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Bois, lads, (or anyone of persuading affiliation), it is time for this piece to not die! I have found another call for scores fitting the instrumentation requirements in Boston, MA. I have just finished my application and will find out mid or late July. Here's to some success! (Also, updated the score to match new engraving... once again lol)

A lighter composition for the early Summer, conceived as an exercise in harmonic development, apoggiaturas and chromatic saturation. Greatly inspired by Chopin's Op. 28 Prelude in E minor. YouTube video link: https://www.youtube.com/watch?v=ZwInFjwKJUo Romantic Prelude in A minor.mp3 Romantic Prelude in A minor.pdf

I've developed a free web app https://erhythm.org/ (disclosure: I'm the developer), it's a visual, interactive rhythm composer inspired by Godfried Toussaint's "The Geometry of Musical Rhythm". The core idea is simple: rhythm is represented as geometry. You place beats on a circle, the active beats connect to form a polygon, and you can immediately hear the pattern. Euclidean rhythms, polyrhythms, and world rhythms all become visually intuitive this way. As music educators or experienced musicians, do you think a geometry-based visual approach like this has real pedagogical value for beginners who haven't yet learned to read notation? Specifically I'm wondering: Can seeing rhythm as a polygon on a circle help a pre-notation learner feel and internalize rhythm more naturally? Would you consider integrating something like this into early lessons? Are there risks or limitations to this approach compared to starting with traditional notation? As a live example, here is a Bembé Afro-Cuban rhythm you can play and interact with directly: 👉 Try it here — https://erhythm.org/composer/r/bembe-afro-cuban?utm_source=youngcomposers.com I'd appreciate honest, critical feedback from anyone with teaching or learning experience.