Colonel Arnald D. Gabriel retired from the United States Air Force Band, Symphony Orchestra, and Singing Sergeants as Commander/Conductor after a distinguished 37-year military career. Following his retirement, he was named Conductor Emeritus of the USAF Band with the Rehearsal Hall/recording studio named in his honor. He was awarded his third LEGION OF MERIT for his service to the United States and to to music education upon his retirement.

As a conductor, Colonel Gabriel has appeared with bands, major orchestras in all 50 states, and in more than 50 countries abroad. He also has conducted the Mormon Tabernacle Choir. His 37-year military career began with his service in World War II when he served as a combat machine gunner with the United States Army's famed 29th Infantry Division in Europe where he received two Bronze Star medals, the Combat Infantry Badge, and the French Croix de Guerre. Following his separation from the Army in 1946, Colonel Gabriel enrolled in Ithaca College, New York, where he earned the BS (1950), MS (1953), Honorary Doctor of Music (1989), and the Lifetime Achievement Award (1997).

Following his retirement from the military, Colonel Gabriel served on the faculty of George Mason University in Fairfax, Virginia (1985-1995) where he served as Chairman of the Department of Music, conductor of the university orchestra, and was named Professor Emeritus.

Colonel Gabriel is the youngest person to have been inducted into the National Band Association Hall of Fame for Distinguished Band Conductors.

Workshops

Transcriptions - Music Education

A comprehensive utilization of string bowings as they apply to wind players performance. The air stream of wind players is demonstrated to draw the analogy of string bowings. The SLAVONIC RHAPSODY of Carl Friedemann is the vehicle used to make these comparisons a reality.

Preparing the score - Music Education

CORSICAN LITANY of Nelhybel is the vehicle used to demonstrate the first consideration of the conductor's responsibility. Before attention to tone quality, intonation, balance, blend, precision, musicality, and phrasing, the score must be studied in its totality, similar to an architect studying a blueprint. Attention is given to the broad scope of the score which results in a more valid performance.

The Contemporary Score - Music Education

Consideration is stressed on the techniques used in contemporary scores. The composition used to demonstrate these techniques is Clifton William's SYMPHONIC DANCE #3 FIESTA. Trills, polytonalities, and balances are a few of the areas which are discussed in this presentation.