• No results found

Little Drummer Boy

N/A
N/A
Protected

Academic year: 2021

Share "Little Drummer Boy"

Copied!
10
0
0

Loading.... (view fulltext now)

Full text

(1)

 !!!! """"

Slow March

Slow March

 #$%&

 #$%&

'' 2 2  (   ( ))** ++** * * * * * * * * ****** )),, -- ++* * **** * * * * * * * * ****** )),,  !!!! 7 7 -- ++** ** ** * * * * ** ** . .****** )),, -- ++******* * * * **** **!!**** ** ****** ** ****** )),,  !!!! 12 12  (   ( ))** ++** * * * * * * * * ****** )),, ****** )), , * * 0 0 11 A A  .  .))** ++** * * * * * * * * ****** )),,  !!!! 18 18 -- ++* * ** ** * * * * * * * * ****** )),, -- ++** ** ** * * * * ** ** ****** )),, -- ++** **** * * * * ****  !!!! ""22  3   3  23 23 **!!****** ******** ****** )),,  .

 .))** ++** * * * * * * * * ****** )),, ****** )),,  poco più mosso poco più mosso

* * 0 0 11  !!!! ""22 B B 29 29 '' 2 2 00  .  .* * ** * * ** * * * * **!! ****** ** ** **!! * * ** **!! ** * * * * * *  !!!! 37 37 **!! ******** * * ****** * *!! * * ** * *!! ** ** ** ** **!!******** ** ** , , * * 00

 Arranged by Bud Udell   Arranged by Bud Udell 

(2)

 !! ""

C

45

13

 poco a poco meno mosso

4 Trombone* * 4 * * * Tempo 1 D 4 * * * * *  .)* +* * * * *  !! 62 *** ), - +* * * * * * * *** ), - +* * * * * * * *** ),  !! 67 - +* * * * * * * *! ** * *** * *** ), diminuendo al fine)* +* * * * * *** ),  !! 72 * ** ), 5 , * 0 2' 46

(3)

 !! ""

Slow March

 #$%&

' 2  ( )* 7** * * * *** ), - 7* ** * * * * *** ),  !! 7 - 7* * * * * * *  .*** ), - 7* * * * * * * ** *! * *** * *** ),  !! 12  ( )* 7** * * * *** ), *** ), * 0 1 A  .)* 7** * * * *** ),  !! 18 - 7* * * * * * * *** ), - 7* * * * * * * *** ), - 7* * * * * * *  !! "2  3  23 **** **** *** ),

 .)* 7* **** *** ), *** ),  poco più mosso* 0 1

 !! "2 B 29 ' 2 0  .* * *! * * * * *** * *! * * * * * * * *  !! 37 * **** *! **** * * * * * * * *** *!* * * * * ,! * 0 2nd Trumpet in B

(4)

 !! ""

C

45

13

 poco a poco meno mosso

4 Trombone* * 4 * * * Tempo 1 D 4 * * * * *  .)* 7* * * * *  !! 62 *** ), - 7* * * * * * * *** ), - 7* * * * * * * *** ),  !! 67 - 7* * * * * * * *** * *** * *** ), diminuendo al fine)* 7** * * * *** ),  !! 72 *** ), ), *** 5 * 0 1 4 46

(5)

 !!! ""

Slow March

 #$%&

13 4 1st Trumpet  * * * ), 4 * 0 1 A  ., * * * * *** ),  !!! 18 0 * * * * * *** ), - +* * * * * * / *** ), - +* * * * * *  !!!  3  23 ** *! * *** * *** ),  .)* +* * * * * *** ), *** ),  !!! "2

 poco più mosso

28 * 0 * * * * * * B  ( * * * * * * * * * * * * * * * * * * * * * * * *  !!! 33 * * * * * * * * * * * * * * * * * * * * * * * * * * * +* - !!! 38 * * * +* - * * * * * * * * * *! * * * * * * * * *  !!! 43 * * * * * * * * * * * * C * * * * * * * * * * * * * * * * * * Horn in F

(6)

 !!! 48 * * * * * * * * * *! * * * * * * * * * * * * *  !!! 53 * * * *! * * * *! * *! * * * * * * * * * * * * * * * *  !!! ""

 poco a poco meno mosso

58 * * * * * * * * * * Tempo 1 D 5 * 0 1 41  !!! 63 0  .* * * * * *** ), - +* * * * * * *** ),  !!! 67 - +* * * * * * * * *! * * * * * *** ), 4''  !!! 74 1  ( , diminuendo 5 5 niente lunga 56

(7)

8 !!!! ""Slow March ( * * * * * * * * * * * * * * * * * * * * * * * * *

 #$%&

8 !!!! 6 * * * * * * * * * *  .* * * * * * * * * * / * * * * * * * * * 8 !!!! 12  ( * * * * * * * * * * * * * * * * * * * * A  .* * * * * * * * * * 8 !!!! 18 * * * * * * * * * * * * * * * / * * * * * * * * *  3 * * * * * * 8 !!!! "2 24 * * * * * *

 .* * * * * * * * * * * * * * *  poco più mosso

* * * * * 8 !!!! "2B 29  ( * *** ** * *** ** * *** ** * *** ** * *** ** * *** ** * *** ** 8 !!!! 36 * *** ** * **+* - * **+* - * *** ** * *** ** * *** * * *

(8)

8 !!!! 43 * *** ** * *** **C * *** ** * *** ** * *** ** * *** ** * *** * 8 !!!! 50 * **+* - * **+* - * * ** * *** * * * * * * *** ** * *** ** 8 !!!! "" 57 * *** *

 poco a poco meno mosso

* * * * * D Tempo 1  .* * * * * * * * * * * * * * * 8 !!!! 63 * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * 8 !!!! 69 * * * * * * diminuendo al fine * * * * * * * * * * * * * * * * * * * * 8 !!!! 74 * * * * * * * * * *  9* 0 * 0 * 0 16

(9)

8 !!!! ""Slow March ( * * * * * * * * * * * * * * * * * * * * * * * * *

 #$%&

8 !!!! 6 * * * * * * * * * * .* * * * * * * * * * / * * * * 8 !!!! 11 * * * * * ( * * * * * * * * * * * * * * * * * * * * 8 !!!!A 16  .* * * * * * * * * * * * * * * * * * * * * * * * * 8 !!!! 21 / * * * * * * * * *  3 * * * * * * * * * * * * .* * * * * 8 !!!! "2 26

* * * * * * * * * *  poco più mosso* * * * *

B

 ( , , * 0

(10)

8 !!!! 32 9 4 1st Trumpet  *! * * * * * 4* , 4 solo 0  .* * C * * * * 8 !!!! 46 *! *** * * *! * * *! * * * * *! **** * * * * *! 8 !!!! 52 * * *! * * * * *! *** * * * , , 8 !!!! ""

 poco a poco meno mosso

58 * * * * * Tempo 1 D  .* * * * * * * * * * * * * * * 8 !!!! 63 * * * * * * * * * * * * * * * * * * * * * * * * 8 !!!! 68 * * * * * * * * * * * * diminuendo al fine* * * * * * * * * * * * * * * 8 !!!! 73 * * * * * * * * * * * * * * * 9* 0 * 0 * 0 16

References

Related documents

The effect of racket properties is dependent on the impact conditions, speed, angle, spin, and interactions with the player and stroke biomechanics.. The ITF do monitor racket

LAOE oversees the Student Learning Outcomes Assessment and Accreditation (SLOAA) office and the Online Education office and was designed specifically to link online education

Hash Private Key Encryption Secret Key Encryption Public Key (using Alice’s Private Key) Confidential + Bob Concatenate Original Data From Alice Signed Message Signed &

Romanenko considers the financial system as “a set of separate but interconnected areas of financial relations that have features in the mobilization and use of

In this example, to begin the design of the pond, the Create Feature Lines from Objects command is used to select the outermost pond polyline as shown in figure 38. Then, we can use

As main guideline for management of spatial city structure of cities under rapid urban growth, can be considered concept which is based on management of transition

Ryberg y Christiansen (2008) des- cubrieron que los estudiantes solían relacionarse a través de varios sitios de interacción simultáneamente, lo cual les permitía ampliar su acceso