They That Put Their Trust

SKU: CF.YAS179F

ISBN 9781491151815. UPC: 680160909315. 9 x 12 inches. Key: F major.

Bud Woodruff presents The Cat Is in the Kitchen, a tongue-in-cheek style piece with jazz influences that students enjoy playing. This quirky piece is designed to help students successfully navigate playing F-naturals and B-flats. Bud Woodruff draws on his lengthy career as a string educator to help students overcome the challenges in this piece.

I wrote The Cat Is in the Kitchen for a group of very talented young players who, for some reason, did not like Bb's, and particularly Bb's on the G string ... especially the cellos (who always faithfully played them as B naturals). They bore no great love for F naturals, either. So this piece is full of both. Since the students liked the sound of the piece, they overcame their dislikes, and all was just fine in the end ... mission accomplished!

One will find that changing the bowings will change the accents, too, and the flavor of the piece will be lost. Without a doubt, there is a jazz influence, and the piece will be easier to teach if you approach it from that angle. Have the class work on m. 18 until everyone can play it ease. Then add m. 19 for the upper strings, and 90% of any issues the bowings may present will be solved.

My kids loved playing this piece, and the audience enjoyed hearing it. I trust you will have the same results.

I wrote The Cat Is in the KitchenA for a group of very talented young players who, for some reason, did not like Bb's, and particularly Bb's on the G string ... especially the cellos (who always faithfully played them as B naturals). They bore no great love for F naturals, either. So this piece is full of both. Since the students liked the sound of the piece, they overcame their dislikes, and all was just fine in the end ... mission accomplished!

A One will find that changing the bowings will change the accents, too, and the flavor of the piece will be lost. Without a doubt, there is a jazz influence, and the piece will be easier to teach if you approach it from that angle. Have the class work on m. 18 until everyone can play it ease. Then add m. 19 for the upper strings, and 90% of any issues the bowings may present will be solved.

A My kids loved playing this piece, and the audience enjoyed hearing it. I trust you will have the same results.

I wrote The Cat Is in the KitchenA for a group of very talented young players who, for some reason, did not like Bb's, and particularly Bb's on the G string ... especially the cellos (who always faithfully played them as B naturals). They bore no great love for F naturals, either. So this piece is full of both. Since the students liked the sound of the piece, they overcame their dislikes, and all was just fine in the end ... mission accomplished!

A One will find that changing the bowings will change the accents, too, and the flavor of the piece will be lost. Without a doubt, there is a jazz influence, and the piece will be easier to teach if you approach it from that angle. Have the class work on m. 18 until everyone can play it ease. Then add m. 19 for the upper strings, and 90% of any issues the bowings may present will be solved.

A My kids loved playing this piece, and the audience enjoyed hearing it. I trust you will have the same results.

I wrote The Cat Is in the Kitchen for a group of very talented young players who, for some reason, did not like Bb's, and particularly Bb's on the G string ... especially the cellos (who always faithfully played them as B naturals). They bore no great love for F naturals, either. So this piece is full of both. Since the students liked the sound of the piece, they overcame their dislikes, and all was just fine in the end ... mission accomplished!

One will find that changing the bowings will change the accents, too, and the flavor of the piece will be lost. Without a doubt, there is a jazz influence, and the piece will be easier to teach if you approach it from that angle. Have the class work on m. 18 until everyone can play it ease. Then add m. 19 for the upper strings, and 90% of any issues the bowings may present will be solved.

My kids loved playing this piece, and the audience enjoyed hearing it. I trust you will have the same results.

About Carl Fischer Young String Orchestra Series

Thi s series of Grade 2/Grade 2.5 pieces is designed for second and third year ensembles. The pieces in this series are characterized by:
--Occasionally extending to third position
--Keys carefully considered for appropriate difficulty
--Addition of separate 2nd violin and viola parts
--Viola T.C. part included
--Increase in independence of parts over beginning levels

SKU: CF.YAS179

ISBN 9781491151440. UPC: 680160908943. 9 x 12 inches. Key: C major.

Bud Woodruff presents The Cat Is in the Kitchen, a tongue-in-cheek style piece with jazz influences that students enjoy playing. This quirky piece is designed to help students successfully navigate playing F-naturals and B-flats. Bud Woodruff draws on his lengthy career as a string educator to help students overcome the challenges in this piece.

I wrote The Cat Is in the Kitchen for a group of very talented young players who, for some reason, did not like Bb's, and particularly Bb's on the G string ... especially the cellos (who always faithfully played them as B naturals). They bore no great love for F naturals, either. So this piece is full of both. Since the students liked the sound of the piece, they overcame their dislikes, and all was just fine in the end ... mission accomplished!

One will find that changing the bowings will change the accents, too, and the flavor of the piece will be lost. Without a doubt, there is a jazz influence, and the piece will be easier to teach if you approach it from that angle. Have the class work on m. 18 until everyone can play it ease. Then add m. 19 for the upper strings, and 90% of any issues the bowings may present will be solved.

My kids loved playing this piece, and the audience enjoyed hearing it. I trust you will have the same results.

I wrote The Cat Is in the KitchenA for a group of very talented young players who, for some reason, did not like Bb's, and particularly Bb's on the G string ... especially the cellos (who always faithfully played them as B naturals). They bore no great love for F naturals, either. So this piece is full of both. Since the students liked the sound of the piece, they overcame their dislikes, and all was just fine in the end ... mission accomplished!

A One will find that changing the bowings will change the accents, too, and the flavor of the piece will be lost. Without a doubt, there is a jazz influence, and the piece will be easier to teach if you approach it from that angle. Have the class work on m. 18 until everyone can play it ease. Then add m. 19 for the upper strings, and 90% of any issues the bowings may present will be solved.

A My kids loved playing this piece, and the audience enjoyed hearing it. I trust you will have the same results.

I wrote The Cat Is in the KitchenA for a group of very talented young players who, for some reason, did not like Bb's, and particularly Bb's on the G string ... especially the cellos (who always faithfully played them as B naturals). They bore no great love for F naturals, either. So this piece is full of both. Since the students liked the sound of the piece, they overcame their dislikes, and all was just fine in the end ... mission accomplished!

A One will find that changing the bowings will change the accents, too, and the flavor of the piece will be lost. Without a doubt, there is a jazz influence, and the piece will be easier to teach if you approach it from that angle. Have the class work on m. 18 until everyone can play it ease. Then add m. 19 for the upper strings, and 90% of any issues the bowings may present will be solved.

A My kids loved playing this piece, and the audience enjoyed hearing it. I trust you will have the same results.

I wrote The Cat Is in the Kitchen for a group of very talented young players who, for some reason, did not like Bb's, and particularly Bb's on the G string ... especially the cellos (who always faithfully played them as B naturals). They bore no great love for F naturals, either. So this piece is full of both. Since the students liked the sound of the piece, they overcame their dislikes, and all was just fine in the end ... mission accomplished!

One will find that changing the bowings will change the accents, too, and the flavor of the piece will be lost. Without a doubt, there is a jazz influence, and the piece will be easier to teach if you approach it from that angle. Have the class work on m. 18 until everyone can play it ease. Then add m. 19 for the upper strings, and 90% of any issues the bowings may present will be solved.

My kids loved playing this piece, and the audience enjoyed hearing it. I trust you will have the same results.

About Carl Fischer Young String Orchestra Series

Thi s series of Grade 2/Grade 2.5 pieces is designed for second and third year ensembles. The pieces in this series are characterized by:
--Occasionally extending to third position
--Keys carefully considered for appropriate difficulty
--Addition of separate 2nd violin and viola parts
--Viola T.C. part included
--Increase in independence of parts over beginning levels

SKU: GI.G-10494

ISBN 9781574635195.

This book contains collective insights from some of the most inspirational high school orchestra directors in the United States. They reveal their ideas on rehearsal philosophy, rehearsal preparation, warm-up strategies, favorite repertoire, tone/bow control, intonation, articulation, expression, online instruction, recruiting and building community. Each of their stories is as unique as the individual strategies and approaches they share. You will surely be inspired by their ideas, approaches, and strategies presented in Rehearsing the High School Orchestra. I know the most joy in my life has come from my violin. (Albert Einstein) —Gail Barnes, University of South Carolina, Columbia, South Carolina Success is not final, failure is not fatal, it is the courage to continue that counts. (Winston Churchill) —David Eccles, The Lovett School, Atlanta, Georgia I want every student who comes through my door to enjoy and see the value of music. —Creston Herron, Klein High School, Klein, Texas Without music, life would be a mistake. (Friedrich Nietzsche) —Cathie Hudnall, Norcross High School, Norcross, Georgia To make a resolution and act accordingly is to live with hope. There may be difficulties and hardships, but not disappointment or despair if you follow the path steadily. Do not rest in your efforts, without stopping, without haste, carefully taking a step at a time forward will surely get you there. (Shinichi Suzuki) —Scott Laird, North Carolina School of Science and Mathematics, Durham, North Carolina Orchestra class teaches so much more than how to play a stringed instrument. We learn valuable life skills in ‘O.R.C.H.E.S.T.R.A� �€™â€”Opportunit y, Responsibility, Concentration, Honesty, Effort, Self-Discipline, Trust, Respect, and Attitude. —Charles Laux, Alpharetta High School, Alpharetta, Georgia I teach excellence and the commitment it takes to be excellent. Music is the discipline that I use to teach this. While music is a beautiful artform, the subject matter is never more important than the subject itself. —Kirt Mosier, Youth Symphony of Kansas City, Kansas City, Missouri You are the music while the music lasts. (T. S. Eliot) —Kirk Moss, University of Northwestern—St. Paul, Roseville, Minnesota The job of teaching is less about feeding information to students, and more about making them hungry. —Christopher Selby, School of the Arts, Charleston, South Carolina High achievement always takes place within the framework of high expectations. (Charles Kettering) —Laura Mulligan Thomas, Charlottesville High School, Charlottesville, Virginia.

SKU: PE.EP72970

ISBN 9790577013442. 190 x 272mm inches. English.

SKU: SU.80101299

An anthem based upon Psalm 125. The organ part is optional. 8 pages Published by: Zimbel Press.

SKU: GI.G-10049

SKU: CF.CAS98

ISBN 9781491146583. UPC: 680160904082. 9 x 12 inches. Key: G major.

Composer Bud Woodruff takes his musical inspiration for Adventurer's Dream from a rooster named Wally. Mr. Woodruff turns this charming four-note crow into the main thematic material for this piece that is reminiscent of classic movie scores.
The principal theme to this piece has an interesting history . We had a very young rooster named Wally . He had a quite rhythmic four-pitched crow, which was very unique and consistent . As he aged, his crow settled into pitches and the opening melodic figure of this piece is the very pitches and rhythm of Wally’s crow . However, Wally had a touch of a glissando between the last two pitches, which I chose to eliminate, for musicality’s sake . Wally's crow is spun out in different ways and used one way or another in all the sections of the piece . Wally was a very energetic, if not egotistical, young bird, and the piece should be performed accordingly, in a dashing, swashbuckling, heroic style, which Wally would appreciate greatly and agree that it was very appropriate!Rehearsal suggestions:The most difficult thing to accomplish in this work will be deciding if you want the repeated eight-note figure on the string or off the string . I don’t care as long as it sounds staccato . On the string, it needs to be played at or by the camber point; off the string, that point will change depending upon your tempo, but the stroke itself should remain consistent .Although the basses never have the melody, they are a critically important section and can make or break this piece . Their part counters the others and fills in rhythmic gaps in a number of places . It needs to be played aggressively and metronomically; they are the glue that makes the piece work . The cellos need to sing for all they are worth at m . 63 and do so with joy in their hands . Their theme needs to be very lyrical and smooth . The countermelody at m . 79 should be understated, yet not buried while being intertwined with the cellos’ theme . It harkens back to the main theme and needs a dreamy quality to it .The piece was written as a string orchestra piece . The optional harp part was added later and is not necessary for an effective performance of the piece . However, it does add some extra variety and color to the piece, and reinforces the basses when they fill in those rhythmic gaps to which I referred earlier .A very special thanks goes to harpist Jane Minnis for the great and insightful suggestions for this part .Thank you for playing this piece . I trust you will enjoy it as much as I do .

About Carl Fischer Concert String Orchestra Series

Thi s series of pieces (Grade 3 and higher) is designed for advancing ensembles. The pieces in this series are characterized by:

• Expanded use of rhythms, ranges and keys but technical demands are still carefully considered
• More comprehensive bowing techniques
• Viola T.C. included
• Careful selection of keys and degree of difficulty for advancing musicians

SKU: GI.G-10120

ISBN 9781622774388.

NEW DISTANCE LEARNING OPTION: For teachers using Pathway to Success, GIA Publications has created a Google Form that allows students to electronically submit their answers to all questions in the Pathway to Success Student Workbook. To download your own copy of the Google Form, use the following link: https://docs.google.com/f orms/d/1JaU8fAOfaIMz0jSdg QPuuuJyDhIzn8T5U78QaxGRns U/copy. In music programs across the country, student leadership is often thought of in terms of titles, authority status, section leader positions, and being in charge of others—a responsibility assumed by only a select few. But what if we reframed and broadened the idea of leadership to include all students as leaders of their own pathway in life? Band director Scott Rush and leadership legend Tim Lautzenheiser join forces to create Pathway to Success, a dynamic and engaging resource that fosters the leadership qualities of every student, not just the chosen few. This workbook guides students through ten sequential levels as they journey up the metaphorical mountain of self-leadership. Along the way, students will encounter lessons, activities, stories, quotes, and questions that address the key qualities of any effective leader: communication, attitude, honesty, trust, integrity, self-discipline, emotional health, goal setting, relationships, cooperation, loyalty, selflessness. Upon reaching the summit, students are challenged to create a moonshot—to set a goal and achieve something that has never been done before! True leadership begins with self-reflection in each and every student. All students can benefit when they see themselves as their own best leaders, and therein lies the foundation of a culture of excellence. Pathway to Success is a groundbreaking leadership program designed to inspire student growth and enhance any band, choir, or orchestra program—and beyond. To borrow a phrase: All children have talents, however, not all children have opportunity and encouragement. Pathway to Success by Tim Lautzenheiser and Scott Rush describes in detail the how and provides that encouragement young people need to overcome any reservations and reluctance they may have to step forward and become a leader! History is full of examples of shy and timid youngsters who responded to a challenge and rose to greatness as a leader. This book is invaluable for any age! Leadership by example. Pathway to Success. I wish it was available when I was a student. Tim and Scott nailed it! — Richard Crain, President of The Midwest Band and Orchestra Clinic.

SKU: GI.G-10120W

ISBN 9781622774395.

Spec ial student book pricing in response to COVID-19: $5.95 per student book. NEW DISTANCE LEARNING OPTION: For teachers using Pathway to Success, GIA Publications has created a Google Form that allows students to electronically submit their answers to all questions in the Pathway to Success Student Workbook. To download your own copy of the Google Form, use the following link: https://docs.google.com/f orms/d/1JaU8fAOfaIMz0jSdg QPuuuJyDhIzn8T5U78QaxGRns U/copy. In music programs across the country, student leadership is often thought of in terms of titles, authority status, section leader positions, and being in charge of others—a responsibility assumed by only a select few. But what if we reframed and broadened the idea of leadership to include all students as leaders of their own pathway in life? Band director Scott Rush and leadership legend Tim Lautzenheiser join forces to create Pathway to Success, a dynamic and engaging resource that fosters the leadership qualities of every student, not just the chosen few. This workbook guides students through ten sequential levels as they journey up the metaphorical mountain of self-leadership. Along the way, students will encounter lessons, activities, stories, quotes, and questions that address the key qualities of any effective leader: communication, attitude, honesty, trust, integrity, self-discipline, emotional health, goal setting, relationships, cooperation, loyalty, selflessness. Upon reaching the summit, students are challenged to create a moonshot—to set a goal and achieve something that has never been done before! True leadership begins with self-reflection in each and every student. All students can benefit when they see themselves as their own best leaders, and therein lies the foundation of a culture of excellence. Pathway to Success is a groundbreaking leadership program designed to inspire student growth and enhance any band, choir, or orchestra program—and beyond. To borrow a phrase: All children have talents, however, not all children have opportunity and encouragement. Pathway to Success by Tim Lautzenheiser and Scott Rush describes in detail the how and provides that encouragement young people need to overcome any reservations and reluctance they may have to step forward and become a leader! History is full of examples of shy and timid youngsters who responded to a challenge and rose to greatness as a leader. This book is invaluable for any age! Leadership by example. Pathway to Success. I wish it was available when I was a student. Tim and Scott nailed it! — Richard Crain, President of The Midwest Band and Orchestra Clinic.

SKU: CF.FAS109F

ISBN 9781491151778. UPC: 680160909278. 9 x 12 inches.

The warmth of a grandfather's embrace as he stares in awe of a cherished baby grandchild is the inspiration for this heartfelt composition. In Grandfather's Arms is a work for developing orchestras that emphasizes expression, phrasing, and dynamics. Lower strings will also have the opportunity to be featured as they carry the key melody making this piece a wonderful teaching tool.
Good music played well inspires the imagination. Whether it is a grandfather, grandmother, mom, dad, aunt or uncle, everyone has had someone they cuddled with before bedtime. The warmth of their body, their arms protectively around you, their soothing voice, and the faint thumping heartbeat rumbling from their chest, all created a trusting and warm place for you to drift off to slumber land. In their arms you were adored, you were special, you were loved, and you always knew that there was a tomorrow.

SKU: CF.FAS109

ISBN 9781491151402. UPC: 680160908905. 9 x 12 inches. Key: G major.

The warmth of a grandfather's embrace as he stares in awe of a cherished baby grandchild is the inspiration for this heartfelt composition. In Grandfather's Arms is a work for developing orchestras that emphasizes expression, phrasing, and dynamics. Lower strings will also have the opportunity to be featured as they carry the key melody making this piece a wonderful teaching tool.
Good music played well inspires the imagination. Whether it is a grandfather, grandmother, mom, dad, aunt or uncle, everyone has had someone they cuddled with before bedtime. The warmth of their body, their arms protectively around you, their soothing voice, and the faint thumping heartbeat rumbling from their chest, all created a trusting and warm place for you to drift off to slumber land. In their arms you were adored, you were special, you were loved, and you always knew that there was a tomorrow.

SKU: GI.G-9816

SKU: BT.EMBZ8377

English-German-Hungari an.

The idea of composing 'Games' was suggested by children playing spontaneously, children for whom the piano still means a toy. They experiment with it, caress it, attack it and run their fingers over it. They pile up seemingly disconnected sounds, and if this happens to arouse their musical instinct they look consciously for some of the harmonies found by chance and keep repeating them. Thus this series does not provide a tutor, nor does it simply stand as a collection of pieces. It is a possibility for experimenting and not for learning to play the piano.Pleasure in playing, the joy of movement - daring and if need be fast movement over the entire keyboard right from the firstlessons instead of clumsy groping for keys and the counting of rhythms - all these rather vague ideas lay at the outset of the creation of this collection. Playing - is just playing. It requires a great deal of freedom and initiative from the performer. On no account should the written image be taken seriously but the written image must be taken extremely seriously as regards the musical process, the quality of sound and silence. We should trust the picture of the printed notes and let is exert its influence upon us. The graphic picture conveys an idea about the arrangement in time of even the most free pieces. We should make use of all that we know and remember of free declamation, folk-music parlando-rubato, of Gregorian chant and of all that improvisational musical practice has ever brought forth.Let us tackle bravely even the most difficult task without being afraid of making mistakes: we should try to create valid proportions, unity and continuity out of the long and short values - just for our own pleasure! (BMC CD 139).

SKU: BT.EMBZ8378

English-German-Hungari an.

The idea of composing 'Games' was suggested by children playing spontaneously, children for whom the piano still means a toy. They experiment with it, caress it, attack it and run their fingers over it. They pile up seemingly disconnected sounds, and if this happens to arouse their musical instinct they look consciously for some of the harmonies found by chance and keep repeating them. Thus this series does not provide a tutor, nor does it simply stand as a collection of pieces. It is a possibility for experimenting and not for learning to play the piano.Pleasure in playing, the joy of movement - daring and if need be fast movement over the entire keyboard right from the firstlessons instead of clumsy groping for keys and the counting of rhythms - all these rather vague ideas lay at the outset of the creation of this collection. Playing - is just playing. It requires a great deal of freedom and initiative from the performer. On no account should the written image be taken seriously but the written image must be taken extremely seriously as regards the musical process, the quality of sound and silence. We should trust the picture of the printed notes and let is exert its influence upon us. The graphic picture conveys an idea about the arrangement in time of even the most free pieces. We should make use of all that we know and remember of free declamation, folk-music parlando-rubato, of Gregorian chant and of all that improvisational musical practice has ever brought forth.Let us tackle bravely even the most difficult task without being afraid of making mistakes: we should try to create valid proportions, unity and continuity out of the long and short values - just for our own pleasure! (BMC CD 139).

SKU: BT.EMBZ8379

English-German-Hungari an.

The idea of composing 'Games' was suggested by children playing spontaneously, children for whom the piano still means a toy. They experiment with it, caress it, attack it and run their fingers over it. They pile up seemingly disconnected sounds, and if this happens to arouse their musical instinct they look consciously for some of the harmonies found by chance and keep repeating them. Thus this series does not provide a tutor, nor does it simply stand as a collection of pieces. It is a possibility for experimenting and not for learning to play the piano.Pleasure in playing, the joy of movement - daring and if need be fast movement over the entire keyboard right from the firstlessons instead of clumsy groping for keys and the counting of rhythms - all these rather vague ideas lay at the outset of the creation of this collection. Playing - is just playing. It requires a great deal of freedom and initiative from the performer. On no account should the written image be taken seriously but the written image must be taken extremely seriously as regards the musical process, the quality of sound and silence. We should trust the picture of the printed notes and let is exert its influence upon us. The graphic picture conveys an idea about the arrangement in time of even the most free pieces. We should make use of all that we know and remember of free declamation, folk-music parlando-rubato, of Gregorian chant and of all that improvisational musical practice has ever brought forth.Let us tackle bravely even the most difficult task without being afraid of making mistakes: we should try to create valid proportions, unity and continuity out of the long and short values - just for our own pleasure! (BMC CD 139).

SKU: GI.G-9817B

For those who trust in God, in the pain of sorrow there is consolation, in the face of despair there is hope, in the midst of death there is life. —Order of Christian Funerals Those who struggle with the inability to conceive, those who know the pain of losing a child before birth, and those who have faced their infant's death at the time of birth know that this season of mourning is often held inside, hidden and unseen. But God does not abandon us. Somehow, on the other side of loss an incredible story of resilience emerges. Bodies, though they are never the same again, heal. Couples try again, adopt, or reimagine. Those who mourn in isolation find not one, not two, but a community of others with whom they can identify. God's silence is not absence, it is the patient listening of a God who knows our grief first-hand, who weeps with us, who holds us as a mother holds her child. Death is never the whole story. The hope of new life surprises, confounds, persists. Of Womb and Tomb: Prayer in Time of Infertility, Miscarriage, and Stillbirth is a resource for individuals, couples, and parish communities who wish to accompany those on their grief journey. Filled with stories, prayers, Scripture, poems, and rituals this book may serve as a guide in creating prayer opportunities in a variety of settings. Together, let us bear witness to the Christian mystery—that new life is born of the womb and of the tomb. This is the printed music collection, which corresponds to the selections found on the recording (CD-1061), offers some ideas for congregational use, but certainly does not exhaust the musical possibilities. This bundle contains one copy of the book (G-9816), music collection (G-9817), and CD (CD-1061).