King David's Dance Analysis

The first play was performed by the combined choirs which called “You are the new Day” composed by John David. The shorter version of the same song was played at the end of the concert. The shorter version of the song was as the

“Clifton Williams musician, composer and prolific composers of serious contemporary music for the wind band.” He has created some of the biggest standards in the American, Canadian, European, and Japanese Band repertoire.

The concert opened with A Moorside Suite from England; it began quietly accompanied by the clarinet and saxophone. The tempo started out slowly, then shifted to fast and back again to slow, throughout the entire piece. There was an appearance of a few soloists including the oboe, clarinet, and saxophone. This movement ended with the entire orchestra leading to a final chorale that builds to a fortissimo climax.

I attended the Baylor University Concert Jazz Ensemble directed by Alex Parker on Tuesday, November 10th. This ensemble consisted of saxes, trombones, trumpets, drums, a piano, and bass. The concert showcased many individual talents by including solo’s or duet’s in every song. The program consisted of seven songs with no intermission. The pieces I selected were “Big Dipper” by Thad Jones and “Undecided” by Frank Mantooth.

For the Brass it was 3 cornets in Bb or five trumpets in Bb, two trumpets in Bb, four horns, three trombones, two euphoniums, one Bb tuba, one BBb tuba or two BBb tubas if desired. Other instruments include the percussion, harp, celesta, piano, organ, harpsichord, solo string instruments, and choral force as desired. Frederick Fennell was very good at orchestrating his concert programs, and he did so to feature every section of his ensemble. One third of the music featured the woodwinds, one third featured the brass and one third featured the combination of the woodwinds, brass and percussion. The Eastman’s Wind Ensemble first concert was program that way and included the pieces, Mozart’s Serenade No. 10 in Bb, K.361; Riegger’s Nonet for Brass, and Hindemith’s Symphony in Bb. Fennell’s excellent programing works allowed for future influence of band directors, and soon most of the repertoire performed by Eastman Wind Ensemble was performed by other ensembles. After listening to the excellent mercury recordings of the Eastman Wind ensemble allowed for the popularity of the works by Hindemith, Schoenberg, Stravinsky, Holst and Persichetti. Due to the new popularity of these conductors and their music

Symphonic Winds- Symphonic Winds is included in the curriculum as a second band to further develop student’s ensemble abilities and technique beyond that of the Freshman Band.

Native American music is compelling due to its rich history, beauty, otherworldliness, and its unique ability to unify, heal, reach ancient deities, signify changing seasons, and tell stories through song and dance. By exploring the history, organology, and aesthetics of the Native American flute via the Cheyenne and Lakota tribes, the unique use of this instrument for tribal customs, courting, personal expression, and ceremonial purposes have set Native American music

As this year’s Brass Quintet’s Student Director, I seek to inspire and spur on this select group of musicians, while coordinating all rehearsal and performance details for our intimate chamber group. Additionally, in order to push the boundaries of my musical expertise, I will be composing a unique arrangement of our high school’s alma mater, as a new music repertoire for our group. While seeking to extend my capabilities musically and to translate lessons learned to my broader character, I am vividly reminded of the impact and presence of my now scuffed and well-used trumpet in so many facets of my life. My trumpet playing reflects my desire to continue to push myself musically, and in whatever course of life I choose, and it will certainly be a vital element of my

I have two first impressions after reading the book That Deadmans Dance. The author Kim Scott uses vivid imagery to describe the landscapes and the characters dialog. As Scott was describing the sea and the landscapes it brought back my early childhood. I spent time as an adolescent living on an Umnak Island in the middle of the Aleutian chain located in the bearing sea of Alaska. All of Scott’s imagery brought back the times I spent watching the whales migrate listening and feeling the wind and sea beat against my skin. I enjoyed remembering my youth while reading this book.

The week before all-state orchestra auditions meant everything needed to be perfect. I would meticulously practice my cello for extended periods of time, revisiting the same difficult passages until I was satisfied or my fingers became numb. There were few performance opportunities in South Dakota like all-state orchestra so I was determined to give a superb audition. Yet, regardless of the outcome I always felt proud, knowing I had done everything I could. Through these experiences I refined qualities such as excellence and diversity, which I anticipate will strengthen the student body, faculty, and mission at the Creighton University School of Medicine.

The dance that I will be focusing on is entitled: thinking sensing standing feeling object of attention. The dance, to me, symbolizes the socialization of persons in Western civilization concerning gender roles. In the beginning there are gestures that are separated from emotion and full-embodiment, but as the dance progresses the gestures become more meaningful and recognizable. The lighting starts out very specific and narrow, then the light encompasses the entire stage, and eventually the dancers are silhouetted as they return to a familiar movement motif in the end. The music is mainly instrumental with occasional soft female vocals, and the lyrics suggest emotion, which is interesting because the dancers do not convey emotion until

In Athol Fugard’s play “Master Harold”… and the Boys dance becomes a metaphor for how society can work harmoniously together, yet there are conflicts that prevent it from happening. Specifically, ballroom dance becomes a metaphor to show the conflict between a cooperative society and the disappointment associated with life and our inability to force change. This is expressed by Sam teaching Willie the mastery of dance and also educating Hally on the significance of the championships, and ultimately through the final dance performance.

It was performed by the CSU Graduate Brass Quintet, consisting of Nikolas Valinsky, Matthew Chanlynn, Emelie Pfaff, William Gamache, and Heather Ewer. While Valinsky and Chanlynn played the trumpet, Pfaff played the horn, Gamache the trombone and Ewer tuba. This quartet accomplished a wonderful work by the different melodies, pitches and dynamics. While the tuba was heard more in the background due to its low pitch, the most significant instruments were the trumpets. Not only did they provide the highest pitch but it was also heard as the main instrument because of their rhythm. Together, this group of brass instruments created a dense rhythm by providing the audience with several layers of music on top of each-other. Altogether, I enjoyed this piece the most. It made me feel happy, excited and joyful.

Identify the wind ensemble piece or performance that had the greatest impact on you (from any of your 4 years). Upload the music or video as an artifact to your digital portfolio (all artifacts can be found here. – email Ms. Becca at rebecca.frost@munizacademy.org if you do not see the piece you are looking for or need another copy of the music). Explain how this piece/performance impacted your experience in band. (this answer must be at least 100

How often do you stop to take in the moment? Imagine a man who is not as happy as he