Then I Saw the Lucent Sky Cover Image

Then I Saw the Lucent Sky: Concert Band Conductor Score & Parts

$55.00 USD
$55.00 USD
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Then I Saw the Lucent Sky Cover Image
Then I Saw the Lucent Sky: Concert Band Conductor Score & Parts

Then I Saw the Lucent Sky: Concert Band Conductor Score & Parts

By Todd Stalter

Grade: 2 (Medium Easy)

Item: 00-29472
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Description
This work was inspired by the music of Hildegaard von Bingen, a medieval Benedictine nun whose chant melodies are remarkable for their soaring passages and simple beauty, and whose theological and visionary writings were unique for her time. The title comes from one of her writings: Then I saw the lucent sky, in which I heard different kinds of music, marvelously embodying all the meaning I had heard before. (3:15)

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Additional Details
Series: Young Symphonic
Publisher: Alfred Music
Page Count: 134
UPC: 038081315720
SKU: 00-29472

More about this title

About the Composer: Todd Stalter

Todd Stalter

Todd Stalter built his reputation over 34 years as Director of Bands at Eureka High School in Illinois, where he transformed the program into a statewide powerhouse. His marching band won 16 Class 1A state championships, his concert band earned consistent Superior ratings at IHSA contests, and his ensembles performed at Orchestra Hall in Chicago and Walt Disney World. Beyond his high school tenure, Stalter has conducted All-State Bands in Georgia and Delaware, adjudicated extensively across the country, and presented clinics on composition and music education at state and regional conferences.

As a composer, Stalter's works for band and string orchestra circulate widely in American schools. Many of his pieces appear on state contest and festival lists and are featured in the "Teaching Music Through Performance in Band" series published by GIA. He holds degrees from Illinois State University: a Bachelor of Music Education (cum laude) and a Master of Music in Trumpet Performance, where he studied conducting with Dr. Stephen K. Steele.

Why we love this

Stalter captures something genuinely rare here: a Grade 2 work with sophisticated harmonic language and expressive depth that doesn't talk down to young ensembles. The piece moves beyond rote pedagogy by anchoring itself in real historical and spiritual material, giving students something genuine to interpret rather than just technical patterns to execute.

What to expect

Luminous and contemplative, yet never static. The music unfolds with the unhurried quality of medieval chant but speaks in a modern harmonic language that feels both ancient and immediate. There is a quality of wonder here, a sense of gazing upward into something vast and beautiful.

Who it's for

Grade 2 concert bands looking for repertoire with genuine substance and artistic merit. This piece works for ensembles that have developed basic blend and intonation but are ready to explore expressive phrasing and harmonic awareness beyond purely technical studies.

How to get the most out of it

  • Balance the soaring melodic lines with restraint in the accompaniment. Young bands often push too hard underneath; let the melody breathe and float above the harmonic foundation.
  • Attend carefully to dynamic shape within phrases rather than just hitting marked dynamics. Medieval chant doesn't think in sudden changes; it ebbs and flows, and Stalter's writing reflects that sensibility.
  • Use the 3:15 duration as a rehearsal checkpoint. At this length, phrasing and breath control become audible strengths or weaknesses; mark natural phrase breaks so players understand where the music wants to breathe.
  • Draw the band's attention to the program notes and Hildegard's own words. Students who understand the visionary context play with different intention and focus.

How to use it

Program this on a concert celebrating music history or spirituality in art; it pairs naturally with Renaissance or contemporary works that explore similar thematic ground. Alternatively, place it as a centerpiece of a contest festival entry where you want judges to hear your band's interpretive maturity alongside technical precision.

Skills your students will build

  • Sustaining long, flowing melodic lines with consistent tone and shape
  • Balancing accompaniment textures to support rather than overshadow the primary melody
  • Responding to harmonic color and subtle dynamic shaping
  • Connecting musical content to historical and literary context
  • Managing ensemble blend in Grade 2 literature with sophisticated harmonic language

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