This is the collection of classical piano repertoire I created for work with my own students, most of whom were not primarily interested in "classical" music.

In my experience, every elementary piano student should be given the opportunity to successfully play:
Spinning Song (even if you leave out the middle section at first)
Minuet in G (page one)
Fur Elise (page one)

Eventually, they should experience (if not master--that's ultimately up to them) each piece in this collection.

All hand positions and finger numbers are presented so that students can spend their time preparing successfully--not "figuring out" with endless frustration and incorrect solutions.

"Minuet in G" from the Bach notebook is a great example. Let's consider just the first page. Many (most) elementary students would love to play this piece. The RH by itself is easy. The LH is also "not difficult", but it's not self-evident, either. The notes are easy enough, and the fingering choices seem inconsequential. You could play it with several different fingering solutions.

Hands Together: Humans can pay attention to only one thing at a time: in this case, the RH or the LH. Whichever hand is receiving the attention, the other must be on "automatic pilot". You can switch focus rapidly to give the appearance that you are paying attention to two things equally, but that is not what is happening.

So... both hands need to be rehearsed (better word than "practiced") until the correct execution is the "default" behavior.

If that (sufficient correct repetetition) has not happened, then consistent successful performance with both hands is never achieved. Students complain that they wish they could be more "consistent". They don't have a chance, sadly.

"Practice Makes... "

If you said "Perfect" then you've fallen into a sinister trap.

"Practice makes Permanent." When a student actually does what has been assigned, in many cases that is the beginning of the end of their piano career.

Here's the process in general:
Students "write in their own fingering" and then, and then practice (repeat) their incorrect solutions. They are unable to perform the desired piece consistently and don't know why. How long can a student tolerate this ineffective approach?

That's something for us professionals to consider.


Perfect for introducing classical repertoire (similar to Suzuki, Bastien Piano Literature, etc). The advantage here is that all fingering is included so that students play more!

Contents

Minuet in G from the Notebook for Anna Magdalena Bach
Minuet in G from the Notebook for Anna Magdalena Bach
Minuet in G minor from the Notebook for Anna Magdalena Bach
Musette in D from the Notebook for Anna Magdalena Bach
Minuet in F Wolfgang Amadeus Mozart
Ecossaise in G Ludwig van Beethoven
Sonatina in G Ludwig van Beethoven
I Allegretto
II Romanze
Sonatina (In the Antique Style) Op. 157, No. 4 Fritz Spindler
I Allegro
The Wild Horseman, Op. 68, No. 8 Robert Schumann
Fur Elise (Famous Page 1) Ludwig van Beethoven
Spinning Song, Op. 14, No. 4 Albert Elmenreich
Arabesque, Op. 100, No. 2 Friedrich Burgm�ller
Ballade, Op. 100, No. 15 Friedrich Burgm�ller
Solfeggietto Carl Philipp Emanuel Bach
Toccatina, Op. 27, No. 12 Dmitri Kabalevsky
Fur Elise (Complete) Ludwig van Beethoven
Sonatina, Op. 55, No. 1 Friedrich Kuhlau
I Allegro
Sonatina, Op. 36, No. 3 Muzio Clementi
I Spiritoso
La V�locit�, Op. 109, No. 10 Friedrich Burgm�ller


These are the documents that I have used to introduce classical music to my piano students. No note is presented without its corresponding proper fundamental technique (fingering). In other words, there is no such thing as a note separate from its hand position and fingering.

The hand position notation is used to better communicate what exactly is being demanded of the student. Students? repertoire is no longer limited by their music staff reading ability. Nor do they suffer from their own painful inability to solve technical issues. This approach restores ?playing music on the piano? to primacy and supports ?helping a student play music on the piano? as the central activity of the piano lesson.

Weak students are able to play real (not simplified) music and not feel penalized. Strong students complete their preparation even more efficiently. In all cases, spending less time on fingering means more time for higher levels of musicianship: coordination, pedaling, physical technique, control, tone, dynamics, tempo, rhythm, articulation, phrasing, expression, emotion, drama, compositional analysis, and historical context.

Good luck!
Scott Camp
scottcampislandpiano@gmail.com

German - English - French.

In the compilation of this collection of studies, the author was moved principally by the desire to produce a work which would introduce the student gradually to all the problems of the piano technique, give him confidence and technical facilities, develop his pianistic gifts, and thus provide him with the technical and musical background to enable him to master the purely musical material without too great an effort. Studies are also useful in developing a musical sense, if played with taste and charm and not practiced in a dull and mechanical manner. The more gradually the technical difficulties are introduced, the more will be gained from these studies from the purely musical side. The majority of the studies in the first volume have been chosen purposely in the triad form, along with those in diatonic scales. Proceeding from the triad, the student is afforded to the opportunity of combining these exercises with his other musical studies. Ear training is given practical application by singing the triad to the syllables la or do mi sol (or bi gu la), and then playing it in different positions. Short verses of folk or children's songs within a range of five tones can also be played in the same way so that the transposition of the first exercises into other keys will no longer offer any great difficulties for an ordinary musical ear. In this way, the student is gradually introduced to the chromatic signs, tonally and technically, which makes it possible to use other keys than C major much earlier than usual, as is suggested in the present work. Attention should also be paid to dynamics. first awaken a sense of the contrast between loud and soft tones by practical illustration, which the student should then imitate on the instrument. He himself must decide if his tone corresponds to his musical intentions, which accustoms him from the start to listen critically to his own playing. In the first exercises, the right hand part in the original has been divided between both hands for pedagogic reasons, without altering the melodic line of the original. A number of studies have been transposed into other keys.

Digital piano sheet music for the UNDERTALE� Complete Piano Score. Contains all 101 songs from the UNDERTALE soundtrack! Yes, all.

200 pages, composed by Toby Fox, adapted by David Peacock.

Once Upon a Time
Start Menu
Your Best Friend
Fallen Down
Ruins
Uwa!! So Temperateand#9835;
Anticipation
Unnecessary Tension
Enemy Approaching
Ghost Fight
Determination
Home
Home (Music Box)
Heartache
sans.
Nyeh Heh Heh!
Snowy
Uwa!! So Holidayand#9835;
Dogbass
Mysterious Place
Dogsong
Snowdin Town
Shop
Bonetrousle
Dating Start!
Dating Tense!
Dating Fight!
Premonition
Danger Mystery
Undyne
Waterfall
Run!
Quiet Water
Memory
Bird That Carries You Over A Disproportionately Small Gap
Dummy!
Pathetic House
Spooktune
Spookwave
Ghouliday
Chill
Thundersnail
Temmie Village
Tem Shop
NGAHHH!!
Spear of Justice
Ooo
Alphys
It's Showtime!
Metal Crusher
Another Medium
Uwa!! So HEATS!!and#9835;
Stronger Monsters
Hotel
Can You Really Call This A Hotel, I Didn't Receive A Mint On My Pillow Or Anything
Confession
Live Report
Death Report
Spider Dance
Wrong Enemy !?
Oh! One True Love
Oh! Dungeon
It's Raining Somewhere Else
CORE Approach
CORE
Last Episode!
Oh My...
Death By Glamour
For The Fans
Long Elevator
Undertale
Song That Might Play When You Fight Sans
The Choice
Small Shock
Barrier
Bergentr�ckung
ASGORE
You Idiot
Your Best Nightmare
Finale
An Ending
She's Playing Piano
Here We Are
Amalgam
Fallen Down (Reprise)
Don't Give Up
Hopes And Dreams
Burn In Despair!
SAVE The World
His Theme
Final Power
Reunited
Menu (Full)
Respite
Bring It In, Guys!
Last Goodbye
But The Earth Refused To Die
Battle Against A True Hero
Power Of "NEO"
MEGALOVANIA
Good Night
Produced by Materia Editions/Materia Collective. � 2019 Materia Collective LLC

Drill & Excel On the Piano Book 3 is a 145-page book for the early intermediate student. This includes everything a student will need for their lesson and learning the skill and concepts of playing the piano. It starts with 2 assignment pages for the week?s assignments. Followed by note pages for the student or the instructor to make. The first chapter starts with a recap for books 1 and 2, so no important foundational steps are missed if the intermediate student starts with this book. Then starting with chapter 2, Drill & Excel On the Piano Book 3 introduces new rhythms, the 16th notes and rests, and triplets. The exercises get more challenging for the intermediate student, with lots of special exercises for skills needed. Special exercises include dynamic training, finger independence, finger pedaling, and more. For the scales, playing them in multiple octaves are introduced, along with the 2 new scales, A and F. What?s new in Drill & Excel On the Piano book 3 is TONS of new theory! Diatonic intervals were introduced in the 3rd chapter of book 2, so chromatic (altered) intervals are introduced in the 2nd chapter, along with triads and triad numbers in the 3rd chapter. It doesn?t stop there; it also includes plenty of assignment worksheets, so the student has a repetitive written assignment for deeper learning! And the best part, 60 original songs beautifully written to teach what is taught in each chapter. Songs are melodic and fun to play, introducing a new style of music with each song. The author gives commentary for each song. Most method books merely offer songs with little information, but the ?Drill & Excel On the Piano? book series offers not only plenty of songs, but everything the student needs for all concepts, information, and skill needed to take the early intermediate student to the next level.