SEEMENOW

REED 1 Jazz at Lincoln Center Library - Essentially Ellington
Alto Sax IF YOU COULD SEE ME NOW

Tadd Dameron and Carl Sigman
Arranged by Melba Liston
Moving Ballad Tempo q = 65 Transcribed by Mark Lopeman
œ œ œ œ œ œ œ œ œ œ œ œ œ #œ œ œ
b 4
&b 4 ! !
f
nw ˙ œ̆ > >˙ . >œ >œ >œ œ œ nœ œ #œ œ
bb
poco rit.
& ‰ J ‰ œ w Œ œ n œ œ
J
F S S 3
3
œ œ œ œ
Slow Tempo q = 56
œ. 2
A
nw w ˙ œ
& bb ‰ J ‰ Œ
F
œ œ œ œ
B
bœ w œ.
& bb ˙ ˙ œ. ‰ œ ‰
w ˙ œ 2 œ œ œ œ œ œ ~~~ w
bb
tpt. lead
& J ‰ Œ Œ
f
5 œ
œ bœ
C
b œ n˙ ‰ œ. œ bœ ‰ œ œ
&b nœ œ œ Œ
J
F
.
œ ~~~œ œ œ œ ˙ . œ œ œ ˙ œ ,œ œ œ œ œ w
D
b ˙
&b œ œ
3
2 U̇ bU˙ . nU˙
b
&b Ó Œ Ó
U
w
œ œ œ œ œ nœ
Faster q = 88
˙ b˙ ˙ 2 œ
a tempo rit.
b 4
&b 4 4
ß f ƒ
Copyright © 1946 (Renewed) by Music Sales Corporation (ASCAP) and EMI Robbins Catalogue, Inc.
46062 International Copyright Secured. All Rights Reserved.
Alto Sax IF YOU COULD SEE ME NOW
,
b b 4 w> b w- n w> b w-
& 4
ƒ f ƒ f
b n w> > >.
poco rit.
&b
b˙ ‰ œ̆J ‰ œj w ˙. Œ œ n˙
F > >
S S f
2
Slow Tempo q = 56
œ œ œ œ
A
b w œ. w ˙ œ ‰ Œ
&b ‰
J
F
œ œ œ œ
B
& bb ˙ b˙ œ. ‰ œ œ w œ. ‰
2
bb w ˙ œ ‰ Œ Œ bœ œ œ œ œ œ w
tpt. lead
& J
f
5 œ œ
C
bb Œ œ n˙ ‰ œ. ‰ œj œ œ
& nœ œ œ œ bœ
F
œ œ œ. œ ˙ . ,
œ œ œ ˙
D
& bb ˙ œ ~~ œ œ œ œ w
œ œ
3
2 U̇ U̇. U̇
& bb Ó Œ Ó
U
Faster q = 88
œ 44 w
bb ˙ œ
a tempo rit.
& ˙ ˙ b˙ 42
ß f ƒ
Tenor Sax IF YOU COULD SEE ME NOW
,
b b 4 w> w- w> w-
& b 4
ƒ f ƒ f
b w> j >œ >˙ .
poco rit.
b
& b ˙ ‰ œ̆ ‰ œ w ˙. Œ
J > >
F S S f
Slow Tempo q = 56
2
A
b w œ. ‰ ˙ w ˙ œ ‰ Œ
&bb J
F
B
b ‰ œ œ w œ. ‰ ˙
&bb ˙ ˙ nœ.
b w 2 œ œ œ bœ nœ œ w
˙ œ ‰ Œ
tpt. lead
&bb J
Œ
f
5 n˙ jœ œ œ
C
œ
& bbb Œ nœ œ œ ‰ œ. n˙ ‰ bœ œ
F
bw
D
b .
&bb ˙ œ ‰
J
w w
2 U̇ U̇
bb Ó nU˙ . Œ Ó
& b
œ U
b ˙ 4 w
Faster q = 88
2 œ
a tempo rit.
b ˙ ˙ ˙
& b 4 4
ß f ƒ
Tenor Sax IF YOU COULD SEE ME NOW
,
Transcribed by Mark Lopeman
Moving Ballad Tempo q = 65
b 4
&bb 4 w- w-
w w
> f > f
ƒ ƒ
bb ‰ œj ‰ j
poco rit.
& b w b˙ Œ œ ˙.
> fl œ w ˙. > >
> >
F S S f
2
A Slow Tempo q = 56
& b w bb bœ. ‰ ˙ nw b˙
j
œ ‰ Œ
F
B
b
&bb ˙ n˙ bœ.
‰ œ œ w bœ. ‰ ˙
2
bb j
œ ‰ Œ Œ bœ œ bœ œ œ œ w
tpt. lead
& b nw b˙
f
5 œ n˙
C
& b bb Œ nœ œ œ ‰ œ. ‰ jœ œ œ œ
˙ œ
D
F
b j w
& b b ˙. œ ‰ nw bw
2 U̇ U̇ U̇
& b bb Ó . Œ Ó
44 U
Faster q = 88
b ˙
42 œ œ w
a tempo rit.
&bb ˙ ˙
˙
ß f ƒ
Baritone Sax IF YOU COULD SEE ME NOW
,
b 4
&b 4 w- w-
w w
> f > f
ƒ ƒ
bb j ‰ j
poco rit.
& ‰ Œ ˙.
w ˙ œ œ w ˙. œ >
> fl > > >
F S S f
2
A Slow Tempo q = 56
& bb ‰ j‰ Œ
w œ. ˙ w ˙ œ
F
B
b
&b ˙ ˙ ‰ œ œ.
‰
˙
œ. œ w
2
bb j
œ ‰ Œ Œ
tpt. lead
& bœ
w ˙ bœ œ œ œ œ w
f
5
C
bb Œ œ n˙ ‰ œ. ‰
& nœ œ œ ˙ œ. œ nœ
F
D
b
&b j ‰ w w
b˙. œ w
2 U U U
& bb Ó ˙. Œ Ó
˙ ˙
Faster q = 88
bb 42 œ 44 U
a tempo rit.
& ˙ ˙ ˙ œ
˙ w
ß f ƒ
SOLO TRUMPET
(Dizzy Gillespie) Jazz at Lincoln Center Library - Essentially Ellington
IF YOU COULD SEE ME NOW

b 4 4 œ œ. bœ
œœœœ
r
&bb 4 Œ nœ
.
œœ œ œ œ ˙
œ œ. œ œ œ œ œ ˙.
A Slow Tempo q = 56
b œ
poco rit.
7
& b b Œ œ. œ œ œ . œ œ œ œ œ . ‰ . œR
5
B
b œ œ.
&bb Œ œ œ œ œ œn¿ œ. œ Œ Ó
œ
bb Œ n œ œ œ œ n œ ˙ .
C (off-mike)
bœ œ bœ Œ ’ Œ Ó
D13-9 Bm9
& b œ œ ’ ’
6 6 U U U
D
& b bb Ó Ó Ó. Œ Ó Ó
Faster q = 88 b œ ~~~ œ œ Uœ
4 ‰ j œœœœœ
œ œ
b 2
a tempo rit. E maj7
#œ œ
&bb ! ! 4 ! 4 œ œœœ
TRUMPET 1
Jazz at Lincoln Center Library - Essentially Ellington

>œ œ œ œ >œ œ œ œ 5 >œ œ n >˙
b 4 œ œ œ œ œ œ œ œ .
&bb 4 !
ƒ f
3 2
Slow Tempo q = 56
˙ ˙ œ.
A
˙
& b bb Ó Œ œœœœ ‰
P
3 ˙ ˙ œ. 2
B
bb Œ œœœœ ˙
to cup mute
& b Ó ‰
P
œ œ œ n˙
C
b œ. ˙ ‰ nœ. ˙ ‰ œ. ˙
cup mute
&bb ‰ ‰ J
P
˙ .. 2 4
D
b ˙ œ œ
to open
&bb ‰
>˙
open
b n˙ b˙ ˙ U U U
&bb Ó Ó Ó. Œ Ó Ó
f
Faster q = 88
>œ œ- U
b œ œ œ 2 - -
œ nœ 4
w
a tempo rit.
&bb ! Ó 4 ‰ J 4
ƒ
TRUMPET 2

5 3
Moving Ballad Tempo q = 65 A Slow Tempo q = 56
b 4 w> w> >œ >˙ .
b
& b 4 !
ƒ f
b Œ bœ œ œ œ ˙ nœ #œ b˙ nœ. ‰ ‰ r j œ bœ
&bb Ó œ œ œ. œ. œ Œ Ó
Solo
#œ œ œ
P F
3 2
B
bb Ó Œ bœ œ œ œ ˙ nœ #œ b˙ nœ. ‰
to cup mute
& b
P
C
b ‰ œ. ˙ ‰ n œJ œ œ ˙
& b b ‰ œ. ˙ ‰ œ. ˙
cup mute
P
2 4
D
b bœ œ ˙ ..
&bb ˙
to open
>
open
bb ˙ b˙ ˙ ˙ U
Ó Ó
U
Ó. Œ
U
Ó Ó
& b
f
- U
œ- œ 4 w
Faster q = 88
bb ˙>
a tempo rit.
2
& b ! Ó 4 œ 4
ƒ
TRUMPET 3

b 4 > > 5 >œ >˙ .

&bb 4 w ! w
ƒ f
4 2
A Slow Tempo q = 56
& b bb ˙ #˙ n˙ œ. ‰
P
4 2
B
bb ˙ #˙ n˙ œ. ‰
to cup mute
& b
P
C
b ‰ #œ. n˙ ‰ œJ œ œ # ˙
& b b ‰ nœ. ‰ nœ.
cup mute
˙ ˙
P
2 4
D
b œ œ
to open
& b b n˙ ˙ .. ‰
>˙
open
b nœ bœ ˙ ˙ U U U
&bb Ó Ó Ó. Œ Ó Ó
f
œ- U
Faster q = 88
> 4 w
bbb 2 -
a tempo rit.
& ! ˙ Ó 4 œ nœ 4
ƒ
TRUMPET 4

5
b
& b b 44 w ! w œ ˙.
> > > >
ƒ f
Slow Tempo q = 56
4 2
A
& b bb ˙ n˙ b˙ œ. ‰
P
4 2
B
bb
to cup mute
& b ˙ n˙ b˙ œ. ‰
P
C
b
cup mute
& b b ‰ œ. #˙ ‰ nœ. #˙ ‰ nœ. #˙ ‰ nœ œ œ #˙

J
P
2 4
D
bb
to open
& b n˙ bœ nœ n ˙ .. ‰
b b >˙ U U U
open
& b #˙ n˙ ˙ Ó Ó Ó. Œ Ó Ó
f
n œ-
Faster q = 88
bb 2 œ- 4Uw
a tempo rit.
& b ! ˙ Ó 4 œ 4
>
ƒ
TROMBONE 1

w> w> >œ w >˙ . >œ >˙ .

poco rit.
2
? b b b 44 ! Ó Œ ‰J Œ
bb
ƒ S S f
œ œ œ œ œ œ œ œ œ œ-
Slow Tempo q = 56
2 ˙ nœ #œ b˙ œ.
A
? bb Œ ‰
bbb
P
2
B
2 œ œ œ œ œ œ œ œœœœ
? bb J ‰
bbb
P
˙ nœ bœ b˙ œ. 2 nœ. b˙ nœ. ˙
cup mute
C
? bb
to cup mute
bbb ‰ ‰ ‰
P
nœ. b˙ nœ œ œ ˙ n˙ bœ œ ˙ .. 2
? bb ‰ ‰ J
to open
bbb ‰
>˙ n˙ b˙ ˙
4
open
D
? bb U
bbb Ó Ó Ó. Œ
f
U
w
˙>
Faster q = 88
œ œ
? b b UÓ
a tempo rit.
Ó ! Ó 2 4
bbb 4 4
ƒ
TROMBONE 2

> w> 2 > >˙ . >œ >˙
? b b b 44 w
poco rit.
bb ! Ó Œ ‰ œJ w Œ .
ƒ S S f
œ œ œ- œ œ œ-
Slow Tempo q = 56
œ œ œ œ œ œ œ œ œ œ œ œ œ œ
A
? bb Œ Œ
bbb
P
2
? bb ˙ nœ œ b˙ œ. ‰
bbb
œ œ œ œ œ œ œ œ œ œ- œ œ œ œ œ œ œ œ œ œ œ
B
? bb Œ J ‰
bbb
P
2 œ. ˙ œ. ˙
C
? bb ˙ nœ œ b˙ œ.
to cup mute cup mute
bbb ‰ ‰ ‰
P
œ. ˙ œ œ œ n˙ ˙ bœ œ n ˙ .. 2
? bb ‰
to open
bbb ‰ J ‰
D
4 >˙ nœ bœ ˙ ˙ U U
open
? bb Ó Ó Ó. Œ
bbb
f
Faster q = 88
U
U ˙> 2 œ œ w
a tempo rit.
? bb Ó Ó ! Ó 4
bbb 4 4
ƒ
TROMBONE 3

2
? b b 4 w> >
poco rit.
bbb 4 ! w Ó Œ ‰ œj w ˙ Œ
> >. œ >˙ .
ƒ S S >
f
Slow Tempo q = 56
4 2
A
? bb b ‰
bb ˙ nœ nœ b˙ bœ.
P
4
B
? bb ‰ ! œ b œ œ n œj œ .
bbb ˙ nœ nœ b˙ bœ.
P
C
? bb ‰ nœ ‰ nœ. ‰ œ ‰ n œj œ œ
b b b nœ. œ nœ. œ
p n˙ n˙
2
? bb b œ ‰
b b n˙ œ ˙ ..
D
4 >˙ U U
? bb Ó Ó Ó. Œ
bbb
f nœ nœ b˙ bœ œ
Faster q = 88
? b b UÓ > 2 4 U
a tempo rit.
bbb Ó ! ˙ Ó 4 œ œ- 4
n œ- bw
ƒ
PIANO Jazz at Lincoln Center Library - Essentially Ellington

b b b b b
>œ
bb 4 œ
&bbb 4 | Œ bœ
D maj7 G 9 D maj7 G 9 D maj7
œ | | ’ ’ ’ ’
> >œ
G b9 E bm7 E bm7 b b
poco rit.
bb > > > >

E m9 A 13-5
&bbb ’ ’ ’ ‰ Û ’ ’ ’ ’ Û ’ ’ ’ Û Û ’ ’
J
D bmaj7 G b9 D bmaj7 G b9 D bmaj7

Slow Tempo q = 56
A
bb b
Em7 A 7
& bb ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’
b A b7 B b 7-9 E b9 E bm7 A b13-9

B
D bmaj7 G b9
bb
E m7
Fm7
&bbb ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’
b G b9 D bmaj7 Em7 A 7 E bm7 A b7 b

bbbb !
D maj7 D maj7
& b ’’’’ ’’’’ ’ ’ ’ ’ ’ ’ ’ ’ ’’’’
B bm9 E b 13
C
bb b
Gm9 C13-9 Am9 D9+5 Gm9 C13-5 F 6/A D 13 Gm7
& bb ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’
B bm7 B bm7/E b E b7
-9 b b
b G b9
D
bb b
A maj7 E m7 D9 D maj7
& bb ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’’’’ ’’’’

+5
b E 9/B b
G b9 D bmaj7 Em7 A 7 E bm7 A b7
bb U U
Fm7
&bbb ’ ’ ’ ’ ’’’’ ’ ’ ’ ’ ’ ’ ’ ’ Ó Œ
D maj7
˙˙ n ˙
˙..
˙
E bm9 D bmaj7
G bmaj7/A b A b13-9 D bmaj7 G b9 A b 7sus A b 9-5
a tempo Faster q = 88 rit.
b bb U Ó 2 Û Û 4 U
b
& b ˙ ’ ’ ’ ’ ’ ’ ’ ’ 4 ’ 4 |
˙˙
BASS Jazz at Lincoln Center Library - Essentially Ellington

b b b b b
? b b b 44 w w ˙.
arco D maj7 G 9 D maj7 G 9 pizz. D maj7
bb w Œ œ Œ œ Œ
bb b E bm9 A b13-5 b
poco rit.
A Slow Tempo q = 56
? bb œ Œ œ ‰ œ œ œ œ œ œ œ
G 9 E m7 E m7 D maj7
bbb œ Œ Œ œ Œ œ Œ œ œ œ
J
b b b b b A b7
? b b œ bœ œ œ œ nœ œ bœ œ œ nœ bœ œ bœ œ
G 9 D maj7 G 9 D maj7 Em7 A 7 E m7
bbb œ œ œ œ nœ
b b E bm7 A b13-9 B D bmaj7 b D bmaj7

? bb b œ œ n œ œ œ œ œ œ bœ nœ bœ œ œ œ œ bœ œ œ œ œ nœ œ
Fm7 B 7-9 E 9 G 9
bb
b b b A b7 D bmaj7
? b b œ bœ œ œ œ œ nœ nœ bœ œ œ œ
b œ Œ Œ ‰ nœ bœ œ œ œ
œ
G 9 D maj7 Em7 A 7 E m7
bbb
3
b b
nœ. œ œ
C
? b b nœ œ nœ œ nœ
nœ œ nœ œ nœ œ œ nœ œ
Gm9 C13-9 Am9 D9+5 Gm9 C13-5 F 6/A D 13 Gm7 B m9 E 13
bbb œ nœ œ œ
nœ nœ
b b b b E b7+5-9 E bm7 b b
œ œ œ D9
D
? bb œ nœ œ œ œ œ œ bœ œ œ
A maj7 B m7 B m7/E D maj7 G 9
bbb œ nœ bœ œ œ œ
œ
b G b9 b b A b7
œœ œ œ nœ U̇
bœ œ bœ œ
D maj7 Em7 A 7
nœ bœ bœ œ œ
D maj7 E m7 Fm7
? b b œ. œ œ nœ Ó
bbb
b E bm9 G bmaj7/A b A b13-9

a tempo
b
Faster q = 88
b b b
rit.
D bmaj7
U
E 9/B
? bb . U̇ ˙ ˙ ˙ 2 œ œ n œ 4 bU
D maj7 G 9 A 7sus A 9-5
bbb ˙ Œ Ó ˙ 4 4 w
DRUMS Jazz at Lincoln Center Library - Essentially Ellington

b b
b G 9
b G 9
æ x xœ x xœ x xœ x w>æ
D maj7 bell of cym. D maj7 bell of cym.
4 w> xœ xœ x xœ x xœ x xœ x
ã4 w œ œ œœ œ œ w œ œ
ß F F ß
E bm9
D bmaj7 G b9 j j E bm7 > æ A b13-5
poco rit.
(saxes)
xœ xœ x xœ xœ x Ó ‰ œ ‰ œ x˙ . x x x ^ xœ x˙ ..
ãœ œ œ œ ‘ ‘ ˙. œ œ œ ˙.
> æ
> > æ>
f
A D bmaj7
Slow Tempo q = 56
G b9 D bmaj7 G b9 D bmaj7 Em7 A 7 E bm7 A b 7
ã œœ œœ œœ œœ ‘ ‘ ‘ ‘ ‘
F B D bmaj7
Fm7 B b 7-9 E b9 E bm7 G b9 D bmaj7
ã ‘ ‘ œ
œ
œ
œ
œ
œ
œ
œ ‘ ‘
b b b b b
Tæ.
G 9 D maj7 Em7 A 7 E m7 A 7 D maj7
ã ‘ ‘ ‘ œ œ œ œ œ
œ Ó. œ œ œ œ
C Gm9 C13-9 Am9 D9+5 Gm9 C13-5 F 6/A D 13 b
Gm7 B m9 E 13 A maj7 b b
ã œœ œ
œ
œ
œ
œ
œ ‘ ‘ ‘ ‘ ‘
b
B m7 b
E 7
-9 b
E m7 D9
D b
D maj7 b
G 9 D maj7 b b
G 9
ã ‘ ‘ œ œ œ œ ‘ ‘ ‘
+5
œ œ œ œ
b b b
> D maj7
Em7 A7 E m7b A 7 b U
Fm7
U
E 9/B
U
E m9
x ˙.
ã œœ œ
œ
œ
œ
œ
œ
œ
œ
œ
œ
œ
œ
œ
œ
˙
˙ Ó ˙. Œ ˙
˙ Ó
U
> >
Faster q = 88
æ
a tempo rit.
T˙æ ˙æ ˙æ ˙æ
^j
42 œœ 44 wT
x œx œx
ã˙ ˙ œ œ œ œ œ œ w
œœœœ
œ
f ƒ
VOCAL Jazz at Lincoln Center Library - Essentially Ellington

Moving Ballad Tempo A Slow Tempo q = 56 Transcribed by Mark Lopeman
bb 4
q = 65 9
Vbbb 4 ‰ j œ œ œ œ œ œ nœ bœ œ ‰ j œœ œ œ œ
œ œ ˙ œ œ
If you could see me now you'd know how blue I've been. One look is all you'd need to
bb j j
V b b b œ nœ bœ œ œ. œ œ œ œ nœ nœ bœ bœ œ œ. bœ w ˙ Ó
œ
see the mood I'm in. Per - haps then you'd re - a - lize I'm still in love with you.
B
bb ‰ j œ œ œ œ œ œ n œ b œ œ . œj
V b b b ‰ j œ œ œ œ œ œ œ nœ bœ œ ˙ œ
œ œ œ
If you could see me now you'd find me be - ing brave, and try - ing aw -f'lly hard to make my tears be-have. But
bb j
Vbbb œ œ œ nœ nœ bœ bœ œ œ œ. bœ w ˙ Œ œ
that's quite im - pos - si - ble; I'm still in love with you. You'll
C
bb œ œ
3
Vbbb œ œ œ œ nœ œ œ œ œ œ œ œ œ nœ œ ˙.
3
nœ nœ
hap - pen my way on some mem - 'ra - ble day and the month will be May for a while. I'll
bb œ ˙ ‰ œ œ œ ˙
V b b b nœ nœ œ œ bœ œ œ J
‰ œ œ nœ w
J
try to smile but can I play the part with - out my heart be - hind the smile?
D
bb ‰ j œ œ œ œ œ œ n œ b œ œ œ . œj
V b b b ‰ œj œ œ œ œ œ œ œ n œ b œ œ ˙ œ œ
The way I feel for you I nev - er could dis - guise. The look of love is writ - ten plain - ly in my eyes. I
bb œ . j U̇ œ œ œœ œ j U
b˙.
Vbbb œ œ œ nœ nœ bœ bœ œ bœ ‰œ
œ
œ J
3
think you'd be mine a - gain if you could see the way you've cap - tured me. I'm
U Faster q = 88
U
w 24 ˙ w
a tempo rit.
b U ˙ j
V b b b b œ œ œ œ œr œ ‰ œj œ œ ˙ 44
œ
yours e - ter - nal - ly if you could see me now.

JAZZ AT LINCOLN CENTER’S ESSENTIALLY ELLINGTON LIBRARY
Wynton Marsalis, Managing and Artistic Director, Jazz at Lincoln Center
If You Could See Me Now
As performed by Dizzy Gillespie and his Orchestra
Transcribed and Edited by Mark Lopeman for Jazz at Lincoln Center
Full Score
This transcription was made especially for Jazz at Lincoln Center’s 2016–17
Twenty-Second Annual Essentially Ellington High School Jazz Band Program.
Jazz at Lincoln Center and Alfred Publishing gratefully acknowledge the cooperation
and support provided in the publication of this year's Essentially Ellington music series:
Founding leadership support for Essentially Ellington is provided by The Jack and Susan Rudin Educational and Scholarship Fund.
Major support is provided by Jessica and Natan Bibliowicz, Alfred and Gail Engelberg, Casey Lipscomb,
Dr. J. Douglas White and the King-White Family Foundation, Augustine Foundation, Ella Fitzgerald Charitable
Foundation, Charles Evans Hughes Memorial Foundation, and the Harold and Mimi Steinberg Charitable Trust.
NOTES ON PLAYING ELLINGTON 4. In Ellington’s music, each player should express the individuality More than one on a part makes it sound more like a concert band
of his own line. He must find a musical balance of supporting and and less like a jazz band.
At least 95% of modern-day large ensemble jazz playing comes out following the section leader and bringing out the character of the
of three traditions: Count Basie’s band, Duke Ellington’s band, and the 11. This is acoustic music. Keep amplification to an absolute minimum;
underpart. Each player should be encouraged to express his or in the best halls, almost no amplification should be necessary.
orchestrations of small groups. Those young players interested in jazz her personality through the music. In this music, the underparts
will be drawn to small groups for the opportunity to improvise and for Everyone needs to develop a big sound. It is the conductor’s job to
are played at the same volume and with the same conviction as balance the band. When a guitar is used, it should be a hollow-
practical reasons (it is much easier to organize 4 or 5 people than it is 15). the lead.
Schools have taken over the task (formerly performed by dance bands) body, unamplified rhythm guitar. Simple three-note voicings should
of training musicians to be ensemble players. Due to the Basie Band’s 5. Blues inflection should permeate all parts at all times, not just when be used throughout. An acoustic string bass is a must. In mediocre
popularity and its simplicity of style and emphasis on blues and swing, these opportunities occur in the lead. or poorly designed halls, the bass and piano may need a bit of
the better educators have almost exclusively adopted this tradition for a boost. I recommend miking them and putting them through
6. Vibrato is used quite a bit to warm up the sound. Saxes (who most
teaching jazz ensemble playing. As wonderful as Count Basie’s style is, the house sound system. This should provide a much better tone
frequently represent the sensual side of things) usually employ
it doesn’t address many of the important styles developed under the than an amplifier. Keep in mind that the rhythm section’s primary
vibrato on harmonized passages and no vibrato on unisons.
great musical umbrella we call jazz. Duke Ellington’s comprehensive and function is to accompany. The bass should not be as loud as a
The vibrato can be either heavy or light depending on the context.
eclectic approach to music offers an alternative. trumpet. That is unnatural and leads to over-amplification, bad
Occasionally saxes use a light vibrato on unisons. Trumpets
tone, and limited dynamics. Stay away from monitors. They provide
The stylistic richness of Ellington’s music presents a great challenge (who very often are used for heat and power) use a little vibrato
a false sense of balance.
to educators and performers alike. In Basie’s music, the conventions on harmonized passages and no vibrato on unisons. Trombones
are very nearly consistent. In Ellington’s music there are many more (who are usually noble) do not use slide vibrato. A little lip vibrato is 12. We have included chord changes on all rhythm section parts so
exceptions to the rules. This calls for greater knowledge of the language good on harmonized passages at times. Try to match the speed of that students can better understand the overall form of each
of jazz. Clark Terry, who left Count Basie’s band to join Duke Ellington, vibrato. In general unisons are played with no vibrato. composition. It is incumbent upon the director to make clear what
said, “Count Basie was college, but Duke Ellington was graduate school.” is a composed part versus a part to be improvised. The recordings
7. Crescendo as you ascend and diminuendo as you descend.
Knowledge of Ellington’s music prepares you to play any big band music. should make this clear but in instances where it is not; use your
The upper notes of phrases receive a natural accent and the
best judgment and play something that sounds good, is swinging,
The following is a list of performance conventions for the great majority lower notes are ghosted. Alto and tenor saxophones need to use
and is stylistically appropriate to the piece. Sometimes, a student
of Ellington’s music. Any deviations or additions will be spelled out in the sub-tone in the lower part of their range in order to blend properly
may not have the technical skill to perform a difficult transcription,
individual performance notes which follow. with the rest of the section. This music was originally written with
especially in the case of one of Duke’s solos, in that case, it is best to
no dynamics. It pretty much follows the natural tendencies of the
1. Listen carefully many times to the Ellington recording of these have the student work something out that is appropriate. Written
instruments; play loud in the loud part of the instrument and soft in
pieces. There are many subtleties that will elude even the most passages should be studied and earned when possible, as they
the soft part of the instrument. For instance, a high C for a trumpet
sophisticated listener at first. Although it was never Ellington’s are an important port of our jazz heritage and help the player
will be loud and a low C will be soft.
wish to have his recordings imitated, knowledge of these definitive understand the function of his particular solo or accompaniment.
versions will lead musicians to make more educated choices when 8. Quarter notes are generally played short unless otherwise All soloists should learn the chord changes. Solos should be looked
creating new performances. Ellington’s music, though written for notated. Long marks above or below a pitch indicate full value: at as an opportunity to further develop the interesting thematic
specific individuals, is designed to inspire all musicians to express not just long, but full value. Eighth notes are played full value material that Ellington has provided.
themselves. In addition, you will hear slight note differences in the except when followed by a rest or otherwise notated. All notes
13. The notation of plungers for the brass means a rubber toilet
recording and the transcriptions. This is intentional, as there are longer than a quarter note are played full value, which means if it
plunger bought in a hardware store. Kirkhill is a very good brand
mistakes and alterations from the original intent of the music in the is followed by a rest, release the note where the rest appears. For
(especially if you can find one of their old hard rubber ones, like the
recording. You should have your players play what’s in the score. example, a half note occurring on beat one of a measure would be
one I loaned Wynton and he lost). Trumpets use 5” diameter and
released on beat three.
2. General use of swing phrasing. The triplet feel prevails except for trombones use 6” diameter. Where Plunger/Mute is notated, insert
ballads or where notations such as even eighths or Latin appear. 9. Unless they are part of a legato background figure, long notes a pixie mute in the bell and use the plunger over the mute. Pixies
In these cases, eighth notes are given equal value. should be played somewhat fp (forte-piano); accent then diminish are available from Humes & Berg in Chicago. Tricky Sam Nanton
the volume. This is important so that the moving parts can be and his successors in the Ellington plunger trombone chair did not
3. There is a chain of command in ensemble playing. The lead players heard over the sustained notes. Don’t just hold out the long notes, use pixies. Rather, each of them employed a Nonpareil (that’s the
in each section determine the phrasing and volume for their own but give them life and personality: that is, vibrato, inflection, brand name) trumpet straight mute. Nonpareil has gone out of
section, and their section-mates must conform to the lead. When crescendo, or diminuendo. There is a great deal of inflection business, but the Tom Crown Nonpareil trumpet straight mute is
the saxes and / or trombones play with the trumpets, the lead in this music, and much of this is highly interpretive. Straight or very close to the same thing. These mute/plunger combinations
trumpet is the boss. The lead alto and trombone must listen to the curved lines imply non-pitched glisses, and wavy lines mean scalar create a wonderful sound (very close to the human voice), but
first trumpet and follow him. In turn, the other saxes and trombones (chromatic or diatonic) glisses. In general, all rhythmic figures need they also can create some intonation problems which must be
must follow their lead players. When the clarinet leads the brass to be accented. Accents give the music life and swing. This is very corrected by the lip or by using alternate slide positions. It would
section, the brass should not overblow him. That means that the important. be easier to move the tuning slide, but part of the sound is in the
first trumpet is actually playing “second.” If this is done effectively,
10. Ellington’s music is about individuality: one person per part—do not struggle to correct the pitch. If this proves too much, stick with the
there will be very little balancing work left for the conductor.
double up because you have extra players or need more strength. pixie—it’s pretty close.
14. The drummer is the de facto leader of the band. He establishes GLOSSARY Stop time • a regular pattern of short breaks (usually filled in by
the beat and controls the volume of the ensemble. For big band a soloist).
playing, the drummer needs to use a larger bass drum than he The following are terms which describe conventions of jazz
performance, from traditional New Orleans to the present avant garde. Swing • the perfect confluence of rhythmic tension and relaxation in
would for small group drumming. A 22” or 24” is preferred. The bass music creating a feeling euphoria and characterized by accented
drum is played softly (nearly inaudible) on each beat. This is called Break • within the context of an ongoing time feel, the rhythm section weak beats (a democratization of the beat) and eighth notes that are
feathering the bass drum. It provides a very important bottom to stops for one, two, or four bars. Very often a soloist will improvise during played as the first and third eighth notes of an eighth-note triplet. Duke
the band. The bass drum sound is not a boom and not a thud— a break. Ellington’s definition of swing: when the music feels like it is getting faster,
it’s in between. The larger size drum is necessary for the kicks; a
Call and response • repetitive pattern of contrasting exchanges but it isn’t.
smaller drum just won’t be heard. The key to this style is to just keep
(derived from the church procedure of the minister making a statement Vamp • a repeated two- or four-bar chord progression. Very often, there
time. A rim knock on two and four (chopping wood) is used to lock
and the congregation answering with “amen”). Call-and-response may be a riff or riffs played on the vamp.
in the swing. When it comes to playing fills, the fewer, the better.
patterns usually pit one group of instruments against another.
15. The horn players should stand for their solos and soIis. Brass Sometimes we call this “trading fours,” “trading twos,” etc., especially Voicing • the specific spacing, inversion, and choice of notes that make
players should come down front for moderate to long solos, when it involves improvisation. The numbers denote the amount of up a chord. For instance, two voicings for G7 could be:
surrounding rests permitting. The same applies to the pep measures each soloist or group plays. Another term frequently used is
section (two trumpets and one trombone in plunger/mutes). “swapping fours.”
16. Horns should pay close attention to attacks and releases. Coda • also known as the “outro.” “Tags” or “tag endings” are outgrowths
Everyone should hit together and release together. of vaudeville bows that are frequently used as codas. They most often
17. Above all, everyone’s focus should remain at all times on the swing. As use deceptive cadences that finally resolve to the tonic or they go from
the great bassist Chuck lsraels says, “The three most important things the
in jazz are rhythm, rhythm, and rhythm, in that order.” Or as Bubber sub-dominant and cycle back to the tonic.
Miley (Ellington’s first star trumpeter) said, “It don’t mean a thing if it Comp • improvise accompaniment (for piano or guitar). Note that the first voicing includes a 9th and the second voicing includes
ain’t got that swing.” a 9th and a 13th. The addition of 9ths, 11ths, 13ths, and alterations are up
Groove • the composite rhythm. This generally refers to the combined to the discretion of the pianist and soloist.
repetitive rhythmic patterns of the drums, bass, piano, and guitar,
but may also include repetitive patterns in the horns. Some grooves
are standard (i.e., swing, bossa nova, samba), while others are THE FOUR ELEMENTS OF MUSIC
manufactured (original combinations of rhythms). The following are placed in their order of importance in jazz. We should
Head • melody chorus. never lose perspective on this order of priority.
Interlude • a different form (of relatively short length) sandwiched Rhythm • meter, tempo, groove, and form, including both melodic
between two chorus forms. Interludes that set up a key change are rhythm and harmonic rhythm (the speed and regularity of the chord
simply called modulations. changes).
Intro • short for introduction. Melody • a tune or series of pitches.
Ride pattern • the most common repetitive figure played by the Harmony • chords and voicings.
drummer’s right hand on the ride cymbal or hi-hat. Orchestration • instrumentation and tone colors.
—David Berger
Riff • a repeated melodic figure. Very often, riffs repeat verbatim or with
slight alterations while the harmonies change underneath them.
Shout chorus • also known as the “out chorus,” the “sock chorus,” or
sometimes shortened to just “the shout.” It is the final ensemble passage
of most big band charts and where the climax most often happens.
Soli • a harmonized passage for two or more instruments playing the
same rhythm. It is customary for horn players to stand up or even
move in front of the band when playing these passages. This is done so
that the audience can hear them better and to provide the audience
with some visual interest. A soli sound particular to Ellington’s music
combines two trumpets and trombone in plungers/mutes in triadic
harmony. This is called the “pep section.”
IF YOU COULD SEE ME NOW • INSTRUMENTATION REHEARSAL NOTES to work at the piano when you do this, if you can, picking out the
melody notes in time. Although pop tunes of that era repeat the A
Vocal • Tadd Dameron (1917–65) wrote some of the most melodic tunes of sections three times, find ways to make each one a little different
Reed 1 – Alto Sax the Bebop era, and was also a masterful arranger for bands of from the others; the lyrics and emotions can help, as can intensity,
all sizes, from quintets to big bands. Many of the most memorable tone and volume.
Reed 2 – Alto Sax pieces that Dizzy Gillespie’s big band of the 1940s recorded were
by Dameron. He wrote with a less angular and more traditional —Loren Schoenberg
Reed 3 – Tenor Sax
melodic sense than Gillespie, Monk, and Parker. As a pianist, he was
Reed 4 – Tenor Sax not a soloist but a fine accompanist for the musicians who played
his music. It’s generally accepted that Dameron’s small group To listen to original recordings, view interactive videos of Wynton
Reed 5 – Bari Sax
recordings for the Blue Note label in the late 1940s that feature Marsalis leading the Jazz at Lincoln Center Orchestra in rehearsals, and
Trumpet 1 obtain rehearsal guides for the Essentially Ellington 2016–17 repertoire
trumpeter Fats Navarro are among the most important and
Trumpet 2 influential of the era. please visit jazz.org/EE.
Trumpet 3 • After gaining a local reputation in his native Cleveland, Ohio,
Trumpet 4 Dameron came to national attention through his writing for the
Kansas City-based Harlan Leonard Orchestra in 1940. Within a few
Trumpet Solo years he had worked for both Jimmie Lunceford and Count Basie.
Trombone 1 Charlie Parker and Dizzy Gillespie fell in love with Dameron's writing
when they were all in the Billy Eckstine big band in late 1944. They
Trombone 2
embraced Dameron’s compositions as they created their music
Trombone 3 and his reputation grew.
Piano • Sarah Vaughan, who was also in the Eckstine band, made the first
Bass recording of this ballad in 1946, and it became well-known not only
for her singing but also for the beautiful trumpet playing of Freddie
Drums Webster, who was a favorite of both Gillespie and Miles Davis.
• This version was arranged by trombonist Melba Liston for the 1956
ORIGINAL RECORDING INFORMATION Gillespie big band and is a classic background chart for a vocalist/
Composer • Tadd Dameron and Carl Sigman soloist.
Arranger • Melba Liston • There are not that many specific things (other than having the
Recorded • April 7, 1957 in New York horns sing their parts at all times and to always be under the
melody) to be itemized beyond the following:
Master # • 290835-29
• Pay close attention to all of the phrase markings and to
Original Issue • Verve MGV-8222 (Dizzy Gillespie: Birks Works) [LP] every dynamic mark—in a basic chart like this, it is the
Currently available on CD • Verve 314-537-900 (Dizzy Gillespie: attention to these details that make all the difference.
Birks Works) • Great care should be taken to create a warm, singing sound
Currently available as digital download • Amazon/iTunes (Dizzy on all of the horns that is undergirded by a lot of air support,
Gillespie: Birks Works) no matter how soft they’re playing.
Personnel • Dizzy Gillespie (leader, trumpet); Lee Morgan, Ermit Perry, • Lead players can determine the specific vibrato they will
Carl Warwick, Talib Dawud (trumpet); Melba Liston, Al Grey, Rod Levitt use, making sure it relates to the tempo. The rest of the horns
(trombone); Jimmy Powell, Ernie Henry (alto sax); Billy Mitchell, Benny have to match it precisely. This sounds simple, but can be a
Golson (tenor sax); Billy Root (baritone sax); Wynton Kelly (piano); Paul big challenge.
West (bass); Charli Persip (drums); Austin Cromer (vocal) • Make the ending really big, without losing tone quality or
Soloists • Dizzy Gillespie (trumpet intro); Austin Cromer (vocal) intonation—it’s really dramatic!
• Learn the words first and recite them like poetry, like a story. Make
sure you understand and feel them. Practice the melody without
words - just sing the notes. There are a lot of intervals that won't
get their true meaning unless you nail them precisely. It may help
CONDUCTOR Jazz at Lincoln Center Library - Essentially Ellington
IF YOU COULD SEE ME NOW Tadd Dameron and Carl Sigman
poco rit.
bb 4
Vocal Vbbb 4 ! ! ! ! ! ! ! ! !
b œ œ œ œ œ œ œ œ œ œ œ œ œ #œ œ œ nw ˙ œ̆ >œ >˙ . >œ >œ >œ œ œ #œ œ
44 w œ nœ œ œ nœ
Alto Sax
Reed 1 &b ! ! ‰ J ‰ J
Œ
f F S S 3
3
,
b
& b 44 w
> b w- n w> b w- n w> b˙ œ̆ j > >
Alto Sax
‰ J ‰ œ w ˙. Œ œ n˙.
> >
2
ƒ f ƒ f F S S f
> ,
b
& b b 44 w w- w> w- w> j >œ >˙ .
Tenor Sax
˙ ‰ œ̆
3
J ‰ œ
>
w ˙.
>
Œ
ƒ f ƒ f F S S f
,
b 4 j j
&bb 4 ‰ œ ‰ Œ
Tenor Sax
w- w- w b˙ . œ ˙.
w> w> > fl >œ w >˙ > >
4
f f S S f
ƒ ƒ F
,
b
&b 44 j ‰ j
Baritone Sax
‰ Œ ˙.
5
w w- w w- w ˙ œ œ w ˙. œ >
> f > f > fl > > >
ƒ ƒ S S f
F
>œ >œ
b œ œ œ œ œ œ œ œ œ œ œ œ œ œ >œ œ n >˙ .
Trumpet 1 & b b 44 ! ! ! ! ! !
ƒ f
b > w> >œ >˙ .
2 & b b 44 w ! ! ! ! ! !
ƒ f
b > > >œ >˙ .
3 & b b 44 w ! w ! ! ! ! !
ƒ f
b 4
&bb 4 w ! w ! ! ! ! ! œ ˙.
> > > >
4
ƒ f
b œ œ. bœ œ œ. œ œ œ œ œ ˙.
& b b 44 œ œ œ œ ‰. œ œ
r
! ! ! ! Œ Œ œ. œ œ œ . œ œ œ.
nœ
œ œ. œ œ œ ˙ œœ
R
Trumpet Solo
(Dizzy)
> w> >œ w >˙ . >œ >˙ .
? b b b 44 w ! ! ! Ó Œ ‰ J Œ
Trombone 1 bb
ƒ S S f
>œ
? b b 4 w> ! w> ! ! Ó Œ ‰
>œ w >˙ .
Œ
>˙ .
2 bbb 4 J
ƒ S S f
? b b b 44 w> !
>
w ! ! Ó Œ ‰ j Œ
bb œ w ˙ ˙
> >. œ >.
3
ƒ S S >
f
D bmaj7 b >œ D bmaj7 G b9 D bmaj7 G b9 b E bm7 E bm9 A b13-5
bb 4 œ > > > >
E m7
&bbb 4 | Œ ‰ Û Û Û Û
G 9
bœ œ | | ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’
> >œ J
Piano
? b b b 44 ! ! ! ! ! ! ! ! !
bb
? b b b 44 w w ˙. œ œ œ œ œ
w Œ œ Œ œ Œ Œ ‰ œ œ Œ Œ œ Œ œ Œ œ œ
arco pizz.
Bass bb J
æ æ ‰ j j >
œ ‰ œ x˙æ.
(saxes)
Ó
bell of cym. bell of cym.
4 > œx x œx x œx x œx x w> œx x œx x œx x œx x œx œx x œx œx x x˙ œ^
˙ ..
x x x œx
÷ 4 ww œ œ œ œ w œ œ œ œ œ œ œ œ ‘ ‘ œ œ ˙ ..
æ>
Drums
ß ß > > æ>
F F
f
46062S International Copyright Secured. All Rights Reserved.
2 If You Could See Me Now
A Slow Tempo q = 56
b j
V b bbb ‰ j œ œ œ œ œ œ nœ bœ œ ˙ ‰ j œ œ œ œ œ nœ bœ œ œ. j œ œ œ nœ nœ #œ bœ œ œ œ. bœ w Ó
œ œ œ œ œ œ ˙
Voc.
œ œ œ œ
If you could see me now you'd know how blue I've been. One look is all you'd need to see the mood I'm in. Per - haps then you'd re - a - lize I'm still in love with you.
b nw œ. w ˙ œ ˙ ˙ œ. bœ
Alto &b ‰ J ‰ Œ ! ! ‰ œ
F
b œ œ œ œ
&b w œ. ‰ w ˙ œ œ
Alto
J ‰ Œ ! ! ˙ b˙ œ. ‰ œ
F
b w œ. ‰ ˙ w ˙ œ ‰ Œ ‰ œ œ
Tenor &bb J
! ! ˙ ˙ nœ.
F
b j
Tenor &bb w bœ. ‰ ˙ nw b˙ œ ‰ Œ ! ! ˙ n˙ bœ. ‰ œ œ
F
b j
&b œ. ‰ ˙ ˙ œ ‰ Œ ! !
˙ ˙ œ.
‰
œ œ
w w
Bari
F
˙ ˙ œ.
Tpts. 1
b
&bb ! ! ! Ó Œ œ œ œ œ ˙ ‰ ! !
P
b nœ b˙ nœ. ‰ # œr œj œ œ œ œ œ . b œ œ .
&bb ! ! ! Ó Œ bœ œ œ œ ˙ #œ ‰ œ Œ Ó
Solo
2
P F
b #˙ n˙ œ.
3 &bb ! ! ! ! ˙ ‰ ! !
P
b
4 &bb ! ! ! ! ˙ n˙ b˙ œ. ‰ ! !
P
Tpt. Solo
b
&bb ! ! ! ! ! ! ! Œ œ œ œ œ œn¿ œ. œ œ.
(Dizzy)
œ œ œ œ œ œ œ œ œ œ- ˙ nœ #œ b˙ nœ.
? bb b ! ! Œ ‰ ! !
bb
P
Tbns. 1
? bb œ œ œ œ œ œ œ œ œ œ- œ œ œ œ œ œ œ œ œ œ- ˙ nœ œ b˙ œ.
bbb Œ Œ ‰ ! !
P
2
? bb b ! ! ! ! ‰ ! !
3 bb ˙ nœ nœ b˙ bœ.
P
D bmaj7 G b9 D bmaj7 G b9 D bmaj7 E bm7 A b7 B b 7-9 E b9 E bm7 A b13-9
b
& b bbb ’
Em7 A7 Fm7
’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’
Pno.
? bb b ! ! ! ! ! ! ! !
bb
? bb b œ œ œ œ bœ œ nœ œ bœ nœ bœ œ œ œ nœ œ œ bœ nœ
Bs. bb œ œ œ œ œ œ œ œ œ nœ bœ œ œ œ œ
Drs. ÷ œœ œœ œœ œœ ‘ ‘ ‘ ‘ ‘ ‘ ‘
46062S
F
If You Could See Me Now 3
B
b j
V b bbb ‰ j œ œ œ œ œ œ nœ bœ œ ˙ ‰ j œ œ œ œ œ nœ bœ œ j œ œ œ nœ nœ #œ bœ œ œ œ. bœ w ˙ Œ œ
œ œ œ œ œ œ. œ
Voc.
If you could see me now you'd find me be - ing brave, and try - ing aw - f'lly hard to make my tears be - have. But that's quite im - pos - si - ble; I'm still in love with you. You'll
w œ. œ œ œ œ w ˙ œ
b œ œ œ œ œ œ ~~~~ w
&b ‰ J ‰ Œ ! ! Œ
tpt. lead
Alto
f
b œ œ œ œ
&b w œ. ‰ w ˙ œ bœ œ œ œ œ œ w
J ‰ Œ ! ! Œ
tpt. lead
Alto
f
b w œ. ‰ ˙ w ˙ œ œ œ œ bœ nœ œ w
tpt. lead
Tenor &bb J ‰ Œ ! ! Œ
f
b j bœ œ bœ
&bb ‰ ˙ œ ‰ Œ ! ! Œ
tpt. lead
Tenor w bœ. nw b˙ œ œ œ w
f
b j
&b ‰ ˙ œ ‰ Œ ! ! Œ bœ
tpt. lead
w œ. w ˙ bœ œ œ œ œ w
Bari
f
˙ ˙ œ.
b
&bb ! ! ! Ó Œ œ œ œ œ ˙ ‰ ! !
to cup mute
Tpts. 1
P
b ˙ nœ #œ b˙ nœ.
&bb ! ! ! Ó Œ bœ œ œ œ ‰ ! !
to cup mute
2
P
b #˙ n˙ œ.
&bb ! ! ! ! ˙ ‰ ! !
to cup mute
3
P
b
&bb ! ! ! ! ‰ ! !
to cup mute
˙ n˙ b˙ œ.
P
4
b œ œ œ nœ ˙. œœœ
&bb œ Œ Ó ! ! ! ! ! Œ nœ œ
Tpt. Solo
(Dizzy)
œ
œ œ œ œ œ œ œ œ œ œ œ ˙ nœ #œ b˙ nœ.
? bb b ! ! J ‰ ‰ ! !
to cup mute
bb
P
Tbns. 1
? bb b œ œ œ œ œ œ œ œ œ œ- œ œ œ œ œ œ œ œ œ œ œ ˙ nœ œ b˙ œ.
Œ J ‰ ‰ ! !
to cup mute
bb
P
2
? bb b ! ! ! ! ‰ ! œ b œ œ n œj œ .
3 bb ˙ nœ nœ b˙ bœ.
P
D bmaj7 G b9 D bmaj7 G b9 D bmaj7 E bm7 A b7 D bmaj7
b
& b bbb ’ !
Em7 A7
’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’
Pno.
? bb b ! ! ! ! ! ! ! !
bb
? bb b b œ œ œ œ bœ œ œ nœ œ bœ œ nœ nœ bœ œ bœ œ œ œ œ œ
Bs. bb œ œ œ œ œ œ œ Œ Œ ‰ nœ bœ œ
3
Tæ.
÷ œœ œœ œœ œœ ‘ ‘ ‘ ‘ ‘ œœ œœ œœ œœ œœ
Ó.
Drs.
46062S
C
b ˙
V b bbb œ œ œ ˙
3
œ œ œ œ ˙. œ œ
3
œ nœ œ œ œ œ nœ œ œ œ nœ œ nœ nœ œ œ bœ œ ‰ œ œ ‰ œ œ nœ w
Voc.
nœ J J
œ œ
hap - pen my way on some mem - 'ra - ble day and the month will be May for a while. I'll try to smile but can I play the part with - out my heart be - hind the smile?
b œ n˙ bœ
Alto &b ! ! ! ! ! Œ nœ œ œ ‰ œ. œ bœ ‰ Jœ œ
F
b œ
&b ! ! ! ! ! Œ œ n˙ ‰ œ. ‰ œj œ œ œ
Alto
nœ œ œ œ bœ
F
b œ n˙ ‰ b œj œ œ
œ
Tenor &bb ! ! ! ! ! Œ nœ œ œ ‰ œ. n˙ œ
F
b œ n˙ ‰ œj œ œ œ
Tenor &bb ! ! ! ! ! Œ nœ œ œ ‰ œ. ˙ œ
F
b œ n˙
&b ! ! ! ! ! Œ
nœ œ œ
‰ œ.
˙
‰
œ. œ nœ
Bari
F
b œ œ œ n˙ œ œ ˙ ..
&bb ‰ œ. ˙ ‰ nœ. ˙ ‰ œ. ˙ ‰ J ˙ ‰ ! !
cup mute to open
P
Tpts. 1
b œ. ˙ ‰ œ. ˙ ‰ œ. ˙ ‰ n Jœ œ œ ˙ ˙ bœ œ ˙ ..
&bb ‰ ‰ ! !
cup mute to open
2
P
b ‰ nœ. ‰ #œ. n˙ ‰ nœ. ‰ Jœ œ œ # ˙ œ œ ˙ ..
&bb ˙ ˙ n˙ ‰ ! !
cup mute to open
3
P
b
&bb ‰ ‰ nœ. ‰ nœ. ‰ nœ œ œ #˙ bœ ‰ ! !
cup mute
œ. nœ n ˙ ..
to open
#˙ #˙ #˙ J n˙
P
4
b
&bb Œ Œ Ó ! ! ! ! ! !
(off-mike) D13-9 Bm9
Tpt. Solo
œ ’ ’ ’
(Dizzy)
nœ. b˙ nœ. ˙ nœ. b˙ nœ œ œ ˙ n˙ bœ œ ˙ ..
? bb b ‰ ‰ ‰ ‰ J ‰ ! !
cup mute to open
bb
P
Tbns. 1
? bb b ‰ œ. ˙ œ. ˙ œ. ˙ œ œ œ n˙ ˙ bœ œ n ˙ ..
‰ ‰ ‰ J ‰ ! !
cup mute to open
bb
P
2
? bb b ‰ œ œ ‰ nœ. ‰ nœ. œ œ ‰ n œj œ œ œ ‰ ! !
3 bb nœ. n˙ n˙ n˙ œ ˙ ..
p
b E b 13 A bmaj7 B bm7 B bm7/E b E b7+5 E bm7
bb
-9
&bbb ’
Gm9 C13-9 Am9 D9+5 Gm9 C13-5 F 6/A D 13 Gm7 B m9 D9
’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’
Pno.
? bb b ! ! ! ! ! ! ! !
bb
? b b nœ œ nœ nœ nœ œ nœ œ nœ. œ nœ nœ œ œ œ nœ œ œ œ œ
Bs. bbb œ œ nœ nœ œ œ nœ œ œ œ œ œ œ œ nœ
Drs. ÷ œœ œœ œœ œœ ‘ ‘ ‘ ‘ ‘ ‘ ‘
46062S
If You Could See Me Now 5
D
b j U̇ œ œ œ œ œ bU˙ .
V b bbb ‰ j j
j œ œ œ œ nœ bœ œ ‰ j œ œ œ œ nœ bœ œ œ. œ œ œ nœ nœ #œ bœ œ œ œ. bœ œ
‰ œ
œ œ œ œ ˙ œ œ œ œ œ J
Voc.
3
bU˙ .
The way I feel for you I nev - er could dis - guise. The look of love is writ - ten plain - ly in my eyes. I think you'd be mine a - gain if you could see the way you've cap - tured me. I'm
b ˙ œ ~ ~ ~ œ œ œ. œ ˙. œ œ œ ˙ œ ,œ œ œ œ œ w
U̇
Alto &b œœ ! ! Ó Œ
3
,
Alto &b
b ˙ œ ~~~ œ œ œ. œ ˙. œ œ œ ˙ œ œ œ œ œ œ w ! !
U̇
Ó
U̇.
Œ
3
bw U̇
b ˙. œ w w nU˙ .
Tenor &bb J ‰ ! ! Ó Œ
b j U̇ U̇
Tenor &bb ˙. œ ‰ w nw bw ! ! Ó . Œ
U U
b
&b j ‰ w w ! !
˙
Ó ˙. Œ
b˙. œ w
Bari
>˙ n˙ b˙ ˙ U U
b Ó.
&bb ! ! ! ! Ó Ó Œ
open
Tpts. 1
f
>˙ b˙ ˙ ˙ U U
b Ó.
&bb ! ! ! ! Ó Ó Œ
open
2
f
b >˙ nœ bœ ˙ ˙ U U
&bb ! ! ! ! Ó Ó Ó. Œ
open
3
f
b >˙ #˙ n˙ ˙ U U
&bb ! ! ! ! Ó Ó Ó. Œ
open
4
f
b U U
Tpt. Solo &bb ! ! ! ! ! ! Ó Ó Ó. Œ
>˙
(Dizzy)
n˙ b˙ ˙
? bb b U
! ! ! ! Ó Ó Ó. Œ
open
Tbns. 1 bb
f
>˙ nœ bœ ˙
? bb b ˙ U U
! ! ! ! Ó Ó Ó. Œ
open
2 bb
f
>˙ U U
? bb b ! ! ! ! Ó Ó Ó. Œ
3 bb nœ nœ b˙ bœ œ
f
D bmaj7 G b9 D bmaj7 G b9 D bmaj7 E bm7 A b7
b
b U U
E 9/B
& b bbb ’
Fm7
Ó Œ
Em7 A7
’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ n ˙˙ ..
˙˙˙
Pno.
? bb ! ! ! ! ! ! ! !
bbb
œ œ œ œ nœ bœ nœ bœ œ U̇ U
? bb b b œ œ œ bœ œ œ œ. bœ œ œ œ œ nœ bœ œ Ó ˙. Œ
Bs. bb œ œ
> U U
x
Drs. ÷ œœ œœ œœ œœ ‘ ‘ ‘ œœ œœ œœ œœ œœ œœ œœ œœ ˙˙ Ó ˙˙ .. Œ
46062S
Faster q = 88
U
a tempo rit.
w U
bb œ U ˙ 2 ˙ 4 w
j
j ˙
Vbbb ‰ œ
œ
Voc.
œ œ œ œ
r
œ œ œ 4 4
yours e - ter - nal - ly if you could see me now.
nU˙ ˙ b˙ œ œ œ nœ
U
w
b ˙ œ œ 2 œ 4
Alto &b Ó 4 4
ß f ƒ
U̇ U
b ˙ ˙ ˙ b˙ œ œ w
Alto &b Ó 42 44
ß f ƒ
U̇ œ U
b ˙ ˙ ˙ œ w
Tenor &bb Ó ˙ 42 44
ß f ƒ
U̇
b ˙ 2 œ 4 Uw
&bb Ó ˙ ˙ 4 œ 4
˙
Tenor
ß f ƒ
b U U
&b Ó ˙ ˙ ˙ 42 œ œ 44
˙ ˙ w
Bari
ß f ƒ
>œ œ œ- U
w
b U œ œ œ- n œ-
Tpts. 1 &bb Ó Ó ! Ó 42 ‰ J 44
ƒ
b U ˙> œ- œ- U
w
2 &bb Ó Ó ! Ó 42 œ 44
ƒ
b U > œ- U
4 w
3 &bb Ó Ó ! ˙ Ó 2
4 œ n œ- 4
ƒ
b U n œ- U
&bb Ó Ó ! ˙ Ó 42 œ œ- 44 w
>
4
ƒ Uœ
U
b œ ~~~~~~~~~~ œ œ
b 2 4 œ #œ œ
œ œ
&bb Ó Ó ! ! ! 4 ‰ j
E maj7
œ
Tpt. Solo 4 œ œœœ
œœœ
(Dizzy)
U
w
˙> œ œ
? b b b UÓ Ó ! Ó 42 44
Tbns. 1 bb
ƒ
U
w
? b b b UÓ ˙> œ œ
2 bb Ó ! Ó 42 44
ƒ
? b b UÓ > 2 4 U
bbb Ó ! ˙ Ó 4 œ œ- 4
n œ- bw
3
ƒ
E bm9 G bmaj7/A b A b13-9 D bmaj7 G b9 A b 7sus b D bmaj7
bb U 2 4 U
&bbb ˙ Ó Û Û
A 9-5
’ ’ ’ ’ ’ ’ ’ ’ 4 ’ 4 |
˙˙
Pno.
? bb b ! ! ! 42 ! 44 !
bb
? b b U̇ Ó
˙ ˙
˙ ˙ 2 œ œ
nœ 4 U
Bs. bbb 4 4 bw
U
U > > æT
Tæ æ æ æ ^j
42 œœ 44 ww
÷ Ó x x x
Drs. ˙˙ ˙˙ ˙˙ œ˙ œ œ˙ œ œœ œœ œœœœ
œ
f ƒ
46062S
ESSENTIALLY ELLINGTON
The Essentially Ellington High School Jazz Band Program (EE) is one of the most unique curriculum resources for high JAZZ AT LINCOLN CENTER is dedicated to inspiring and growing
school jazz bands in the United States and abroad. EE extends the legacy of Duke Ellington and other seminal big band audiences for jazz. With the world-renowned Jazz at Lincoln Center
Orchestra and a comprehensive array of guest artists, Jazz at Lincoln
composers and arrangers by widely disseminating music, in its original arrangements, to high school musicians for study
Center advances a unique vision for the continued development of
and performance. Utilizing this music challenges students to increase their musical proficiency and knowledge of the jazz the art of jazz by producing a year-round schedule of performance,
language. EE consists of the following initiatives and services: education and broadcast events for audiences of all ages. These
productions include concerts, national and international tours,
residencies, yearly hall of fame inductions, weekly national radio
and television programs, recordings, publications, an annual high
Supplying the Music Competition & Festival school jazz band competition and festival, a band director academy,
Each year Jazz at Lincoln Center (JALC) transcribes, publishes, and The EE year culminates in a three-day festival at Jazz at Lincoln Center’s jazz appreciation curricula for students, music publishing, children’s
distributes original transcriptions and arrangements, along with additional Frederick P. Rose Hall. Students, teachers, and musicians participate in concerts, lectures, adult education courses, student and educator
educational materials including recordings and teaching guides, to high workshops, rehearsals, and performances. The festival concludes with an workshops and interactive websites. Under the leadership of
school bands in the U.S., Canada, and American schools abroad. evening concert that features the three top-placing bands, joining the Jazz Managing and Artistic Director Wynton Marsalis, Chairman Robert
at Lincoln Center Orchestra with Wynton Marsalis in concert previewing J. Appel and Executive Director Greg Scholl, Jazz at Lincoln Center
Talking about the Music produces thousands of events each season in its home in New
next year’s EE repertoire.
Throughout the school year, band directors and students correspond with York City, Frederick P. Rose Hall, and around the world. For more
professional clinicians who answer questions regarding the EE music. EE Jazz at Lincoln Center Band Director Academy information, visit jazz.org.
strives to foster mentoring relationships through email correspondence, This professional development session for band directors is designed to
various conference presentations, and the festival weekend. enhance their ability to teach and conduct the music of Duke Ellington and
other big band composers. Led by prominent jazz educators each summer,
Professional Feedback
this companion program to EE integrates performance, history, pedagogy,
Bands are invited to submit a recording of their performance of the charts Jazz at Lincoln Center Education
Printed in USA
and discussion into an intensive educational experience for band directors
either for entry in the competition or for comments only. Every submission 3 Columbus Circle, 12th Floor, New York, NY 10019
at all levels.
receives a thorough written assessment. Bands are also invited to attend EE
Phone: 212-258-9810
Regional Festivals for an opportunity to perform and receive a workshop.
Fax: 212-258-9900
Finalists and In-School Workshops E-mail: EE@jazz.org
Fifteen bands are selected from competition entries to attend the annual
jazz.org/EE
Competition & Festival in New York City. To prepare, each finalist band As of May 2016, EE has distributed scores to more than 4,800 schools in the U.S. and abroad.
receives an in-school workshop led by a professional musician. Local EE Since 1995, over 648,000 students have been exposed to Duke Ellington’s music through
members are also invited to attend these workshops. the Essentially Ellington Program.
X(d80815*MMSNSs(x
46062S *S EAST ST. LOUIS TOODLE-OO/JLC 46061S
X(d80815*MMSPMo(Y
*S IF YOU COULD SEE ME NOW/JLC 46062S
X(d80815*MMSRQk(U
*S SO EASY/JLC 46063S
X(d80815*MMSTKq(v

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SEEMENOW

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Droits d'auteur :

REED 1 Jazz at Lincoln Center Library - Essentially Ellington

Alto Sax IF YOU COULD SEE ME NOW

IF YOU COULD SEE ME NOW

Moving Ballad Tempo q = 65

IF YOU COULD SEE ME NOW

IF YOU COULD SEE ME NOW

IF YOU COULD SEE ME NOW

b 4 > > 5 >œ >˙ .

IF YOU COULD SEE ME NOW

& b b ‰ œ. #˙ ‰ nœ. #˙ ‰ nœ. #˙ ‰ nœ œ œ #˙

IF YOU COULD SEE ME NOW

w> w> >œ w >˙ . >œ >˙ .

IF YOU COULD SEE ME NOW

IF YOU COULD SEE ME NOW

IF YOU COULD SEE ME NOW

bb > > > >

D bmaj7 G b9 D bmaj7 G b9 D bmaj7

b A b7 B b 7-9 E b9 E bm7 A b13-9

b G b9 D bmaj7 Em7 A 7 E bm7 A b7 b

& b ’’’’ ’’’’ ’ ’ ’ ’ ’ ’ ’ ’ ’’’’

& bb ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’’’’ ’’’’

IF YOU COULD SEE ME NOW

b b E bm7 A b13-9 B D bmaj7 b D bmaj7

b E bm9 G bmaj7/A b A b13-9

IF YOU COULD SEE ME NOW

IF YOU COULD SEE ME NOW

yours e - ter - nal - ly if you could see me now.

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