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SCHMITZ Jazz Parnass vierhandig

50.30

 

01. Boogie Session in F
02. Boogie Power in G
03. Blues in New Orleans
04. Philadelphia Show
05. Sunday in Paris
06. Song for TWO
07. Dialog in Swing
08. Blues of Louisiana
09. Fantasy in Beguine
10. Swing for Sammy
11. Swing in Team I
12. Swing in Team II
13. Happy Phili
14. Boogie for ABBA
15. Party mit James
16. Ocean Serenade
17. Swing für einen Clown
18. Spiel das Spiel!
19. Orange Boogie
20. Ragtime
21. September Time
22. Beguine-Flair
23. Mallorca Dancing
24. Ballade for Jane
25. Jogging Power
26. Valse mélancholique
27. Twilight Take
28. Power Dialog
29. Blaue Stunde
30. Idee in Swing
31. Der schräge FÜNFER
32. Boogie for Dancing
33. Fantasie in Moll
34. Walzer in Moll
35. Karussell-Musik
36. Waltz-Etüde
37. Song in Blue
38. Rhapsodischer Jazz-Waltz
39. Bossa Nova-Flair
40. Festival Opening
41. Torero, olé!
42. Break Power
43. Philadelphia in Concert
44. Concertino für ZWEI
COD: EBDV31047 Categorie: ,
Autore: SCHMITZ M.
Editore: BREITKOPF
Organico: PF4M
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Jazz Parnass vierhandig. 44 Stucke fur Klavier (per pianoforte a 4 mani). Germania, Breitkopf & Hartel

The present compositions are intended as playing and performance pieces. They are intended to be enjoyable, to musically-technically complement the studies in Volumes I and II of the New Jazz Parnass (DV 31085 and 31086), and to serve for lively use in lessons and at home (also for “sight-reading”). Basically, repeating and rearranging parts is possible in the vast majority of pieces. Compositions with predominantly octave unison in the right part can be treated at one’s own discretion by playing both hands according to the phrase (2, 4 or 8 bars), e.g. as question and answer, either individually or alternately shifted by an octave, so that other timbres are created. If harmony symbols are added to a piece, they should encourage improvisation; their notated length is not decisive. The adjacent list contains suggestions for combining individual pieces into small suites. The individual technical possibilities, stylistic “special routes”, interaction between teacher and pupil or pupil and pupil, the framework of the performance, the place within an overall program, etc., can be points of view for your own combinations. All tempo indications are not to be understood as an absolute “must”, but always as guidelines. The goal should always be fresh music making. So, have fun!

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