Tall order

The colourful new recorder method for primary schools-From the creator of the award-winning Learn As You Play tutor series Peter Wastall is this complete recorder teaching scheme for beginners. This colourful recorder method has been specially designed to help primary school teachers to integrate the teaching of the recorder with basic classroom music skills. Old MacDonald and his farmyard friends introduce the basics of recorder playing through games activities songs and pieces. It combines fun with successful teaching methods and has been thoroughly researched to meet the needs of today's primary school teachers. Easy to use this method has a clearly structured step-by-step approach ideal for bothgeneralist and specialist music teachers. Musical material is introduced in clear progressive steps. The course can be used in the classroom or with extra curricular groups and group playing pieces for groups of all sizes offer plenty of opportunities for performance. This book contains all the Keyboard (or Piano) accompaniments from Book 1 and 2.

The colourful new recorder method for primary schools-Recorder Book (Pack of 10). Wastall P

The best way to learn any instrument is to have lessons from a good experienced teacher. Although happily the number of such teachers is constantly growing the recorder is still frequently taught by enthusiastic but inexperienced teachers and many players start by teaching themselves.This series of books sets out to help learners of all ages in all three situations. Experienced teachers who may choose to disregard much of the text as personal demonstration is always clearer than the written word will find exercises and fine tunes a-plenty to support their own mathod at each stage. The less experienced willbenefit from many valuable teaching hints culled fromlong experience and may rely on the books to lead to a sound playing technique and a mastery of simple notation.Those learning by themseves - and I started in this way - are urged to work carefully and systematically through the books taking plenty of time to assimilate each point before moving on. For them without the personal model provided by a live teacher it is vitally important to listen as often as possible to fine players in person or on record so that they have in their mind's ear a clear notion of the kind of sound they would like to produce.But however they start I can only wish that all who use these books will derive as much pleasure and musical satisfaction and gain as many lasting and valued friendships as I have through this most subtle delightful and sociable of instruments. (Brian Bonsor)“...this work is likely to become a standart work very quickly and is to be recommended to all schools where recorder studies are undertaken“ (Oliver James Contact Magazine)These two tutors with accompanying teacher's books are for newcomers to the instrument who are beginning on the treble and so assume no previous knowledge either of the instrument or of musical notation.

The best way to learn any instrument is to have lessons from a good experienced teacher. Although happily the number of such teachers is constantly growing the recorder is still frequently taught by enthusiastic but inexperienced teachers and many players start by teaching themselves.This series of books sets out to help learners of all ages in all three situations. Experienced teachers who may choose to disregard much of the text as personal demonstration is always clearer than the written word will find exercises and fine tunes a-plenty to support their own mathod at each stage. The less experienced willbenefit from many valuable teaching hints culled fromlong experience and may rely on the books to lead to a sound playing technique and a mastery of simple notation.Those learning by themseves - and I started in this way - are urged to work carefully and systematically through the books taking plenty of time to assimilate each point before moving on. For them without the personal model provided by a live teacher it is vitally important to listen as often as possible to fine players in person or on record so that they have in their mind's ear a clear notion of the kind of sound they would like to produce.But however they start I can only wish that all who use these books will derive as much pleasure and musical satisfaction and gain as many lasting and valued friendships as I have through this most subtle delightful and sociable of instruments. (Brian Bonsor)“...this work is likely to become a standart work very quickly and is to be recommended to all schools where recorder studies are undertaken“ (Oliver James Contact Magazine)Descant Tutors provide a sound-playing technique a mastery of simple notation and contain 570 tunes including concert pieces by Bonsor carols attractive rounds and melodies by 'early music' composers. Clear line drawings greatly assist the pupil making them especially suitable for self-instruction.

'Tall Stories for Short Pianists' is an album of a dozen approachable Piano solos along with 5 duets (for pupil and teacher) pitched at the younger Pianist. Each piece connects with a tale or story (some will be more immediately familiar than others) while the level of difficulty starts at ABRSM Prep Test/Trinity College Initial with a couple nudging Grade 3.While in some cases the technical and reading difficulties have been kept to a minimum other pieces include hand-positon changes hand-crossing isolated high/low notes or brief chromatic features in order to widen the interest. The intrepid Pianist is warmly invited to take up a commanding presenceat the Piano (or Keyboard) and perform with authority!Mark Tanner's compositions encompass an impressively wide range of attractive styles. A number of his pieces written or adapted for a variety of instruments feature in current ABRSM TCL and LCM exam syllabuses drawing from a growing oeuvre (60 volumes) of music published by Spartan Press. You will find a few of his pieces within an appealing new ABRSM series due to appear later in 2016: 'Piano Star'. Mark's 'Scapes' series was shortlisted for the 'Best Print Resource' Award at the 2015 Music Teacher Awards and he is co-author of ABRSM's Teaching Notes an informative book to support the latest Piano syllabus. His thought-provoking book 'The Mindful Pianist' was published by Faber Music in 2016.

Three Cantatas with Recorder Edited by Barbara Sachs For soprano (d'-a''), two recorders and bc Augellin, vago e canoro Filli, tu sai s'io t'amo Mentre Clori la bella Augellin, vago e canoro, in D minor, has three da capo arias, all in triple metres, separated by recits. The recorders introduce or echo the voice in the first aria, and conclude the second aria which is without them, and provide a totally independent accompaniment throughout the last aria. Syncopations make the second and third arias as unpredictable as the vagaries of the little bird. Filli tu sai ch’io t’amo, in C major, reverses the structure, framing two da capo arias between three very short recits. In the arias the two recorders alternate with the solo voice, playing in very modern trio-style thirds (and in passages labelled unisoni). The singer is graciously insistent while berating Phyllis for not recognizing what it means to love. Mentre Clori la bella, in C minor, is strikingly without any hint of da capo aria form. It presents a Cloris determined to have no more to do with Fileno, who, however, is listening to this outburst. Her state of mind is not quite so linear, though, and the three-part structure explains her dilemma. The opening recit is mainly by the narrator, the first aria, with recorders echoing the voice and harmonizing the cadences, is sung twice, (warning him to expect nothing more of her), followed by an instrumental ritornello. A long recit and an aria – repeated in its entirety, but without recorders, and followed by an instrumental ritornello – states that she had loved him once, but that after whatever he has done, she can only hope now to be revenged. A short recit expresses some doubt, and the following aria with recorders has no repeat, though its four lines are set twice, promising a retraction of her disdain. In this cantata Neapolitan 6ths underline all the most dramatic words (sospiri; folle t’inganni; temprati i sdegni).

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

Includes the music of amongst others Parsons Shepherd Tallis Wilkinson Byrd Giles and Tye.

KAOTES c'est le dialogue né d'une rencontre entre un piano et une flûte à bec soprano, Timidement, ils se présentent l'un, l'autre, La mélodie qu'ils s'échangent alors est très sobre, toute en retenue, Puis, à mesure qu'ils apprennent à se connaître, cette phrase musicale s'enrichit, se développe et commence à laisser percer les sentiments et le tempérament des deux protagonistes, Après ce moment de découverte et d'idylle, vient le temps des différences, des dissemblances ,,,Piano et flûte à bec ne se comprennent plus tout à fait et la discorde commence à s'installer, On quitte le paisible ré Majeur et sa basse obstinée rassurante, La dissonance est évidente - le couple ne s'entend plus ! La flûte à bec ne comprend pas - elle aime tellement s'amuser, virevolter, pirouetter ,,,et le piano, lui, si solennel ne supporte pas cette légèreté, cette frivolité ! Il singe la flûte, se moque d'elle, le ton monte, la flûte ne s'en laisse pas conter et riposte ,,,on se fâche, on s'excuse, on tente la réconciliation, on s'interpelle, on se passionne, on s'apaise, ,,,puis finalement, chacun fait un pas vers l'autre et c'est de nouveau l'harmonie qui règne entre piano et flûte à bec,Cette pièce, écrite en 2009, a été enregistrée sur l'album ' Carnet de notes ' de l'ensemble instrumental NONAME,  / Flûte A Bec Et Piano

Ensemble pour 5 percussions.Le titre 'Amalgame' fait référence à un entremêlement de différents ryhtmes, ainsi qu'à la juxtaposition de séquences contrastées tant par la dynamique, les timbres et les caractères.Cette pièce est basée sur un ostinato au marimba (à 5/8), autoure duquel s'organise une rythmique engendrée par des cellules de métriques différentes (2/4, 3/4, 5/8) - procédé inspiré des polyrythmies d'Afrique centrale.Cet ostinato sera entrecoupé de séquences plus mélodiques et notemment une partie centrale 'méditative' basée sur les claviers métalliques (glockenspiel et vibraphone), qui contrastent avec le caractère fougueux de l'ostinato.Dans la dernière partie, axée essentiellement sur les peaux, toute notion de mesure et de temps fort est progressivement gommée par l'utilisation de trémolos aux timbales puis par une pulsation très rapide sur laquelle apparaissent des accents de manière aléatoire, avant de retrouver pour une dernière fois l'ostinato initial.P 1 : Vibraphone, temple blocksP 2 : Marimba, tomsP 3 : BatterieP 4 : BatterieP5 : Timbales / Ensemble Multipercussions (Quintette)