...Not Afraid to Dream Cover Image

...Not Afraid to Dream: Concert Band Conductor Score

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...Not Afraid to Dream Cover Image

...Not Afraid to Dream: Concert Band Conductor Score

By Brian Balmages

Grade: 3

Item: 98-B1284S

$11.00
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Description
Both tragic and inspirational, this work takes you on an emotional roller coaster. In memory of a high school senior, the piece receives its title from the eulogy delivered by his band director. The opening uses a variety of chimes to create a very subdued setting. After a beautiful and grieving opening, the piece moves into a celebration of life. Unforgettable and powerful, the theme continues to develop and transform until the undeniable spirit of youth comes back in triumph. Inspiring!

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Additional Details
Series: FJH Concert Band
Publisher: The FJH Music Company, Inc.
UPC: 241444478424
SKU: 98-B1284S

More about this title

About the Composer: Brian Balmages

Brian Balmages

Brian Balmages has established himself as a major voice in orchestral, band, and chamber music composition, with performances at venues including Carnegie Hall, the Kennedy Center, and the Sydney Opera House. His accolades include the A. Austin Harding Award from the American School Band Directors Association, the 2020 NBA William D. Revelli Composition Contest for Love and Light, and membership in the American Bandmasters Association. He has conducted all-state and regional ensembles across North America and internationally, and his work was performed at the 2013 Presidential Inaugural Prayer Service.

Balmages holds degrees from James Madison University and the University of Miami, each of which has honored him with distinguished recognition. He currently serves as Director of MakeMusic Publications and Digital Education for Alfred and MakeMusic, continuing to shape the landscape of music education through both composition and administration.

Why we love this

This piece balances genuine emotional depth with accessibility at Grade 3, avoiding sentimentality through structural sophistication and orchestration that lets the band sound fuller than its technical demands suggest. The narrative arc from grief to affirmation feels earned rather than imposed, giving conductors a work that challenges students' musicianship while honoring the human experience behind the score.

What to expect

The opening settles you into quiet reflection, almost fragile, with the chimes creating an almost sacred space. As the work unfolds, grief gives way to warmth and eventually to an undeniable surge of energy and hope that feels both genuine and hard-earned.

Who it's for

Concert bands at the Grade 3 level seeking repertoire with substance and emotional maturity, and conductors programming a concert that acknowledges difficult topics while ultimately celebrating resilience. Bands strong enough to handle lyrical phrasing and sectional independence will find this piece rewarding.

How to get the most out of it

  • Shape the opening chime sonorities with precision; allow space between attacks so the timbral color registers clearly without rushing the pacing.
  • Support the thematic development through the middle section by maintaining ensemble balance as the theme passes between sections; mark your score to track these transitions.
  • Bring out the triumphant return of youth with full commitment from the full band, but secure the ensemble's rhythmic unity first in rehearsal to ensure the power lands cleanly.

How to use it

Program this as a centerpiece or closing number when your concert carries a thematic focus on resilience, growth, or remembrance; its emotional arc makes it effective either as a climax or as a powerful closer that leaves the audience in reflective silence. It also works well in festival or contest settings where the combination of emotional storytelling and solid musicianship can make a memorable impression.

Skills your students will build

  • Balancing ensemble sound across multiple dynamic levels
  • Executing clear attacks and releases with chimes and percussion
  • Sustaining longer phrases with musical shape rather than mechanical phrasing
  • Tracking thematic material across different instrumental sections
  • Responding to conductor cues that shape emotional architecture

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