Ghost Chasers

Description

Flute, Oboe, Flute 2, Clarinet in Bb 1, Clarinet in Bb 2, Bass Clarinet, Alto Saxophone, Tenor Saxophone, Baritone Saxophone, Trumpet in Bb 1, Trumpet in Bb 2, Horn in F, Trombone, Euphonium, Bassoon, Bb Euphonium, Tuba, Mallet Percussion, Bells, Chime, Timpani, Percussion 1, Snare Drum, Bass Drum, Percussion 2, Crash Cymbals, Suspended Cymbal, Floor Tom, Tambourine, Triangle — Personal NoteMy high school band director, Clarence F. Wroblewski, died on November 24, 2018. In the 1950s, he was a pioneer in the field of public school instrumental music in Baltimore City. He was my mentor and my dear friend. It was his guidance and encouragement that set my young life’s course on the path of music.Performance NotesThe idea for Ghost Chasers is to have a spooky tune (m. 9, Trumpets) chasing around in simple counterpoint between two sections. (See m. 19). Students will find the independent part playing both challenging and fun.In the contrasting section at m. 30, young students will gain experience in changing their articulation from marcato to legato. Obeying the cues for low brass in this section is recommended, but depending on the instrumentation of the band, directors may disregard the cues if necessary. Directors may also wish to take the opportunity to teach a lesson about major and minor keys and discuss why the tune at m. 9 sounds spooky and the theme at m. 30 sound lighthearted.Overall, the main challenge for this piece is balance. For the “chaser” idea to be effective the half-measure lag between the two sections playing the same tune must be easily heard. Even more attention to balance must be paid at m. 45, where the “spooky” theme is added to the “chasing” theme.If Clarinets can play third-line written D, use it instead of the alternate cued note. If three Timpani are not available, omit the note D. Ghost Chasers is a perfect selection for Halloween, but great for any time you're in the mood for some spooky fun. In this playful piece, Ghost and Chaser are heard in the simple counterpoint between the two sections. Students will find the independent part playing both challenging and fun. Your ensemble will also gain experience in changing articulation from Marcato to Legato and practicing restraint and balance in the half measure lag between the two sections playing the same theme.

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