Selections From West Side Stor

SKU: BT.BHI102334

SKU: BT.BHI6101928

SKU: BT.BHI5401405

SKU: HL.49034685

ISBN 9780793599431. UPC: 073999606102. 305 X 229 inches.

Contents: Adagio (Beethoven) • Aria (Donizetti) • Berceuse (Stravinsky) • Bourree I from Cello Suite No. 3 (Bach) • Cool • Entr'acte • Es ist vollbracht (Bach) • The Sorcerer's Apprentice (Dukas)• Symphony No. 4, Finale (Tchaikovsky) • Symphony No. 5 (Tchaikovsky) • Theme from Pictures at an Exhibition (Mussorgsky).Twelve Solos for the Bassoon player, mainly adapted from Orchestral excerpts in order to give the performer practice at playing these solos in context with proper harmonic backing (Piano accompaniment). Selected and edited by Sol Schoenbach, these pieces range from J.S. Bach's Cello Suite to Leonard Bernstein's West Side Story. The bulk of this music falls under the 'intermediate' (Grade 4-6) category, however the Tchaikovsky and Berstain pieces are somewhat harder.

Contents: Adagio (Beethoven) • Aria (Donizetti) • Berceuse (Stravinsky) • Bourree I from Cello Suite No. 3 (Bach) • Cool • Entr'acte • Es ist vollbracht (Bach) • The Sorcerer's Apprentice (Dukas)• Symphony No. 4, Finale (Tchaikovsky) • Symphony No. 5 (Tchaikovsky) • Theme from Pictures at an Exhibition (Mussorgsky).

SKU: BT.MUSAM92045

ISBN 9780711941755.

Some of the most memorable, poignant, shocking or side-splitting film moments are captured in this specially selected anthology of silver-screen songs for Piano, Voice and Guitar. From classic movies such as CasablancaandGr ease to modern-day masterpieces like Donnie Darko and Moulin Rouge, a great film song is often so much more than just a soundtrack, with many of the songs featured here becoming huge chart-topping hitsintheir own right!

Whether you're looking for that tear-jerking ballad, sensational show-stopper or vintage heart-warmer, you'll find that magical movie-song right here.

SKU: HL.49018099

ISBN 9790001158428. UPC: 884088567347. 8.25x11.75x0.457 inches. Latin - German.

On letting go(Concerning the selection of the texts) In the selection of the texts, I have allowed myself to be motivated and inspired by the concept of 'letting go'. This appears to me to be one of the essential aspects of dying, but also of life itself. We humans cling far too strongly to successful achievements, whether they have to do with material or ideal values, or relationships of all kinds. We cannot and do not want to let go, almost as if our life depended on it. As we will have to practise the art of letting go at the latest during our hour of death, perhaps we could already make a start on this while we are still alive. Tagore describes this farewell with very simple but strikingly vivid imagery: 'I will return the key of my door'. I have set this text for tenor solo. Here I imagine, and have correspondingly noted in a certain passage of the score, that the protagonist finds himself as though 'in an ocean' of voices in which he is however not drowning, but immersing himself in complete relaxation. The phenomenon of letting go is described even more simply and tersely in Psalm 90, verse 12: 'So teach us to number our days, that we may apply our hearts unto wisdom'. This cannot be expressed more plainly.I have begun the requiem with a solo boy's voice singing the beginning of this psalm on a single note, the note A. This in effect says it all. The work comes full circle at the culmination with a repeat of the psalm which subsequently leads into a resplendent 'lux aeterna'. The intermediate texts of the Requiem which highlight the phenomenon of letting go in the widest spectrum of colours originate on the one hand from the Latin liturgy of the Messa da Requiem (In Paradisum, Libera me, Requiem aeternam, Mors stupebit) and on the other hand from poems by Joseph von Eichendorff, Hermann Hesse, Rabindranath Tagore and Rainer Maria Rilke.All texts have a distinctive positive element in common and view death as being an organic process within the great system of the universe, for example when Hermann Hesse writes: 'Entreiss dich, Seele, nun der Zeit, entreiss dich deinen Sorgen und mache dich zum Flug bereit in den ersehnten Morgen' ['Tear yourself way , o soul, from time, tear yourself away from your sorrows and prepare yourself to fly away into the long-awaited morning'] and later: 'Und die Seele unbewacht will in freien Flugen schweben, um im Zauberkreis der Nacht tief und tausendfach zu leben' ['And the unfettered soul strives to soar in free flight to live in the magic sphere of the night, deep and thousandfold']. Or Joseph von Eichendorff whose text evokes a distant song in his lines: 'Und meine Seele spannte weit ihre Flugel aus. Flog durch die stillen Lande, als floge sie nach Haus' ['And my soul spread its wings wide. Flew through the still country as if homeward bound.']Here a strong romantically tinged occidental resonance can be detected which is however also accompanied by a universal spirit going far beyond all cultures and religions. In the beginning was the sound Long before any sort of word or meaningful phrase was uttered by vocal chords, sounds, vibrations and tones already existed. This brings us back to the music. Both during my years of study and at subsequent periods, I had been an active participant in the world of contemporary music, both as percussionist and also as conductor and composer. My early scores had a somewhat adventurous appearance, filled with an abundance of small black dots: no rhythm could be too complicated, no register too extreme and no harmony too dissonant. I devoted myself intensely to the handling of different parameters which in serial music coexist in total equality: I also studied aleatory principles and so-called minimal music.I subsequently emigrated and took up residence in Spain from where I embarked on numerous travels over the years to India, Africa and South America. I spent repeated periods during this time as a resident in non-European countries. This meant that the currents of contemporary music swept past me vaguely and at a great distance. What I instead absorbed during this period were other completely new cultures in which I attempted to immerse myself as intensively as possible.I learned foreign languages and came into contact with musicians of all classes and styles who had a different cultural heritage than my own: I was intoxicated with the diversity of artistic potential.Nevertheless, the further I distanced myself from my own Western musical heritage, the more this returned insistently in my consciousness.The scene can be imagined of sitting somewhere in the middle of the Brazilian jungle surrounded by the wailing of Indians and out of the blue being provided with the opportunity to hear Beethoven's late string quartets: this can be a heart-wrenching experience, akin to an identity crisis. This type of experience can also be described as cathartic. Whatever the circumstances, my 'renewed' occupation with the 'old' country would not permit me to return to the point at which I as an audacious young student had maltreated the musical parameters of so-called contemporary music. A completely different approach would be necessary: an extremely careful approach, inching my way gradually back into the Western world: an approach which would welcome tradition back into the fold, attempt to unfurl the petals and gently infuse this tradition with a breath of contemporary life.Although I am aware that I will not unleash a revolution or scandal with this approach, I am nevertheless confident as, with the musical vocabulary of this Requiem, I am travelling in an orbit in which no ballast or complex structures will be transported or intimated: on the contrary, I have attempted to form the message of the texts in music with the naivety of a 'homecomer'. Harald WeissColonia de San PedroMarch 2009.

SKU: HH.HH566-SOL

ISBN 9790708185819.

Moza rt’s final three symphonies were composed, according to Mozart’s autograph Verzeichnüß, in the space of a few weeks, from late June to early August 1788. During that year the 11-year-old Hummel was a resident pupil of Mozart and would have been a daily witness to the creation of these foundational works of the Western musical canon. There is an almost total lack of documentary evidence concerning the circumstances of these works, however, which has led to considerable speculation as to their origins, early performances and reception. There are three plausible scenarios for the genesis of these symphonies: that they were written for a series of subscription concerts scheduled for autumn 1788; that Mozart wrote them with the (unfulfilled) intention of publication as an opus; that they may have been prepared in advance of Mozart’s projected visit to London with his British friends the Storace family, Thomas Attwood and Michael Kelly (again unfulfilled). A contemporaray review in The Harmonicum (1823) of Hummel’s piano arrangements of these works notes, approvingly, that they show his perfect knowledge of the instrument and his nice [= fastidious] discrimination in selecting the most effective parts from the score in those places where the whole could not be taken.

SKU: HH.HH531-SOL

ISBN 9781914137280.

Moza rtâ??s final three symphonies were composed, according to Mozartâ??s autograph VerzeichnüÃ?, in the space of a few weeks, from late June to early August 1788. During that year the 11-year-old Hummel was a resident pupil of Mozart and would have been a daily witness to the creation of these foundational works of the Western musical canon. There is an almost total lack of documentary evidence concerning the circumstances of these works, however, which has led to considerable speculation as to their origins, early performances and reception. There are three plausible scenarios for the genesis of these symphonies: that they were written for a series of subscription concerts scheduled for autumn 1788; that Mozart wrote them with the (unfulfilled) intention of publication as an opus; that they may have been prepared in advance of Mozartâ??s projected visit to London with his British friends the Storace family, Thomas Attwood and Michael Kelly (again unfulfilled). A contemporaray review in The Harmonicum (1823) of Hummelâ??s piano arrangements of these works notes, approvingly, that they show his perfect knowledge of the instrument and his nice [= fastidious] discrimination in selecting the most effective parts from the score in those places where the whole could not be taken.

SKU: HH.HH532-SOL

ISBN 9790708185444.

Moza rt’s final three symphonies were composed, according to Mozart’s autograph Verzeichnüß, in the space of a few weeks, from late June to early August 1788. During that year the 11-year-old Hummel was a resident pupil of Mozart and would have been a daily witness to the creation of these foundational works of the Western musical canon. There is an almost total lack of documentary evidence concerning the circumstances of these works, however, which has led to considerable speculation as to their origins, early performances and reception. There are three plausible scenarios for the genesis of these symphonies: that they were written for a series of subscription concerts scheduled for autumn 1788; that Mozart wrote them with the (unfulfilled) intention of publication as an opus; that they may have been prepared in advance of Mozart’s projected visit to London with his British friends the Storace family, Thomas Attwood and Michael Kelly (again unfulfilled). A contemporaray review in The Harmonicum (1823) of Hummel’s piano arrangements of these works notes, approvingly, that they show his perfect knowledge of the instrument and his nice [= fastidious] discrimination in selecting the most effective parts from the score in those places where the whole could not be taken.

SKU: GI.G-10833

ISBN 9781574635614.

From philosophy, auditions, and lesson planning to improvisation and literature selection, this diverse group of nationally recognized educators at all levels discuss these topics and more. Each director practically walks you through a rehearsal! Whether you are a seasoned vocal jazz director or someone looking to get started, the authors’ concepts on running an outstanding vocal jazz program has something for everyone. There are different vocal timbres that we expect to hear in different styles, and I believe that there are ways to produce a variety of sounds in a healthy way with sound technique. —Andrew Dahan     Niles North High School, Skokie, IL When starting a vocal jazz ensemble, I keep the literature on the easy side so concepts of style, tone, vibrato, balance, and blend can be focused on without pounding out notes. —Roger Emerson     Professional Composer and Arranger As with any language, one of the fastest ways to learn about different styles, genres, and other idiosyncrasies is to immerse ourselves in the language. —Daniel Gregerman     Glenbrook South High School, Glenview, IL I think of the audition process as a necessary means to help me ‘cast’ the ensemble. —Greg Jasperse     Western Michigan University My overall philosophy is that teaching jazz is extremely important. The creation of this music is unique to America, and it is imperative that we keep our youth informed. —Connaitre Miller     Howard University We don’t really ever ‘finish’ a piece or arrangement, do we? We work on the repertoire and the music arrives to an artistic place. —Kate Reid     University of Miami, Frost School of Music Jazz is a genre that has to be primarily learned from listening. Exposing students to a wide variety of jazz and contemporary styles is one of the most important things we need to do. —John Stafford II     Kansas City Kansas Community College My jazz singers are the best music readers in the department, and I never do any sight singing with the jazz choirs. That is all done in the traditional choirs. —Janice Vlachos     Fairview High School, Boulder, CO It takes a good amount of work to achieve a unified sound, however, within working on the minute details and repetition, it is those moments of victory during the rehearsals that make it all worth it. —Gaw Vang Williams     Sacramento State College Vocal jazz encourages personal expression through which improvisation has become a hallmark trait of the genre. —Natalie Wilson     Grass Valley Elementary School, Camas, WA.