Up and Away: Concert Band Conductor Score & Parts

Stalter has crafted a piece that captures the soaring arc of flight through purely instrumental means, with melodic material that genuinely rises and falls rather than simply sitting in a comfortable range. At Grade 2.5, it delivers genuine excitement and forward momentum without sacrificing musical substance, making it a legitimate concert opener that energizes both ensemble and audience without feeling thin or novelty-based.

Taking off in an aircraft: the initial thrust of engines, the gradual climb with a sense of climbing momentum, then the release of reaching altitude and gazing down at the world below. The music doesn't stay grounded; it genuinely travels, and the undulating melodic shapes mimic the physical sensation of banking and ascending rather than simply describing it.

Directors programming concert openers or closers for bands at the Grade 2.5 level will find a piece with genuine musical narrative and professional polish. This works equally well for festival and contest repertoire, offering students a chance to engage with program music that rewards careful phrasing and ensemble balance.

• Shape the rising melodic phrases with a clear crescendo and lighter articulation on the initial ascent; pull back slightly at the apex before the descent to emphasize the height and perspective shift.
• Balance the imitative entrances carefully so the sense of motion is clear without losing the overall melodic line; the fanfare character depends on hearing the journey, not just individual instrumental gestures.
• Anchor the harmonic rhythm with steady support from the low brass and woodwinds so the lighter, soaring figures above remain buoyant rather than floating aimlessly.

Open a concert with this piece to set an energetic, forward-moving tone that captures audience attention immediately. It also works as a strong closer that leaves audiences with a sense of lift and accomplishment rather than settling into reflection; pair it with more substantial concert fare to anchor the program's center.

• Shaping melodic contour through dynamic control and phrasing
• Balancing imitative entries across multiple instrumental sections
• Sustaining harmonic foundation while lighter textures move above
• Interpreting program music through ensemble interpretation
• Reading mixed articulation and dynamic markings at tempo