Student Instrumental Course: Timpani Student, Level I

SKU: CF.FPS156F

ISBN 9781491156377. UPC: 680160914913. 9 x 12 inches.

Personal Note My high school band director, Clarence F. Wroblewski, died on November 24, 2018. In the 1950s, he was a pioneer in the field of public school instrumental music in Baltimore City. He was my mentor and my dear friend. It was his guidance and encouragement that set my young life's course on the path of music. Performance Notes The idea for Ghost Chasers is to have a spooky tune (m. 9, Trumpets) chasing around in simple counterpoint between two sections. (See m. 19). Students will find the independent part playing both challenging and fun. In the contrasting section at m. 30, young students will gain experience in changing their articulation from marcato to legato. Obeying the cues for low brass in this section is recommended, but depending on the instrumentation of the band, directors may disregard the cues if necessary. Directors may also wish to take the opportunity to teach a lesson about major and minor keys and discuss why the tune at m. 9 sounds spooky and the theme at m. 30 sound lighthearted. Overall, the main challenge for this piece is balance. For the chaser idea to be effective the half-measure lag between the two sections playing the same tune must be easily heard. Even more attention to balance must be paid at m. 45, where the spooky theme is added to the chasing theme. If Clarinets can play third-line written D, use it instead of the alternate cued note. If three Timpani are not available, omit the note D.
Personal NoteMy high school band director, Clarence F. Wroblewski, died on November 24, 2018. In the 1950s, he was a pioneer in the field of public school instrumental music in Baltimore City. He was my mentor and my dear friend. It was his guidance and encouragement that set my young life’s course on the path of music.Performance NotesThe idea for Ghost Chasers is to have a spooky tune (m. 9, Trumpets) chasing around in simple counterpoint between two sections. (See m. 19). Students will find the independent part playing both challenging and fun.In the contrasting section at m. 30, young students will gain experience in changing their articulation from marcato to legato. Obeying the cues for low brass in this section is recommended, but depending on the instrumentation of the band, directors may disregard the cues if necessary. Directors may also wish to take the opportunity to teach a lesson about major and minor keys and discuss why the tune at m. 9 sounds spooky and the theme at m. 30 sound lighthearted.Overall, the main challenge for this piece is balance. For the “chaser” idea to be effective the half-measure lag between the two sections playing the same tune must be easily heard. Even more attention to balance must be paid at m. 45, where the “spooky” theme is added to the “chasing” theme.If Clarinets can play third-line written D, use it instead of the alternate cued note. If three Timpani are not available, omit the note D.