Mary,+Ray,+Kara+and+Hannah's+repertoire

Repertoire Assignment Music Instrumental Part 1 Ontario Institute of Studies in Education University of Toronto For: Gregg Colley Due: July 21, 2011 From: Ray Mayo Mary Rose McCrimmon Steinke (Mary Steinke) Kara Serebrin Hanna Vinluan

Ontario Institute for Studies in Education of the University of Toronto
**Music Instrumental ** **Part 1 ** Repertoire Assignment
 * __Original Work for Band __**
 * Title:** Night


 * Composer/Arranger**: Craig Andrew Fitzpatrick


 * Publisher:** Alfred


 * Publication Date**: 2011


 * Level:** Grade 1 - Easy


 * Key:** B flat major concert


 * Metre**: 4/4


 * Instrumentation:**

1- Conductor Score 2- 10 Flute 3- 2 oboe 4- 6 1st clarinet 5- 6 2nd clarinet 6- 2 bass clarinet 7- 2 1st E flat Alto Saxophone 8- 2 2nd E flat Alto Saxophone 9- 2 E flat Baritone Saxophone 10-4 1st Trumpet 11-4 2nd Trumpet 12- 2 F Horn 13- 7 Trombome, Baritone, B.C, Bassoon 14- 2 Baritone T.C 15- 2 Tuba __Percussion__ 1 - 1 Bells 2 – 3 percussion 1 – Chimes, TamTam, Suspended Cymbal 3- 2 percussion 2 – Snare and Bass drum 4- 3 percussion 3 – windchimes, Jam block, tambourine 5- 3 percussion 4 – suspended cymbal, hi hat, tamtam 5- 1 timpani

The origin must also be noted when presenting this piece to your band. This piece is the result of a grade 6 assignment, where the students had to write 8 bars of music in B flat major concert with the only limitations being that the piece had to begin and end on a B flat and only use notes they know. It was the winning student, Sarah Gunter, who had the privilege of seeing her composition be turned into its present creation by her band teacher’s husband, Craig Andrew Fitzpatrick. The piece was then originally performed by the band. This entire concept will help students realize that their musical ability has amazing potential no matter how early on they are in their musical career.
 * Special Requirements:** Some percussion instruments that may not be available at the elementary level are as follows: Timpani, chimes, wind chimes, Tam Tam, wind chimes, Jam block and hi hat. At the high school level, many of the instruments are readily available.
 * Range:** According to the “Range Guidelines For Wind Instruments” all instruments fall within the range of grade 1.5 except for one F# in the 1st alto saxophone score.
 * Rational:** When reviewing this piece, it is clear that it has been arranged for the new musician. Being in the key of B flat major concert and with a time signature of 4/4, this piece represents the students’ initial musical experience as modeled in most method books. Night contains no accidentals, time signature changes or key signature changes and only whole, half, quarter and eighth notes. The characteristics of this piece make it ideal for the very young band.

Ontario Institute for Studies in Education of the University of Toronto

**Music Instrumental ** **Part 1 ** Repertoire Assignment

__ Folk Song __

 * Title:** A Swedish Folksong Setting


 * Composer:** John Edmonson


 * Publisher:** Queenswood, Young Band Series
 * Level**: Grade 1
 * Key(s):** Measures 1-26 C Major

Measure 27 and Measure 40 F Major

Accidentals throughout that do not change key
 * Metre**: Slowly, Quarter Note = 54

3 / 4 Time

Measures 27-40 time change: 4 / 4 Time
 * Instrumentation:**

Piccolo Flute Oboe 1st,B flat clarinet 2nd B flat clarinet, 3rd B flat clarinet E flat Alto Clarinet B flat Bass Clarinet, Bassoon 1st E flat Alto Saxophone 2nd E flat Alto Saxophone B flat Tenor Saxophone E flat Baritone Saxophone 1st B flat cornet/Trumpet 2nd B flat cornet/Trumpet 3rd B flat cornet/Trumpet 1st French Horns 2nd French Horns 1st Trombone 2nd Baritone Tuba __Percussion__

Mallet Percussion Timpani Bass Drum Snare Drum Suspended Cymbal Cymbals
 * Range:** A Swedish Folksong is a level 1 piece. The range is appropriate for a young band that is in level 1-1.5. Below is a list of a few exceptions that can be altered as specified.

//Piccolo// – For a beginner band, the piccolo section may exceed the range. Educators can encourage their students to play the flute part. //Flute// – Measure 29 and 30 are the most difficult section for flutes. The high B is above the range of a level 1 player. Teachers can lower the note one octave if required. //1st and 2nd B flat Clarinet// – There are a few high C sharps and high D that exceed the level 1 clarinet range. For these measures, students can have the option to play third clarinet part if it is difficult to reach or they can play one octave lower.

//1st E flat Alto Saxophone// – One note exceeds the range of level 1 saxophone. There is one high B, which is one tone above the range of high A. //B flat tenor Saxophone// – Measure 28 exceeds the range of a level 1 player. The range is from E to high C. In measure 28, there is one low D. This note can be altered one octave higher. == The song begins with a beautiful flute solo for 7 measures. The clarinets enter part way through, and the rest of the band enters at the end of the 7 measures. The song consists of 6 different variations of the melody. At the beginning of the piece, there is a lyrical progression and building of a small woodwind choir. The second section builds the brass choir with a key change. By the third section of the song, the time change/metre change builds the climax of the piece with the full band playing in 4 / 4 time. Next, the fourth and fifth sections go back to the original time signature and key, repeating the triple time of 3 / 4. The final or 6th section of the piece repeats the opening section with a focus on the percussion section. This identifiable and simple progression of this song can help to challenge and enhance student’s technique. ==
 * Rationale:** A Swedish Folksong is a piece that brings together a woodwind and brass choir. Although it has been arranged for a beginning band, which is evident through the use of repetition, identifiable melody, building and progression of the melody, balance, contains a few accidentals, and a simple harmony. There are a few challenging sections that include the key change from the C Major to F Major, and the change in meter. Students may also be challenged with some exceeding range found in some instruments, particularly 1st and 2nd parts. The percussion part is not extensive in this song.

O ntario Institute for Studies in Education of the University of Toronto
**Music Instrumental ** **Part 1 ** Repertoire Assignment

__March__

 * Title:** Midnight Avenger


 * Composer/Arranger**: Larry Neeck


 * Publisher:** C.L. Barnhouse COmpany


 * Publication Date**: Unknown


 * Level:** Grade 1 - Easy


 * Key:** F Major


 * Metre**: 4/4


 * Instrumentation:**

10-Conductor Score 11-10 Flute 12-2 Oboe 13-12 B//b// Clarinet 14-2 B//b// Bass Clarinet 15-8 E//b// Alto Saxophone 16-2 B//b// Tenor Saxophone 17-2 E//b// Baritone Saxophone 10- 10 B//b// Trumpet 11- 4 F Horn 13- 8 Trombome, Baritone, B.C, Bassoon 14- 2 Baritone T.C 15- 4 Tuba __Percussion__ 1 - 2 Bells 2 –1 timpani 3- 4 percussion 1 – Snare and Bass drum 4- 4 percussion 2 – Brake Drum, Tow Tom, Suspended Cymbal 5- 1 Optional Piano/Keyboard

The reason that I selected this pieces is that it allows for great development in many areas that are new to beginning musicians. There is a lot of opportunity to work on phrasing and breathing in this piece. The phrases are short and unmistakable. There is a clear driving forces, with an obvious beginning and distinctive end to each phrase. This allows students to be able to visibly identify the climax of each phrase and to apply the force and intensity called for at the start of the piece. The initial phrase of six staccato eighth notes, tied to both a quarter and a whole note, allows students to practice pacing, breath control and articulation. This melody is reoccurring in Flute, Oboe, Clarinet, Alto Saxophone, Trumpet, Bells, and Snare Drum. The counter melody played by the Bass Clarinet, Tenor and Baritone Saxophone, French Horn, Trombone, Baritone, Bassoon, Tuba Bass Drum and Piano is a lyrical 5 note ascending scale, finishing on a dotted half. This presents the students with the chance to work on embouchure changes, breath control and phrasing alongside the upper voices. At measure seventeen there is a great opportunity to introduce and develop balance, as there is an anticipation-building section, where starting in the bass voices, the same half note-quarter note phrase is echoed, while instruments "join" the section at a two-bar staggered entrance. This allows the students to listen for blend and balance as the other sections enter with the melody. It also encourages the players to distinguish the sound of each section individually, but also to really hear the timbre of the band as a whole once everyone has united. Finally this piece calls for minimal use of dynamics: a percussion crescendo every time the bass line has the counter melody (to create more intensity in the bass line), a whole band decrescendo leading into bar seventeen, and then a full band crescendo into the final two bars (for a very intense and powerful ending). As the dynamic changes are nominal, it allows minimal opportunity to prefect this musical direction; however, does expose new players to the importance and effectiveness of dynamic changes.
 * Special Requirements:** Some percussion instruments, and or players that may not be available at the elementary level are as follows: Oboe (instrument or player), Tenor Saxophone, Baritone Saxophone, Bassoon, Timpani, Brake Drum, Tow Tom, At the high school level, many of the instruments are readily available.
 * Range:** According to the “Range Guidelines For Wind Instruments” all instruments fall within the range of a beginning player. This company produces scores that utilize only the first octave, so it sits in a comfortable range for the beginning musician, and at a manageable ability level.
 * Rational:** When reviewing this piece, it is clear that it has been arranged for the new musician. This company produces a //Sounds Foundation Series// which is created for the intention of being introductory pieces for new bands. This composition is written in the key of F major concert, with a time signature of 4/4, with no accidentals, no key changes and no time signature changes. The rhythms are simple, repetitive and predictable, as is expected in a beginning march.
 * __Conclusion:__** I would definitely use this piece with a beginner band, as it allows for growth and development in the players, tackles the importance of phrasing, articulation, dynamics and balance, and does so utilizing very comfortable ranges for new musicians. This piece also calls for opportunities for instrumental sections to play independently, melody and countermelody to be heard, and measures played in full band unison. In my opinion, this would be a manageable and successful piece with which to start the year.

Ontario Institute for Studies in Education of the University of Toronto
**Music Instrumental ** **Part 1 ** Repertoire Assignment
 * __Hymn __**
 * Title:** Amazing Grace with the Last Post


 * Composer/Arranger**: Tom Wade-West


 * Publisher:** Alfred


 * Publication Date**: 2002


 * Level:** Listed as Grade 1.5 – Easy: I would recommend treating it as grade 2


 * Key:** B flat major concert


 * Metre**: 3/4


 * Instrumentation:**

18-Conductor Score 19-8 Flute 20-1 oboe 21-4 1st clarinet 22-4 2nd clarinet 23-1 Alto clarinet 24-1 bass clarinet 25-3 E flat Alto Saxophone 26-1 B flat Tenor Saxophone 27-1 E flat Baritone Saxophone 28-1 B flat Trumpet solo 12-2 1st Trumpet 13-2 2nd Trumpet 14- 2 F Horn 15- 3 Trombome 16- 1Baritone Bass clef 17- 1 Baritone Treble clef 18- 2 Tuba 19- String Bass __Percussion__ 1 - 1 Bells 2 – 1 percussion 1 – Snare, Bass 3- 1 percussion 2 – suspended cymbal 4- 1 Timpani

1/ The flute goes up to D two ledger lines above the staff, when the guidelines put the comfort zone at B one ledger line above the staff with a possible extension to C two ledger lines above the staff. If the C is a stretch, the D is high. 2/ There are two parts to first clarinet and one of them goes up to high E. This is well above the comfort level for beginning clarinets. 3/ The E flat Alto Sax has only two notes, F & E below the comfort level and these two notes are not repeated. They are also not a difficult extension. 4/ The B flat Tenor Sax has the same minor issue as the Alto Sax. 5/ The solo B flat trumpet is a problem. According to the guidelines, this piece would be graded at the grade 3 level. It goes up to G above the staff. If the piece were listed for a grade 2 band, you might get a soloist who could reach grade 3, but it is unlikely that a grade 1.5 band would have a grade 3 soloist. The solo consistently hits above the comfort level for grade 1.5, so the piece should be listed higher or the solo transposed to a lower level. Since transposing would be awkward, as Amazing Grace is expected to be high, it is better to regrade the piece as grade 2 and use it when the band is more experienced, and more likely to have a capable soloist. 6/ The B flat trumpet part 1 has two bars that go to a high E. The rest is in the comfort zone. 7/ The French Horn has 5 high C’s in the whole piece which are above the comfort zone. 8/ The trombone has two bars above high B flat, 2 C’s and 2 D’s. 9/ The baritone in bass clef has two high C’s and one high D, which are above the comfort zone. 10/ The baritone in treble clef has three C’s that are one ledger line below the staff and outside the comfort zone for grade 1.5. 11/ String Bass has a range from B flat to high B flat.
 * Special Requirements:** Some instruments that may not be available at the elementary level are as follows: Timpani, string bass, baritone treble clef, oboe, alto clarinet. At the high school level, many of the instruments are readily available.
 * Range:** According to the “Range Guidelines for Wind Instruments” there are numerous problems grading this piece as 1.5.
 * __Conclusion:__** I would use this piece for a grade two level band as most of the range issues for grade 1.5 are not issues for grade 2. This would leave only the solo as a major issue, and finding one student who can play above the class’ range is possible, while having half your band struggle above the top of their range seems unwise.


 * Rational:** This piece is for the higher level elementary student. It is in the key of B flat major concert and with a time signature of 3/4. It contains no accidentals, time signature changes or key signature changes and only whole, half, quarter and eighth notes. The range of this piece makes it more advanced.