation with different orchestration. The more lyrical material that emerges should be brought out to balance the first theme and rhythmic figures from the first section. A development of the material from the opening follows, driving to a brief pause. This pause feels like it will lead to a contrasting lyrical theme, but the energy is just suspended for a second before the piece takes off again. The work finishes with a repeated-note transition back to variations on the opening material and a propulsive rush to the end. I enjoyed writing this piece and hope your students will enjoy playing these contrasting styles and that you will find the piece beneficial in teaching important musical concepts. ?????????Peter Terry, 2018.
Everyone wants to be unleashed, to be set free of restraints. This piece captures the exhilaration of being set into motion with unlimited optimism and energy.A The piece is a rhythmic and propulsive gallop that spins off lyrical material as it drives to a climactic finish that is both exciting and fun. The piece opens with a robust first theme, then transitions on a rhythmic figure spun off from the opening material. The opening section repeats in variation with different orchestration. The more lyrical material that emerges should be brought out to balance the first theme and rhythmic figures from the first section. A development of the material from the opening follows, driving to a brief pause. This pause feels like it will lead to a contrasting lyrical theme, but the energy is just suspended for a second before the piece takes off again. The work finishes with a repeated-note transition back to variations on the opening material and a propulsive rush to the end. I enjoyed writing this piece and hope your students will enjoy playing these contrasting styles and that you will find the piece beneficial in teaching important musical concepts. ?????????Peter Terry, 2018.
Everyone wants to be unleashed, to be set free of restraints. This piece captures the exhilaration of being set into motion with unlimited optimism and energy. The piece is a rhythmic and propulsive gallop that spins off lyrical material as it drives to a climactic finish that is both exciting and fun. The piece opens with a robust first theme, then transitions on a rhythmic figure spun off from the opening material. The opening section repeats in variation with different orchestration. The more lyrical material that emerges should be brought out to balance the first theme and rhythmic figures from the first section. A development of the material from the opening follows, driving to a brief pause. This pause feels like it will lead to a contrasting lyrical theme, but the energy is just suspended for a second before the piece takes off again. The work finishes with a repeated-note transition back to variations on the opening material and a propulsive rush to the end. I enjoyed writing this piece and hope your students will enjoy playing these contrasting styles and that you will find the piece beneficial in teaching important musical concepts. ?????????Peter Terry, 2018.
Eve ryone wants to be unleashed, to be set free of restraints. This piece captures the exhilaration of being set into motion with unlimited optimism and energy. The piece is a rhythmic and propulsive gallop that spins off lyrical material as it drives to a climactic finish that is both exciting and fun. The piece opens with a robust first theme, then transitions on a rhythmic figure spun off from the opening material. The opening section repeats in variation with different orchestration. The more lyrical material that emerges should be brought out to balance the first theme and rhythmic figures from the first section. A development of the material from the opening follows, driving to a brief pause. This pause feels like it will lead to a contrasting lyrical theme, but the energy is just suspended for a second before the piece takes off again. The work finishes with a repeated-note transition back to variations on the opening material and a propulsive rush to the end. I enjoyed writing this piece and hope your students will enjoy playing these contrasting styles and that you will find the piece beneficial in teaching important musical concepts. Peter Terry, 2018.
Everyone wants to be unleashed, to be set free of restraints. This piece captures the exhilaration of being set into motion with unlimited optimism and energy. The piece is a rhythmic and propulsive gallop that spins off lyrical material as it drives to a climactic finish that is both exciting and fun.The piece opens with a robust first theme, then transitions on a rhythmic figure spun off from the opening material. The opening section repeats in variation with different orchestration. The more lyrical material that emerges should be brought out to balance the first theme and rhythmic figures from the first section. A development of the material from the opening follows, driving to a brief pause. This pause feels like it will lead to a contrasting lyrical theme, but the energy is just suspended for a second before the piece takes off again. The work finishes with a repeated-note transition back to variations on the opening material and a propulsive rush to the end.I enjoyed writing this piece and hope your students will enjoy playing these contrasting styles and that you will find the piece beneficial in teaching important musical concepts.​​ ​​​� �€‹â€‹â€‹â €‹Peter Terry, 2018.

SKU: DY.DO-1525

ISBN 9782897963057.

J'ai me les formes musicales concises telles que le Prélude et la Fugue, où il y a une idée claire et directe, suivie d'une autre plus complexe et développée.

Conformément à cette idée, cette œuvre se compose de deux pièces distinctes, la première - Transfigured Life - vise à attirer l'auditeur avec son rythme rapide et dansant et sa partie de violon simple et mélodique. Il se «transfigure» via quelques courts intermèdes au piano solo en seulement deux notes alternées pour terminer - qui sont le cœur de l'idée originale, maintenant clarifiée en effaçant tout le reste.

Le deuxième morceau - Still Life - conserve son sentiment de quiétude grâce à une ligne de piano simple qui laisse beaucoup d'espace à la partie contrastée (mais encore une fois simple) du violon. En tant que pièce absolue et non programmatique, le titre fait référence uniquement à la couleur et au rythme atmosphériques ; c'est à l'auditeur de voir la « nature morte » de son choix dans son esprit.

Une note sur les performances :
Malgré ma référence à des lignes « simples » et l'évitement déterminé par l'œuvre des grincements modernistes traditionnels, l'œuvre présente certains défis d'exécution en termes de phrasé et d'ensemble qui nécessitent des compétences et une musicalité considérables. L'œuvre a eu le privilège d'être récemment enregistrée par le violoniste Ezgi Sarıkcıoğlu et la pianiste Rossitza Stoycheva, et est disponible sur toutes les principales plateformes :

https://open.spo tify.com/album/6p5YIe17ci 0UMuo2RqZgjR
https://m usic.apple.com/gb/album/t ransfigured-life-still-li fe-world-premiere-recordi ng/1738035953
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Trans figured Life - Still Life, Op. 165 (violin and piano) - David Braid

I am keen on concise musical forms such as Prelude and Fugue, where there is one clear straightforward idea, followed by another that is more involved and developed.

In keeping with that idea, this work consists of two distinct pieces, the first - Transfigured Life - aims to draw in the listener with its quick, dancing rhythm and simple, melodic violin part. It 'transfigures' via a few short solo piano interludes into just two alternating notes to end - which are the core of the original idea, now made clear by clearing everything else out of the way.

The second piece - Still Life - retains its sense of stillness through an uncomplicated piano line that gives lots of space for the violin's contrasting (but again simple) part. As an absolute, not programmatic, piece the title refers to the atmospheric colour and pacing only; it's up to the listener to see 'Still life' of their choosing in their own mind.

A note on performance:
Despite my reference to 'simple' lines, and the work's determined avoidance of mainstream modernist squeak - the work has certain performance challenges of phrasing and ensemble that requires considerable skill and musicianship. The work has had the privilege of being recently recorded by violinist Ezgi Sarıkcıoğlu and pianist Rossitza Stoycheva, and is available on all major platforms:

https:/ /open.spotify.com/album/6 p5YIe17ci0UMuo2RqZgjR
https://music.apple.com/g b/album/transfigured-life -still-life-world-premier e-recording/1738035953.

SKU: HL.48181897

0.09 inches.

As one of the fundamentals in the study of harmony, particularly for Baroque music, Henri Challan (1910-1977) provides an imperative aid to the understanding of Figured Bass. Challan, a French composer and music educator was appointed Professor of Harmony at the Paris Conservatoire in 1936. He compiled 380 Figured Bass Exercises during 1960, after a considerable amount of time working in the field. With Challan''s experiences in mind, 380 Figured Bass Exercises is very well-informed. Part B of the second volume provides 39 exercises in which the student can study modulations and harmony in the context of figured bass. Challan''s 380 Figured Bass Exercises is essential to all harmony studies, given that the realisation of figured bass remains an important part of music education..

SKU: HL.48181973

UPC: 888680976361. 5.75x8.25x0.108 inches.

As one of the fundamentals in the study of harmony, particularly for Baroque music, Henri Challan (1910-1977) provides an imperative aid to the understanding of Figured Bass. Challan, a French composer and music educator was appointed Professor of Harmony at the Paris Conservatoire in 1936. He compiled 380 Figured Bass Exercises during 1960, after a considerable amount of time working in the field. With Challan's experiences in mind, 380 Figured Bass Exercises is very well-informed. Part B of the seventh volume provides 30 exercises in which the student can study the realisation retards and appoggiaturas in the context of figured bass. Challan's 380 Figured Bass Exercises is essential to all harmony studies, given that the realisation of figured bass remains an important part of music education..

SKU: HL.48181896

UPC: 888680789879. 6.0x8.25x0.07 inches.

“As one of the fundamentals in the study of harmony, particularly for Baroque music, Henri Challan (1910-1977) provides an imperative aid to the understanding of Figured Bass. Challan, a French composer and music educator was appointed Professor of Harmony at the Paris Conservatoire in 1936. He compiled 380 Figured Bass Exercises during 1960, after a considerable amount of time working in the field. With Challan''s experiences in mind, 380 Figured Bass Exercises is very well-informed. Part B of the first volume provides 90 exercises in which the student can practise the basics of the realisation of figured bass. Challan''s 380 Figured Bass Exercises is essential to all harmony studies, given that the realisation of figured bass remains an important part of music education.”.

SKU: HL.48181975

UPC: 888680954543. 6.0x8.75x0.105 inches.

As one of the fundamentals in the study of harmony, particularly for Baroque music, Henri Challan (1910-1977) provides an imperative aid to the understanding of Figured Bass. Challan, a French composer and music educator was appointed Professor of Harmony at the Paris Conservatoire in 1936. He compiled 380 Figured Bass Exercises during 1960, after a considerable amount of time working in the field. With Challan's experiences in mind, 380 Figured Bass Exercises is very well-informed. Part B of the ninth volume provides 24 exercises in which the student can study the use of foreign notes within the context of figured bass. Challan's 380 Figured Bass Exercises is essential to all harmony studies, given that the realisation of figured bass remains an important part of music education..

SKU: HL.48181971

UPC: 888680954703. 5.75x8.25x0.115 inches.

As one of the fundamentals in the study of harmony, particularly for Baroque music, Henri Challan (1910-1977) provides an imperative aid to the understanding of Figured Bass. Challan, a French composer and music educator, was appointed Professor of Harmony at the Paris Conservatoire in 1936. He compiled 380 Figured Bass Exercises during 1960, after a considerable amount of time working in the field. With Challan's experiences in mind, 380 Figured Bass Exercises is very well-informed. The sixth volume provides 30 exercises in which the student can study chord alterations in the context of figured bass. Challan's 380 Figured Bass Exercises is essential to all harmony studies, given that the realisation of figured bass remains an important part of music education..

SKU: HL.48182094

UPC: 888680849900. 5.75x8.75x0.211 inches.

As one of the fundamentals in the study of harmony, particularly for Baroque music, Henri Challan (1910-1977) provides an imperative aid to the understanding of Figured Bass. Challan, a French composer and music educator was appointed Professor of Harmony at the Paris Conservatoire in 1936. He compiled 380 Figured Bass Exercises during 1960, after a considerable amount of time working in the field. With Challan''s experiences in mind, 380 Figured Bass Exercises is very well-informed. Part C of the ninth volume provides 23 exercises in which the student will understand the realisation of figured bass using foreign notes. Challan''s 380 Figured Bass Exercises is essential to all harmony studies, given that the realisation of figured bass remains an important part of music education..

SKU: HL.48181972

UPC: 888680850210. 5.75x8.25x0.084 inches.

“As one of the fundamentals in the study of harmony, particularly for Baroque music, Henri Challan (1910-1977) provides an imperative aid to the understanding of Figured Bass. Challan, a French composer and music educator was appointed Professor of Harmony at the Paris Conservatoire in 1936. He compiled 380 Figured Bass Exercises during 1960, after a considerable amount of time working in the field. With Challan's experiences in mind, 380 Figured Bass Exercises is very well-informed. Part A of the seventh volume provides 30 exercises in which the student can study retards and appoggiaturas in the context of figured bass. Challan's 380 Figured Bass Exercises is essential to all harmony studies, given that the realisation of figured bass remains an important part of music education.”.