The Instrumental Score Reading Pre- and Post-Test

Anthems for Holy Week and Easter-This resource features choral settings for Palm Sunday Maundy Thursday Good Friday and Easter Sunday. They may be presented throughout Holy Week and Easter or combined as a Passion/Easter cantata with optional service readingsincluded. Arrangements and original compositions feature hymn settings as well as newly composed music to texts of Charles Wesley and Christopher Wordsworth. Titles include All Glory Laud and Honor; Because You HaveSaid; O Love Divine What Hast Thou Done; Amazing Love; and Alleluia! Alleluia! (based on Ode to Joy). Publications available: SATB Preview CD ChoirTrax CD Instrumental ePak (score and parts for Flute Oboe Trumpet 1 & 2 Trombone 1 & 2 Percussion and Timpani) CD 10-Pak and Preview Pak (one Book and one Preview CD). Performance length: Approx. 20 minutes.

Make the silence talk'La Muette knew how to make the silence talk like no one', writes Djavann in his book (La Muette, © Flammarion 2008). Those words deeply touched me for they express one of the most beautiful metaphors in music. Through the lines of discourse, beyond words, I was listening to the silence of 'La Muette'. A rare and intense listening which joins the same internal listening I use when I'm writing my score. I was listening to La Muette, I decided to write a new piece to make the silent voice of La Muette told by Chahdortt Djavann sound through music. Choosing the extracts The text put in music is composed of short extracts from Djavann's story. I focused on this woman's portrait, who conquers her freedom through silence in which she forms a strong love relationship with her niece Fatemeh on the one hand, and the Uncle on the other hand. 'She had made her silence become her art of living, her freedom' writes Djavann. The extremely dramatic tension, the flow of the singing in Persian language, and the oppression in relation to the Iranian context are trying to underline the independent beauty of that woman who resists and exists without a voice. Story A young 15 years old Iranian girl named Fatemeh is in jail. Waiting for her death sentence, she writes the story of her aunt on a small notebook, 'so that someone remembers La Muette and myself'. The young teenager was raised by her aunt who becomes mute because she decided to stop talking on a dark day of her own childhood when she was interrogated, never to tell THE truth. An aunt whose silence makes even more fascinating, haughty, with an insolent look, cigarette at her lips, bare-footed and without any scarf on her head. 'La Muette' had made her silence become her art of living, her freedom. Around her, women start to talk, even considering her mad, for only a mad person could act this way. Fatemeh loves her mute aunt unconditionally, that is how she wants to become a woman, by being like her, fascinated by her silence and her excesses. La Muette embodies a figure of Freedom and makes us remember that in some countries, the woman who won't be submissive risks capital punishment. She will be hung. Following this beautiful text by Chahdortt Djavann, 'La Muette', a powerful text, stiff, tensed, without any lyricism nor compromises, which takes place in Iran under the Mollahs' regime. Persian: Phonological material / Compositional material Djavann's story is written in French. I asked Baharé Khadjé-Nouri to translate the text into Persian, and worked with her on pronunciation, accentuation, metric and the structure of the language, and I thank her again for that. I spent a long time having some people reading me the text in Persian and through listening I immersed myself in that sound universe. From this linguistic material, the beginning of the piece starts with the constitution of a tank of sound objects which will constitute parts of the compositional material. To compose the phonological tank, I worked on writing the pronunciation that lies at the origin of every possible vocal composition, writing the tone as well as the 'percussive - resounding' aspects of phonemes, multiple uses of fricative consonants or sibilants. Finally I used the vocal treatment of the phoneme through modes of play in relation to sprechsang: sing -inspire, or -expire, -blow, -chanting, -whispering, -spitting, -speaking. But a purely phonetic analysis of the vocal structures composing the sung part would reduce the word to its mere phonetic entity. The phonological material then constituted a compositional material by giving to the sung word its semantic entity. Form of the piece To strip the drama off every narrative element, at least of the discursive and linear character of the story, I first re-organized parts of the text extracted from the whole book in an order fitting the form I wanted to give to the piece (except for the beginning and ending which are kept in their linear forms). I imagined Fatemeh in jail, whose memories bounced between the four walls of her cell: recurring musical material, re-injected in an obsessive way, disjointed and contrasted, continuously modified each time, bouncing from one sequence to the next in another state. The piece is divided into 5 sequences, between each of them is an instrumental interlude with a voice-off, the voice of the present in the cell that contrasts with the singing voice of the sequence, evocation of memories of La Muette (sequence 1: preamble, sequence 2: portrait of La Muette, sequence 3: La Muette and Fatemeh, sequence 4: La Muette and the Uncle, sequence 5: epilogue). Electroacoustic setupFor this piece, I wrote the electroacoustic parts myself at the same time I was writing the instrumental parts. The electroacoustic setup is here considered as a whole instrument, an instrument added to the 12 others electroacoustic instruments and to Donatienne's voice. The electroacoustic sounds are divided into three types: - Samples from the singer's voice and instruments of the TM+ ensemble transformed - The narrator's voice Baharé Khadjé-Nouri in Persian, original version or transformed - Extra-musical sounds As for the synchronization between the acoustic and the electroacoustic scores, we will use for the first time an innovative application developed by Frédéric Bevilacqua and Bruno Zamborlin, not to follow the moves as we did it in StreicherKreis (my string quartet created in November 2008), but to follow the voice and orchestra. Thus, we will be using an 'audio-following', which constituted a first. This setup of recognition and following will allow the synchronization between instrumental and electroacoustic scores in a musical and precise way. Concerning the interactivity between performers and device, it will all be in real-time. Characteristics of the musicians' sound will 'interpret' what comes out of the speakers. The musicians will define the settings of the sound transformations, in terms of space, transposition, tone or length. This new piece expresses a message through the choice of subject that goes beyond strictly music. For me, it is important that both the composer and writer can invest their work into problematics which they're confronted to because they are immediate witnesses. / Soprano Et Percussions

9 pieces in Latin Style-9 Latin style pieces for both study and performance plus notes on the scores & fingering glossary of chord symbols and notes on rasgueados. The A-B-A-C-A Choros form is used as a basic structure for all of the pieces and the styles and moods of the music vary from traditional and classical to Bossa Nova and jazz samba. In Brasil the Choros (diminutive Chorinho) owes its development to musicians performing either solo or in groups who often being obliged to play long hours during functions and festivals would improvise and create variations on popular and traditional themes. The compositions here are all based on this idea of stating a theme andthen creating variations & contrasts. Although the melodic harmonic and rhythmic content of the Choros/Chorinho has evolved greatly over time its underlying beat feel is traditionally 2 per measure and written with a 2/4 time signature. This generally makes comfortable reading for the guitar player because the beamed note groupings define clearly the rhythm patterns to be played. However much music that originally appeared in 2/4 time is now published in 4/4 with a cut time feel and which seems to be favoured by many musicians including guitarists who work in folk and popular idioms. For this edition the time signature which allows a clearer page presentation is chosen for each piece and no musical difference between the 2/4 and the Cut-time signatures is intended.

Exam boards: Edexcel AQA OCR WJEC The AS Music Literacy Workbook will develop students??? notational skills to the level necessary to succeed in the exam.This workbook explains the notation of a wide variety of instrumental techniques and includes a whole chapter devoted to score reading.Students will be able to read and understand any classical jazz pop or guitar scores they might come across during their AS studies and beyond.The workbook emphasises learning by doing. It includes numerous scorereading exercises based on jazz and classical music which encourage students to cross-reference their knowledge. The workbook builds towards aseries of exercises and model answers allowing students to check their work.This workbook is tailor made for anyone wanting to develop a grounding in music theory to AS level but is also a refreshing new resource for candidates preparing for higher grade exams in music theory BTEC National and Scottish Higher Grade Music.Rebecca Berkley is a freelance writer and musician and is a music education consultant. She has taught percussion to students of all ages both as a private teacher and as a workshop leader and published percussion music. She is also a choral conductor running several choirs and directing music festivals with her husband. After starting her career as a music teacher in secondary schools she became a lecturer in music education at the University of Southampton and the Institute of Education University of London. Her PhD thesis focused on how GCSE students learn to compose and how best to teach them. She is the co-author of Rhinegold???s Edexcel GCSE Music Listening Tests (Book 3) and contributes as a freelance writer to Classroom Music Magazine.

I have the pleasure of presenting the new Souza Lima playalong method series. This project is the result of extensive research and careful elaboration aiming at offering representative material on the most varied styles of Brazilian music to professional musicians students teachers and all those who take a general interest in this field of music.The focus of this series is on the language of instrumental music nowadays performed in Brazil based on elements of modern improvisation. Each volume contains two CDs with seven pieces of music which are presented in the following versions:1. Complete takes in other words the full versions of the pieces included in the book which are performed by all the instruments playing simultaneously;2. Without melody / solo part so that the melodic instruments can play along with the recording executing their own interpretations and practicing improvisations;3. Without harmony so that the harmonic instruments can practice the language of accompaniment especially with regard to the rhythmic vocabulary of each style.4. Without bass so that the bassists can practice their traditional task of accompaniment while working on the rhythmic but also the harmonic aspects;5. Without drums so that the drummers can practice the rhythms characteristic of each piece of music but also create their own variations.Each book contains the scores in the form of lead sheets in four different versions: in C Bb Eb and bass clef. Due to the widely defined concept of this method it is important to point out that musicians playing transposing instruments might have to make adaptions when reading the scores. Wind instrumentalists are at liberty to carry out adjustments whenever these are called for in order to facilitate the musical execution.The Souza Lima playalong method series was not exclusively devised for musicians to learn and practise how to read scores and accompany the recordings. Try to be creative and explore each type of music in every way possible. Transcribing solos rhythmic comping phrases bass lines and drum grooves for instance can be an important tool in order to assimilate the elements of this language. The instrumentalists may place themselves in a new musical situation in addition

A diploma candidate's guide to exam success: Trumpet DipABRSM.Foreword Quick Studies can be the bête noir of DipABRSM examination candidates. This need not be the case but confidence in this area will not come overnight. Nor should the Quick Study be seen as merely a longer version of the sight-reading tests encountered in the graded exam syllabus. One key difference is that a Quick Study needs to sound reasonably robust more like a 'learned' piece and less like a sketch or outline. Too many hesitations or passages bogged down by note-searching will cost you dearly while uncertain tonality coupled with woolly rhythms will undoubtedly nosedive your attempt.Misjudged tempi inobservance of critical expression markings or significant shortcomings in musical or stylistic awareness are also more than likely to jeopardise success. If it doesn't resemble a performance to you it won't to the examiners!Bearing in mind that a typical Quick Study will approximate to Grade 6 in the musical and technical demands it makes of you it should hardly be an undue cause for concern irrespective of whether you are taking a diploma in performing or teaching. After all by this point in your musical life you will have doubtless come across a sizeable number of pieces at this relatively modest level and being able to get to grips with such a piece in a short time frame is surely a reasonable expectation for a prospective diploma candidate living in the 'real world'. Diplomas are after all the first rungs on the professional ladder for a Classical musician emphatically not a grade 9 and as such they demand a significant gearing-up in mental attitude. You'll need to think more analytically not just instinctively. This new series of books targets the Quick Study head-on: all freshly composed pieces with the exam kept firmly in mind. It is not a solution in itself nor a means of short-circuiting the skills you will need to develop but a practice tool to steer you in the right direction. The

Op. 34-Bärenreiter?s scholarly-critical edition of Brahms? popular Quintet in F minor for piano and strings contains everything a cutting edge Urtext edition is meant to offer. It presents a solid and well researched musical text based on Brahms? autograph as well as the first edition and draws on the autograph of the two-piano version (composed six years later) for purposes of comparison. The edition also contains a discussion of the work?s historical context and performance practice as well as a comprehensive Critical Commentary with an evaluation of the sources and alternative readings.The editor Daniel Boomhower deals with the conflicting readings between the stringparts in the autograph engraver?s copy and those found in small print in the first published score as well as in the separate parts for that edition. Relevant readings from the two-piano version appear in the appendix of the Critical Commentary.New Bärenreiter Urtext editionExhaustive study of conflicting readingsNotes on performance practice (Eng/Ger)Informative Foreword (Eng/Ger) and Critical Commentary (Eng)

Proficiency in Theory and Performance. Group Piano ? Proficiency in Theory and Performance is a comprehensive group Piano course for adult beginners. Each of the 28 chapters begins with a chart of clearly outlined objectives so students have a snapshot of what skills they will learn and how the skills will be achieved. In addition to traditional note-reading and piano performance skills, students will learn in-depth music theory by learning and applying all the major and minor scales, arpeggios, chord progressions with analysis, improvisation, ear-training, harmonization, score-reading, ensemble playing and more. The price of this book includes access to orchestrated accompaniments to select titles in the book. These accompaniments are available for download or streaming using the unique code printed inside the book. Spiral-comb bound for ease of use.

For Piano.Published in 1974.First performed by Ronald Lumsden Reading 1978.Score.

Wiener Urtext-These sonatas are among the epoch-making works of the Violin repertoire and nowadays figure in the standard repertoire of every violinist. It is all the more surprising therefore that until now there has been no Urtext edition of such significant works. The score is based on a first edition supervised by Corelli himself. From what we know of performance practice in Corelli's time however more was expected of the violinist than just a musical reading of the printed score: it was customary to add ornamentation verging on improvisation with embellishment and 'variations as desired'. The original score is therefore presented here withthe earliest documented ornamentation from a reprint published by Roger in Amsterdam in 1708. This ornamentation is not meant to be slavishly imitated but to stimulate the player to find their own creative and stylistically confident interpretation of the score. As Roger did not specify any ornaments for the sonatas in the second volume the 'variations as desired' used by Corelli’s pupil Geminiani have been reproduced with the ninth Sonata as an example. Advice on performance is given by the Cologne baroque specialist Reinhard Goebel. This advice does not only apply to ornamentation but also to articulation bowings and more besides calling for specific markings in the separate Violin part. The realisation of the Continuo part echoes the fashions of that time. Here too advice on performance is meant to stimulate free interpretation by the Continuo player. A figured Bass part is included for the player who prefers to read the accompaniment from figures.

Mel Bay is pleased to present the long-awaited publication of the Los Angeles Guitar Quartet's 'loose' arrangement of the Pachelbel Canon for four Guitars. Originally intended as an inside joke for the LAGQ members this cleverand comical send-up of Pachelbel's beautiful (and somewhat overplayed) melody has become a standard LAGQ encore and an internet sensation. Featured in performance on the Mel Bay DVD LAGQ Live at the Sheldon this uniquearrangement presents the pristine Baroque theme and then adapts it in a number of unexpected musical styles: Reggae salsa bluegrass jazz flamenco disco and even punk. This is the only arrangement in the LAGQ repertoire thatwas a true group-project with all four members (John Dearman William Kanengiser Scott Tennant and Andrew York) contributing; as a special bonus new LAGQ member Matt Greif has added an alternative solo for the jazz section. Carefully notated to capture the nuances of LAGQ's stylistic flair the parts are presented in standard notation as well as in tablature for those less familiar with note-reading. It's a challenging and fun re-imagining of atimeless classic. All five parts the score and four Guitar parts are in the book. Also access to online PDF of the Guitar parts 2 3 and 4 available.

12 Grade 6-Teachers' Choice Selected Piano Repertory & Studies for Grades 6 & 7 is compiled to provide teachers and students with good options for the 2011-2012 ABRSM Piano examinations. A variety of interesting and appealing Piano pieces with up-to-date editorial suggestions are presented to assist students achieve high standards of musical performance. Effective teaching points are suggested with recommended technical studies. Teachers will find this approach very helpful and effective thus enriching their teaching process leading to a very successful experience. Examination requirements aside finer details in interpretation and stylisticperformance are strongly encouraged. Beyond the printed page the editorial suggestions are directed to provide the impetus to strive towards greater musical creativity and perfection. Most important of all enjoy the high standard of music typography; with clear professionally laid scores that combine musical semiotics with modern publishing technology. Digital print on quality cream-coloured paper ensures comfort in reading and learning for all students.