Carl-Fischer

SKU: CF.CPS198F

ISBN 9781491148242. UPC: 680160905744. 9 x 12 inches.

The beautiful English/Irish folk song Kathleen Mavourneen is the basis for this ballad. The Grey Dawn Is Breaking offers an opportunity for young musicians to stretch their musical muscles by developing expression through dynamics, phrasing, and even rubato.

SKU: CF.CM9536

ISBN 9781491150689. UPC: 680160908189. 6.875 x 10.5 inches.

Will the Rain Fall Down tells the story of a Dust Bowl (1930s) era farmer who, after years of discouragement, still retains hope for the future. Ayres' musical story-telling style is haunting, made more so by the addition of optional percussion. Written for tenor-bass choirs of all sizes and abilities, the TB1, TB2 or TB(B) flexible voicing option is sure to meet the needs of any tenor-bass ensemble.

SKU: CF.O5368

ISBN 9780825836190. UPC: 798408036195. 9 X 14 inches.

Fábulas (Fables), the first work of Carlos Rodriguez to be published by Pembroke Music (a division of Carl Fischer), was commissioned by the Los Angeles Philharmonic Association. It was premiered by the Los Angeles Philharmonic under the direction of Esa-Pekka Salonen on April 10, 1996. The piece, an extended one-movement structure involving a large orchestra with a very full percussion section, is concerned with narrative forms in purely symphonic terms, ie. - without an actual program. The musical sequence of the piece, in three continuously evolving sections lasting about 15 minutes overall, is derived from the very opening 12-note string chord arrayed in a pattern of perfect 5ths and minor seconds extending over four octaves. The central core of the piece, subtitled Six Anagrams, involves a highly unusual and original application of the 12-note concept. Each pitch in the row is assigned a letter so that the row spells out the phrase voice leading. The six anagrams are re-orderings of this sequence into six new rows, which are then subjected to canonic development. The resulting sophisticated game provides Fábulas, with a rare degree of musical coherence. A fascinating work that rewards detailed analysis, Fábulas, is so brilliantly scored that it dazzles on its own terms, as sound, even without detailed examination of its elaborate underpinnings.

SKU: CF.SPS96

ISBN 9781491163795. UPC: 680160922581.

Popcatepetl, “Smoke Mountain” in Aztec, is a dormant volcano which the Mexican people affectionately call “POPO.” This dormant volcano in Mexico is on the boundary between the states of Mexico and Pueblo.In 1921 Popocatepetl belched smoke and gas for several months. Since then is has occasionally emitted the smoke and sulfurous vapors that earned its Aztec name.This suite is my musical impression of the Aztec volcano. The piece is divided into three scenes.The first scene, Prologue, is the first impression formed when you first come upon the volcano. The emotions range from fear to excitement to respect for nature. This scene should be played with spirit and every rhythmically.The second scene, Ballad. represents my feelings after the initial emotions have faded. One is quickly relaxed by the beauty of the volcano and its surroundings. This scene is scored in a dance-band style with lush sounding harmonics. This section of the composition should be played very slowly and with a relaxed feeling.The third scene, Introduction and Samba, is the emotion of joy utilizing Latin rhythms. This scene takes advantage of all of the color and rhythms associated with Mexico. Samba opens with a fanfare which is the main theme on which the whole scene is developed. This section should be played very crisply and rhythmically.Particular attention should be paid to all of the dynamic expressions even though the scoring will in most cases achieve dynamic changes.

SKU: CF.CM9635

ISBN 9781491157077. UPC: 680160915637. 6.875 x 10.5 inches. Key: E major. English, English. Abram Joseph Ryan (1838-1886).

Victor Johnson captures the mystery and nuance of the bittersweet poem, Wake Me a Song, by American poet, Abram Joseph Ryan. Nuance, text, and Johnson's rich harmonies paired with intertwining textures make this a noteworthy addition to any program. Also available for SATB Voices (CM9561).
About the Author Abram Joseph Ryan was born Matthew Abraham Ryan on February 5, 1838 in Hagerstown, Maryland. As a young man, Ryan and his family moved west St. Louis, Missouri, where he was educated at the Christian Brothers School. He studied for the priesthood at Niagra University in New York State and was ordained a priest in the Vincentian order on November 1, 1856. He taught theology, first at Niagra university and then at the diocesan seminary in Cape Girardeau, Missouri, until the beginning of the war between the states. Father Ryan enlisted in the army on September 1, 1862, and served as a chaplain throughout the conflict, carrying the wounded to safety and performing last rites on the battlefield. His first piece of poetry was inspired by the death of a younger brother while serving in the army. After the war, he established a weekly literary magazine in which most of his poetry was published. He also put out several volumes of poetry, including Father Ryan's Poems and A Crown for Our Queen. Father Ryan died on April 22, 1886 at a Franciscan monastery in Louisville, Kentucky. About the Song Wake Me A Song is an inspired and sensitive setting of the 19th-century poem by Abram Joseph Ryan. It features sweeping melodic lines, rich harmonies, and a flowingly beautiful accompaniment. To master a performance of this selection, singers must perform very expressively, paying close attention to such musical aspects as phrase shaping, the rise and fall of the melodic line, blending and proper intonation between sections. One strategy that could be used to ensure proper phrasing is the idea of Painting the Phrase. The singer should make a motion as if they have a paintbrush in their hand and paint the melodic line and phrase shape as if they are painting with a nice, flowing brush stroke. One could think about painting a rainbow or an arch to show the rise and fall of the line and/or phrase. The director can also show this gesture while conducting to reinforce this concept.
About the AuthorAbram Joseph Ryan was born Matthew Abraham Ryan on February 5, 1838 in Hagerstown, Maryland. As a young man, Ryan and his family moved west St. Louis, Missouri, where he was educated at the Christian Brothers School. He studied for the priesthood at Niagra University in New York State and was ordained a priest in the Vincentian order on November 1, 1856. He taught theology, first at Niagra university and then at the diocesan seminary in Cape Girardeau, Missouri, until the beginning of the war between the states.Father Ryan enlisted in the army on September 1, 1862, and served as a chaplain throughout the conflict, carrying the wounded to safety and performing last rites on the battlefield. His first piece of poetry was inspired by the death of a younger brother while serving in the army. After the war, he established a weekly literary magazine in which most of his poetry was published. He also put out several volumes of poetry, including Father Ryan's Poems and A Crown for Our Queen. Father Ryan died on April 22, 1886 at a Franciscan monastery in Louisville, Kentucky.About the SongWake Me A Song is an inspired and sensitive setting of the 19th-century poem by Abram Joseph Ryan. It features sweeping melodic lines, rich harmonies, and a flowingly beautiful accompaniment.To master a performance of this selection, singers must perform very expressively, paying close attention to such musical aspects as phrase shaping, the rise and fall of the melodic line, blending and proper intonation between sections.One strategy that could be used to ensure proper phrasing is the idea of “Painting the Phrase.” The singer should make a motion as if they have a paintbrush in their hand and “paint” the melodic line and phrase shape as if they are painting with a nice, flowing brush stroke. One could think about painting a rainbow or an arch to show the rise and fall of the line and/or phrase. The director can also show this gesture while conducting to reinforce this concept.

SKU: CF.YPS217

ISBN 9781491156544. UPC: 680160915088. 9 x 12 inches.

Hope Remains Within was commissioned by and composed for the Mount Nittany Middle School 7th and 8th Grade Concert Bands. Having heard the students of Mount Nittany perform another work of mine, I was very excited when their director, Johanna Steinbacher, approached me about writing a piece specifically for them. I knew right away that I wanted to write something that would tie in with their non-music curriculum in some way, but I wasn't exactly sure how, or what. Johanna talked to some of her students and learned that, in 7th grade, the students spend a good deal of time studying mythology in their English class. In particular, two clarinet students mentioned how much they enjoyed the story of Pandora. As such, I decided to use that story as the basis of this composition. Hope Remains Within doesn't attempt to re-tell the story, event by event, in musical terms. Instead, my goal was to address what seems to be one of the central issues of the Pandora myth. Though there are some variations, we probably all know the basics as told by the ancient Greek poet Hesiod. Zeus decides to punish Prometheus for stealing fire from heaven and giving it to humans. He and the other gods create Pandora, a beautiful and deceitful woman, and they give her to Prometheus's brother Epimetheus as a bride. Pandora is herself given a jar (according to many sources, jar seems to be a more accurate translation for what we commonly call Pandora's box) which contained numerous evils, diseases, and other pains. Out of curiosity, Pandora opens the jar and releases all of these evils into the world. But one thing remains in the jar: hope. The issue of hope seems to be one of the big interpretive questions of the Pandora myth. Why does hope remain within the jar? Why doesn't it come out of the jar to help humanity? Is hope being held on a pedestal of some sort? Is hope deliberately withheld from humanity? Why was hope in the jar with all those evils in the first place? I'm not enough of a mythological scholar to claim to have definitive answers to those questions, but these are the questions that I've tried to engage from a musical perspective in Hope Remains Within. I encourage the students and listeners to consider their own ideas of what hope is, and where you can find your own hope when needed. Musically, Hope Remains Within draws one of its main themes from the Prometheus Symphony by Alexander Skryabin (Scriabin). The note sequence F-D-Gb -F, heard near Hope's beginning played by alto saxophones and chimes, comes from the opening measures of Skyrabin's work. Given the important role that Prometheus plays in the Pandora myth, this seemed like an appropriate musical gesture to quote. This Prometheus motive is varied throughout the course of the piece, and even provides closure at the end, recast in a major key. Additionally, I have tried to involve a manageable amount of chromaticism in this piece. I have worked from the key of Bb major, no doubt familiar to every student who has ever played an instrument in a band. But I have added three extra notes: Db, Gb, and Ab, which are drawn from the key of Bb minor. During the piece's slow opening, I have allowed these minor key pitches to mingle freely within the Bb major tonality, adding extra color and (I hope!) beauty. As the piece progresses, though, the tempo increases, and we lose sense of the Bb major key entirely, and these extra notes play a more important role. But finally, Bb major returns triumphantly and all the extra notes are gone, except for a brief memory near the very end. (Ok, there are a couple of E-naturals that sneak in there along the way. I couldn't resist.).
Hope Remains Within was commissioned by and composed for the Mount Nittany Middle School 7th and 8th Grade Concert Bands. Having heard the students of Mount Nittany perform another work of mine, I was very excited when their director, Johanna Steinbacher, approached me about writing a piece specifically for them. I knew right away that I wanted to write something that would tie in with their non-music curriculum in some way, but I wasn’t exactly sure how, or what. Johanna talked to some of her students and learned that, in 7th grade, the students spend a good deal of time studying mythology in their English class. In particular, two clarinet students mentioned how much they enjoyed the story of Pandora.As such, I decided to use that story as the basis of this composition. Hope Remains Within doesn’t attempt to re-tell the story, event by event, in musical terms. Instead, my goal was to address what seems to be one of the central issues of the Pandora myth. Though there are some variations, we probably all know the basics as told by the ancient Greek poet Hesiod. Zeus decides to punish Prometheus for stealing fire from heaven and giving it to humans. He and the other gods create Pandora, a beautiful and deceitful woman, and they give her to Prometheus’s brother Epimetheus as a bride. Pandora is herself given a jar (according to many sources, “jar” seems to be a more accurate translation for what we commonly call “Pandora’s box”) which contained numerous evils, diseases, and other pains. Out of curiosity, Pandora opens the jar and releases all of these evils into the world. But one thing remains in the jar: hope.The issue of hope seems to be one of the big interpretive questions of the Pandora myth. Why does hope remain within the jar? Why doesn’t it come out of the jar to help humanity? Is hope being held on a pedestal of some sort? Is hope deliberately withheld from humanity? Why was hope in the jar with all those evils in the first place?I’m not enough of a mythological scholar to claim to have definitive answers to those questions, but these are the questions that I’ve tried to engage from a musical perspective in Hope Remains Within. I encourage the students and listeners to consider their own ideas of what hope is, and where you can find your own hope when needed.Musically, Hope Remains Within draws one of its main themes from the Prometheus Symphony by Alexander Skryabin (Scriabin). The note sequence F-D-Gb -F, heard near Hope’s beginning played by alto saxophones and chimes, comes from the opening measures of Skyrabin’s work. Given the important role that Prometheus plays in the Pandora myth, this seemed like an appropriate musical gesture to quote. This Prometheus motive is varied throughout the course of the piece, and even provides closure at the end, recast in a major key.Additionally, I have tried to involve a manageable amount of chromaticism in this piece. I have worked from the key of Bb major, no doubt familiar to every student who has ever played an instrument in a band. But I have added three extra notes: Db, Gb, and Ab, which are drawn from the key of Bb minor. During the piece’s slow opening, I have allowed these minor key pitches to mingle freely within the Bb major tonality, adding extra color and (I hope!) beauty. As the piece progresses, though, the tempo increases, and we lose sense of the Bb major key entirely, and these extra notes play a more important role. But finally, Bb major returns triumphantly and all the extra notes are gone, except for a brief memory near the very end. (Ok, there are a couple of E-naturals that sneak in there along the way. I couldn’t resist.).

SKU: CF.FAS134F

ISBN 9781491165171. UPC: 680160924080. Key: D major.

George Frederic Handel (1685-1759) is a German composer whose musical legacy has lasted over three hundred years. While most people know his Hallelujah Chorus from the oratorio The Messiah, many of his other compositions are still performed around the world, including La Rejouissance from the Royal Fireworks Suite. The suite was commissioned by King George of England to celebrate the Treaty of Aix-La-Chapel. King George said he wanted only wind and percussion instruments, specifically requesting “no fiddles.” 12,000 people attended the dress rehearsal of the concert. In contrast, the actual performance happened in the rain, which meant many of the fireworks did light, but managed to set the immense pavilion on fire. Handel later added strings to the Royal Fireworks Suite for a charity performance for The Foundling Hospital of London.For young students, the character of Handel’s music is defined by the types of bow strokes. Quarter notes should be played with a detached bow stroke with a hint of an accent. Eighth notes may be played more connected but will sound best with a slight detachè stroke. If more advanced students join the performance, a minimized vibrato is typical of music from the Baroque era. Terraced dynamics may be practiced by stopping just before the dynamic change and adjusting the weight of the bow arm, then proceeding in the new dynamic such as in measures 37-39.

SKU: CF.CM8923

ISBN 9780825857607. UPC: 798408057602. 6.875 X 10.5 inches. Key: Bb major. Text: Herb Frombach; Robert Lowry. Herb Frombach, Robert Lowry.

SKU: CF.YAS191F

ISBN 9781491154908. UPC: 680160913459. 9 x 12 inches. Key: G major.

Peaceful scenes of quiet, gentle snow are reflected in this nostalgic melody for intermediate strings. A flowing legato theme evokes warm memories of innocence and joy as it moves between the sections, allowing all players a chance to practice playing with sustained bows and beautiful tone. Moments of modulation use easy accidentals in first position to relay the mystery and magic of the season. Piano and bells add to the dream-like quality of this serene concert selection and are highly recommended. This is the quintessential sound for any winter concert.

About Carl Fischer Young String Orchestra Series

This series of Grade 2/Grade 2.5 pieces is designed for second and third year ensembles. The pieces in this series are characterized by:
--Occasionally extending to third position
--Keys carefully considered for appropriate difficulty
--Addition of separate 2nd violin and viola parts
--Viola T.C. part included
--Increase in independence of parts over beginning levels

SKU: CF.CAS121F

ISBN 9781491154724. UPC: 680160913275. 9 x 12 inches. Key: A major.

To the Ocean expresses a sea-faring voyage filled with excitement and hope. The ocean changes its look in different situations, which is shown in the varied harmonic progressions. The music changes the colors and atmosphere like the ocean. Students will use staccato and legato in various scenes of the music in the often neglected key of A Major. Enjoy sailing across the ocean in this musical journey around the world. Other pieces by Yukiko Nishimura about the journey to the sea are Sailing! and Blue Water..
To the Ocean expresses a sea-faring voyage filled with excitement and hope. The ocean changes its look in different situations, which is shown in the varied harmonic progressions. The music changes the colors and atmosphere like the ocean. Students will use staccato and legato in various scenes of the music in the often neglected key of A Major.  Enjoy sailing across the ocean in this musical journey around the world. Other pieces by Yukiko Nishimura about the journey to the sea are “Sailing!” and “Blue Water.”.

SKU: CF.YPS175F

ISBN 9781491144138. UPC: 680160901630. 9 x 12 inches.

This fun, pirate themed piece from James Meredith finds ways to intrigue the performer and audience with catchy melodies spliced with subtle mentions of classical themes. This makes the piece fun while also giving teachers opportunities to pique interest in other literature.

SKU: CF.FE92S

ISBN 9780825879029. UPC: 798408079024. 8 inches.

SKU: CF.YAS133F

ISBN 9780825895043. UPC: 798408095048. 9 x 12 inches.

About Carl Fischer Young String Orchestra Series

This series of Grade 2/Grade 2.5 pieces is designed for second and third year ensembles. The pieces in this series are characterized by:
--Occasionally extending to third position
--Keys carefully considered for appropriate difficulty
--Addition of separate 2nd violin and viola parts
--Viola T.C. part included
--Increase in independence of parts over beginning levels

SKU: CF.SC82

ISBN 9780825894381. UPC: 798408094386. 11 x 17 inches.