Australian Band Method - Saxophone Music Band Method ... Snare drum & bass drum ... B. Sax. T. Sax....

Band written bySam Seabrook

cla� 1Australian Band Method

✔ A 3-year band method in 3 volumes – Band Class 1, 2 & 3.✔ Written for Australian education systems.✔ All instruments begin in a comfortable range (flutes & oboes begin on Bb & A).✔ Unison & harmony used throughout for comprehensive musical development.✔ Australian compositions, traditional folk-tunes and relevant unison exercises.✔ Engages & motivates students with catchy tunes and well paced progressive learning.✔ Already used by 1000’s of students across Australia & New Zealand.✔ Concert pieces that can be played with piano accompaniment.✔ Standard music terminology used in Australia (crotchets, quavers).✔ Free play-along tracks with 3 speeds for all 123 tunes in a range of contemporary styles.✔ Duets for mixed instruments included.✔ Full-length band arrangements.

✔ 3 theory revision pages.✔ VELS compliant for Victorian schools.

✔ Competitively priced from $17.95.✔ Printed in Australia.

This sample PDF file includes tunes 1-26 from Band Class 1 (the first 4 pages).Please print out the set of parts and score and try them with your existing groups.You may also download the free mp3 play-along tracks from reedmusic.com

If you have further questions, please contact info@reedmusic.com

Special pricingavailabledirect fromReed Music

Score 1 ......................................................................................................................... 2

Flute .............................................................................................................................. 44Oboe ............................................................................................................................. 49Clarinet ......................................................................................................................... 54Bassoon ........................................................................................................................ 59Alto saxophone .......................................................................................................... 64Tenor saxophone ....................................................................................................... 69

Trumpet ........................................................................................................................ 74French horn ................................................................................................................. 79Trombone .................................................................................................................... 84Euphonium ................................................................................................................... 89Tuba ............................................................................................................................... 94

Mallet percussion ....................................................................................................... 99Snare drum & bass drum .......................................................................................... 104Auxiliary percussion & timpani ............................................................................... 109

Piano ............................................................................................................................. 114Bass guitar .................................................................................................................... 121Concert piano accompaniment .............................................................................. 126

click on the page number to take you directly to the instrument part

RM417www.reedmusic.com

semibreve rest4 beat or

whole bar rest

semibreve4 beats

minim2 beats

forteloud

time signature

4 beats in a bar

treble clef

flat signthe note

sounds half a step lower

presseddown

‰i ‰ œœ22

clarinet

pressed down‰

a small line that the notesoutside the staff are on

ledger line

pressed down

alto saxophone tenor saxophone

pressed down

flat signthe note

pressed down

French horn

Fingerings for F horn have been given in this book. A reference of Bb fingerings can be found on the fingering chart inside the back cover.

listen carefully to the rest of the band and

match the pitch of their notes

presseddown

Ftrumpet

V% V% V%

mallet percussion

A B C D E F G G

A B C D E F G A B C

student book page 4

bass clef

openthumbs

presseddown

bassoon

trombone

slide position

bass guitar

position of finger

flat signthe note

euphonium

V% V% V%

bass clef

treble clef

Grand Staffposition of middle C marked in both treble and bass clef

your first two notes for tune 1. are indicated below

middle Cthe middle C of the keyboard

percussion clef

snare drum & bass drum auxiliary percussion

snare drum

bass drum

it is important to alternatesticking unless indicated

percussion clef

hit the cymbal half way between the bell and the rim with a drum stick

rim bell

S. Cym.suspended cymbal

breathing

1. Discuss posture and the importance of keeping the shoulders relaxed to assist in getting a deep breath to create a great sound.

2. Students to team up in pairs. One student to stand behind the other and have their hands on the others shoulders. Student to practice breathing with a deep breath while keeping their shoulders relaxed. Swap roles. Find and discuss the diaphragm.

3. While standing students to take a deep breath while raising their arms above their head in a sweeping arc. Students to identify all the different muscles and structures that are involved with deep breathing.

4. While sitting students to take a deep breath and then 2 more short intakes on top of this breath to assist in breathing capacity awareness.

1.q = 80

2 3 4 5 6 7 8

Cl.B.Cl.

A. Sax.B. Sax.

T. Sax.

Tbn. Euph.

Mallets

S.DB.D

S. Cym.

Bass G

S. Cym.

rhythm 1

fingering - usethe second finger

student book page 4

trumpet

ledger line

mallet percussion

flat signthe note

embouchure

1. Introduce the word embouchure to all the wind students as being the mouth shape that is formed in order for them to play their instrument. Refer to the embouchure during subsequent weeks to familiarise them with this term.

2. Check each section for the correct embouchure outlined in their set up information. Reinforce the importance of a good embouchure for a good sound. Demonstrate how a poorly formed embouchure results in a different and less desirable sound. Complement good tone!

3. Embouchures for each instrument should look natural and relaxed without unnecessary tension in the cheeks or corners of the mouth.

4. Regular checks are needed in these early weeks to ensure that embouchures develop correctly.

q = 80

2.2 3 4 5 6 7 8

Cl.B.Cl.

A. Sax.B. Sax.

T. Sax.

Tbn. Euph.

Mallets

S.DB.D

S. Cym.

Bass G

S. Cym.

rhythm 2

the flat lasts forthe whole bar

also Bb

student book page 4

q = 80

3.2 3 4 5 6 7 8

Cl.B.Cl.

A. Sax.B. Sax.

T. Sax.

Tbn. Euph.

Mallets

S.DB.D

S. Cym.

Bass G

S. Cym.

student book page 4

flute oboe clarinet

‰ ‰ œœ22b

bassoon

alto saxophone

tenor saxophone

trumpet

presseddown

V% V% V%31

French horn

trombone

euphonium

V% V% V%31

presseddown

V% V% V%31

presseddown

mallet percussion

A B C D E F G G

A B C D E F G A B C

bass guitar

q = 80

4.2 3 4 5 6 7 8

Cl.B.Cl.

A. Sax.B. Sax.

T. Sax.

Tbn. Euph.

Mallets

S.DB.D

S. Cym.

Bass G

S. Cym.

student book page 4

ledger line

malletpercussion

use both mallets

hand position

1. For wind instruments the fingers should be naturally curved and relaxed. This places them in a good position above the keys.

2. For flutes ensure that their first finger on the left hand is curved

comfortably around the flute and that if possible all the fingers on that hand are in the centre of the keys. This will ensure the most correct hand position.

3. Percussionists need to keep a relaxed yet comfortably firm grip on the sticks at the fulcrum point and curl the rest of their fingers loosely around the sticks.

4. Pianists need to keep their hands in a naturally curved position like they are holding a ball.

q = 80

5.2 3 4 5 6 7 8

Cl.B.Cl.

A. Sax.B. Sax.

T. Sax.

Tbn. Euph.

Mallets

S.DB.D

S. Cym.

Bass G

S. Cym.

student book page 4

articulation and technique

begin each note using the tongueit is like saying ‘too’ while you blow

begin each note by lightly touching the tip of your reed with your tongue

clarinet

bassoon

alto saxophone

tenor saxophone

trumpet

begin each note using the tongueit is like saying ‘doo’ while you buzz

French horn

trombone

euphonium

mallet percussion

strike the bars just off centreand quickly lift away your mallet

allow the stick to rebound naturally when you strike the drum

keep your wrist and fingers relaxed

snare drum & bass drum

play with your fingers curvedlike you are holding a ball

bass guitar

pluck from the top of each string, not from the underneath

q = 80

6.2 3 4 5 6 7 8

Cl.B.Cl.

A. Sax.B. Sax.

T. Sax.

Tbn. Euph.

Mallets

S.DB.D

S. Cym.

Bass G

S. Cym.

student book page 4

staff5 lines and 4 spaces that

music is written on

auxiliarypercussion

allinstruments

percussion staff

1 line that music is

written on

extension exercises for tune 10

1. Ask students to individually find some other more unusual sounds on their instrument using different blowing or fingering techniques, and then in their workbook devise different ways of notating each sound using graphic notation forms. Give an example.

2. Percussionists, piano and bass player can explore different body percussion sounds and

ways of notating these sounds.

3. Students to then team up in small groups that include one of the players from point 2. and devise a way to organise and present their sounds in a short piece. Spread this task over 2 classes to allow for reflection, refinement and discussion.

4. Set a time for the performance of each short work and a discussion on the decisions made along the way in the development of the piece. Encourage good performance etiquette.

q = 80

7.2 3 4 5 6 7 8

Cl.B.Cl.

A. Sax.B. Sax.

T. Sax.

Tbn. Euph.

Mallets

S.DB.D

S. Cym.

Bass G

S. Cym.

big breath

student book page 5

q = 80

8.2 3 4 5 6 7 8

Cl.B.Cl.

A. Sax.B. Sax.

T. Sax.

Tbn. Euph.

Mallets

S.DB.D

S. Cym.

Bass G

S. Cym.

student book page 5

q = 80

9.2 3 4 5 6 7 8

Cl.B.Cl.

A. Sax.B. Sax.

T. Sax.

Tbn. Euph.

Mallets

S.DB.D

S. Cym.

Bass G

S. Cym.

rhythm 3clear tonguingfor each note

student book page 5crotchetone beat

head joint onlypalm of hand over the end

crow on the reed only

clarinet

play using only the mouthpiece and barrel

bassooncrow on reed only

alto saxophone

blow using the mouthpiece and neck only

tenor saxophone

trumpet

buzz only on the mouthpiece

French hornbuzz only on the mouthpiece

trombonebuzz only on the mouthpiece

euphoniumbuzz only on the mouthpiece

mallet percussionpat stomach pat thighs

pat stomach pat thighs

you can have different noteheadswithin percussion music

snare drum & bass drum

auxiliary percussionAndante

Percussion

5 line percussion

cantabile

bass guitarpat stomach pat thighs

instructions for tune 10

54student book page 5

q = 80

10.2 3 4 5 6 7 8 9

Cl.B.Cl.

A. Sax.B. Sax.

T. Sax.

Tbn. Euph.

Mallets

S.DB.D

Bass G

rhythm 4e see guidelines on the previous page

e written pitches are approximate - students should not concern themselves with the written pitch of the notes,just the length

q = 80

11.2 3 4 5 6 7 8

Cl.B.Cl.

A. Sax.B. Sax.

T. Sax.

Tbn. Euph.

Mallets

S.DB.D

S. Cym.

Bass G

B.D. f

S. Cym.

rhythm 5student book page 5

q = 80

12.2 3 4 5 6 7 8

Cl.B.Cl.

A. Sax.B. Sax.

T. Sax.

Tbn. Euph.

Mallets

S.DB.D

S. Cym.

Bass G

S. Cym.

student book page 5

e check the sticking in the snare drum- maybe they could say the L and R

q = 80

13.2 3 4 5 6 7 8

Cl.B.Cl.

A. Sax.B. Sax.

T. Sax.

Tbn. Euph.

Mallets

S.DB.D

S. Cym.

Bass G

S. Cym.

student book page 5

easy walking pace

Andante

barline final barlineend of the piece

alto saxophone

key signatureG major

play Fthroughout the piece

sharp signthe note soundshalf a step higher

tenor saxophone

key signatureC major

clarinet trumpet

key signatureBb major

play Bb and Eb throughout the piece

flute oboe

mallet percussion

student book page 6

trombone

euphonium tuba

auxiliary percussion

Tri.triangle

hold the triangle by the string

and play without touching the metal part

hit the triangle with a trianglebeater in the middle of the base

bass guitar

French horn

flat signthe notesounds

half a steplower

play Bb throughoutthe piece

key signatureF major

bassoon

q = 88

14.2 3 4 5 6 7 8

Cl.B.Cl.

A. Sax.B. Sax.

T. Sax.

Tbn. Euph.

Mallets

S.DB.D

Bass G

remember to play Bb

student book page 6

clarinet

alto saxophone

trumpet

V% V% V%1 2

trombone

euphonium

V% V% V%1 2

bass guitar

open string

q = 88

15.2 3 4 5 6 7 8

Cl.B.Cl.

A. Sax.B. Sax.

T. Sax.

Tbn. Euph.

Mallets

S.DB.D

Bass G

melody 1st part

harmony 2nd part

student book page 6

q = 88

16.2 3 4 5 6 7 8

Cl.B.Cl.

A. Sax.B. Sax.

T. Sax.

Tbn. Euph.

Mallets

S.DB.D

Bass G

student book page 6

q = 88

17.2 3 4 5 6 7 8

Cl.B.Cl.

A. Sax.B. Sax.

T. Sax.

Tbn. Euph.

Mallets

S.DB.D

S. Cym.

Bass G

S. Cym.

clap and count first

student book page 6

mallet percussion

A B C D E F G G

A B C D E F G A B C

performance time

1. Focus on posture first as being a major part of presentation. Each instrumentalist should look comfortable and attentive sitting on the front of their chairs.

2. Discuss resting position and playing position for their instruments and work on a

smooth transition between the two upon the conductors cue.

3. Work on that little bit of magic after the works final note where no one moves or makes a sound until directed.

4. Ask the students what are some important factors to consider when presenting a performance. Does the venue or type of audience make a difference to the presentation? Also discuss how the audience should behave in a concert. This will encourage an expectation to develop and direct their own behaviour when they are audience members.

q = 88

18.2 3 4 5 6 7 8

Cl.B.Cl.

A. Sax.B. Sax.

T. Sax.

Tbn. Euph.

Mallets

S.DB.D

S. Cym.

Bass G

S. Cym.

student book page 6

folk songAndante19. Hot Cross Buns

q = 882 3 4 5 6 7 8

Cl.B.Cl.

A. Sax.B. Sax.

T. Sax.

Tbn. Euph.

Mallets

S.DB.D

S. Cym.

Bass G

S. Cym.

student book page 6

q = 88

20.2 3 4 5 6 7 8

Cl.B.Cl.

A. Sax.B. Sax.

T. Sax.

Tbn. Euph.

Mallets

S.DB.D

Bass G

student book page 7

e focus on tonguing in the winds and even strokes in the percussion using both hands

q = 88

21.2 3 4 5 6 7 8

Cl.B.Cl.

A. Sax.B. Sax.

T. Sax.

Tbn. Euph.

Mallets

S.DB.D

Bass G

student book page 7

repeatrepeat from the beginning

‰i ‰ œœ22

flute oboe

bassoon

tenorsaxophone

French horn

bass guitar

Andante22. Kelpie

q = 882 3 4 5 6 7

Cl.B.Cl.

A. Sax.B. Sax.

T. Sax.

Tbn. Euph.

Mallets

S.DB.D

S. Cym.

Bass G

S. Cym.

student book page 7

e this is the first time the bass guitar splits away from the trombone part

Andante23. Mary Had a Little Lamb

folk songq = 882 3 4 5 6 7

Cl.B.Cl.

A. Sax.B. Sax.

T. Sax.

Tbn. Euph.

Mallets

S.DB.D

Bass G

remember to repeat

student book page 7

Andante24. Wallaby Wiggle

q = 882 3 4 5 6 7

Cl.B.Cl.

A. Sax.B. Sax.

T. Sax.

Tbn. Euph.

Mallets

S.DB.D

S. Cym.

Bass G

S. Cym.

student book page 7

e cymbal solo

phrase a musicalsentence

pianoall instruments

rhythm and structure

1. Clap or play on one note a rhythm of 2 bar duration. Students to imitate and clap or play the same pattern in return while keeping time. Any rhythm and note duration can be used and the focus is on developing a group beat and memory skills. This can form part of a warm up routine to help focus their ears.

2. Clap or play on one note a rhythm of 2 bar duration that one student at a time responds to with a different rhythm that they create of equal length. Discuss call and answer within music and the musical phrase.

3. Extend the exercise to include using a limited amount of notes with their rhythms. Begin with two notes, and then maybe three.

4. Extend the rhythm length to 4 bars.

Andante25. Sunny Arvo

q = 882 3 4 5 6 7

Cl.B.Cl.

A. Sax.B. Sax.

T. Sax.

Tbn. Euph.

Mallets

S.DB.D

Bass G

a phrase is often 4 bars

student book page 7

Andante26. Au Clair de la Lune

folk songq = 882 3 4 5 6 7

Cl.B.Cl.

A. Sax.B. Sax.

T. Sax.

Tbn. Euph.

Mallets

S.DB.D

S. Cym.

Bass G

S. Cym.

student book page 7

‰ ‰ œœ22b

treble clef

whole bar rest

semibreve4 beats

minim2 beats

forteloud

flat signthe note

time signature

4 beats in a bar

presseddown

‰i ‰ œœ22

also Bb

begin each note using the tongueit is like saying ‘too’ while you blow

Band Class 1 - Flute

crotchetone beat

music is written on

head joint onlypalm of hand over the end

big breath

clear tonguing for each note

remember to play Bb

easy walking pace

Andante

melody1st part

harmony2nd part

Andante22. Kelpie

folk song

‰i ‰ œœ22repeat

repeat from the beginning

remember to repeat

phrase a musicalsentence a phrase is often 4 bars

time signature

4 beats in a bar

treble clef

whole bar rest

semibreve4 beats

minim2 beats

forteloud

flat signthe note

also Bb

pressed down

Band Class 1 - Oboe

crotchetone beat

music is written on

crow on the reed only

big breath

Band Class 1 - Oboe

remember to play Bb

easy walking pace

Andante

melody1st part

harmony2nd part

Band Class 1 - Oboe

Andante22. Kelpie

folk song

remember to repeat

Band Class 1 - Oboe

treble clef

whole bar rest

semibreve4 beats

minim2 beats

forteloud

time signature

4 beats in a bar

pressed down‰

ledger line

Band Class 1 - Clarinet

crotchetone beat

music is written on

play using only the mouthpiece and barrel

big breath

easy walking pace

Andante

melody

1st part

harmony2nd part

Andante22. Kelpie

folk song

remember to repeat

whole bar rest

semibreve4 beats

minim2 beats

forteloud

flat signthe note

time signature

4 beats in a bar

also Bb

bass clef

openthumbs

presseddown

Band Class 1 - Bassoon

crotchetone beat

music is written on

big breath

crow on reed only

remember to play Bb

easy walking pace

Andante

melody1st part

harmony2nd part

Andante22. Kelpie

folk song

remember to repeat

a musicalsentence

phrase

treble clef

whole bar rest

semibreve4 beats

minim2 beats

forteloud

time signature

4 beats in a bar

pressed down

Band Class 1 - Alto saxophone

crotchetone beat

music is written on

big breath

easy walking pace

Andante

melody1st part

harmony2nd part

key signatureG major

play Fthroughout the piece

sharp sign

the note soundshalf a step higher

Andante22. Kelpie

folk song

remember to repeat

treble clef

whole bar rest

semibreve4 beats

minim2 beats

forteloud

time signature

4 beats in a bar

pressed down

Band Class 1 - Tenor saxophone

crotchetone beat

music is written on

big breath

easy walking pace

Andante

melody1st part

harmony2nd part

Andante22. Kelpie

folk song

remember to repeat

treble clef

whole bar rest

semibreve4 beats

minim2 beats

forteloud

time signature

4 beats in a bar

V% V% V%

presseddown

V% V% V%31

a small line

that the notesoutside the staff are on

ledger line

Band Class 1 - Trumpet

crotchetone beat

music is written on

big breath

easy walking pace

Andante

melody

1st part

harmony2nd part

V% V% V%1 2

Andante22. Kelpie

folk song

remember to repeat

treble clef

whole bar rest

semibreve4 beats

minim2 beats

forteloud

time signature

4 beats in a bar

listen carefully to therest of the band andmatch the pitch of

their notes

presseddown

Fingerings for F horn have been given in this book. A reference of Bb fingerings can be found on the fingering chart inside the back cover.

Band Class 1 - French horn

crotchetone beat

music is written on

big breath

easy walking pace

Andante

melody1st part

harmony2nd part

flat signthe notesounds

half a steplower

play Bb throughoutthe piece

key signatureF major

Andante22. Kelpie

folk song

remember to repeat

bass clef semibreve rest4 beat or

whole bar rest

semibreve4 beats

minim2 beats

forteloud

flat signthe note

time signature

4 beats in a bar

also Bb

slide position

Band Class 1 - Trombone

crotchetone beat

music is written on

big breath

remember to play Bb

easy walking pace

Andante

melody1st part

harmony2nd part

Andante22. Kelpie

folk song

remember to repeat

a musicalsentence a phrase is often 4 bars

phrase

whole bar rest

semibreve4 beats

minim2 beats

forteloud

flat signthe note

time signature

4 beats in a bar

also Bb

V% V% V%31

V% V% V%

presseddown

Band Class 1 - Euphonium

crotchetone beat

music is written on

big breath

remember to play Bb

easy walking pace

Andante

melody1st part

harmony2nd part

V% V% V%1 2

Andante22. Kelpie

folk song

remember to repeat

a musicalsentence

phrase

whole bar rest

semibreve4 beats

minim2 beats

forteloud

time signature

4 beats in a bar

also Bb

V% V% V%31

flat signthe note

V% V% V%

presseddown

ledger line

Band Class 1 - Tuba

crotchetone beat

music is written on

big breath

Band Class 1 - Tuba

remember to play Bb

easy walking pace

Andante

melody1st part

harmony2nd part

V% V% V%1 2

Band Class 1 - Tuba

Andante22. Kelpie

folk song

remember to repeat

a musicalsentence

phrase

Band Class 1 - Tuba

treble clef

whole bar rest

semibreve4 beats

minim2 beats

forteloud

flat signthe note

time signature

4 beats in a bar

also Bb

strike the bars just off centreand quickly lift away your mallet

use both mallets

A B C D E F G G

A B C D E F G A B C

A B C D E F G G

A B C D E F G A B C

Band Class 1 - Mallet Percussion

crotchetone beat

music is written on

remember to play Bb

easy walking pace

Andante

melody1st part

harmony2nd part

A B C D E F G G

A B C D E F G A B C

Andante22. Kelpie

folk song

remember to repeat

S.D. R

B.D. f

sticking

snare drum

bass drum

whole bar rest

semibreve4 beats

forteloud

time signature

4 beats in a bar

it is important to alternatesticking unless indicated

percussion clef

minim2 beats

allow the stick to rebound naturally when you strike

the drum

keep your wrist and fingers

relaxed

crotchetone beat

Band Class 1 - Snare drum & Bass drum

B.D. f

music is written on

B.D. f

easy walking pace

Andante

Andante22. Kelpie

folk song

remember to repeat

listen to the melody within

the band

S. Cym.

rim bell

S. Cym.suspended cymbal

whole bar rest

semibreve4 beats

minim2 beats

forteloud

time signature

4 beats in a bar

hit the cymbal half way between the bell and the rim with a drum stick

percussion clef

Band Class 1 - Percussion

S. Cym.

crotchetone beat

percussion staff

1 line that music is

written on

pat stomach pat thighsAndante

Percussion

5 line percussion

cantabile

barline

S. Cym.

easy walking pace

Andante

final barlineend of the piece

Tri.triangle

hit the triangle with a trianglebeater in the middle of the base

hold the triangle by the string

and play without touching the metal part

Andante22. Kelpie

S. Cym.

folk song

S. Cym.

folk song

S. Cym.

remember to repeat

listen to the melody within

the band

whole bar rest

semibreve4 beats

minim2 beats

forteloud

time signature

4 beats in a bar

also Bb

fingering - usethe second finger

treble clef

bass clef

Grand Staffposition of middle C marked in both treble and bass clef

flat signthe note

your first two notes for tune 1. are indicated below

middle Cthe middle C of the keyboard

Band Class 1 - Piano

play with your fingers curvedlike you are holding a ball

crotchetone beat

music is written on

barbarline

final barlineend of the piece

easy walking pace

Andante

remember to play Bb

Andante22. Kelpie

folk song

whole bar rest

semibreve4 beats

minim2 beats

forteloud

time signature

4 beats in a bar

also Bb

flat signthe note

position of finger

pluck from the top of each string, not from the underneath

Band Class 1 - Bass guitar

crotchetone beat

music is written on

remember to play Bb

easy walking pace

Andante

melody1st part

harmony2nd part

open string

remember to repeat

a musicalsentence

phrase

Andante22. Kelpie

folk song

Andante q = 88

Au Clair de la Lunefolk song

band piece

Australian Band Method - Saxophone Music Band Method ... Snare drum & bass drum ... B. Sax. T. Sax....

Documents

Transcript of Australian Band Method - Saxophone Music Band Method ... Snare drum & bass drum ... B. Sax. T. Sax....

How to Pack a Drum Set! · Step 2: Pack the Bass Drum - w/ Hoops Removed Remove both bass drum hoops and bass drum heads. Move t he bass drum heads and t he bass drum claws with the

MUSIC GROUP PERFORMANCE - Victorian Curriculum … · MUSIC GROUP PERFORMANCE ... Dorian Minor pentatonic Harmonic minor. ... Alto sax Bass Snare drum. 9 2007 MUSPERGP EXAM SECTION

CARL FISCHER Beginning Band Grade 1 Antagonist€¦ · · 2014-07-24Snare Drum, Bass Drum ... I wanted to take that concept ... 5 Bar. Sax. in E T. Sax. in B A. Sax. in E B. Cl.

Bass Drum Control

Hymn to a Blue Hour-4Tenor Sax Baritone Sax 3 Trumpets in Bb 4 French Horns 3 Tenor Trombones Bass Trombone Euphonium Tuba Double Bass Bass Drum Performance notes: The tempo should

Pipe Band – Bass Drum and Tenor Drum Reference Manual€¦ · Bass Drum and Tenor Drum – Level Two. Canadian Cadet Organizations Pipe Band – Bass Drum and Tenor Drum Reference

CHAPTER THREE - Squarespace THREE BAND DRILL ... Sax Flute Flute Sax ( ... BD - Bass Drum Tpt - Trumpet TD - Tenor Drum CYM - Cymbals. 3-8 DM O O O O(LS)

070402513(CSD120-CSD130)说明书 英文--- · Assemble the bass drum（only CSD130） 1 take out the bass drum and bass drum stand 2). loosen the square screw of the bass drum 3).

Pipe Band – Bass Drum and Tenor Drum Reference … · A-CR-CCP-911/PW-003 Chapter 2 Bass Drum and Tenor Drum – Level Two. Canadian Cadet Organizations Pipe Band – Bass Drum

€¦ · Violin Piccolo Flute Alto Sax. 1 Alto Sax. 2 Tenor Sax. 1 Tenor Sax. 2 Baritone Sax. Trumpet in B 1 Trumpet in B 2 Trombone 1 Trombone 2 Bass Guitar Drum Set Piano no reverb

· Violin Flute 1 Flute 2 Alto Sax. 1 Alto Sax. 2 Tenor Sax. 1 Tenor Sax. 2 Baritone Sax. Trumpet in B Trombone Euphonium Electric Guitar Bass Guitar Drum Set ...

baillargeonmusic.wikispaces.com · · 2013-06-17Snare Drum, Bass Drum Percussion 2 Low Toms, Tambourine CARL FISCHER@ O ... Take your time on this to make the ... A. Sax. T. Sax.

DRAGONFLY - Google...2. Bb Bass 1-2 / Bb Bass Sax 2. Eb Bass 1. String Bass (optional) 1. Drum Set Additional Parts (for several countries) 1. Bb Trombone 1 1. Bb Trombone 2 1. Bb

Drum and Bass

MUSIC GROUP PERFORMANCE - TheAllPaperstheallpapers.com/papers/VCAA/VCE/music/2007muscgroup.pdf · MUSIC GROUP PERFORMANCE ... Alto sax Bass Snare drum ... rock group, jazz trio, ‘traditional’

Amazon S3 · Eb Alto sax. 1, 2 Bb Tenor Sax. Eb Bari. Sax. Bb Trumpet 1 Trumpet 2, 3 F Horn 1, 2 Trombone 1, 2 Baritone Tuba (String Bass) Drum Set Closed Percussion 1 Percussion

Documents.mx Drum Mel Bay Complete Double Bass Drum Cookbook

2018-2019 - Milton Bandmiltonband.org/home/pagefiles/NewMemberInfo.pdfFlute, Clarinet, Bass Clarinet, Alto Sax, Tenor Sax, Baritone Sax, ... Bass Drum, Cymbals, Front Ensemble ...

Amazing Grace - Noten aller Art kaufen » Notenversand - alle … · · 2013-12-17Snare Drum, Bass Drum ... To take on the task of writing a new setting of this ... A. Sax. T. Sax.

THE MAN WHO HATED EVERYTHING · tenor / baritone sax tenor trombone (with F trigger) piano electric guitar (with distortion / overdrive pedals) vibraphone drum set (bass drum, two

070402513(CSD120-CSD130)说明书英文--- · Assemble the bass drum（only CSD130） 1 take out the bass drum and bass drum stand 2). loosen the square screw of the bass drum 3).