Saxophone Ensembles for Young Performers

SKU: BT.DHP-1165701-070

ISBN 9789043150415. English-German-French-Dut ch.

The composer Pascal Proust has many years�?? experience as a musician and music teacher. His output includes several hundred compositions for the most diverse instrumentations. He wrote 14 Easy Saxophone Quartets for saxophone players at the level of approximately 2 3 years�?? study and paid special attention to an easy-to-follow, attractive musical style. As a result, these quartets are ideal performance or competition works for young saxophone ensembles.

De componist Pascal Proust kan bogen op een jarenlange ervaring als muzikant en muziekdocent. Zijn oeuvre omvat honderden composities voor de meest diverse instrumentaties. Hij schreef 14 Easy Saxophone Quartets voor saxofonisten die ongeveer twee tot drie jaar les hebben gehad, waarbij hij speciaal aandacht heeft besteed aan een makkelijk te volgen, aantrekkelijke muziekstijl. Daardoor zijn deze kwartetten ideale voordrachts- of wedstrijdwerken voor jonge saxofoonensembles.

Der Komponist Pascal Proust kann aus seiner langjährigen Erfahrung als Musiker und Musikpädagoge schöpfen; sein Oeuvre umfasst mehrere hundert Kompositionen für verschiedenste Besetzungen. Er schrieb 14 Easy Saxophone Quartets für Saxophonisten mit ungefähr 2 3 Jahren Unterrichtserfahrung und legte besonderes Augenmerk auf einen leicht verständlichen, attraktiven musikalischen Stil. Dadurch eignen sich diese Quartette ideal als Vortrags- und Wettbewerbsstücke für junge Saxophonensembles.

Le compositeur Pascal Proust puise volonté dans son immense expérience de musicien et professeur de musique ; son catalogue d�??oeuvres englobe plusieurs centaines de compositions pour divers instruments. Il a écrit 14 Easy Saxophone Quartets pour saxophonistes ayant environ 2 3 années de pratique, dans un style musical accessible et coloré. De ce fait, ces quatuors sont des pièces idéales pour tout examen ou audition de jeunes ensembles de saxophones.

SKU: BT.DHP-1175796-070

ISBN 9789043152433. English-German-French-Dut ch.

Pascal Proust has many years of experience as a musician and music teacher. His works include several hundred compositions for the most diverse range of instrumentations. He wrote 14 Intermediate Saxophone Quartets for saxophone players who have around 4-5 years of experience. It is important that these players have paid special attention to an easy-to-follow and attractive musical style. These quartets are ideal performance and competition works for young saxophone ensembles.

De componist Pascal Proust kan bogen op een jarenlange ervaring als muzikant en muziekdocent. Zijn oeuvre omvat honderden composities voor de meest diverse instrumentaties. Hij schreef 14 Intermediate Saxophone Quartets voor saxofonisten die ongeveer vier tot vijf jaar les hebben gehad, waarbij hij speciaal aandacht heeft besteed aan een makkelijk te volgen, aantrekkelijke muziekstijl. Daardoor zijn deze kwartetten ideale voordrachts- of wedstrijdwerken voor jonge saxofoonensembles.

Der Komponist Pascal Proust kann aus seiner langjährigen Erfahrung als Musiker und Musikpädagoge schöpfen; sein Oeuvre umfasst mehrere hundert Kompositionen für verschiedenste Besetzungen. Er schrieb 14 Intermediate Saxophone Quartets für Saxophonisten mit ungefähr 4 5 Jahren Unterrichtserfahrung und legte besonderes Augenmerk auf einen leicht verständlichen, attraktiven musikalischen Stil. Dadurch eignen sich diese Quartette ideal als Vortrags- und Wettbewerbsstücke für junge Saxophonensembles.

Le compositeur Pascal Proust puise volonté dans son immense expérience de musicien et professeur de musique ; son catalogue d�??oeuvres englobe plusieurs centaines de compositions pour divers instruments. Il a écrit 14 Intermediate Saxophone Quartets pour saxophonistes ayant environ 4 5 années de pratique, dans un style musical accessible et coloré. De ce fait, ces quatuors sont des pièces idéales pour tout examen ou audition de jeunes ensembles de saxophones.

SKU: HL.49018996

ISBN 9790001173117. UPC: 884088961688. 9.0x12.0x0.226 inches.

The subtitle 'For a young elephant' of 'Circus Polka' composed by Stravinsky is due to the piece's original use as music for a ballet performance with 50 elephants and the same number of ballerinas. The effective and inventive composition ranks among the modern classics of the 20th century and is presented here in arrangements for saxophone quartet or saxophone ensemble.

SKU: BT.EMBZ14321

English-Hungarian.

Both of the works by the young composer (*1976) that appear in this volume are dedicated to the Budapest Saxophone Quartet. Motorway Junction, written in 1996, was the composer's first work in this genre, and it was followed by several transcriptions commissioned by the ensemble. In 1999, on the basis of the experience gained from these transcriptions he composed Alterego, which was likewise given its first performance by the BSQ.

SKU: HL.48183857

UPC: 888680861193. 0.11 inches.

“Spanish pianist and composer, Isaac Albéniz (1860-1909) was a child prodigy. He passed the Piano entrance exam for the Paris Conservatoire at age seven, but he was refused entry due to his young age. He composed many works containing Spanish influence, Three Pieces for Saxophone Quartet being no exception. When he was 16, Albéniz studied at the Leipzig Conservatory and the Royal Conservatory of Brussels. His concert career saw him perform all over the world. The Three Pieces are, 1) Love Song, 2) Berceuse, and 3) Summer. This collection, adapted for Saxophone Quartet by Marcel Mule is a sublime addition to the ensemble's repertoire. ”.

SKU: BT.DHP-1002321-401

ISBN 9789043112178. English-German-French-Dut ch.

A sister book to Top Hits Duo, which enables young players to perform pop songs and well-known traditional melodies in small ensemble groups. This helps develop both playing and listening skills.

Een bonte mengeling van folk- en popsongs. Inhoud: We’re Going to Ibiza • La Cucaracha • The Floral Dance • Careless Love • Everybody Needs Somebody • Mull of Kintyre • The Show Must Go On • Go Tell It on the Mountain • Y.M.C.A.• Lovely Evening • Die Karawane zieht weiter • Dona Nobis Pacem • Sunday in Rio • Kumbaya

Mit diesen Top-Hits aus verschiedenen Jahrzehnten macht das Zusammenspiel im Trio richtig Spaß!

Da oggi è possibile suonare in trio i grandi successi pop. Con Top Hits Trio potrete unire tre stumenti della stessa tonalit per dar modo ai giovani allievi di cimentarsi nell’esperienza formativa della musica d’insieme, dove oltre ad imparare l’importanza di tenere il giusto tempo, i musicisti capiranno anche cosa vuol dire ascoltare la parte degli altri. Ma potrete anche mischiare libri di diversi strumenti per creare il trio giusto.

SKU: AP.43676S

UPC: 038081496016. English.

It's funky and accessible---it's a Gordon Goodwin tune arranged for young band. The tempo is around 180 BPM with written-out solos available for any saxophone. The lead trumpet range is to written G on top of the staff. Great chart! (2:38).

SKU: AP.45082S

UPC: 038081521268. English.

Gordon Goodwin's Fool Me Once from the Jazz Band Series is designed for high school and advanced junior high school band. Full instrumentation includes 5 saxophones, 8 brass, and 4 rhythm parts. Optional parts include flute, B-flat clarinet, tuba, horn in F, vibraphone, and baritone T.C. / tenor sax. All solos are written out with chord changes, the rhythm section parts suggest chord voicings and rhythms and guitar chord frames are provided to assist young guitarists. (4:06) This title is available in MakeMusic Cloud.

SKU: PR.UE021583

ISBN 9783702472634. UPC: 803452069751.

All together easy Ensemble! is UE's series of flexible arrangements for students venturing forth into ensemble playing for the first time. Since this is an important step in the development of many young musicians, arranger James Rae makes sure that all parts are important and integral and that all lines lie comfortably on the instrument. An optional piano part is included, to enhance the ensemble if necessary, and parts are included for a wide range of instrumentations. Volume 4 includes Shostakovich Waltz No.2 (from Jazz Suite No. 2), Verdi's La donna e mobile, Yankee Doodle, and Rae's original Cha-Cha Cubano. For beginning performers.

SKU: KN.SN70060S

UPC: 822795700602.

In this beautiful showcase for alto saxophone, the overall performance can be loose but must convey great warmth. Brass section volume during background passages should be kept to a minimum. The pyramids in the introduction and at measure 37 will need to be more pronounced.

SKU: CF.YPS231

ISBN 9781491157831. UPC: 680160916436. 9 x 12 inches.

The life of railroad worker in the early days of expansion was lonely, and the need for music to bolster spirits was of great importance. The character singing 900 Miles is looking forward to being reunited with his family after being separated from them for considerable time. The Wayfaring Stranger is a prominent American folk and gospel song that reflects upon the journey through life. The character in that song contemplates better times with their family in the afterlife. Both of these songs speak to the idea of searching for something beyond the current situation in which that person finds themselves. The programmatic qualities of the work are essentially tied to the main folk songa900 Milesaand they evoke the idea of where the song found its origins. Beyond that, both songs connect each of us to the sense of belonging and family that are the human experience. While the music paints a picture of someone who is alone, that is not a feeling I want for any young student in our schools today. Band is one of the few places where students can discover that sense of belonging and find a surrogate family. While band is a family that might not always get along, they can reach a shared goal through diligent work, caring and encouragement. It was a pleasure completing Lonely Travelers for longtime friend, superb musician, excellent educator and dedicated leader in music education Dennis Emert. His students debuted the work at the 2020 PMEA State Conference. I am deeply appreciative of Dennis and the friendship, encouragement and perspective he shared with me over the years teaching in the same region. The opening flute, clarinet and alto saxophone part can be performed by the entire section or as a solo at the discretion of the director. The washboard and spoon part can be doubled as players allow. I would suggest bringing these students to the front of the stage to get the sound of both instruments to the audience. As the piece develops and Wayfaring Stranger is layered with 900 Miles, please remind your ensemble to play so they can hear each other, not so they are individually heard. I thank you and your ensemble in advance as you begin this journey together in search of Lonely Travelers.
The life of railroad worker in the early days of expansion was lonely, and the need for music to bolster spirits was of great importance. The character singing 900 Miles is looking forward to being reunited with his family after being separated from them for considerable time. The Wayfaring Stranger is a prominent American folk and gospel song that reflects upon the journey through life. The character in that song contemplates better times with their family in the afterlife. Both of these songs speak to the idea of searching for something beyond the current situation in which that person finds themselves. The programmatic qualities of the work are essentially tied to the main folk song--900 Miles--and they evoke the idea of where the song found its origins. Beyond that, both songs connect each of us to the sense of belonging and family that are the human experience. While the music paints a picture of someone who is alone, that is not a feeling I want for any young student in our schools today. Band is one of the few places where students can discover that sense of belonging and find a surrogate family. While band is a family that might not always get along, they can reach a shared goal through diligent work, caring and encouragement. It was a pleasure completing Lonely Travelers for longtime friend, superb musician, excellent educator and dedicated leader in music education Dennis Emert. His students debuted the work at the 2020 PMEA State Conference. I am deeply appreciative of Dennis and the friendship, encouragement and perspective he shared with me over the years teaching in the same region. The opening flute, clarinet and alto saxophone part can be performed by the entire section or as a solo at the discretion of the director. The washboard and spoon part can be doubled as players allow. I would suggest bringing these students to the front of the stage to get the sound of both instruments to the audience. As the piece develops and Wayfaring Stranger is layered with 900 Miles, please remind your ensemble to play so they can hear each other, not so they are individually heard. I thank you and your ensemble in advance as you begin this journey together in search of Lonely Travelers.
The life of railroad worker in the early days of expansion was lonely, and the need for music to bolster spirits was of great importance. The character singing 900 Miles is looking forward to being reunited with his family after being separated from them for considerable time. The Wayfaring Stranger is a prominent American folk and gospel song that reflects upon the journey through life. The character in that song contemplates better times with their family in the afterlife. Both of these songs speak to the idea of searching for something beyond the current situation in which that person finds themselves. The programmatic qualities of the work are essentially tied to the main folk song—900 Miles—and they evoke the idea of where the song found its origins. Beyond that, both songs connect each of us to the sense of belonging and family that are the human experience.While the music paints a picture of someone who is alone, that is not a feeling I want for any young student in our schools today. Band is one of the few places where students can discover that sense of belonging and find a surrogate family. While band is a family that might not always get along, they can reach a shared goal through diligent work, caring and encouragement. It was a pleasure completing Lonely Travelers for longtime friend, superb musician, excellent educator and dedicated leader in music education Dennis Emert. His students debuted the work at the 2020 PMEA State Conference. I am deeply appreciative of Dennis and the friendship, encouragement and perspective he shared with me over the years teaching in the same region.The opening flute, clarinet and alto saxophone part can be performed by the entire section or as a solo at the discretion of the director. The washboard and spoon part can be doubled as players allow. I would suggest bringing these students to the front of the stage to get the sound of both instruments to the audience. As the piece develops and Wayfaring Stranger is layered with 900 Miles, please remind your ensemble to play so they can hear each other, not so they are individually heard. I thank you and your ensemble in advance as you begin this journey together in search of Lonely Travelers.

SKU: CF.YPS231F

ISBN 9781491157824. UPC: 680160916429. 9 x 12 inches.

The life of railroad worker in the early days of expansion was lonely, and the need for music to bolster spirits was of great importance. The character singing 900 Miles is looking forward to being reunited with his family after being separated from them for considerable time. The Wayfaring Stranger is a prominent American folk and gospel song that reflects upon the journey through life. The character in that song contemplates better times with their family in the afterlife. Both of these songs speak to the idea of searching for something beyond the current situation in which that person finds themselves. The programmatic qualities of the work are essentially tied to the main folk songa900 Milesaand they evoke the idea of where the song found its origins. Beyond that, both songs connect each of us to the sense of belonging and family that are the human experience. While the music paints a picture of someone who is alone, that is not a feeling I want for any young student in our schools today. Band is one of the few places where students can discover that sense of belonging and find a surrogate family. While band is a family that might not always get along, they can reach a shared goal through diligent work, caring and encouragement. It was a pleasure completing Lonely Travelers for longtime friend, superb musician, excellent educator and dedicated leader in music education Dennis Emert. His students debuted the work at the 2020 PMEA State Conference. I am deeply appreciative of Dennis and the friendship, encouragement and perspective he shared with me over the years teaching in the same region. The opening flute, clarinet and alto saxophone part can be performed by the entire section or as a solo at the discretion of the director. The washboard and spoon part can be doubled as players allow. I would suggest bringing these students to the front of the stage to get the sound of both instruments to the audience. As the piece develops and Wayfaring Stranger is layered with 900 Miles, please remind your ensemble to play so they can hear each other, not so they are individually heard. I thank you and your ensemble in advance as you begin this journey together in search of Lonely Travelers.
The life of railroad worker in the early days of expansion was lonely, and the need for music to bolster spirits was of great importance. The character singing 900 Miles is looking forward to being reunited with his family after being separated from them for considerable time. The Wayfaring Stranger is a prominent American folk and gospel song that reflects upon the journey through life. The character in that song contemplates better times with their family in the afterlife. Both of these songs speak to the idea of searching for something beyond the current situation in which that person finds themselves. The programmatic qualities of the work are essentially tied to the main folk song--900 Miles--and they evoke the idea of where the song found its origins. Beyond that, both songs connect each of us to the sense of belonging and family that are the human experience. While the music paints a picture of someone who is alone, that is not a feeling I want for any young student in our schools today. Band is one of the few places where students can discover that sense of belonging and find a surrogate family. While band is a family that might not always get along, they can reach a shared goal through diligent work, caring and encouragement. It was a pleasure completing Lonely Travelers for longtime friend, superb musician, excellent educator and dedicated leader in music education Dennis Emert. His students debuted the work at the 2020 PMEA State Conference. I am deeply appreciative of Dennis and the friendship, encouragement and perspective he shared with me over the years teaching in the same region. The opening flute, clarinet and alto saxophone part can be performed by the entire section or as a solo at the discretion of the director. The washboard and spoon part can be doubled as players allow. I would suggest bringing these students to the front of the stage to get the sound of both instruments to the audience. As the piece develops and Wayfaring Stranger is layered with 900 Miles, please remind your ensemble to play so they can hear each other, not so they are individually heard. I thank you and your ensemble in advance as you begin this journey together in search of Lonely Travelers.
The life of railroad worker in the early days of expansion was lonely, and the need for music to bolster spirits was of great importance. The character singing 900 Miles is looking forward to being reunited with his family after being separated from them for considerable time. The Wayfaring Stranger is a prominent American folk and gospel song that reflects upon the journey through life. The character in that song contemplates better times with their family in the afterlife. Both of these songs speak to the idea of searching for something beyond the current situation in which that person finds themselves. The programmatic qualities of the work are essentially tied to the main folk song—900 Miles—and they evoke the idea of where the song found its origins. Beyond that, both songs connect each of us to the sense of belonging and family that are the human experience.While the music paints a picture of someone who is alone, that is not a feeling I want for any young student in our schools today. Band is one of the few places where students can discover that sense of belonging and find a surrogate family. While band is a family that might not always get along, they can reach a shared goal through diligent work, caring and encouragement. It was a pleasure completing Lonely Travelers for longtime friend, superb musician, excellent educator and dedicated leader in music education Dennis Emert. His students debuted the work at the 2020 PMEA State Conference. I am deeply appreciative of Dennis and the friendship, encouragement and perspective he shared with me over the years teaching in the same region.The opening flute, clarinet and alto saxophone part can be performed by the entire section or as a solo at the discretion of the director. The washboard and spoon part can be doubled as players allow. I would suggest bringing these students to the front of the stage to get the sound of both instruments to the audience. As the piece develops and Wayfaring Stranger is layered with 900 Miles, please remind your ensemble to play so they can hear each other, not so they are individually heard. I thank you and your ensemble in advance as you begin this journey together in search of Lonely Travelers.

SKU: KN.16033

UPC: 822795160338.

We welcome Keith Young to the Kendor family of writers with this grade 5 saxophone quartet. Including three recognizable standards - Swing Low, Sweet Chariot and Amazing Grace in a slow, gospel feel; followed by a rousing Dixie version of When The Saints Go Marching In, this arrangement can be performed including all three or just with the first two slow pieces. Written for 2 altos, tenor and baritone saxophones, the 1st alto part can also be played by soprano saxophone. Duration ca. 5:00.

SKU: LO.60-1275H

UPC: 000308104660.

Here is a great way to introduce the Brazilian bossa nova to even your youngest players. Lots of tutti ensemble rhythms with limited syncopation and well-crafted rhythm section parts will help you get this piece performance ready quickly. There is an eight-measure solo written for any saxophone, but since the changes only require soloists to know one pentatonic scale, you might want to feature some other players as well. The music in this series may be performed with one alto saxophone, one tenor saxophone (optional alto 2), one trumpet, one trombone, piano, bass and drums. Each set includes parts for 2 alto saxophones, 2 alto sax 2 (optional substitute for tenor saxophone), 2 tenor saxophones, 1 baritone saxophone, 4 trumpets, 4 trombones, 2 flutes, 2 clarinets, 1 horn, guitar, piano, bass and drums. Each piece also comes with a CD featuring a full recording and a practice track for your soloists.

SKU: PR.165001000

ISBN 9781491129241. UPC: 680160669776. 9 x 12 inches.

Commissione d for a consortium of high school and college bands in the north Dallas region, FOR THEMYSTIC HARMONY is a 10-minute inspirational work in homage to Norwood and Elizabeth Dixon,patrons of the Fort Worth Symphony and the Van Cliburn Competition. Welcher draws melodic flavorfrom five American hymns, spirituals, and folk tunes of the 19th century. The last of these sources toappear is the hymn tune For the Beauty of the Earth, whose third stanza is the quatrain: “For the joy of earand eye, For the heart and mind’s delight, For the mystic harmony, Linking sense to sound and sight,”giving rise to the work’s title.
This work, commissioned for a consortium of high school bands in the north Dallas area, is my fifteenth maturework for wind ensemble (not counting transcriptions). When I asked Todd Dixon, the band director whospearheaded this project, what kind of a work he most wanted, he first said “something that’s basically slow,” butwanted to leave the details to me. During a long subsequent conversation, he mentioned that his grandparents,Norwood and Elizabeth Dixon, were prime supporters of the Fort Worth Symphony, going so far as to purchase anumber of high quality instruments for that orchestra. This intrigued me, so I asked more about his grandparentsand was provided an 80-page biographical sketch. Reading that article, including a long section about theirdevotion to supporting a young man through the rigors of the Van Cliburn International Piano Competition fora number of years, moved me very much. Norwood and Elizabeth Dixon weren’t just supporters of the arts; theywere passionate lovers of music and musicians. I determined to make this work a testament to that love, and tothe religious faith that sustained them both. The idea of using extant hymns was also suggested by Todd Dixon,and this 10-minute work is the result.I have employed existing melodies in several works, delving into certain kinds of religious music more than a fewtimes. In seeking new sounds, new ways of harmonizing old tunes, and the contrapuntal overlaying of one tunewith another, I was able to make works like ZION (using 19th-century Revivalist hymns) and LABORING SONGS(using Shaker melodies) reflect the spirit of the composers who created these melodies, without sounding likepastiches or medleys. I determined to do the same with this new work, with the added problem of employingmelodies that were more familiar. I chose five tunes from the 19th century: hymns, spirituals, and folk-tunes.Some of these are known by differing titles, but they all appear in hymnals of various Christian denominations(with various titles and texts). My idea was to employ the tunes without altering their notes, instead using aconstantly modulating sense of harmony — sometimes leading to polytonal harmonizations of what are normallysimple four-chord hymns.The work begins and ends with a repeated chime on the note C: a reminder of steeples, white clapboard churchesin the country, and small church organs. Beginning with a Mixolydian folk tune of Caribbean origin presentedtwice with layered entrances, the work starts with a feeling of mystery and gentle sorrow. It proceeds, after along transition, into a second hymn that is sometimes connected to the sea (hence the sensation of water andwaves throughout it). This tune, by John B. Dykes (1823-1876), is a bit more chromatic and “shifty” than mosthymn-tunes, so I chose to play with the constant sensation of modulation even more than the original does. Atthe climax, the familiar spiritual “Were you there?” takes over, with a double-time polytonal feeling propelling itforward at “Sometimes it causes me to tremble.”Trumpets in counterpoint raise the temperature, and the tempo as well, leading the music into a third tune (ofunknown provenance, though it appears with different texts in various hymnals) that is presented in a sprightlymanner. Bassoons introduce the melody, but it is quickly taken up by other instruments over three “verses,”constantly growing in orchestration and volume. A mysterious second tune, unrelated to this one, interrupts it inall three verses, sending the melody into unknown regions.The final melody is “For the Beauty of the Earth.” This tune by Conrad Kocher (1786-1872) is commonly sung atThanksgiving — the perfect choice to end this work celebrating two people known for their generosity.Keeping the sense of constant modulation that has been present throughout, I chose to present this hymn in threegrowing verses, but with a twist: every four bars, the “key” of the hymn seems to shift — until the “Lord of all, toThee we praise” melody bursts out in a surprising compound meter. This, as it turns out, was the “mystery tune”heard earlier in the piece. After an Ivesian, almost polytonal climax, the Coda begins over a long B( pedal. At first,it seems to be a restatement of the first two phrases of “For the Beauty” with long spaces between them, but it soonchanges to a series of “Amen” cadences, widely separated by range and color. These, too, do not conform to anykey, but instead overlay each other in ways that are unpredictable but strangely comforting.The third verse of “For the Beauty of the Earth” contains this quatrain:“For the joy of ear and eye, –For the heart and mind’s delightFor the mystic harmonyLinking sense to sound and sight”and it was from this poetry that I drew the title for the present work. It is my hope that audiences and performerswill find within it a sense of grace: more than a little familiar, but also quite new and unexpected.

SKU: KJ.JB94F

UPC: 084027043462.

A Song of Hope is a brief musical expression of sorrow for young musicians to perform in memory of the students at Sandy Hook Elementary School and all victims of senseless violence. Bells and chimes punctuate the plaintive opening statement of the clarinets. Frequent meter changes of 2/4, 3/4, and 4/4 are used as are frequent changes of key (Eb, F, C, Bb). Jack Stamp deftly arranges the modulations so that unfamiliar tonalities are easily handled by young ensembles. A Song of Hope is playable with a limited woodwind section of just 2 Flutes, 2 Clarinets, and Alto Saxophone.

SKU: AP.33332S

UPC: 038081380605. English.

Un Poquito Latino (A Little Bit Latin) from the First Year Charts for Jazz Ensemble is deisgned for first year jazz ensembles. Full instrumentation includes 5 saxophones, 6 brass, and 4 rhythm parts. Reduced instrumentation is playable with 3 saxophones, 2 trumpets, 1 trombone and 3 rhythm parts. Optional parts include flute, tube, horn in F and baritone T.C./tenor sax. All solos are written out , the rhythm section parts suggest chord voicings and rhythms and guitar chord frames are provided to assist young guitarists.

SKU: AP.26868S

UPC: 038081300108. English.

If I Could Fly Away is a lush ballad for solo tenor saxophone. Composer/arranger Mike Smukal weaves and contrasts minor and major harmonies and has created a superb chart for the younger player with lead trumpet range only to top line written F. The tenor solo is all written out and the rhythm section parts are very clear. An excellent vehicle for a young tenor sax player! This title is available in MakeMusic Cloud.