By Irving Berlin. Arranged by Andy Norman. Score, Set of Parts. 14 pages. Published by Andy Norman Music (H0.288359-934800). - Score,Set of Parts - - Andy Norman Music

Choral Choir,Choral,SAB Chorus - Level 3 - Digital Download SKU: A0.1406978 By Scoring Berlin & Julian Quentin. By Lou Reed. Arranged by Andrew Emmet. A Cappella,Pop,Rock. 7 pages. Andrew J Emmet #989705. Published by Andrew J Emmet (A0.1406978). SAB A Cappella arrangement with Alto solo.Sung by Lou Reed.

Jazz Combo - Level 2 - Digital Download SKU: A0.1335290 By Scoring Berlin & Julian Quentin. By Lou Reed. Arranged by Josef Peter Traun. Christmas,Pop. 32 pages. Traun #921121. Published by Traun (A0.1335290). An arrangement in G-Minor/G-Major for voice and band (VCO). With additional parts for an instrumental version.Orchestral parts: Vocal, Acoustic Guitar (accompaniment), Rhythm Guitar, Piano, Bass, Drums, Percussion and Clarinet in Bb (ad lib.).The alternative parts for an instrumental version are: Melody in C 8va, Melody in C, Melody in Eb and Melody in Bb. You can even play this arrangement with the parts of voice and acoustic guitar (Duett).

Brass Ensemble - Digital Download SKU: A0.1029915 Composed by Irving Berlin. Arranged by Jim Davies. Contemporary. Score and parts. 25 pages. JD Music Scoring #5801369. Published by JD Music Scoring (A0.1029915). There's No Business Like Show Business is an Irving Berlin song, written for the 1946 musical Annie Get Your Gun, it has been arranged for Brassband Quintet and comes with alternative parts:Part 1: Cornet 1 in Bb (solo), Part 2: Cornet 2 in Bb / Horn in Eb, Part 3: Horn in E / Baritone in Bb / French Horn, Part 4: Trombone in Bb / Euphonium in Bb, Part 5: Bass in Eb / Bass in BbDuration: 2MinsLevel: Easy (grade 5+)

Brass Ensemble - Level 3 - Digital Download SKU: A0.958080 Composed by David Berlin. 20th Century,Classical,Instructional,Standards. Score and parts. 68 pages. David Berlin #3009125. Published by David Berlin (A0.958080). P.p1 {margin: 0.0px 0.0px 12.0px 0.0px; font: 16.0px Helvetica} p.p2 {margin: 0.0px 0.0px 12.0px 0.0px; font: 19.0px Helvetica; color: #1b1b1b}Intended for middle school and intermediate high school musicians, performance time for this two-movement set is between 3 1/2 and 4 minutes. Some minimal syncopation may provide a bit of a challenge but should not be a major problem. Students learn to hear, see and perform various articulations and rhythm patterns. Score and parts are in open scoring and can be played by small or large groups with nearly any possible combination of instruments. Fanfares originated in the Middle Ages. They are generally composed to announce important occasions such as coronations, the olympics and other important occasions. Fanfares are frequently played outdoors and rely heavily on loud instruments such as brass and percussion. The Estampie was a popular instrumental style of the 13th and 14th centuries.The estampie consists of four to seven sections, called puncta, each of which is repeated, Students learn to hear, see and perform the difference between compound-duple and simple-duple meter as well as a variety of tempi.

Concert Band - Level 2 - Digital Download SKU: A0.958083 Composed by Unknown Traditional folk songs. Arranged by David Berlin (ASCAP). Instructional,Romantic Period,Standards. Score and parts. 96 pages. David Berlin #3559075. Published by David Berlin (A0.958083). This collection of folk melodies from Ireland can be studied independently or in a variety of groupings. While created in open scoring for beginning and young instrumentalists, these pieces could be used by anyone. They are accessible with as few as two players and as many as are available in almost any combination of instruments. The folk melodies are also excellent to use as warm-ups because they can serve the purpose while also providing aesthetic value. The teacher is encouraged to be flexible and creative with them. Directors are encouraged to perform these in various combinations and sets. Feel free to be creative. For example, repeats could be added featuring various soloists and/or small groupings in contrast with the full group (as in a concerto.) Creativity could be promoted by allowing students to make suggestions pertaining to the formal organization of the material. In addition to decisions as to which pieces to perform directors are encouraged to involve students in making creative decisions such as which ones to put together, which phrases to repeat in various combinations and instrumental subsets and other appropriate aesthetic decisions. Each piece could function as a locus for branching into various content areas in connection with social studies, integrated curriculum and/or inquiry. Many of the melodies have very smooth and conjunct voice leading making them excellent for solfege/sight-reading training. These melodies are offered as a resource for the teacher to use in a variety of ways and possibilities are unlimited. Lyrics are readily available online.