Par WHITBOURN JAMES. This glorious collection of beautiful choral music by composer James Whitbourn includes fifteen short works drawn from his oeuvre from the first few years of the 21st century. Many of his greatest compositions are included in The Choral Collection, with many of the pieces working perfectly for seasonal performances, while also reflecting the many fruitful collaborations of Whitbourn's distinguished career. All works are arranged for SATB Choir. James Whitbourn has become renowned throughout the world for his acclaimed compositions and settings of numerous texts. He has been described as truly original and an innovator of contemporary British choral music, collaborating with people like Archbishop Desmond Tutu and the Choir of King's College, Cambridge. The former appears here, as A Prayer Of Desmond Tutu, a setting of one of the Archbishop's prayers. His arrangements and compositions for the King's College Choir have been universally critically acclaimed, with A Great And Mighty Wonder, Nunc Dimittis and Were You There? representing these hugely popular collaborations. Whitbourn has also had a very close relationship with the BBC since his beginnings as a composer, working with them on three pieces within The Choral Collection. Eternal Rest and Give Us The Wings Of Faith were both composed specifically for television broadcast, the former (in its orchestral form) was played for the funeral of the Queen Mother in 2002. His longest work, for which he is most famous, is a setting of text from'the Diary of Anne Frank'. There Is No Speech Or Language comes from this work, taking its text from other sources, but that still maintain the beauty and tragedy of the wider piece. The Choral Collection of fifteen compositions by James Whitbourn is full of beautiful, haunting, uplifting and inspiring melodies for SATB Choir and Organ Accompaniment from one of the most treasured British choral composers. The brilliant choice of texts throughout is matched only by the sheer compositional skill of Whitbourn in evoking the emotions of the words in the musical form. Also included are suggestions for seasonal song use, a list of recordings, and fascinating song notes written by Whitbourn himself. The joy of choral singing is nowhere more evident than in a work by James Whitbourn, and performances of any piece within this collection is sure to be remembered for a long time to come./ Recueil / Choeur Mixte (SATB) et Orgue

The Top Ten Film Themes To Play On Piano is part of a series that has been specially designed to help pianists of all levels to find the repertoire they really want to play.Featuring some of the world's greatest pieces of music, from a variety of different genres, the 'Top Ten' series contains music for everyone. Whether you're a beginner who wants to know the best classical pieces to learn or a more experienced player looking for the ultimate Piano songs to add to your repertoire, we have a 'Top Ten' for you! Each piece comes with interesting background notes to give you that extra bit of insight.The pieces in this book will transport you to a variety of exhilarating eras and locations. In no particular order, they include a gladiatorial arena in Ancient Rome, Juliet's balcony as she calls out for Romeo, bombed-out Warsaw in the dark days of the Second World War, the gritty world of Scandi-noir, and a secluded Pacific island where a team of scientists just happen to be breeding dinosaurs...So make sure your vaccinations are up to date, and enjoy the ride!This collection features Monty Norman's James Bond Theme, The King's Speech by Alexandre Desplat, Henry Mancini's Pink Panther Theme, Michael Nyman's The Heart Asks Pleasure First from The Piano and more. / Piano

A collection of relaxing music to ease the stress and make you smile again! 22 pieces that soothe and inspire, for solo piano. When you're feeling the pressure, why not take time out to play some of the finest contemporary music? This collection brings together 22 calming pieces including themes from films that include 'The Artist', 'Amélie', 'The King's Speech' and 'Tinker, Tailor, Soldier, Spy' as well as compositions from Philip Glass, Michael Nyman and Zbigniew Preisner. So why not sit down and play and sing some of your personal favourites? They'll calm you down and give you fresh energy to face whatever the day brings! / Piano

This glorious collection of beautiful choral music by composer James Whitbourn includes fifteen short works drawn from his oeuvre from the first few years of the 21st century. Many of his greatest compositions areincluded in The Choral Collection with many of the pieces working perfectly for seasonal performances while also reflecting the many fruitful collaborations of Whitbourn's distinguished career. Allworks are arranged for SATB Choir. James Whitbourn has become renowned throughout the world for his acclaimed compositions and settings of numerous texts. He has been described as truly originaland an innovator of contemporary British choral music collaborating with people like Archbishop Desmond Tutu and the Choir of King's College Cambridge. The former appears here as A Prayer Of Desmond Tutu a setting ofone of the Archbishop's prayers. His arrangements and compositions for the King's College Choir have been universally critically acclaimed with A Great And Mighty Wonder Nunc Dimittis and Were You There?representing these hugely popular collaborations. Whitbourn has also had a very close relationship with the BBC since his beginnings as a composer working with them on three pieceswithin The Choral Collection. Eternal Rest and Give Us The Wings Of Faith were both composed specifically for television broadcast the former (in its orchestral form) was played for thefuneral of the Queen Mother in 2002. His longest work for which he is most famous is a setting of text from'the Diary of Anne Frank'. There Is No Speech Or Language comes from this work taking its text from othersources but that still maintain the beauty and tragedy of the wider piece. The Choral Collection of fifteen compositions by James Whitbourn is full of beautiful haunting

Pentatonig. Par ORFF CARL / KEETMAN GUNILD. Carl Orff devoted much of his life to the development of a philosophy of Music for Children, based on his belief that music is the natural outcome of speech, rhythm and movement. His ideas and pioneering work have had a major influence on music and dance education throughout the world and today that work continues under the guidance of leading teachers and educators in many countries. The five basic German volumes of 'Music for Children' by Carl Orff and Gunild Keetman were published between 1950 and 1954. Edition have since been published in Bolivia, Brazil, Canada, Czechoslovakia, Denmark, Estonia, France, Ghana, Great Britain (including a special Welsh edition), Greece, Italy, Japan, Korea, Latin-America, the Netherlands, Portugal, Spain, Sweden, Taiwan and the USA. In 1952 the first edition in translation appeared, an English language adaptation by Doreen Hall and Arnold Walter for their Canadian and American students. A few years later, Margaret Murray independently developed a version (1957-1966), essentially to fulfil the needs of United Kingdom teachers. Inevitably the considerable growth of Orff-Schulwerk in the United States led to the publication of the American Edition (1977) to satisfy the requirements of a different educational system and national heritage. Orff-Schulwerk: Music for Children has proved itself to be a stimulating source of material for music teaching. Carl Orff's fundamental educational ideas have revitalized music education in nursery schools, at all levels of primary and secondary education and in special music schools, based on the concepts that: - music, dance and language are inter-related and animated through rhythm. - when children discover, invent, improvise and compose, their experience of music is intensified. These creative activities are complementary to those of interpreting and listening to music. - all who take part are encouraged to contribute, not only vocally but also instrumentally. - the Orff approach to music education is many sided; it is concerned with practical music-making, it provides fundamental experiences and it lays the foundation for a comprehensive musical training. - movement games and activities for body awareness in space, time and flow, lead to movement improvisation and dance forms. - music and dance have been notated in many different ways in history. Various ways of writing down sounds and music, as well as playing from and interpreting different kinds of sources are being explored. Today, countless teachers and institutions are using these ideas. More and more teachers look for ways of invovling their students in active music making. In particular, they seek to challenge their pupils' creativity by the use of music, dance and speech - as media of human expression - as a foundation of all education. A prerequisite for work in Orff-Schulwerk is the artistic and pedagogical training of teachers. The Orff Institute was founded in 1961 as a Department of the 'Mozarteum', in Salzburg, Austria. Training offered includes a four-year diploma course, a two-year post-graduate course, and a one-year-course in English. At the opening of the Orff Institute in Salzburg in 1963, Carl Orff ended his speech with a quotation from Schiller: 'I have done my part, now do yours.' That challenge has been taken up by teachers worldwide. Welsh Edition This volume closely follows the English Volume 1, substituting Welsh for English wherever words are used in speech or song. It should be used in conjunction with the English version, since only the sung and spoken parts are provided./ Répertoire / Voix, Flûte à Bec et Percussion

Major - Bordun. Par ORFF CARL / KEETMAN GUNILD. Carl Orff devoted much of his life to the development of a philosophy of Music for Children, based on his belief that music is the natural outcome of speech, rhythm and movement. His ideas and pioneering work have had a major influence on music and dance education throughout the world and today that work continues under the guidance of leading teachers and educators in many countries. The five basic German volumes of 'Music for Children' by Carl Orff and Gunild Keetman were published between 1950 and 1954. Edition have since been published in Bolivia, Brazil, Canada, Czechoslovakia, Denmark, Estonia, France, Ghana, Great Britain (including a special Welsh edition), Greece, Italy, Japan, Korea, Latin-America, the Netherlands, Portugal, Spain, Sweden, Taiwan and the USA. In 1952 the first edition in translation appeared, an English language adaptation by Doreen Hall and Arnold Walter for their Canadian and American students. A few years later, Margaret Murray independently developed a version (1957-1966), essentially to fulfil the needs of United Kingdom teachers. Inevitably the considerable growth of Orff-Schulwerk in the United States led to the publication of the American Edition (1977) to satisfy the requirements of a different educational system and national heritage. Orff-Schulwerk: Music for Children has proved itself to be a stimulating source of material for music teaching. Carl Orff's fundamental educational ideas have revitalized music education in nursery schools, at all levels of primary and secondary education and in special music schools, based on the concepts that: - music, dance and language are inter-related and animated through rhythm. - when children discover, invent, improvise and compose, their experience of music is intensified. These creative activities are complementary to those of interpreting and listening to music. - all who take part are encouraged to contribute, not only vocally but also instrumentally. - the Orff approach to music education is many sided; it is concerned with practical music-making, it provides fundamental experiences and it lays the foundation for a comprehensive musical training. - movement games and activities for body awareness in space, time and flow, lead to movement improvisation and dance forms. - music and dance have been notated in many different ways in history. Various ways of writing down sounds and music, as well as playing from and interpreting different kinds of sources are being explored. Today, countless teachers and institutions are using these ideas. More and more teachers look for ways of invovling their students in active music making. In particular, they seek to challenge their pupils' creativity by the use of music, dance and speech - as media of human expression - as a foundation of all education. A prerequisite for work in Orff-Schulwerk is the artistic and pedagogical training of teachers. The Orff Institute was founded in 1961 as a Department of the 'Mozarteum', in Salzburg, Austria. Training offered includes a four-year diploma course, a two-year post-graduate course, and a one-year-course in English. At the opening of the Orff Institute in Salzburg in 1963, Carl Orff ended his speech with a quotation from Schiller: 'I have done my part, now do yours.' That challenge has been taken up by teachers worldwide. Hall/Walter Edition Based on Volumes 1, 2 and 4 of the original German Edition 'musik für Kinder', english adaption with additional material by Doreen Hall and Arnold Walter./ Recueil / Voix, Flûte à Bec et Percussion

Minor: Bordun. Par ORFF CARL / KEETMAN GUNILD. Carl Orff devoted much of his life to the development of a philosophy of Music for Children, based on his belief that music is the natural outcome of speech, rhythm and movement. His ideas and pioneering work have had a major influence on music and dance education throughout the world and today that work continues under the guidance of leading teachers and educators in many countries. The five basic German volumes of 'Music for Children' by Carl Orff and Gunild Keetman were published between 1950 and 1954. Edition have since been published in Bolivia, Brazil, Canada, Czechoslovakia, Denmark, Estonia, France, Ghana, Great Britain (including a special Welsh edition), Greece, Italy, Japan, Korea, Latin-America, the Netherlands, Portugal, Spain, Sweden, Taiwan and the USA. In 1952 the first edition in translation appeared, an English language adaptation by Doreen Hall and Arnold Walter for their Canadian and American students. A few years later, Margaret Murray independently developed a version (1957-1966), essentially to fulfil the needs of United Kingdom teachers. Inevitably the considerable growth of Orff-Schulwerk in the United States led to the publication of the American Edition (1977) to satisfy the requirements of a different educational system and national heritage. Orff-Schulwerk: Music for Children has proved itself to be a stimulating source of material for music teaching. Carl Orff's fundamental educational ideas have revitalized music education in nursery schools, at all levels of primary and secondary education and in special music schools, based on the concepts that: - music, dance and language are inter-related and animated through rhythm. - when children discover, invent, improvise and compose, their experience of music is intensified. These creative activities are complementary to those of interpreting and listening to music. - all who take part are encouraged to contribute, not only vocally but also instrumentally. - the Orff approach to music education is many sided; it is concerned with practical music-making, it provides fundamental experiences and it lays the foundation for a comprehensive musical training. - movement games and activities for body awareness in space, time and flow, lead to movement improvisation and dance forms. - music and dance have been notated in many different ways in history. Various ways of writing down sounds and music, as well as playing from and interpreting different kinds of sources are being explored. Today, countless teachers and institutions are using these ideas. More and more teachers look for ways of invovling their students in active music making. In particular, they seek to challenge their pupils' creativity by the use of music, dance and speech - as media of human expression - as a foundation of all education. A prerequisite for work in Orff-Schulwerk is the artistic and pedagogical training of teachers. The Orff Institute was founded in 1961 as a Department of the 'Mozarteum', in Salzburg, Austria. Training offered includes a four-year diploma course, a two-year post-graduate course, and a one-year-course in English. At the opening of the Orff Institute in Salzburg in 1963, Carl Orff ended his speech with a quotation from Schiller: 'I have done my part, now do yours.' That challenge has been taken up by teachers worldwide. Hall/Walter Edition Based on Volumes 1, 2 and 4 of the original German Edition 'musik für Kinder', english adaption with additional material by Doreen Hall and Arnold Walter./ Recueil / Voix, Flûte à Bec et Percussion

Par MARIANELLI DARIO. This unique piano sheet music book presents selections from the soundtrack to the critically-acclaimed film Darkest Hour, written by Oscar-winning composer Dario Marianelli. Included within this collection are intermediate-level piano arrangements by the composer, a specially-written introduction and unforgettable full-colour imagery from the film, plus an exclusive arrangement as played by pianist Víkingur Ólafsson./ Recueil / Piano

Boyce-Tillman June (Ed). Par BOYCE-TILLMAN JUNE. Compiled by June Boyce-Tillman 32 Galliard Spirituals has been compiled by June Boyce-Tillman after working for many years with children and adults of all races and creeds. In the collection, she traces through the songs the authentic record of how the Negro community thought, felt and managed to survive in 18th century Maryland and 19th century Louisiana on the hope of freedom still echoed in Dr Martin Luther King's famous I have a dream speech. The songs are not only history but they are amongst the most moving and beautiful of all Western songs both in their poetry and in their simple, direct melody. . . and above all in their freedom to sing rhythmagainst a steady beat. ISBN 0 85249 587 0/ Recueil / Recueil de Chansons

Composed during the summer of 1988. Commissioned by The Norwegian Brass Band Club First performed in the Grieg Hall¬? at the 10th Anniversary Concert for the Norwegian Championship Bergen February 1989. EBML conducted by Michael Antrobus. The work is important for me because it was my first piece to be played outside Norway. Black Dyke/David King performed it and did a recording of it in 1991. The composer: In the original score I quote a Swedish bishop (Olaus Mangnus) who lived in the 15th century. He travelled around Scandinavia and drew maps - very important historic material. When he came to the north of Norway (where I come from) hedescribed the wind from the north as Ciricus: (something like) Worst of all winds is Circius that revolves(?= turn upside down) heaven and earth. (Well not a good translation I¬?m afraid). The fast sections reflects the mighty winds from the north. In the middle section I borrowed a folksong-like tune (by C. Elling a norwegian composer). The text (by Kristoffer Janson) tells about old times when the fishermen used open boats: they had to put their lives in the hands of God. De opening en het slot van dit werk beschrijven 'Circius' de wind die hemel en aarde verwoest. Het middendeel is een bewerking van het Noorse volkslied 'The fisherman's speech to his son'. De inhoud van het lied komt overeen met Circius. De vader verzoekt zijn zoon de krachten van de natuur te trotseren maar bovenal te respecteren. Een kort doch spectaculair concertwerk dat het gehele orkest in de greep heeft.

Carl Orff devoted much of his life to the development of a philosophy of Music for Children based on his belief that music is the natural outcome of speech rhythm and movement. His ideas and pioneering work have had a major influence on music and dance education throughout the world and today that work continues under the guidance of leading teachers and educators in many countries.The five basic German volumes of Music for Children by Carl Orff and Gunild Keetman were published between 1950 and 1954. Edition have since been published in Bolivia Brazil Canada Czechoslovakia Denmark Estonia France Ghana Great Britain (including a special Welsh edition) Greece Italy Japan Korea Latin-America the Netherlands Portugal Spain Sweden Taiwan and the USA.In 1952 the first edition in translation appeared an English language adaptation by Doreen Hall and Arnold Walter for their Canadian and American students.A few years later Margaret Murray independently developed a version (1957-1966) essentially to fulfil the needs of United Kingdom teachers.Inevitably the considerable growth of Orff-Schulwerk in the United States led to the publication of the American Edition (1977) to satisfy the requirements of a different educational system and national heritage.Orff-Schulwerk: Music for Children has proved itself to be a stimulating source of material for music teaching. Carl Orff's fundamental educational ideas have revitalized music education in nursery schools at all levels of primary and secondary education and in special music schools based on the concepts that: - music dance and language are inter-related and animated through rhythm. - when children discover invent improvise and compose their experience of music is intensified. These creative activities are complementary to those of interpreting and listening to music. - all who take part are encouraged to contribute not only vocally but also instrumentally. - the Orff approach to music education is many sided; it is concerned with practical music-making it

Oper in 3 Akten aus dem mährischen Bauernleben. Par JANACEK LEOS. With his third opera Jenufa Leoš Janácek succeeded in making his breakthrough as an operatic composer. Since the premiere of this moving story about the fate of the sexton and her stepdaughter Jenufa at the Brno National Theatre in 1904, it has become one of the composer's most frequently performed works. Janácek was the first to succeed in transforming everyday speech directly into music. His method of using speech-melodic motives is clearly distinctive. It is known that the composer preserved everyday conversations in the form of little musical sketches: 'Jotting down genuine speech melody is, as it were, music's life class,' he said./ Répertoire / Opéra

The Lifestyle Guide for Singers and Talkers-The human voice expresses more than words more than music. Vocal expression links the listener directly to another person's inner feelings body and soul.Keeping the voice healthy used to be as mysterious as the power of voice itself. Modern science has revealed much about the vocal mechanism and its health requirements but simple information for the average voice user has remained hard to find and harder to trust. In Everyday Voice Care: The Lifestyle Guide for Singers and Talkers respected voice therapist Joanna Cazden brings together a wealth of practical tips and advice to help keep your own expressive voice in top working order.Drawing from herexperience as a singer theater artist and a licensed speech pathologist who has treated more than 1 000 voice patients Cazden integrates up-to-date medical information with common-sense suggestions and sympathy for the demands of contemporary life. Chapters on food and drink cold remedies loud parties travel fitness routines and when to see a doctor are complemented by notes on alternative health care and the spiritual dimension of vocal rest. This invaluable resource for voice and speech professionals students and teachers will answer even the age-old question of whether to put lemon or honey in your tea.

Everything you need for class assemblies in one ready-to-use pack. Fourassemblies specially tailored for Year 2 with accompanying songs andmusic as well as ideas for dances costumes and sets with supporting teaching notes. Four complete class assemblies for Year 2 carefully designed to take the stress out of whole-class performances. Each assembly is based on a story which links to literacy topics as well as cross-curricular themes. The stories are semi-scripted allowing the class to join in with lines actions and choral speech. Supporting teaching notes provide ideas for sets costumes and dances as well as advice for preparing the performance and forlinking the assembly to classroom work and SEAL themes. The accompanying audio CD provides music for entering and exiting the assembly performance and backing tracks for the songs and music for optional dances. No music reading required.