SKU: CF.CM9718
ISBN 9781491160978. UPC: 680160919574. Key: D major. English. Manmohan Ghose.
Manmohan Ghose was a professor, poet, and brilliant scholar from Eastern India in the late 19th century. He was educated in London, and was one of the first poets originally from India to publish poetry in English. A Lament is one of his earliest published poems; it progresses with vivid, scenic language from lullaby to permanent goodbye. Much later in life, Manmohan experienced a series of family tragedies that gave him a unique perspective on grief. After returning to India to mourn his father's death and eventually the passing of his wife, he never again made it back to England as he had wished to before his own death. The text of this piece has been paired with a mixolydian modal structure and a blend of musical elements designed to invoke a nostalgic, dream-like atmosphere. In the words of the composer: I like to think of this piece as a metaphorical hall of mirrors. The original 'image' of the melody becomes the source for multiple echoes and imitations that blossom into layers of polyphonic movement. As a nod to the poet's birth place, notes reminiscent of the kan-swar grace note technique of Hindustani classical music add ornamental interest to the piano and voices. This piece functions as an excellent educational introduction or further study into the concept of modes. When presenting this piece to a choir, directors may find it helpful to identify G as the tonal center and follow up with an explanation that G mixolydian has the same key signature as the key of C, because it naturally has no sharps or flats.Manmohan Ghose was a professor, poet, and brilliant scholar from Eastern India in the late 19th century. He was educated in London, and was one of the first poets originally from India to publish poetry in English. “A Lament†is one of his earliest published poems; it progresses with vivid, scenic language from lullaby to permanent goodbye. Much later in life, Manmohan experienced a series of family tragedies that gave him a unique perspective on grief. After returning to India to mourn his father’s death and eventually the passing of his wife, he never again made it back to England as he had wished to before his own death. The text of this piece has been paired with a mixolydian modal structure and a blend of musical elements designed to invoke a nostalgic, dream-like atmosphere. In the words of the composer: “I like to think of this piece as a metaphorical hall of mirrors. The original ‘image’ of the melody becomes the source for multiple echoes and imitations that blossom into layers of polyphonic movement.†As a nod to the poet’s birth place, notes reminiscent of the kan-swar grace note technique of Hindustani classical music add ornamental interest to the piano and voices. This piece functions as an excellent educational introduction or further study into the concept of modes. When presenting this piece to a choir, directors may find it helpful to identify G as the tonal center and follow up with an explanation that G mixolydian has the same key signature as the key of C, because it naturally has no sharps or flats.
SKU: HL.49030432
ISBN 9781902455013. English. John Minnion.
In this sixth book of the series, the authors builld upon the lower junior stage, and use a similar modular format. Designed to extend skill acquisition in performance, improvising and composing, listening and appraising, and notating music, pupils are challenged by incresingly demanding musical materials. At the same time there is an emphasis on pupils acquiring knowledge and expertise of the deep structures of a range of music, and a greater acknowledgement of musical purpose and context. Attuned to the National Curriculum experiences, particular features of this book are: a consolidation and deepening of vocal and instrumental techniques and performance * an integrated approach to improvising and composing, combing skills in listening and appraising, knowledge and understanding * a module focusing on aural observation, representation, recording and notation of sound * an active, analytical and frequently physical approach to listening and appraising * a focus on music in its social and historical context in relation to dance.
SKU: HL.1117971
UPC: 847986001962. 9.5x10.75x8.25 inches.
Please note: although we don't keep stock on hand, this item will drop ship direct from the manufacturer at the time of your order. Experience a whole new level of musical detail. The LCT 540 S lets you create ultra-resolution recordings of your vocals and instruments. It makes even the subtlest nuances sound crystal clear. Every single part of the microphone is meticulously calibrated pushing this microphone to capture even more details than human hearing. A new benchmark is set. The LCT 540 S is the flagship single-pattern 1″ true condenser studio microphone in LEWITTs product line. Its cutting-edge circuit design is an outstanding achievement on all technical levels and drops self-noise below the threshold of human hearing at a sensitivity of 40 mV/Pa, -28 dBV/Pa. Fit for extreme processing. With its cutting-edge circuit and capsule design, the LCT 540 S features an impressive dynamic range of 132 dB to capture everything from loud to subtle. You won't hear the self-noise of the mic even after heavily compressing the signal. What's in the box? The LCT 540 S comes in a mil-spec transport case with a shock mount that minimizes structure-borne noise, a transport bag, a windscreen, and a magnetic pop filter that perfectly integrates with the design of the microphone.
SKU: PR.416414230
ISBN 9781598066630. UPC: 680160602087. 9x12 inches.
Colonnade is James Matheson’s intriguing response to the Albany Symphony’s commission to create a work inspired by the NY State Board of Education Building, designed by the renowned architect Rafael Guastavino. Matheson explains that “A colonnade acts as a metaphor for the tension between knowledge and perception. The columns are the same height and equidistant from each other; while the mind understands this fully, there exists no place from which one can perceive this – the columns always appear to be of uneven height and spacing. If one then adds motion to perspective, identical columns acquire elasticity, and begin to change kaleidoscopically – they shrink, grow, become closer, and then further apart.†This structural paradox is given musical life in the outer sections of Colonnade, while the long, arching middle section is inspired by the vaulted ceiling of one of the building’s largest rooms, enhancing the structure’s spacious openness and lightness.Colonnade is inspired by Albany’s majestic New York State Board of Education Building, and written on a commission from the Albany Symphony Orchestra. It was an intriguing task, in part because in order to accept the commission I had to agree to write a work “inspired by†a building I had not yet seen. Thisproblem was compounded by the fact that, for me, the very notion of extra-musical inspiration is a complex one, particularly with respect to literary or visual sources. I generally find ideas and abstracted notions more generative of musical ideas than specific ones (a poem, an experience, a painting). So when I went to seeand tour the building, I sought to identify fundamental formal aspects of the building which I could process into musical ideas, and would then be linked to the building through a sense of formal relationship. In theend, two characteristics of the building stood out as noteworthy and undiminished by time (compared with, for instance, the building’s rotunda, which contains a series of quaintly outdated allegorical paintings): theexterior colonnade and a beautiful interior vaulted ceiling, designed by Rafael Guastavino.For me, a colonnade acts as a metaphor for the tension between knowledge and perception. We all know, for instance, that the columns are of the same height and are equidistant from each other. Nevertheless, while the mind understands this fully, it is also the case that there exists no place – no standpoint or viewpoint – anywhere in the universe – from which one can perceive this; the columns always appear to be of uneven height and spacing. If one then adds motion to perspective – a walk along the colonnade, for instance – the fixed, even, rigidly identical columns acquire elasticity, and begin to change kaleidoscopically – they shrink, grow, become closer, and then further apart. Further, the detail of the building’s façade behind the colonnadeshifts into and out of visibility, with different portions obscured by the columns from each vantage point. These considerations underlie the outer sections of Colonnade, in which a continuously repeated, continuously varied rising figure – suggestive of a column – dominates. The iterations of this elastic, evolvingfigure are interspersed with other music – suggestive of the building’s façade. The second feature of the building that caught my attention was the vaulted ceiling, designed by Guastavino,of one of the building’s largest rooms. The ceiling enhances the spaciousness of the room, giving it an openness and lightness that is quite captivating. The middle section of Colonnade has this openness at its core, and is dominated by long, arching lines that, to me, suggest the refined beauty of this ceiling.World premiere March 8, 2003; Albany Symphony Orchestra conducted by David Alan Miller.
SKU: GI.G-9968
ISBN 9781622774500.
This book serves to be a road-map for today’s music educators who are tasked with promoting and fulfilling a rich arts curriculum, while still understanding and incorporating the realities and skill sets required in current and future job markets. Aligning Music to STEM challenges teachers and administrators to rethink the structure of traditional music education, as well as encourages universities to reimagine how they train music educators. It motivates schools and universities to explore their curricula designs and how ideas and lesson plans are being differentiated to promote the integration of STEM in the music classroom. This text outlines ways that we can carefully redesign curricula and explore new approaches that aim to provide students with new opportunities to problem-solve, create, collaborate, and experience the world. Abrahams concludes that as current educators, it is our responsibility to promote new ideas for teaching and learning that lead students to a successful, creative life. —Jamie Sokolowski   Vice Principal, Molin Middle School   Newburyport, Massachusetts Frank Abrahams is Associate Dean and Professor of Music Education at Westminster Choir College of Rider University in Princeton, New Jersey. His most current research centers on aligning music instruction to STEM. These are described in his books Planning Instruction in Music and Becoming Musical, co-authored with Ryan John and published by GIA. With Paul Head, he is the author of Case Studies in Music Education, published by GIA, and the Oxford Handbook of Choral Pedagogy (Oxford University Press).
SKU: PR.110418380
ISBN 9781491135334. UPC: 680160687497.
THREE FANTASIES is a fantastical escape from reality. The first fantasy (“Preludeâ€) features a luscious and expressive melody accompanied by dark, romantic harmonies. The following fantasy (“Cosmic Lullabyâ€) begins and ends in a serene and introspective manner, with a tumultuous and harmonically rich middle section. To end the set, “Intermezzo†provides reflection and a lively resolution. Gardels’ profound lyricism and masterful piano writing make this set enjoyable for any pianist to perform at home or in the concert hall.The three fantasies here were written during the height of the 2020-21 Coronavirus lockdowns – a time everyone will forever recall as a period of the world standing still and experiencing new degrees of isolation, inactivity, and apprehension.A fantasy is a genre to which a composer can turn as a respite from the constraints of form, tradition, and expectation. What the genre may lack in structure and design it makes up for with spontaneity, capriciousness, and improvisatory musical gesture.I hope performers feel free to take a similarly “fantastical†approach to the interpretation of these works, seeing the score and notation as a point of departure rather than arrival, and proceed with unabashed freedom of spirit in their playing.
SKU: PR.114409570
UPC: 680160014330.
As the title suggests, Music for Flute and Electronic Sounds explores the relationships between the flute - lyrical, then percussive; sometimes sustained, other times in sweeping lines - and electronic sounds - sometimes pitched, sometimes more clangorous and bell-like. The individual electronic sounds were designed and built using editors that are now readily available for synthesizers. This made it possible to produce accompanimental sounds that support and blend with the articulation and timbre of the flute in a way that until recently was awkward to accomplish. In addition to the electroacoustic blending, the flute and electronic sounds also share compositional structure, both rhythmic and melodic. There are two musical ideas that are germinal to the pitch and structure of the work. The first is a four-pitch interval set (in two pairs) of descending minor third, intervening ascending major second, and concluding ascending major third. This gesture is presented at the outset. The second idea is a palindromic interval set which appears for the first time in measure 25. Formally, the work is in three parts. Part One is used to introduce several musical characters, most of which are generated from the materials just mentioned. Part Two consists of a juxtaposition of two of these characters. One is jazzy and is generated entirely by the synthesizers while the flute joins the electric sounds in a serene chorale. The flute additionally has the responsibility of interrupting the fast motion of the jazzy character so that the chorale can be heard. Part Three recalls the first part but also includes a cadenza, which uses the serene character of Part Two as basic material. After the cadenza there is a short section that again recalls the beginning. The work closes with a cadenza-like flourish.
SKU: BR.PB-5708
ISBN 9790004216453. 6.5 x 9 inches.
When his musical triad op. 192 was created in the winter of 1873/74, Raff was one of Germany's most successful composers and the central artistic authority in the Hessian spa, royal residence and imperial city of Wiesbaden. With op. 192, Raff cultivated his reputation as an erudite composer who was a master of contrapuntal forms. By the time the string quartets were composed, he had already established himself as one of the most prolific and versatile suite composers of the 19th century, as is evident here in the various suite conceptions: Opus 192 No. 1 (in C minor), as Suite in the ancient style, has with Baroque labels stylized dance movements follow one another. Die schone Mullerin [The Fair Maid of the Mill] op. 192 No. 2 (in D major), on the other hand, interprets the suite as a sequence of chapters in a musical narrative and thus becomes probably the first tone poem in string quartet scoring. In the third quartet (in C major), of which Raff the artist was proudest, other genre designations mix in among the dance movements, and with its free succession of different movement types, not usual for a sonata, it preserves structural openness. In collaboration with the Joachim-Raff-Archiv Lachen (CH)Some eighteen years elapsed between Raff's first counted String Quartet op. 77 and his Quartets Nos. 6-8 op. 192, combined as one work. As such, Raff parted with the weighty single opus in quartet composition - without, however, sacrificing musical quality.
SKU: BR.PB-5708-07
SKU: M7.VHR-3617-05
ISBN 9783864340536. English.
When children start to learn an instrument, they already have a wealth of experience in the 'basics' of music. Not only have they learnt to tell the difference between various sounds and pitches but they have also heard all sorts of sounds from their environment and in most cases have a considerable repertoire of songs and verses as well. Through the development of motor skills and language acquisition, the foundations for their rhythmic development have already been laid. Along with covering specific skills in the instrument itself, broadening, deepening and structuring this 'primal' musical knowledge is one of the most important tasks of the first lessons the child has in the instrument. With its colourful selection of old and new songs and its clear structure making it easy for children to follow, 'Magic Tones' is designed to help children familiarise themselves with their instrument and learn about, understand and then put musical principles into practice.
SKU: M7.VHR-3617-55
ISBN 9783864340543. English.
When children start to learn an instrument, they already have a wealth of experience in the 'basics' of music. Not only have they learnt to tell the difference between various sounds and pitches but they have also heard all sorts of sounds from their environment and in most cases have a considerable repertoire of songs and verses as well. Through the development of motor skills and language acquisition, the foundations for their rhythmic development have already been laid. Along with covering specific skills in the instrument itself, broadening, deepening and structuring this 'primal' musical knowledge is one of the most important tasks of the first lessons the child has in the instrument. With its colourful selection of old and new songs and its clear structure making it easy for children to follow, 'Magic Tones' is designed to help children familiarise themselves with their instrument and learn about, understand and then put musical principles into practice. The CDs included provide additional material for this book. The audio CD contains the songs in a sung and instrumental version for the most part, with different ensembles and in a variety of styles. The children can listen to them but they can also sing, play, drum and dance to them or simply look at the particular pages in the book. The playalong CD contains a version without singing. The children can play along to the melody, however, which can be heard in the background for orientation purposes.
SKU: BO.B.3688
This book proposes a way to start the girls and boys from five yeras old to study the piano. Through the characters of the short stories, that head each piece on the form of a little poem, we work in a fun way, exploring the various possibilities of sound, timbre and register of the instrument. From the first contact, the piano is displayed with all its full expression.At first, these scores have been designed to provide memory reference points on order to focus all the attention on what happens on the keyboard. Thus, the identification of groups and patterns of notes -often illustrated with cartoons and a short analysis of the formal structure, sometimes referred to in the opening poem- may be one of the first approaches the student has to the complexity of musical abstraction. Therefore, the use of the score is also an invitation to discover musical language intuitively.The organization of material is also designed so that its contents can be played, in part or in full, in auditions and concerts. Students can recite the poems before playing the pieces and even perform dressed up. Thus, from the elegant leap of a dolphin to the small steps of a mouse, we imagine the rapid jump of a flea trapeze artist or the rhythmic sound of a train. From the sounds we hear in a haunted house, we will add a touch of the magic wand and learn to accurately enter pinches of ingredients for a potion….
SKU: BT.DHP-1125237-400
ISBN 9789043145565. 9x12 inches. German.
Double Stopping is a modern method designed to teach violinists who are fairly confident in the 1st position how to play dyads on two strings as well as double stops. This is achieved through 38 exercises and 37 performance pieces in various musical styles. The various dyads and double stops are offered in a coherent and structured way, and indicated in different colours. The performance pieces can be played without accompaniment, with CD accompaniment or as a duet, with the second violin parts provided as PDF files on the CD.English edition: DHP 1125089-400 Double Stops for ViolinDoub le Stopping is een eigentijdse methode om violisten met een ruime speelervaring in de eerste positie samenklanken van twee snaren en dubbelgrepen te leren. Dit gebeurt door middel van 38 oefeningen en 37 speelstukkenin diverse muzikale stijlen. De verschillende samenklanken en dubbelgrepen worden overzichtelijk en gestructureerd aangeboden en met verschillende kleuren aangeduid. De speelstukken kunnen zowel onbegeleid , met cd-begeleiding alsmet een tweede vioolstem worden uitgevoerd. De duetten zijn geleverd als uit te printen pdf-files op de cd.Nederlandse uitgave: DHP 1125236-400 Dubbelgrepen voor vioolDoppe lgriffe auf der Violine richtet sich an Geigenschüler, die sich sicher in der ersten Lage bewegen, und leitet zum Spiel von Zusammenklängen mit zwei Saiten und Doppelgriffen über. Anhand von 38 Ã?bungen und 37 Spielstücken in verschiedenen Musikstilen führt diese moderne Methode übersichtlich und strukturiert in die diversen Zusammenklänge und Doppelgriffe ein. Zusätzliche farbige Markierungen unterstützen dabei den Lernprozess. Die Spielstücke können sowohl unbegleitet als auch mit einer zweiten Geigenstimme gespielt werden. Die Duette sind als PDF-Dateien zum Ausdrucken auf der CD enthalten.Doub les cordes pour Violon est une méthode moderne et enrichissante, destinée apprendre aux violonistes qui maîtrisent assez bien la 1re position sâ??initier au jeu en doubles cordes. Cet ouvrage contient 38 exercices et 37 morceaux écrits dans di_x001D_fférents styles musicaux. Présentées de manière cohérente et structurée, les doubles cordes sont indiquées en différentes couleurs. Les morceaux de concert peuvent être interprétés soit en solo, soit avec lâ??accompagnement du CD, soit encore en duo, les parties du second violon étant fournies sous forme de fichiers PDF imprimer.