Contemplations

Piano

SKU: BT.MUSM570365807

Composed by Jo Kondo. Book Only. 4 pages. University of York Music Press #MUSM570365807. Published by University of York Music Press (BT.MUSM570365807).

English.

Jo Kondo 's A Contemplation for solo Piano. This work was composed in 2013 for Hauke Harder and was first published in 2014.

Chamber Music Soprano Voice, Piano

SKU: PR.111401630

Book 2. Composed by Richard Wernick. Anne Bradstreet, from Contemplations. Score. With Standard notation. 24 pages. Duration 20 minutes. Theodore Presser Company #111-40163. Published by Theodore Presser Company (PR.111401630).

UPC: 680160003235. Anne Bradstreet, from Contemplations.

Composed by Lester Groom. Sacred. Sacred Music Press #70/2051S. Published by Sacred Music Press (LO.70-2051S).

27 Pieces for Solo Piano on the Quiet Side. By Various. Boosey and Hawkes Piano. 56 pages. Published by Boosey and Hawkes.

Orchestra Violin I, Violin II, Violin III (Viola T.C.), Viola, Cello, Bass, Piano - Grade 0.5

SKU: CF.PAS22

Composed by Larry Clark. Primer String Orchestra. Set of Score and Parts. With Standard notation. 8+2+5+5+5+3+8+8 pages. Duration 2 minutes, 53 seconds. Carl Fischer Music #PAS22. Published by Carl Fischer Music (CF.PAS22).

ISBN 9781491151204. UPC: 680160908707. 9 x 12 inches. Key: D major.

Written for beginning string students, Larry Clark's Contemplation?contains basic compositional techniques that students will be able to identify and learn from. It begins with a rich, melodic opening which highlights students' musicianship. This is then contrasted by the frolicking, uptempo section, which is a variation on the original musical material.

Contemplation: the action to look thoughtfully at something for a long time.

When composing music that will be used with younger students, I want to stimulate in them thoughtfulness. In this particular piece I want the students to be be able to stretch their musicianship beyond their experience on their instruments to play in a contemplative manner. To me this is the essence of music: playing in an emotional and thoughtful way. It is something that cannot be stressed enough, even in students that have just begun to play. As soon as possible they should be asked to put themselves into the music and make it more than the notes and rhythms on the page.

This piece is my attempt to provide very young students who are just beginning their musical journey with something they can reach technically, but have to stretch for musically. The notes and rhythms are limited, but students should strive for beauty of tone, good phrasing and emotional involvement.

After a short introduction, the heartfelt main theme begins at a lyrical and slow tempo. This is developed with the addition of a secondary theme featuring the lower voices, before the piece leads to an Allegro section that is based on the same musical material with a difference in tempo and a variation in rhythm patterns. The piece can serve to show students that the same basic music can have an entirely different emotional connection with difference in tempo, rhythm and style, with the first section of the piece being sentimental and the faster section being more joyous in nature. As with all of my pieces for younger students, it is completely acceptable to adjust the tempo to fit the educational needs of your students.

It has been my pleasure to have the opportunity to write this piece. I hope you and your students enjoy it and find it useful for your program.

Larry Clark

Lakeland, FL 2018

.

Contemplation: the action to look thoughtfully at something for a long time.

When composing music that will be used with younger students, I want to stimulate in them thoughtfulness. In this particular piece I want the students to be be able to stretch their musicianship beyond their experience on their instruments to play in a contemplative manner.A To me this is the essence of music: playing in an emotional and thoughtful way. It is something that cannot be stressed enough, even in students that have just begun to play.A As soon as possible they should be asked to put themselves into the music and make it more than the notes and rhythms on the page.

This piece is my attempt to provide very young students who are just beginning their musical journey with something they can reach technically, but have to stretch for musically.A The notes and rhythms are limited, but students should strive for beauty of tone, good phrasing and emotional involvement.

After a short introduction, the heartfelt main theme begins at a lyrical and slow tempo. This is developed with the addition of a secondary theme featuring the lower voices, before the piece leads to an Allegro section that is based on the same musical material with a difference in tempo and a variation in rhythm patterns.A The piece can serve to show students that the same basic music can have an entirely different emotional connection with difference in tempo, rhythm and style, with the first section of the piece being sentimental and the faster section being more joyous in nature.A As with all of my pieces for younger students, it is completely acceptable to adjust the tempo to fit the educational needs of your students.

It has been my pleasure to have the opportunity to write this piece. I hope you and your students enjoy it and find it useful for your program.

aLarry Clark

Lakeland, FL 2018

.

Contemplation: the action to look thoughtfully at something for a long time.

When composing music that will be used with younger students, I want to stimulate in them thoughtfulness. In this particular piece I want the students to be be able to stretch their musicianship beyond their experience on their instruments to play in a contemplative manner.A To me this is the essence of music: playing in an emotional and thoughtful way. It is something that cannot be stressed enough, even in students that have just begun to play.A As soon as possible they should be asked to put themselves into the music and make it more than the notes and rhythms on the page.

This piece is my attempt to provide very young students who are just beginning their musical journey with something they can reach technically, but have to stretch for musically.A The notes and rhythms are limited, but students should strive for beauty of tone, good phrasing and emotional involvement.

After a short introduction, the heartfelt main theme begins at a lyrical and slow tempo. This is developed with the addition of a secondary theme featuring the lower voices, before the piece leads to an Allegro section that is based on the same musical material with a difference in tempo and a variation in rhythm patterns.A The piece can serve to show students that the same basic music can have an entirely different emotional connection with difference in tempo, rhythm and style, with the first section of the piece being sentimental and the faster section being more joyous in nature.A As with all of my pieces for younger students, it is completely acceptable to adjust the tempo to fit the educational needs of your students.

It has been my pleasure to have the opportunity to write this piece. I hope you and your students enjoy it and find it useful for your program.

aLarry Clark

Lakeland, FL 2018

.

Contemplation: the action to look thoughtfully at something for a long time.

When composing music that will be used with younger students, I want to stimulate in them thoughtfulness. In this particular piece I want the students to be be able to stretch their musicianship beyond their experience on their instruments to play in a contemplative manner. To me this is the essence of music: playing in an emotional and thoughtful way. It is something that cannot be stressed enough, even in students that have just begun to play. As soon as possible they should be asked to put themselves into the music and make it more than the notes and rhythms on the page.

This piece is my attempt to provide very young students who are just beginning their musical journey with something they can reach technically, but have to stretch for musically. The notes and rhythms are limited, but students should strive for beauty of tone, good phrasing and emotional involvement.

After a short introduction, the heartfelt main theme begins at a lyrical and slow tempo. This is developed with the addition of a secondary theme featuring the lower voices, before the piece leads to an Allegro section that is based on the same musical material with a difference in tempo and a variation in rhythm patterns. The piece can serve to show students that the same basic music can have an entirely different emotional connection with difference in tempo, rhythm and style, with the first section of the piece being sentimental and the faster section being more joyous in nature. As with all of my pieces for younger students, it is completely acceptable to adjust the tempo to fit the educational needs of your students.

It has been my pleasure to have the opportunity to write this piece. I hope you and your students enjoy it and find it useful for your program.

--Larry Clark

Lakeland, FL 2018

.
Conte mplation: the action to look thoughtfully at something for a long time. When composing music that will be used with younger students, I want to stimulate in them thoughtfulness. In this particular piece I want the students to be be able to stretch their musicianship beyond their experience on their instruments to play in a contemplative manner. To me this is the essence of music: playing in an emotional and thoughtful way. It is something that cannot be stressed enough, even in students that have just begun to play. As soon as possible they should be asked to put themselves into the music and make it more than the notes and rhythms on the page. This piece is my attempt to provide very young students who are just beginning their musical journey with something they can reach technically, but have to stretch for musically. The notes and rhythms are limited, but students should strive for beauty of tone, good phrasing and emotional involvement. After a short introduction, the heartfelt main theme begins at a lyrical and slow tempo. This is developed with the addition of a secondary theme featuring the lower voices, before the piece leads to an Allegro section that is based on the same musical material with a difference in tempo and a variation in rhythm patterns. The piece can serve to show students that the same basic music can have an entirely different emotional connection with difference in tempo, rhythm and style, with the first section of the piece being sentimental and the faster section being more joyous in nature. As with all of my pieces for younger students, it is completely acceptable to adjust the tempo to fit the educational needs of your students. It has been my pleasure to have the opportunity to write this piece. I hope you and your students enjoy it and find it useful for your program. --Larry Clark Lakeland, FL 2018.
Contemplation: the action to look thoughtfully at something for a long time.When composing music that will be used with younger students, I want to stimulate in them thoughtfulness. In this particular piece I want the students to be be able to stretch their musicianship beyond their experience on their instruments to play in a contemplative manner.  To me this is the essence of music: playing in an emotional and thoughtful way. It is something that cannot be stressed enough, even in students that have just begun to play. As soon as possible they should be asked to put themselves into the music and make it more than the notes and rhythms on the page.This piece is my attempt to provide very young students who are just beginning their musical journey with something they can reach technically, but have to stretch for musically. The notes and rhythms are limited, but students should strive for beauty of tone, good phrasing and emotional involvement.After a short introduction, the heartfelt main theme begins at a lyrical and slow tempo. This is developed with the addition of a secondary theme featuring the lower voices, before the piece leads to an Allegro section that is based on the same musical material with a difference in tempo and a variation in rhythm patterns. The piece can serve to show students that the same basic music can have an entirely different emotional connection with difference in tempo, rhythm and style, with the first section of the piece being sentimental and the faster section being more joyous in nature. As with all of my pieces for younger students, it is completely acceptable to adjust the tempo to fit the educational needs of your students.It has been my pleasure to have the opportunity to write this piece. I hope you and your students enjoy it and find it useful for your program.—Larry ClarkLakeland, FL 2018.

Orchestra Cello, Contrabass, Piano, Viola, Violin 1, Violin 2, Violin 3 - Grade 0.5

SKU: CF.PAS22F

Composed by Larry Clark. Primer String Orchestra (PAS). Full score. With Standard notation. 8 pages. Carl Fischer Music #PAS22F. Published by Carl Fischer Music (CF.PAS22F).

ISBN 9781491151570. UPC: 680160909070. 9 x 12 inches.

Written for beginning string students, Larry Clark's Contemplation?contains basic compositional techniques that students will be able to identify and learn from. It begins with a rich, melodic opening which highlights students' musicianship. This is then contrasted by the frolicking, uptempo section, which is a variation on the original musical material.

Contemplation: the action to look thoughtfully at something for a long time.

When composing music that will be used with younger students, I want to stimulate in them thoughtfulness. In this particular piece I want the students to be be able to stretch their musicianship beyond their experience on their instruments to play in a contemplative manner. To me this is the essence of music: playing in an emotional and thoughtful way. It is something that cannot be stressed enough, even in students that have just begun to play. As soon as possible they should be asked to put themselves into the music and make it more than the notes and rhythms on the page.

This piece is my attempt to provide very young students who are just beginning their musical journey with something they can reach technically, but have to stretch for musically. The notes and rhythms are limited, but students should strive for beauty of tone, good phrasing and emotional involvement.

After a short introduction, the heartfelt main theme begins at a lyrical and slow tempo. This is developed with the addition of a secondary theme featuring the lower voices, before the piece leads to an Allegro section that is based on the same musical material with a difference in tempo and a variation in rhythm patterns. The piece can serve to show students that the same basic music can have an entirely different emotional connection with difference in tempo, rhythm and style, with the first section of the piece being sentimental and the faster section being more joyous in nature. As with all of my pieces for younger students, it is completely acceptable to adjust the tempo to fit the educational needs of your students.

It has been my pleasure to have the opportunity to write this piece. I hope you and your students enjoy it and find it useful for your program.

Larry Clark

Lakeland, FL 2018

.

Contemplation: the action to look thoughtfully at something for a long time.

When composing music that will be used with younger students, I want to stimulate in them thoughtfulness. In this particular piece I want the students to be be able to stretch their musicianship beyond their experience on their instruments to play in a contemplative manner.A To me this is the essence of music: playing in an emotional and thoughtful way. It is something that cannot be stressed enough, even in students that have just begun to play.A As soon as possible they should be asked to put themselves into the music and make it more than the notes and rhythms on the page.

This piece is my attempt to provide very young students who are just beginning their musical journey with something they can reach technically, but have to stretch for musically.A The notes and rhythms are limited, but students should strive for beauty of tone, good phrasing and emotional involvement.

After a short introduction, the heartfelt main theme begins at a lyrical and slow tempo. This is developed with the addition of a secondary theme featuring the lower voices, before the piece leads to an Allegro section that is based on the same musical material with a difference in tempo and a variation in rhythm patterns.A The piece can serve to show students that the same basic music can have an entirely different emotional connection with difference in tempo, rhythm and style, with the first section of the piece being sentimental and the faster section being more joyous in nature.A As with all of my pieces for younger students, it is completely acceptable to adjust the tempo to fit the educational needs of your students.

It has been my pleasure to have the opportunity to write this piece. I hope you and your students enjoy it and find it useful for your program.

aLarry Clark

Lakeland, FL 2018

.

Contemplation: the action to look thoughtfully at something for a long time.

When composing music that will be used with younger students, I want to stimulate in them thoughtfulness. In this particular piece I want the students to be be able to stretch their musicianship beyond their experience on their instruments to play in a contemplative manner.A To me this is the essence of music: playing in an emotional and thoughtful way. It is something that cannot be stressed enough, even in students that have just begun to play.A As soon as possible they should be asked to put themselves into the music and make it more than the notes and rhythms on the page.

This piece is my attempt to provide very young students who are just beginning their musical journey with something they can reach technically, but have to stretch for musically.A The notes and rhythms are limited, but students should strive for beauty of tone, good phrasing and emotional involvement.

After a short introduction, the heartfelt main theme begins at a lyrical and slow tempo. This is developed with the addition of a secondary theme featuring the lower voices, before the piece leads to an Allegro section that is based on the same musical material with a difference in tempo and a variation in rhythm patterns.A The piece can serve to show students that the same basic music can have an entirely different emotional connection with difference in tempo, rhythm and style, with the first section of the piece being sentimental and the faster section being more joyous in nature.A As with all of my pieces for younger students, it is completely acceptable to adjust the tempo to fit the educational needs of your students.

It has been my pleasure to have the opportunity to write this piece. I hope you and your students enjoy it and find it useful for your program.

aLarry Clark

Lakeland, FL 2018

.

Contemplation: the action to look thoughtfully at something for a long time.

When composing music that will be used with younger students, I want to stimulate in them thoughtfulness. In this particular piece I want the students to be be able to stretch their musicianship beyond their experience on their instruments to play in a contemplative manner. To me this is the essence of music: playing in an emotional and thoughtful way. It is something that cannot be stressed enough, even in students that have just begun to play. As soon as possible they should be asked to put themselves into the music and make it more than the notes and rhythms on the page.

This piece is my attempt to provide very young students who are just beginning their musical journey with something they can reach technically, but have to stretch for musically. The notes and rhythms are limited, but students should strive for beauty of tone, good phrasing and emotional involvement.

After a short introduction, the heartfelt main theme begins at a lyrical and slow tempo. This is developed with the addition of a secondary theme featuring the lower voices, before the piece leads to an Allegro section that is based on the same musical material with a difference in tempo and a variation in rhythm patterns. The piece can serve to show students that the same basic music can have an entirely different emotional connection with difference in tempo, rhythm and style, with the first section of the piece being sentimental and the faster section being more joyous in nature. As with all of my pieces for younger students, it is completely acceptable to adjust the tempo to fit the educational needs of your students.

It has been my pleasure to have the opportunity to write this piece. I hope you and your students enjoy it and find it useful for your program.

--Larry Clark

Lakeland, FL 2018

.
Conte mplation: the action to look thoughtfully at something for a long time. When composing music that will be used with younger students, I want to stimulate in them thoughtfulness. In this particular piece I want the students to be be able to stretch their musicianship beyond their experience on their instruments to play in a contemplative manner. To me this is the essence of music: playing in an emotional and thoughtful way. It is something that cannot be stressed enough, even in students that have just begun to play. As soon as possible they should be asked to put themselves into the music and make it more than the notes and rhythms on the page. This piece is my attempt to provide very young students who are just beginning their musical journey with something they can reach technically, but have to stretch for musically. The notes and rhythms are limited, but students should strive for beauty of tone, good phrasing and emotional involvement. After a short introduction, the heartfelt main theme begins at a lyrical and slow tempo. This is developed with the addition of a secondary theme featuring the lower voices, before the piece leads to an Allegro section that is based on the same musical material with a difference in tempo and a variation in rhythm patterns. The piece can serve to show students that the same basic music can have an entirely different emotional connection with difference in tempo, rhythm and style, with the first section of the piece being sentimental and the faster section being more joyous in nature. As with all of my pieces for younger students, it is completely acceptable to adjust the tempo to fit the educational needs of your students. It has been my pleasure to have the opportunity to write this piece. I hope you and your students enjoy it and find it useful for your program. --Larry Clark Lakeland, FL 2018.
Contemplation: the action to look thoughtfully at something for a long time.When composing music that will be used with younger students, I want to stimulate in them thoughtfulness. In this particular piece I want the students to be be able to stretch their musicianship beyond their experience on their instruments to play in a contemplative manner.  To me this is the essence of music: playing in an emotional and thoughtful way. It is something that cannot be stressed enough, even in students that have just begun to play. As soon as possible they should be asked to put themselves into the music and make it more than the notes and rhythms on the page.This piece is my attempt to provide very young students who are just beginning their musical journey with something they can reach technically, but have to stretch for musically. The notes and rhythms are limited, but students should strive for beauty of tone, good phrasing and emotional involvement.After a short introduction, the heartfelt main theme begins at a lyrical and slow tempo. This is developed with the addition of a secondary theme featuring the lower voices, before the piece leads to an Allegro section that is based on the same musical material with a difference in tempo and a variation in rhythm patterns. The piece can serve to show students that the same basic music can have an entirely different emotional connection with difference in tempo, rhythm and style, with the first section of the piece being sentimental and the faster section being more joyous in nature. As with all of my pieces for younger students, it is completely acceptable to adjust the tempo to fit the educational needs of your students.It has been my pleasure to have the opportunity to write this piece. I hope you and your students enjoy it and find it useful for your program.—Larry ClarkLakeland, FL 2018.

Concert Band/Harmonie and Clarinet Solo - Grade 5

SKU: BT.DHP-1175741-140

Doloroso e Contemplativo. Composed by Jan Van der Roost. Solo Spectrum. Solo & Concerto. Score Only. Composed 2017. De Haske Publications #DHP 1175741-140. Published by De Haske Publications (BT.DHP-1175741-140).

English-German-French- Dutch.

Contempla tion is the first movement from the Clarinet Concerto by Jan Van der Roost, which was commissioned by Musica Reservata VOF, Belgium, and is dedicated to the famous clarinet soloist Eddy Vanoosthuyse.
A slightly mysterious intro leads to an orchestral climax with ascending melodies and the entrance of the soloist. This occurs at first with fragmentary musical ideas, and then with longer melodic lines. The orchestra delivers the dialogue withthe soloist, and creates a fitting musical frame with a delicate and colourful instrumentation. Towards the end of the music, the atmosphere from the beginning is restored, and the soloist finishes on the same note that he started the piece on.
The concerto is also available as a piano reduction.

Contemplation< /I> is het eerste deel uit het Clarinet Concerto van Jan Van der Roost. Het werd geschreven in opdracht van Musica Reservata VOF (B) en is opgedragen aan Eddy Vanoosthuyse.
Een ietwat mysterieuze intro leidt via stijgende melodieën tot een eerste orkestrale climax, waarna de solist zijn intrede doet, eerst met vooral fragmentarische muzikale gegevens, dan met langere melodische lijnen. Het orkest voert een muzikaledialoog met de solist en creëert een gepaste omkadering door middel van een ragfijne en kleurrijke instrumentatie. Naar het slot toe wordt de beginsfeer weer opgezocht, en de solist eindigt helemaal alleen met dezelfde noot als die waarmeehij begon.
Het concert is tevens als pianoreductie beschikbaar.

Contemplation< /I> ist der 1. Satz aus Jan van der Roosts Clarinet Concerto, das von Musica Reservata VOF aus Belgien in Auftrag gegeben wurde und dem berühmten Klarinettisten Eddy Vanoosthuyse gewidmet ist.
Eine etwas geheimnisvolle Einleitung führt über aufsteigende Passagen zu einem musikalischen Höhepunkt des Orchesters; darauf folgt der Einsatz des Solisten, anfangs überwiegend mit fragmentarischen musikalischen Ideen, dann mit längerenMelodielinien. Das Orchester führt einen Dialog mit dem Solisten und schafft mit einer zarten und lebendigen Instrumentation einen passenden musikalischen Rahmen. Gegen Ende wird die Anfangsstimmung wieder aufgegriffen und das Solo endet mitderselben Note, mit der das Stück begonnen hat.
Es ist auch ein Klavierauszug des Konzertes erhältlich.

Contemplation< /I> est le premier mouvement du Clarinet Concerto de Jan Van der Roost. Commandé par Musica Reservata VOF de Belgique, il est dédié au célèbre soliste clarinettiste Eddy Vanoosthuyse.
Une introduction orchestrale mystérieuse conduit avec les mélodies ascendantes l’entrée du soliste. Les idées musicales fragmentaires du début cèdent petit petit la place des lignes mélodiques plus longues et l’orchestre entre en dialogueavec le soliste avec une instrumentation délicate et colorée. L’atmosphère mystérieuse du début revient et le soliste conclut l’œuvre par la même note avec laquelle il l’avait commencé.
Le concerto est également disponible en réduction pour piano.

Concert Band/Harmonie and Clarinet Solo - Grade 5

SKU: BT.DHP-1175741-010

Doloroso e Contemplativo. Composed by Jan Van der Roost. Solo Spectrum. Concert Piece. Set (Score & Parts). Composed 2017. De Haske Publications #DHP 1175741-010. Published by De Haske Publications (BT.DHP-1175741-010).

English-German-French- Dutch.

Contempla tion is the first movement from the Clarinet Concerto by Jan Van der Roost, which was commissioned by Musica Reservata VOF, Belgium, and is dedicated to the famous clarinet soloist Eddy Vanoosthuyse.
A slightly mysterious intro leads to an orchestral climax with ascending melodies and the entrance of the soloist. This occurs at first with fragmentary musical ideas, and then with longer melodic lines. The orchestra delivers the dialogue withthe soloist, and creates a fitting musical frame with a delicate and colourful instrumentation. Towards the end of the music, the atmosphere from the beginning is restored, and the soloist finishes on the same note that he started the piece on.
The concerto is also available as a piano reduction.

Contemplation< /I> is het eerste deel uit het Clarinet Concerto van Jan Van der Roost. Het werd geschreven in opdracht van Musica Reservata VOF (B) en is opgedragen aan Eddy Vanoosthuyse.
Een ietwat mysterieuze intro leidt via stijgende melodieën tot een eerste orkestrale climax, waarna de solist zijn intrede doet, eerst met vooral fragmentarische muzikale gegevens, dan met langere melodische lijnen. Het orkest voert een muzikaledialoog met de solist en creëert een gepaste omkadering door middel van een ragfijne en kleurrijke instrumentatie. Naar het slot toe wordt de beginsfeer weer opgezocht, en de solist eindigt helemaal alleen met dezelfde noot als die waarmeehij begon.
Het concert is tevens als pianoreductie beschikbaar.

Contemplation< /I> ist der 1. Satz aus Jan van der Roosts Clarinet Concerto, das von Musica Reservata VOF aus Belgien in Auftrag gegeben wurde und dem berühmten Klarinettisten Eddy Vanoosthuyse gewidmet ist.
Eine etwas geheimnisvolle Einleitung führt über aufsteigende Passagen zu einem musikalischen Höhepunkt des Orchesters; darauf folgt der Einsatz des Solisten, anfangs überwiegend mit fragmentarischen musikalischen Ideen, dann mit längerenMelodielinien. Das Orchester führt einen Dialog mit dem Solisten und schafft mit einer zarten und lebendigen Instrumentation einen passenden musikalischen Rahmen. Gegen Ende wird die Anfangsstimmung wieder aufgegriffen und das Solo endet mitderselben Note, mit der es begonnen hat.
Es ist auch ein Klavierauszug des Konzertes erhältlich.

Contemplation< /I> est le premier mouvement du Clarinet Concerto de Jan Van der Roost. Commandé par Musica Reservata VOF de Belgique, il est dédié au célèbre soliste clarinettiste Eddy Vanoosthuyse.
Une introduction orchestrale mystérieuse conduit avec les mélodies ascendantes l’entrée du soliste. Les idées musicales fragmentaires du début cèdent petit petit la place des lignes mélodiques plus longues et l’orchestre entre en dialogueavec le soliste avec une instrumentation délicate et colorée. L’atmosphère mystérieuse du début revient et le soliste conclut l’œuvre par la même note avec laquelle il l’avait commencé.
Le concerto est également disponible en réduction pour piano.

Band concert band - Grade 1

SKU: CF.BPS122F

Composed by Larry Clark. Beginning Band (BPS). Full score. With Standard notation. 12 pages. Carl Fischer Music #BPS122F. Published by Carl Fischer Music (CF.BPS122F).

ISBN 9781491152768. UPC: 680160910267.

As the title implies, this piece is written in a contemplative manner for beginning students.  It is a good piece to demonstrate basic compositional techniques that the students will be able identify easily in the piece. It begins with a lush opening section with an elegant melody to work on musicianship. This is contrasted by the uptempo section of the piece based on the same basic musical material, but in a varied style and frolicking feel. A very satisfying piece for beginning wind players.
Contemplation : the action to look thoughtfully at something for a long time.When composing music that will be used with younger students, I want to stimulate thoughtfulness in them. In this particular piece I want the students to be able to stretch their musicianship beyond their experience on their instruments to play in a contemplative manner. To me, this is the essence of musical playing in an emotional and thoughtful way. It is something that cannot be stressed enough, even in students that have just begun to play. As soon as possible, they should be asked to put themselves into the music and make it more than the notes and rhythms on the page.This piece is my attempt to provide very young students, who are just beginning their musical journey, with something they can reach technically, but have to stretch for musically. The amount of notes and rhythms is limited, but students should strive for beauty of tone, good phrasing and emotional involvement.After a short introduction, the heartfelt main theme begins at a lyrical and slow tempo. This is developed with the addition of a secondary theme, featuring the lower voices, before the piece leads to an Allegro section that is based on the same musical material with a difference in tempo and a variation in rhythm patterns. The piece can serve to show students that the same basic music can have an entirely different emotional connection with differences in tempo, rhythm and style, with the first section of the piece being sentimental and the faster section being more joyous in nature.  As with all of my pieces for younger students, it is completely acceptable to me for you to adjust the tempo to fit the educational needs of your students.It has been my pleasure to have the opportunity to write this piece. I hope you and your students enjoy it and find it useful for your program.—Larry ClarkLakeland, FL 2018.

Band concert band - Grade 1

SKU: CF.BPS122

Composed by Larry Clark. Beginning Band (BPS). Set of Score and Parts. With Standard notation. 8+2+8+2+5+2+2+8+3+6+3+1+1 +2+4+12+2 pages. Duration 5 minutes, 1 seconds. Carl Fischer Music #BPS122. Published by Carl Fischer Music (CF.BPS122).

ISBN 9781491152089. UPC: 680160909582.

As the title implies, this piece is written in a contemplative manner for beginning students.  It is a good piece to demonstrate basic compositional techniques that the students will be able identify easily in the piece. It begins with a lush opening section with an elegant melody to work on musicianship. This is contrasted by the up tempo section of the piece based on the same basic musical material, but in a varied style and frolicking feel. A very satisfying piece for beginning wind players.
Contemplation : the action to look thoughtfully at something for a long time.When composing music that will be used with younger students, I want to stimulate thoughtfulness in them. In this particular piece I want the students to be able to stretch their musicianship beyond their experience on their instruments to play in a contemplative manner. To me, this is the essence of musical playing in an emotional and thoughtful way. It is something that cannot be stressed enough, even in students that have just begun to play. As soon as possible, they should be asked to put themselves into the music and make it more than the notes and rhythms on the page.This piece is my attempt to provide very young students, who are just beginning their musical journey, with something they can reach technically, but have to stretch for musically. The amount of notes and rhythms is limited, but students should strive for beauty of tone, good phrasing and emotional involvement.After a short introduction, the heartfelt main theme begins at a lyrical and slow tempo. This is developed with the addition of a secondary theme, featuring the lower voices, before the piece leads to an Allegro section that is based on the same musical material with a difference in tempo and a variation in rhythm patterns. The piece can serve to show students that the same basic music can have an entirely different emotional connection with differences in tempo, rhythm and style, with the first section of the piece being sentimental and the faster section being more joyous in nature.  As with all of my pieces for younger students, it is completely acceptable to me for you to adjust the tempo to fit the educational needs of your students.It has been my pleasure to have the opportunity to write this piece. I hope you and your students enjoy it and find it useful for your program.—Larry ClarkLakeland, FL 2018.

(score). Hal Leonard Concert Band Series. Grade 4. Size 9x12 inches. Published by Hal Leonard.

Piano

SKU: FV.FUE-4720

Composed by Ruth Schonthal. Contemporary. Score. Furore Verlag #FUE 4720. Published by Furore Verlag (FV.FUE-4720).

ISBN 9790500129721.

She speaks directly to the audience and often describes very personal things that are of importance to many people. So also the fascination of the sea While Contemplating the Ocean Waves.

A Contemplation on a Theme for solo Cello. Composed by Richard Wernick (1934-). Fold. Duration 5 minutes. Theodore Presser Company #114-41883. Published by Theodore Presser Company

Soprano & Orchestra (2 flutes, oboe, 2 clarinets, bassoon, 2 trumpets, trombone, 2 percussion, strings, Percussion: gong, vibraphone, bells, glockenspiel, cymbal, tambourine, maracas) - Moderately Difficult

SKU: OU.9780193467194

Composed by Alun Hoddinott. Voice & Piano. Pieces & Studies. Vocal Score. 28 pages. Duration 16'. Oxford University Press #9780193467194. Published by Oxford University Press (OU.9780193467194).

ISBN 9780193467194. 12 x 8 inches.

Three songs for soprano and orchestra to poems by George Herbert and Henry King.

SATB Choir - intermediate-advanced

SKU: HL.14026652

Composed by Richard Rodney Bennett. Music Sales America. Classical. Choral Score. 8 pages. Music Sales #NOV951001. Published by Music Sales (HL.14026652).

8.25x11.75x0.054 inches.

The setting of a blissfully pastoral text by Henry King, written for SAATB chorus by Richard Rodney Bennett.

By Elena Roussanova Lucas. By Elena Roussanova Lucas. For Concert Band. Concert Band. Belwin Young Band. Level: 2 (Easy) (grade 2). Conductor Score and Parts. Duration 2:03. Published by Alfred Publishing.

Orchestra String Orchestra - 3.5 (grade 3.5)

SKU: AP.29687S

Composed by Elena Roussanova Lucas. String Orchestra. Belwin Concert String Orchestra. Score. 8 pages. Duration 2:00. Belwin Music #00-29687S. Published by Belwin Music (AP.29687S).

UPC: 038081321820. English.

A beautifully fluid ballad encouraging your young band's highest musical attributes. Distinctive dissonances will bring out a most musical performance reinforcing balance, blend, and tone color. An awe inspiring sound, Contemplation has a place on every program. (2:00).

Arranged by Hart Morris. For 3-5 octave handbells. Sacred non-seasonal. Level 3 . Handbell score. Published by Hope Publishing Company

SKU: HL.48183136

Composed by Henri-Pierre Sauguet. Leduc. Classical. Alphonse Leduc #AL25116. Published by Alphonse Leduc (HL.48183136).

UPC: 888680876005. 9.0x12.0x0.06 inches.

Henri-Pierr e Sauguet: 3 Chants de Contemplation sur des Sentences de Lao-Tzu (Voices & other Instruments).

(Seven Contemplative Guitar Solos Written in Free-Form Style). By William Bay. For Guitar (Fingerpicking). Solos. Bill's Music Shelf. Contemporary. Intermediate-Advanced. Book Online Audio. 24 pages. Published by Mel Bay Publications, Inc

Handbells (3-5 octaves) - Level 2+

SKU: LO.20-2062L

Composed by Jason W. Krug. Handbell score. Lorenz Publishing Company #20/2062L. Published by Lorenz Publishing Company (LO.20-2062L).

ISBN 9780787763091.

Eleg ant, expressive, and lyrical are just a few words to describe this original work by Jason Krug. Flowing melodic lines and extensive use of chimes create a captivating, introspective composition. Equally at home in the libraries of community and church ensembles, Contemplation is an excellent selection for worship, concert, or festival.

Composed by Karen Lakey Buckwalter. For handbells (3-5 octaves) (optional handchimes (3-5 octaves)). Handbells. General. Level 2. Handbell score. Published by Chorister's Guild

Orchestra - Grade 3.5

SKU: AP.29687

Composed by Elena Roussanova Lucas. Performance Music Ensemble; Single Titles; String Orchestra. Belwin Concert String Orchestra. Score and Part(s). 62 pages. Duration 2:00. Belwin Music #00-29687. Published by Belwin Music (AP.29687).

UPC: 038081321813. English.

A beautifully fluid ballad encouraging your young band's highest musical attributes. Distinctive dissonances will bring out a most musical performance reinforcing balance, blend, and tone color. An awe inspiring sound, Contemplation has a place on every program. (2:00).

(Score)

SKU: HL.44013424

De Haske Concert Band. Softcover. Duration 1177 seconds. Hal Leonard #1175741140. Published by Hal Leonard (HL.44013424).

UPC: 888680924775.

By V. Earle Copes. For organ. Organ Music. Level: Easy/Medium. Published by MorningStar Music Publishers.

Chamber Music guitar

SKU: PR.144401190

Composed by Larry Alan Smith. Performance Score. With Standard notation. 6 pages. Duration 8 minutes. Theodore Presser Company #144-40119. Published by Theodore Presser Company (PR.144401190).

UPC: 680160025787.

An important new contribution to the contemporary repertoire composed in 1983 for Saul Gropman. About 8 minutes. For college, conservatory, professional. Medium.

Piano

SKU: ST.Y288

Composed by Rhian Samuel. Piano & keyboard music. Score. Stainer & Bell Ltd. #Y288. Published by Stainer & Bell Ltd. (ST.Y288).

ISBN 9790220223204.

1. Mechanical Study I
2. In the Air
3. Mechanical Study II
4. Falling Star
5. Mechanical Study III

The three 'mechanical' studies of this set of five all employ a clear structural technique based on regularity. The first presents a stream of fast semiquavers in duple metre which constantly interplays with short motivic figures; the second offers a 14-bar ostinato (melody) that begins at the top of the keyboard and gradually descends to the bottom; around this ostinato a sustained counter-melody weaves. The third presents a igorous, stomping 9/8 dance rhythm which interacts with lengthening patterns in the second voice. The two 'fantastical' studies which intersperse the 'mechanical' contrast greatly with them: much freer in expression, tempo and rhythm, they evoke the outdoors and the calming presence of nature. The first moves like wafts of the breeze; the second, more complex, is the heart of the work. Its deep contemplations are several times interrupted by a modest refrain, drawing it back in the 'real world' - that of the three 'mechanical' studies which surround it. This refrain is also a mediator, its last appearance as gentle as the breeze evoked in the second study.