Fundamentals for Beginning Bands

SKU: CF.O5423

ISBN 9780825833182. UPC: 798408033187. 9 X 12 inches.

Andy Balent and Joe Compello have done it again. Following the great success of their collaboration on Ensembles Sound Spectacular, Grade Two, they created an outstanding folio for the Grade One Band. This very easy collection of original pieces and arrangements for beginning band contains music that is enjoyable and exciting for young players and can also be used to aid in the teaching of basic fundamentals of music and band performance. All pieces are correlated with Book One of the Sounds Spectacular Band Course and are designed to sound great with an imbalanced instrumentation or larger, fully provided ensembles. They will also be a great supplement to any band method you are currently using. This folio is written for the basic instrumentation that is common to most beginning bands. There is only one flute, clarinet and trumpet part and the low instrument parts are all together. As long as all parts are included, even the smallest ensemble will make a very solid sound at this level. First Concert Folio contains the following selections: Ain't Gonna Rain No More, Aura Lee, Captain Andy, Chant For Band, Jingle Bells, London Bridge is Rockin' Down, The Mouse in the Clock, O Come Little Children, Old Mac Donald's Band, The Olympians, The Sailor and the Bear, Skip To My Lou, The Old Man Plays Trumpet, The Victors Wolfgang in the Percussion Box.

SKU: CL.073-1997-04

SKU: CL.073-1997-20

Gerald Sebesky.

SKU: CF.CPS251F

ISBN 9781491159880. UPC: 680160918478.

About the Music Semper Gratus is Latin for always grateful. The piece was written in honor of James E. Champion, who taught band for thirty-eight years, twenty-five of which were spent in Florence, Alabama, where he was my elementary school and high school band director. His bands consistently achieved superior ratings throughout his career. He holds multi-decade-spanning memberships in professional music education organizations, continues to serve in helping with Alabama Bandmasters Association events, and conducts and performs in various community bands and ensembles. As my band director at Bradshaw High School, Mr. Champion encouraged me to perform one of my first compositions, a clarinet quartet, at solo/ensemble festival. He taught his students the fundamentals of music, the technical aspects of performance, and exposed them to the great standards of band literature. But in doing so, he also modeled leadership, work-ethic, good character, and fostered the love of the activity of band that led me to choose music education as a career. And for that, I will always be grateful. Performance Notes Measures 1-12: The beginning of the piece should be performed in a majestic, fanfare-like style. The woodwind cues should only be used if absolutely needed during this section. Measures 41-58: The concert toms should establish a presence, but not overpower the winds. The triangle and woodblock parts should be heard distinctly over the concert toms. A higher pitched woodblock should be used for this section. (A set of claves could be used in place of the woodblock if desired.) Measures 59-94: The entirety of the middle section should be played in a rubato style to maximize musical expression, exaggerating dynamics and ritardando sections. The quarter-note triplets in the middle and low winds should be emphasized at m. 70. The molto ritardando that begins at m. 70 should be allowed to build as long as possible in m. 71 before reaching the musical apex of the middle section at m. 72. At mm. 92-94, depending on the size of the ensemble, you may want to limit the number of players (or put one per part) to achieve the most delicate sound possible. Measures 95-End: In mm. 99-107, be sure that the eighth-note running mallet parts are heard as a background texture, but do not overpower the winds. In mm. 114-115, the accents on beats 2 and 4 in the lower winds should be exaggerated to contrast the feel of the previous four measures. In m. 118, all winds should cut off and breathe on beat two for maximum impact on the next three measures.
About the MusicSemper Gratus is Latin for “always grateful.” The piece was written in honor of James E. Champion, who taught band for thirty-eight years, twenty-five of which were spent in Florence, Alabama, where he was my elementary school and high school band director. His bands consistently achieved superior ratings throughout his career. He holds multi-decade-spanning memberships in professional music education organizations, continues to serve in helping with Alabama Bandmasters Association events, and conducts and performs in various community bands and ensembles. As my band director at Bradshaw High School, Mr. Champion encouraged me to perform one of my first compositions, a clarinet quartet, at solo/ensemble festival. He taught his students the fundamentals of music, the technical aspects of performance, and exposed them to the great standards of band literature.  But in doing so, he also modeled leadership, work-ethic, good character, and fostered the love of the activity of band that led me to choose music education as a career.  And for that, I will always be grateful.Performance NotesMeasures 1-12:   The beginning of the piece should be performed in a majestic, fanfare-like style.  The woodwind cues should only be used if absolutely needed during this section.Measures 41-58:   The concert toms should establish a presence, but not overpower the winds.   The triangle and woodblock parts should be heard distinctly over the concert toms.  A higher pitched woodblock should be used for this section.  (A set of claves could be used in place of the woodblock if desired.) Measures 59-94:   The entirety of the middle section should be played in a rubato style to maximize musical expression, exaggerating dynamics and ritardando sections.   The quarter-note triplets in the middle and low winds should be emphasized at m. 70.   The molto ritardando that begins at m. 70 should be allowed to build as long as possible in m. 71 before reaching the musical apex of the middle section at m. 72. At mm. 92–94, depending on the size of the ensemble, you may want to limit the number of players (or put one per part) to achieve the most delicate sound possible.Measures 95-End:   In mm. 99–107, be sure that the eighth-note running mallet parts are heard as a background texture, but do not overpower the winds. In mm. 114–115, the accents on beats 2 and 4 in the lower winds should be exaggerated to contrast the feel of the previous four measures.  In m. 118, all winds should cut off and breathe on beat two for maximum impact on the next three measures.

SKU: FJ.B1028S

English.

This fast rocker will have everyone grooving to the beat. Optional divisi give the directors the ability to balance their bands regardless of instrumentation. A sure crowd-pleaser and a way to get the students excited about their instruments.

About Real Music for Beginning Band

With this exciting series, Les Taylor offers an opportunity for young students to play engaging music, rather than the typical exercises often encountered in beginning band methods. The series reinforces basic fundamental concepts such as articulation, air support, dynamics, and intonation. Selections are scored to provide excellent bass support through octave doubling in both low brass and woodwinds. Treat your band to the music of Les Taylor and discover what Real Music for Beginning Band can do for your students. Grade 1

SKU: AP.98-RWS221800

Scaling a mountain requires courage, strength and fortitude. Scaling our musical mountains as our young bands develop their skills requires the same commitment to strength, perseverance and excellence. This masterful composition reinforces fundamental technique through musical scales in an exciting statement for the beginning concert band. Powerful percussion interacting with soaring melodic lines create an engaging and pedagogically rich opportunity for all. The band also has the opportunity to experience and perform mixed meters as they journey to the musical summit. A powerful choice for educationally rich programming!