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Quatuor à cordes: 2 violons, alto, violoncelle
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Vous avez sélectionné:
I Don't Know What I'd Do Without You
Partitions à imprimer
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I Don't Know What I'd Do Without You from A Gentleman's Guide to Love and Murder - Piano/Vocal/Chords, Singer Pro
Piano, Voix
Steven Lutvak - I Don't Know What I'd Do Without You Digital Sheetmusic - instan…
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Steven Lutvak - I Don't Know What I'd Do Without You Digital Sheetmusic - instantly downloadable sheet music plus an interactive, downloadable digital sheet music file (this arrangement contains complete lyrics), scoring: Piano/Vocal/Chords;Singer Pro, instruments: Voice;Piano; 6 pages -- Show/Broadway~~Musical
$5.50
5.01 €
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Piano, Voix
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Piano/Vocal/Chords, Singer Pro
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Musicnotes
I Don't Know What I'd Do Without You
Piano, Voix
Composed by Robert L. Freedman and Steven Lutvak. Broadway; Musical/Show. PV. 6 pages. Pub…
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Composed by Robert L. Freedman and Steven Lutvak. Broadway; Musical/Show. PV. 6 pages. Published by Hal Leonard - Digital Sheet Music
$4.99
4.54 €
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Piano, Voix
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Robert L
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Musical/Show
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I Don't Know What I'd Do Without You
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Hal Leonard - Digital Sheet Music
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SheetMusicPlus
Steven Lutvak: I Don't Know What I'd Do Without You - voice & piano
Piano, Voix
Instantly printable sheet music by Steven Lutvak for voice & piano of MEDIUM skill lev…
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Instantly printable sheet music by Steven Lutvak for voice & piano of MEDIUM skill level. / musical/show,broadway
$6.97
6.35 €
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Piano, Voix
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Steven Lutvak
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Virtualsheetmusic
Sunday Bloody Sunday
Quatuor à cordes: 2 violons, alto, violoncelle
String Quartet Cello,String Quartet,Viola,Violin - Level 4 - Digital Download SKU: A0.1…
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String Quartet Cello,String Quartet,Viola,Violin - Level 4 - Digital Download SKU: A0.1153128 By U2. By U2. Arranged by Kyle Pudenz. Celtic,Contemporary,Irish,Pop,Rock. Score and parts. 30 pages. ViolinVagabond Music #753361. Published by ViolinVagabond Music (A0.1153128). One does not simply walk into their local music store to find a string arrangement like this one... Unlike much of what you'll find out in the world of cheap gig music, this was in fact written BY a string player who has played in symphony orchestras, rock bands, and everything in between; who knows what gigging as a quartet looks like, but also what will wow your audiences without requiring weeks of rehearsal to prepare. So leave your days of sight-reading through piano scores behind and give your quartet some firepower with this hard hitting chart, that will surely enable your ensemble to do at least a little justice to this legendarily emotional banger from Ireland's finest! Bono's soaring vocal melodies on this tune offer more than enough material on their own to tug at an audience's heartstrings, but in this chart you'll also find faithful adaptations of the iconic guitar & bass parts (performed by cello & viola) that truly make this song one of a kind. Using extended string techniques like chopping & strum bowing, you'll feel as if you're rocking out with the band... with no need to hire those annoying extra musicians. But as we all know, strings have much more to offer dynamically than simply plodding along mimicking a rock band, so I've taken several select moments in this chart to break away briefly from those driving grooves into more open, contemplative textures, truly allowing this instrumentation to shine in its own unique way. All of that said, maybe rhythmic string playing isn't your thing and you just need a chart that classical string players can read through on a cocktail gig where the buyer clearly doesn't pay attention to the lyrical content of their song requests. If that's the case, I've provided a couple alternate figures at the back of the book that can be used to replace the percussive stuff in the viola part, making it much simpler without sacrificing too much of the energy. OR if you want to go even further, maybe you DO want to hire that band after all so you can just relax and play some melody lines. Lucky for you I have included a rhythm section lead sheet as part of the music packet, so that any auxiliary musicians you want to add in will be able to follow along with ease. If you have absolutely no idea what chopping and strum bowing are, and you'd like to expand your horizons and learn a bit more, I highly recommend this resource: https://strum-bowing-groove-academy.teachable.com?coupon_code=KYLE20&affcode=459429_z8y3atf As mentioned before though, these techniques are not 100% necessary to handle this arrangement, so feel free to experiment on your own and add them in as you feel comfortable. Enjoy this chart, and don't be afraid to do a little head-banging once that groove really locks in! Performance time - approximately 4:05-4:20 depending on how hard you want to push the tempo Questions? Feel free to contact me via my website, www.kylepudenz.com/ or on the 'Insta @theviolinvagabond
$19.99
18.2 €
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Quatuor à cordes: 2 violons, alto, violoncelle
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U2
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Kyle Pudenz
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Sunday Bloody Sunday
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ViolinVagabond Music
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SheetMusicPlus
20 Classical Piano Pieces for Elementary Piano Students (with all piano fingering)
Piano Facile
Composed by Various. Arranged by Scott Camp. Classical Period, Etudes and Exercises, …
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Composed by Various. Arranged by Scott Camp. Classical Period, Etudes and Exercises, Repertoire, Technique Training, Recital. 75 pages. Published by Scott Camp
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. <br> <br> In my experience, every elementary piano student should be given the opportunity to successfully play:<br> Spinning Song (even if you leave out the middle section at first)<br> Minuet in G (page one)<br> Fur Elise (page one)<br> <br> Eventually, they should experience (if not master--that's ultimately up to them) each piece in this collection. <br> <br> 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. <br> <br> "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.<br> <br> 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. <br> <br> So... both hands need to be rehearsed (better word than "practiced") until the correct execution is the "default" behavior. <br> <br> 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. <br> <br> "Practice Makes... "<br> <br> If you said "Perfect" then you've fallen into a sinister trap. <br> <br> "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. <br> <br> Here's the process in general:<br> 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?<br> <br> That's something for us professionals to consider.<br> <br> <br> 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!<br> <br> Contents<br> <br> Minuet in G from the Notebook for Anna Magdalena Bach<br> Minuet in G from the Notebook for Anna Magdalena Bach<br> Minuet in G minor from the Notebook for Anna Magdalena Bach<br> Musette in D from the Notebook for Anna Magdalena Bach<br> Minuet in F Wolfgang Amadeus Mozart<br> Ecossaise in G Ludwig van Beethoven<br> Sonatina in G Ludwig van Beethoven<br> I Allegretto<br> II Romanze<br> Sonatina (In the Antique Style) Op. 157, No. 4 Fritz Spindler<br> I Allegro <br> The Wild Horseman, Op. 68, No. 8 Robert Schumann<br> Fur Elise (Famous Page 1) Ludwig van Beethoven<br> Spinning Song, Op. 14, No. 4 Albert Elmenreich<br> Arabesque, Op. 100, No. 2 Friedrich Burgmüller<br> Ballade, Op. 100, No. 15 Friedrich Burgmüller<br> Solfeggietto Carl Philipp Emanuel Bach<br> Toccatina, Op. 27, No. 12 Dmitri Kabalevsky<br> Fur Elise (Complete) Ludwig van Beethoven<br> Sonatina, Op. 55, No. 1 Friedrich Kuhlau<br> I Allegro <br> Sonatina, Op. 36, No. 3 Muzio Clementi<br> I Spiritoso <br> La Vélocité, Op. 109, No. 10 Friedrich Burgmüller<br> <br> <br> 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. <br> <br> 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. <br> <br> 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.<br> <br> Good luck!<br> Scott Camp<br> scottcampislandpiano@gmail.com 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. <br> <br> In my experience, every elementary piano student should be given the opportunity to successfully play:<br> Spinning Song (even if you leave out the middle section at first)<br> Minuet in G (page one)<br> Fur Elise (page one)<br> <br> Eventually, they should experience (if not master--that's ultimately up to them) each piece in this collection. <br> <br> 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. <br> <br> "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.<br> <br> 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. <br> <br> So... both hands need to be rehearsed (better word than "practiced") until the correct execution is the "default" behavior. <br> <br> 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. <br> <br> "Practice Makes... "<br> <br> If you said "Perfect" then you've fallen into a sinister trap. <br> <br> "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. <br> <br> Here's the process in general:<br> 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?<br> <br> That's something for us professionals to consider.<br> <br> <br> 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!<br> <br> Contents<br> <br> Minuet in G from the Notebook for Anna Magdalena Bach<br> Minuet in G from the Notebook for Anna Magdalena Bach<br> Minuet in G minor from the Notebook for Anna Magdalena Bach<br> Musette in D from the Notebook for Anna Magdalena Bach<br> Minuet in F Wolfgang Amadeus Mozart<br> Ecossaise in G Ludwig van Beethoven<br> Sonatina in G Ludwig van Beethoven<br> I Allegretto<br> II Romanze<br> Sonatina (In the Antique Style) Op. 157, No. 4 Fritz Spindler<br> I Allegro <br> The Wild Horseman, Op. 68, No. 8 Robert Schumann<br> Fur Elise (Famous Page 1) Ludwig van Beethoven<br> Spinning Song, Op. 14, No. 4 Albert Elmenreich<br> Arabesque, Op. 100, No. 2 Friedrich Burgmüller<br> Ballade, Op. 100, No. 15 Friedrich Burgmüller<br> Solfeggietto Carl Philipp Emanuel Bach<br> Toccatina, Op. 27, No. 12 Dmitri Kabalevsky<br> Fur Elise (Complete) Ludwig van Beethoven<br> Sonatina, Op. 55, No. 1 Friedrich Kuhlau<br> I Allegro <br> Sonatina, Op. 36, No. 3 Muzio Clementi<br> I Spiritoso <br> La Vélocité, Op. 109, No. 10 Friedrich Burgmüller<br> <br> <br> 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. <br> <br> 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. <br> <br> 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.<br> <br> Good luck!<br> Scott Camp<br> scottcampislandpiano@gmail.com
$3.99
3.63 €
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Piano Facile
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Various
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20 Classical Piano Pieces for Elementary Piano Students
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Scott Camp
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SheetMusicPlus
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