SKU: ST.Y144
ISBN 9790220218934.
Standard: Advanced.
SKU: HH.HH561-FSP
ISBN 9790708185765.
These Sonatas were written as part of Jean-Xavier Lefèvre’s Méthode for the Clarinet. They are great stepping stones to the more difficult clarinet master works by Mozart and Weber and are also invaluable first pieces for those studying period performance on the classical clarinet. They retain Lefèvre’s original notation for clarinet and the bass lines are transposed down a tone so the Sonatas are playable on the B flat clarinet. The right hand of the piano parts have been realised from a single unfigured bass line probably intended for the cello. The piano parts are designed to be stylistic, complementary to the clarinet line, satisfying to play and occasionally challenging.
SKU: HH.HH562-FSP
ISBN 9790708185772.
SKU: HH.HH555-FSP
ISBN 9790708185703.
Jean-Xavier Lefèvre’s Clarinet Method, published at the beginning of the 19th century, contains a number of sonatas that are significant stepping-stones to the more difficult clarinet master works of Mozart and Weber. They are also invaluable first pieces for those studying period performance on the classical clarinet. Lefèvre’s original notation for the instrument has been retained, and the bass lines are transposed down a tone so that the sonatas are playable on the B flat clarinet. The piano accompaniments, whose right-hand parts have been realized from a single, unfigured bass line probably intended for the cello, are stylistic, always complementary to the clarinet line, and satisfying (if occasionally challenging) to play.
SKU: HH.HH539-FSP
ISBN 9790708185543.
SKU: BT.DHP-1084553-400
ISBN 9789043130585. 9x12 inches. English.
The first volume in the Step by Step series contains 14 structured lessons, a DVD and 2 CDs. The aim of this book is to provide all beginners with an opportunity to have fun whilst learning the clarinet. The 2 CDs included with this book contain performances of each piece to demonstrate how it should be done, along with play along tracks. The separate piano accompaniment book that is available for live performances also helps to develop the listening and interactive skills required for playing as part of an ensemble. Throughout the clearly presented lessons the student will find entertaining pieces, games and other activities which reinforce the area of learning within thelesson. Step by Step, together with the DVD, demonstrates the more practical aspects of playing and is a comprehensive and innovative method designed to achieve the theoretical and technical knowledge required for playing the clarinet. Due to the fact that Step by Step proceeds at a slow place it is an ideal method for younger learners or those who need to progress at a more gradual rate. Step by Step - A definitive method covering all aspect of learning.
SKU: BT.DHP-1094706-400
ISBN 9789043131582. 9x12 inches. English.
Each volume in the Step by Step series contains 14 structured lessons, a DVD (Volume 1 only) and 2 CDs. The aim of this book is to provide all beginners with an opportunity to have fun whilst learning to play their instrument. The 2 CDs contain performances of each piece to demonstrate how it should be done, along with play along tracks. The separate piano accompaniment book that is available for live performances also helps to develop the listening and interactive skills required for playing as part of an ensemble. Throughout the clearly presented lessons the student will find entertaining pieces, games and other activities which reinforce the area of learningwithin the lesson. Step by Step, together with the DVD, demonstrates the more practical aspects of playing and is a comprehensive and innovative method designed to achieve the theoretical and technical knowledge required for playing. Due to the fact that Step by Step proceeds at a slow place it is an ideal method for younger learners or those who need to progress at a more gradual rate. Step by Step - A definitive method covering all aspects of learning to play.
SKU: FL.FX071516
This bluesy ballad proposes an easy approach of doted quaver followed by semiquaver and helps going one step further since this solemn rhythm is always followed by 2 quavers!
SKU: BT.MUSAM991870
ISBN 9781847722850. English.
Take the centre stage and play along with a live jazz trio. The authentic CD backing tracks will help you achieve a more professional performance. With this great three-part hybrid book you get printed music with ten piecesinmelody line arrangements. The audio CD contains professional 'live' performances of every piece featuring a three-piece band, plus backing tracks to play along with. The book includes:
SKU: PR.14440516S
UPC: 680160667864. 9 x 12 inches.
In 1979, Martin produced a set of three quintets, in consideration of Gorky's piece Nighttime Enigma Nostalgia. Each is scored for flute, clarinet, violin, cello, and piano. As the title suggests, the music is in a state of perpetual questioning using a variety of approaches. For example, Enigma opens using ostinati (plural of ostinato) that do not match in length, like a staircase with each step a different height. Additionally, the music has sudden starts and stops, again unexplained. There are dramatic and powerful explosive passages that are interrupted. The technique, used to create this feeling of a perplexed music world where things seem often not to make sense and to be left unresolved, is called in poetry and literature, anticlimax. In Enigma, the music suggests one direction; then refuses to continue, striking out in another direction. Artists use approaches such as this to force themselves into creative circumstances that they otherwise might not have discovered. (From the performance notes.).
SKU: BT.DHP-1094649-401
ISBN 9789043131087. 9x12 inches. English.
This separate piano accompaniment book is useful for live performances and also helps to develop the listening and interactive skills required for playing as part of an ensemble.
SKU: BT.DHP-1084530-401
ISBN 9789043130059. 9x12 inches. English.
SKU: HL.49046544
ISBN 9781705122655. UPC: 842819108726. 9.0x12.0x0.224 inches.
I composed the Piano Concerto in two stages: the first three movements during the years 1985-86, the next two in 1987, the final autograph of the last movement was ready by January, 1988. The concerto is dedicated to the American conductor Mario di Bonaventura. The markings of the movements are the following: 1. Vivace molto ritmico e preciso 2. Lento e deserto 3. Vivace cantabile 4. Allegro risoluto 5. Presto luminoso.The first performance of the three-movement Concerto was on October 23rd, 1986 in Graz. Mario di Bonaventura conducted while his brother, Anthony di Bonaventura, was the soloist. Two days later the performance was repeated in the Vienna Konzerthaus. After hearing the work twice, I came to the conclusion that the third movement is not an adequate finale; my feeling of form demanded continuation, a supplement. That led to the composing of the next two movements. The premiere of the whole cycle took place on February 29th, 1988, in the Vienna Konzerthaus with the same conductor and the same pianist. The orchestra consisted of the following: flute, oboe, clarinet, bassoon, horn, trumpet, tenor trombone, percussion and strings. The flautist also plays the piccoIo, the clarinetist, the alto ocarina. The percussion is made up of diverse instruments, which one musician-virtuoso can play. It is more practical, however, if two or three musicians share the instruments. Besides traditional instruments the percussion part calls also for two simple wind instruments: the swanee whistle and the harmonica. The string instrument parts (two violins, viola, cello and doubles bass) can be performed soloistic since they do not contain divisi. For balance, however, the ensemble playing is recommended, for example 6-8 first violins, 6-8 second, 4-6 violas, 4-6 cellos, 3-4 double basses. In the Piano Concerto I realized new concepts of harmony and rhythm. The first movement is entirely written in bimetry: simultaneously 12/8 and 4/4 (8/8). This relates to the known triplet on a doule relation and in itself is nothing new. Because, however, I articulate 12 triola and 8 duola pulses, an entangled, up till now unheard kind of polymetry is created. The rhythm is additionally complicated because of asymmetric groupings inside two speed layers, which means accents are asymmetrically distributed. These groups, as in the talea technique, have a fixed, continuously repeating rhythmic structures of varying lengths in speed layers of 12/8 and 4/4. This means that the repeating pattern in the 12/8 level and the pattern in the 4/4 level do not coincide and continuously give a kaleidoscope of renewing combinations. In our perception we quickly resign from following particular rhythmical successions and that what is going on in time appears for us as something static, resting. This music, if it is played properly, in the right tempo and with the right accents inside particular layers, after a certain time 'rises, as it were, as a plane after taking off: the rhythmic action, too complex to be able to follow in detail, begins flying. This diffusion of individual structures into a different global structure is one of my basic compositional concepts: from the end of the fifties, from the orchestral works Apparitions and Atmospheres I continuously have been looking for new ways of resolving this basic question. The harmony of the first movement is based on mixtures, hence on the parallel leading of voices. This technique is used here in a rather simple form; later in the fourth movement it will be considerably developed. The second movement (the only slow one amongst five movements) also has a talea type of structure, it is however much simpler rhythmically, because it contains only one speed layer. The melody is consisted in the development of a rigorous interval mode in which two minor seconds and one major second alternate therefore nine notes inside an octave. This mode is transposed into different degrees and it also determines the harmony of the movement; however, in closing episode in the piano part there is a combination of diatonics (white keys) and pentatonics (black keys) led in brilliant, sparkling quasimixtures, while the orchestra continues to play in the nine tone mode. In this movement I used isolated sounds and extreme registers (piccolo in a very low register, bassoon in a very high register, canons played by the swanee whistle, the alto ocarina and brass with a harmon-mute' damper, cutting sound combinations of the piccolo, clarinet and oboe in an extremely high register, also alternating of a whistle-siren and xylophone). The third movement also has one speed layer and because of this it appears as simpler than the first, but actually the rhythm is very complicated in a different way here. Above the uninterrupted, fast and regular basic pulse, thanks to the asymmetric distribution of accents, different types of hemiolas and inherent melodical patterns appear (the term was coined by Gerhard Kubik in relation to central African music). If this movement is played with the adequate speed and with very clear accentuation, illusory rhythmic-melodical figures appear. These figures are not played directly; they do not appear in the score, but exist only in our perception as a result of co-operation of different voices. Already earlier I had experimented with illusory rhythmics, namely in Poeme symphonique for 100 metronomes (1962), in Continuum for harpsichord (1968), in Monument for two pianos (1976), and especially in the first and sixth piano etude Desordre and Automne a Varsovie (1985). The third movement of the Piano Concerto is up to now the clearest example of illusory rhythmics and illusory melody. In intervallic and chordal structure this movement is based on alternation, and also inter-relation of various modal and quasi-equidistant harmony spaces. The tempered twelve-part division of the octave allows for diatonical and other modal interval successions, which are not equidistant, but are based on the alternation of major and minor seconds in different groups. The tempered system also allows for the use of the anhemitonic pentatonic scale (the black keys of the piano). From equidistant scales, therefore interval formations which are based on the division of an octave in equal distances, the twelve-tone tempered system allows only chromatics (only minor seconds) and the six-tone scale (the whole-tone: only major seconds). Moreover, the division of the octave into four parts only minor thirds) and three parts (three major thirds) is possible. In several music cultures different equidistant divisions of an octave are accepted, for example, in the Javanese slendro into five parts, in Melanesia into seven parts, popular also in southeastern Asia, and apart from this, in southern Africa. This does not mean an exact equidistance: there is a certain tolerance for the inaccurateness of the interval tuning. These exotic for us, Europeans, harmony and melody have attracted me for several years. However I did not want to re-tune the piano (microtone deviations appear in the concerto only in a few places in the horn and trombone parts led in natural tones). After the period of experimenting, I got to pseudo- or quasiequidistant intervals, which is neither whole-tone nor chromatic: in the twelve-tone system, two whole-tone scales are possible, shifted a minor second apart from each other. Therefore, I connect these two scales (or sound resources), and for example, places occur where the melodies and figurations in the piano part are created from both whole tone scales; in one band one six-tone sound resource is utilized, and in the other hand, the complementary. In this way whole-tonality and chromaticism mutually reduce themselves: a type of deformed equidistancism is formed, strangely brilliant and at the same time slanting; illusory harmony, indeed being created inside the tempered twelve-tone system, but in sound quality not belonging to it anymore. The appearance of such slantedequidistant harmony fields alternating with modal fields and based on chords built on fifths (mainly in the piano part), complemented with mixtures built on fifths in the orchestra, gives this movement an individual, soft-metallic colour (a metallic sound resulting from harmonics). The fourth movement was meant to be the central movement of the Concerto. Its melodc-rhythmic elements (embryos or fragments of motives) in themselves are simple. The movement also begins simply, with a succession of overlapping of these elements in the mixture type structures. Also here a kaleidoscope is created, due to a limited number of these elements - of these pebbles in the kaleidoscope - which continuously return in augmentations and diminutions. Step by step, however, so that in the beginning we cannot hear it, a compiled rhythmic organization of the talea type gradually comes into daylight, based on the simultaneity of two mutually shifted to each other speed layers (also triplet and duoles, however, with different asymmetric structures than in the first movement). While longer rests are gradually filled in with motive fragments, we slowly come to the conclusion that we have found ourselves inside a rhythmic-melodical whirl: without change in tempo, only through increasing the density of the musical events, a rotation is created in the stream of successive and compiled, augmented and diminished motive fragments, and increasing the density suggests acceleration. Thanks to the periodical structure of the composition, always new but however of the same (all the motivic cells are similar to earlier ones but none of them are exactly repeated; the general structure is therefore self-similar), an impression is created of a gigantic, indissoluble network. Also, rhythmic structures at first hidden gradually begin to emerge, two independent speed layers with their various internal accentuations. This great, self-similar whirl in a very indirect way relates to musical associations, which came to my mind while watching the graphic projection of the mathematical sets of Julia and of Mandelbrot made with the help of a computer. I saw these wonderful pictures of fractal creations, made by scientists from Brema, Peitgen and Richter, for the first time in 1984. From that time they have played a great role in my musical concepts. This does not mean, however, that composing the fourth movement I used mathematical methods or iterative calculus; indeed, I did use constructions which, however, are not based on mathematical thinking, but are rather craftman's constructions (in this respect, my attitude towards mathematics is similar to that of the graphic artist Maurits Escher). I am concerned rather with intuitional, poetic, synesthetic correspondence, not on the scientific, but on the poetic level of thinking. The fifth, very short Presto movement is harmonically very simple, but all the more complicated in its rhythmic structure: it is based on the further development of ''inherent patterns of the third movement. The quasi-equidistance system dominates harmonically and melodically in this movement, as in the third, alternating with harmonic fields, which are based on the division of the chromatic whole into diatonics and anhemitonic pentatonics. Polyrhythms and harmonic mixtures reach their greatest density, and at the same time this movement is strikingly light, enlightened with very bright colours: at first it seems chaotic, but after listening to it for a few times it is easy to grasp its content: many autonomous but self-similar figures which crossing themselves. I present my artistic credo in the Piano Concerto: I demonstrate my independence from criteria of the traditional avantgarde, as well as the fashionable postmodernism. Musical illusions which I consider to be also so important are not a goal in itself for me, but a foundation for my aesthetical attitude. I prefer musical forms which have a more object-like than processual character. Music as frozen time, as an object in imaginary space evoked by music in our imagination, as a creation which really develops in time, but in imagination it exists simultaneously in all its moments. The spell of time, the enduring its passing by, closing it in a moment of the present is my main intention as a composer. (Gyorgy Ligeti).
SKU: IS.BCP7331EM
ISBN 9790365073313.
German bassoonist and pedagogue Julius Weissenborn is known primarily as an author and composer of method and etude books familiar to all bassoonists. However, he also composed a number of solo works, including a collection of pieces in his Opus 9, for bassoon and piano. The first two works of this opus, Arioso and Humoreske, pair so well together that they are often performed together as a single piece, something slow and lyrical, followed by something quicker and technical. And it just so turns out that with a relatively simple transposition, they are perfectly suited for the bass clarinet. In this edition, for each movement, the piano part has been transposed down a whole-step to better accommodate the bass clarinet.
SKU: IS.BCP7329EM
ISBN 9790365073290.
German bassoonist and pedagogue Julius Weissenborn is known primarily as an author and composer of method and etude books familiar to all bassoonists. However, he also composed a number of solo works, including this Capriccio, Op. 14. Not only is the piece educational to the player, but it is also quite entertaining to the audience. Similar to the Premier Solo of Eugene Bourdeau, the Capriccio is often regarded as somewhat of a secondary solo, good for students before they move on to the real repertoire. However, it is a well thought-out and fun piece, and is perfectly suited for the bass clarinet. In this edition, the piano part has been transposed down a whole-step (to B-flat major), to better accommodate the bass clarinet. In addition, there are two solo parts included, one for extended range bass clarinet (to low C), and for standard range bass clarinet (to low E).
SKU: IS.BCP7332EM
ISBN 9790365073320.
Camille Saint-Saëns composed this Romance, Op. 51, in 1877, originally in the key of D major for cello and piano. The form of the piece is relatively simple, opening with a lyrical melody over a repetitive and somewhat rhythmic accompaniment. The middle section modulates to the key of the flattened 6th scale degree (B-flat major), using this to arrive at the dominant chord, in which there are some pseudo cadenza-like moments. Following this, a return to the opening melody with a slightly modified accompaniment, and subsequently a brief coda. To better accommodate the bass clarinet, the entire piece has been transposed up a half-step from the original version into a more comfortable key of E-flat major. Additionally, for much of the piece, the solo part has been lowered by an octave, as to make the piece generally more accessible to students. Should there be a desire to hear the piece more in the range of the original version, one could simply play it on a standard B-flat clarinet to achieve this effect. Though only about four minutes in length, this relatively short vignette captures much of the true essence of Saint-Saëns, not only through the harmonic progressions and accompanimental figures used, but also demonstrating his gift of turning a simple melody into something extraordinary.
SKU: IS.BCP7330EM
ISBN 9790365073306.
Eugene Bourdeau came from a family of bassoonists and eventually became the professor of bassoon at the Paris Conservatory from 1891 to 1922. Though not well-known as a composer, he composed three solos for bassoon, consisting of a a variety of styles. The Deuxieme (Second) Solo, composed for the 1907 concours of the Paris Conservatory, is in three sections: a stately introduction, a slow middle section, and a brisk allegretto. Originally in the key of B minor/D major, the entire piece has been transposed up one half-step, to better accommodate the range of the bass clarinet, as well as to make it a more comfortable key.
SKU: PR.115402050
ISBN 9781491102152. UPC: 680160594252. 9 x 12 inches. Key: Bb mixolydian.
RICHARD AND RENÉE (2009) is a two-part gift to the composer’s friends, conductor Richard Floyd and clarinetist Renée Kershaw. Movement I is “Renée’s Reply” to Erik Johnson’s marriage proposal when the two were visiting Pann in Positano, Italy. Movement II is “Floyd’s Fantastic Five-Alarm Foxy Frolic,” a joyous ragtime two-step featuring the inventive exuberance that has garnered great excitement for Pann’s music.
SKU: CF.SPS93
ISBN 9781491159774. UPC: 680160918362.
Adversity, in any form at any point of our lives, can be absolutely debilitating mentally, physically, emotionally and spiritually. In the midst of hard times, it is difficult to imagine what our lives will look like on the other side of the adversity we are facing. Yet so many of us carry on, move forward, and rise above determined to never be defined by our circumstances. For some their personal faith, support from family, or relationship to friends provides the necessary fuel for the resilience they need to rise above adversity. It is amazing when a group of people are able to come together to overcome a common obstacle. With this in mind, I put to music that spirit of rising above for the Liberty High School Band and their director Michael Summers. Northeast Ohio has seen its share of prosperity and significant times of hardship along many different fronts. I still see resilient leaders, community members, and educators like Mike who continue to fight for what is best and what is right. The debut of this work, like so many other things, was interrupted in the spring of 2020. Now on the precipice of a new beginning for many band programs across the country, all of us in instrumental music education must summon resilience to ensure our groups recover, grow and flourish. The rising major second represents us all taking the first step forward in good and difficult times. The adversity (tension) arrives in various ways harmonically throughout the work. Tension can make us lose sense of where we are on our journey and rob us of our ability to imagine getting through our current situation. But I am reminded that not all tension is bad. Given enough time and enough resolution, we can often make sense of the adversity. We can recognize that the adversity taught us something about ourselves we didn't know, or perhaps challenged us to grow in a way we didn't think possible. Either way, it does not happen unless we possess resilience. I thank you in advance for your support of this music and wish you and your group the very best moving forward with Resilience.Adversity, in any form at any point of our lives, can be absolutely debilitating mentally, physically, emotionally and spiritually. In the midst of hard times, it is difficult to imagine what our lives will look like on the other side of the adversity we are facing. Yet so many of us carry on, move forward, and rise above determined to never be defined by our circumstances.For some their personal faith, support from family, or relationship to friends provides the necessary fuel for the resilience they need to rise above adversity. It is amazing when a group of people are able to come together to overcome a common obstacle. With this in mind, I put to music that spirit of rising above for the Liberty High School Band and their director Michael Summers. Northeast Ohio has seen its share of prosperity and significant times of hardship along many different fronts. I still see resilient leaders, community members, and educators like Mike who continue to fight for what is best and what is right. The debut of this work, like so many other things, was interrupted in the spring of 2020. Now on the precipice of a new beginning for many band programs across the country, all of us in instrumental music education must summon resilience to ensure our groups recover, grow and flourish. The rising major second represents us all taking the first step forward in good and difficult times. The adversity (tension) arrives in various ways harmonically throughout the work. Tension can make us lose sense of where we are on our journey and rob us of our ability to imagine getting through our current situation. But I am reminded that not all tension is bad. Given enough time and enough resolution, we can often make sense of the adversity. We can recognize that the adversity taught us something about ourselves we didn’t know, or perhaps challenged us to grow in a way we didn’t think possible. Either way, it does not happen unless we possess resilience.I thank you in advance for your support of this music and wish you and your group the very best moving forward with Resilience.
SKU: CF.FPS159F
ISBN 9781491158296. UPC: 680160916894. 9 x 12 inches.
The commissioning party of We Are the Heroes requested that the band arrangement work alone and with full chorus. Based on the school theme Building a Better World, the lyrics (see below) were contributed by the students at the Sea Cliff Elementary School, part of the Long Island, New York's North Shore school district. When performed with chorus, the director(s) should consider balance, placement of the chorus (in front of or behind the band), whether on risers, and if amplification is used. At the director's discretion, written dynamics may be altered. Verse: A word and a smile, with hope in our heart with kindness and and love reaching out to us all - a helping hand one step at a time, it starts with a smile, one voice will be heard we will build a better world - for all Chorus: We are the future, we are have a voice we are the future, we have a choice we are the heroes, weall lead the way to make a better world, today we are the future- now hear our song we are the future and we are strong we are the heroes, weall lead the way to build a better world - to-day Chorus 2: to be repeated as many times as desired- with increasing intensity We are the future - we are the heroes we make the music, we have the power Our voices proud and strong the futureas in our hands Weall build a better world - today (repeat).The commissioning party of We Are the Heroes requested that the band arrangement work alone and with full chorus. Based on the school theme Building a Better World, the lyrics (see below) were contributed by the students at the Sea Cliff Elementary School, part of the Long Island, New York's North Shore school district. When performed with chorus, the director(s) should consider balance, placement of the chorus (in front of or behind the band), whether on risers, and if amplification is used. At the director's discretion, written dynamics may be altered. Verse: A word and a smile, with hope in our heart with kindness and and love reaching out to us all - a helping hand one step at a time, it starts with a smile, one voice will be heard we will build a better world - for all Chorus: We are the future, we are have a voice we are the future, we have a choice we are the heroes, we'll lead the way to make a better world, today we are the future- now hear our song we are the future and we are strong we are the heroes, we'll lead the way to build a better world - to-day Chorus 2: to be repeated as many times as desired- with increasing intensity We are the future - we are the heroes we make the music, we have the power Our voices proud and strong the future's in our hands We'll build a better world - today (repeat).The commissioning party of We Are the Heroes requested that the band arrangement work alone and with full chorus. Based on the school theme Building a Better World, the lyrics (see below) were contributed by the students at the Sea Cliff Elementary School, part of the Long Island, New York's North Shore school district.When performed with chorus, the director(s) should consider balance, placement of the chorus (in front of or behind the band), whether on risers, and if amplification is used. At the director's discretion, written dynamics may be altered.Verse:A word and a smile, with hope in our heartwith kindness and and love reaching out to us all - a helping hand onestep at a time, it starts with a smile, one voice will be heard we will builda better world - for allChorus:We are the future, we are have a voice we are the future, we have achoice we are the heroes, we’ll lead the way to make a better world,todaywe are the future- now hear our song we are the future and we arestrongwe are the heroes, we’ll lead the way to build a better world - to-dayChorus 2: to be repeated as many times as desired- with increasingintensityWe are the future - we are the heroes we make the music, we have thepower Our voices proud and strongthe future’s in our handsWe’ll build a better world - today (repeat).