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Not Alone

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Randall Standridge

Randall Standridge

The title of this work is properly written (not) Alone

General Info

Year: 2022
Duration: c. 6:45
Difficulty: II-1/2+ (see Ratings for explanation)
Publisher: Randall Standridge Music
Cost: Score and Parts – Available December 2022


Full Score
Oboe I
B-flat Soprano Clarinet I-II
B-flat Bass Clarinet
E-flat Alto Saxophone
B-flat Tenor Saxophone
E-flat Baritone Saxophone
B-flat Trumpet I-II
Horn in F
Trombone I-II
Piano (optional)
Percussion I-VI, including:

  • Bass Drum
  • Bells
  • Chimes
  • China Cymbals
  • Concert Toms (4)
  • Crotales
  • Finger Cymbals (optional Triangle)
  • Marimba
  • Slapstick
  • Sleigh Bells
  • Snare Drum
  • Suspended Cymbal
  • Tam-Tam
  • Vibraphone
  • Wind Chimes
  • Xylophone


None discovered thus far.

Program Notes

Why I wrote (not) Alone: Many who live with mental health conditions experience a profound sense of isolation. Discussing these issues and more so, identifying as someone who lives with them, has been extremely taboo in our society. Thus, many suffer in silence, facing their troubles with no support. But, as the title of the work implies, they are not alone.

I live with depression and anxiety. I have tried to use my platform to normalize discussions about mental health and to help start conversations about this issue. Here are some statistics you may or may not be aware of:

1 in 5 of adults in the US experience mental health issues each year. 1 in 6 youths in the US experience mental health issues each year. 90% of suicides worldwide are attributable to mental illness. Suicide is the 2nd leading cause of death in the United States.

With statistics like this, it is shocking and frustrating that so many people are reluctant to acknowledge, discuss, and address these issues.

In 2021, I was asked to create a work for wind ensemble addressing mental illness. The resultant work, unBroken, is one of my favorite works I have ever created, both from an aesthetic and personal perspective. However, this work is very advanced (Grade 5), which limits its demographic for performers and, thus, audiences.

Those of us that teach or have taught middle school and high school know that there is a need to address this issue at younger ages, and to make such tools available to middle schools and developing high school ensembles. I decided to make this work a consortium, expecting there would be 20-30 schools that would support such a piece. 40 tops.

The consortium included over 300 schools. This is an issue whose time has come. The time is now. We need to talk about this, and we are going to talk about this. We are going to show them all that they are not alone.

About the work: The piece starts very softly, with both beauty and dissonance. The individual is aware that something is wrong but is trying to bravely persist. A soloist introduces the main theme of the work, a bittersweet melody that is lovely and vulnerable. As the first segment continues, dissonant elements and a three-note descending theme signals the onset of a mental health crisis.

The second segment is manic and violent. The individual struggles with their condition as everything seems to be in darkness. The piece builds to a thunderous moment before dying away to a cloud of confusion. Their heartbeat is heard racing and then slowing. The individual is broken.

The original theme sounds out again, unaccompanied, but others join in. The work rises to a triumphant climax, as a sense of solidarity is achieved. The work ends with the soloist again, but more confident and with others there for support.

Major Themes: There are four major themes that are used in the work. The first, which I call Shirley’s Theme, after my mother who lives with severe depression, is first heard at measure 9. This work is used throughout, both in whole and in part, so signify the individual.

The second theme, a three-note descending motif, appears throughout the work. It is twisted a minor second down and minor third, and it represents the darkness inside the individual’s mind. This is the “Mental Illness Motif.”

The third theme, the “hope” motif, is the five-note motif that starts the work in the piano/mallets. It represents the individual trying to find hope for happiness and a better future.

The fourth theme, the “crisis” motif, is a 12-tone row, first sounded in m.42. 12 tone music has always sound disturbing and inhuman to me, and I found this to be a great way to express mental illness and despair. The 12-tone row is built off of various iterations and inversions of the second theme (“Mental Illness Motif”).

- Program Note by composer


State Ratings

None discovered thus far.


To submit a performance please join The Wind Repertory Project

  • West High School (Wausau, Wisc.) Symphonic Band (Marcus Welander, conductor) - 8 May 2023
  • Woodlands (Tx.) Concert Band (Randall Standridge, conductor) - 26 March 2023
  • Gustavus Adolphus College (St. Peter, Minn.) Wind Symphony (Heidi Johanna Miller, conductor) - 1 October 2022
  • Bishop Carroll High School (Calgary, Alb., Can.) Symphonic Band (Chris Herard, conductor) - 16 May 2022
  • Central Middle School (Weslasco, Tx.) Symphonic Varsity Band (Moisés Garza, conductor) – 21 May 2022 *Premiere Performance*

Works for Winds by this Composer

Adaptable Music

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