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Things I Never Said
Sheetmusicplus
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--INSTRUMENTS--
ACCORDEON
ALTO
AUTOHARPE
BANJO
BASSE
BASSON
BATTERIE
BOUZOUKI
CHORALE - CHAN…
CITHARE
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Vous avez sélectionné:
Things I Never Said
SheetMusicPlus
Partitions à imprimer
12 partitions trouvées
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1
Things I Never Said
Voix, Guitare
By Dusan Bogdanovic (1955-). For guitar and voice. Level 4. 8 pages. Published by Les Edit…
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By Dusan Bogdanovic (1955-). For guitar and voice. Level 4. 8 pages. Published by Les Editions Doberman-Yppan (digital)
$9.95
9.17 €
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Voix, Guitare
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Dusan Bogdanovic
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Things I Never Said
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Les Editions Doberman-Yppan
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SheetMusicPlus
The Things I Never Said
Piano, Voix
Piano/vocal - Digital Download SKU: HX.289658 Composed by Alan Zachary and Michael …
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Piano/vocal - Digital Download SKU: HX.289658 Composed by Alan Zachary and Michael Weiner. Broadway,Musical/Show. 7 pages. Published by Hal Leonard - Digital (HX.289658).
$4.99
4.6 €
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Piano, Voix
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Alan Zachary and Michael Weiner
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The Things I Never Said
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Hal Leonard - Digital
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SheetMusicPlus
All Good Things Start with A Dream
Marimba
Instrumental Duet Instrumental Duet,Marimba,Voice - Level 4 - Digital Download SKU: A0.…
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Instrumental Duet Instrumental Duet,Marimba,Voice - Level 4 - Digital Download SKU: A0.939366 Composed by Adam B. Grim. Concert,Contemporary,Standards. Score and parts. 5 pages. Adam B. Grim #4331275. Published by Adam B. Grim (A0.939366). The marimba piece All Good Things Start With a Dream comes from seeing the sunrise and sunset across many places in the United States during Ohio Northern’s National Singers Tour of 2016. As I was sitting in the back of our host’s car, my friend Shawn was talking to our gracious host about his aspirations of becoming a teacher even though he was starting later in life. During the conversation, we were driving across the prairie to the home we would be staying in. As our host said, Follow your dreams, and your life will never be boring Shawn replied, Oh definitely. I believe that all good things start with a dream. That is the inspiration for this piece. Sunrise, inspiration, and a dream.
$9.00
8.3 €
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Marimba
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Adam B
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All Good Things Start with A Dream
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Adam B. Grim
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SheetMusicPlus
The Polliwog (Tadpole)
Chorale 2 parties
Choral Choir (SA) - Level 1 - Digital Download SKU: A0.510166 Composed by words and…
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Choral Choir (SA) - Level 1 - Digital Download SKU: A0.510166 Composed by words and music by Glyn Lehmann. Children,Contemporary. Octavo. 5 pages. Glyn Lehmann #3507863. Published by Glyn Lehmann (A0.510166). There's a strange creature lurking down at the waterhole!Some say it has no arms or legs, just a long tail and a big head. Others say it has long legs, a stumpy tail and big bulgy eyes. Sounds scary! Are you brave enough to find out for yourself?A fun song for children between 5 and 9 years. They will learn about the polliwog (here's a clue; it's usually called a tadpole, ssh!). Along the way there's a subtle message about facing fears and finding things out for yourself.For 2-parts (easy) or unison.The Polliwogwords and music by Glyn LehmannCHORUSHave you ever seen a polliwogHiding in the water underneath a logLurking in the shadowsGrowing every dayI hope I never see a polliwog!No I never want to see a polliwog!Verse 1Someone said they saw a polliwogDown at the waterhole chasing a dogIt had no arms and it had no legsA long swishy tail and a great big headCHORUSVerse 2Someone said they saw a polliwogDown at the waterhole chasing a dogIt had two arms and two short legsA short stumpy tail and a great big headCHORUSVerse 3Someone said they saw a polliwogDown at the waterhole chasing a dogIt had a round body and two long legsAnd big bulgy eyes on the top of its head Coda AI began to wonder about the polliwogWhy was it changing, could it chase a dog?Although I was frightenedI must be brave I really want to see a polliwogYes I really want to see a polliwog!Coda BDown at the waterhole with my dogI went looking for the polliwogWaiting by the water sitting on a logUp jumped a little green frog(spoken) And it chased my dog! Woof!© 2013 Glyn Lehmann
$1.99
1.83 €
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Chorale 2 parties
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words and music by Glyn Lehmann
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The Polliwog
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Glyn Lehmann
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SheetMusicPlus
Epithalamium - Watch my wings flutter - Cupid sings alto (mp3)
Alto Voice,Guitar - Level 4 - Digital Download SKU: A0.1292837 By David Warin Solom…
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Alto Voice,Guitar - Level 4 - Digital Download SKU: A0.1292837 By David Warin Solomons. By David Warin Solomons. 20th Century,Comedy,Contemporary. Full Performance. Duration 142. David Warin Solomons #883417. Published by David Warin Solomons (A0.1292837). I introduced a soprano to our choir conductor. She joined the choir ... and the two of them married quite soon afterwards! Things sometimes move quickly in London city churches!  I wrote this epithalamium for them and sang it at their wedding.You may hear the flutter of tiny wings and it's not the white-eyed angel above the organ. watch my wings flutter It's not the angelic soprano in the days of her youth and it's not the big burly bass and it's not the gloria in excelsis Rector 'Cos ev'ry body knows that Cupid sings alto Watch my wings flutter Now this Cupid brought a soprano in and he introduced her for an audition watch her heart flutter! She sang very sweetly and purely in the days of her youth and found favour with the maestro and the gloria in excelsis Rector said Well I never knew that Cupid sang alto. Watch his wings flutter!You may hear the flutter of tiny wings tiny wings tiny wings...
$4.50
4.15 €
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David Warin Solomons
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Epithalamium - Watch my wings flutter - Cupid sings alto
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David Warin Solomons
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SheetMusicPlus
Epithalamium - Watch my wings flutter - Cupid sings alto
Piano, Voix et Guitare
Guitar,Piano,Vocal,Voice - Level 4 - Digital Download SKU: A0.1292836 By David Wari…
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Guitar,Piano,Vocal,Voice - Level 4 - Digital Download SKU: A0.1292836 By David Warin Solomons. By David Warin Solomons. 20th Century,Comedy,Contemporary. Score. 4 pages. David Warin Solomons #883416. Published by David Warin Solomons (A0.1292836). I introduced a soprano to our choir conductor. She joined the choir ... and the two of them married quite soon afterwards! Things sometimes move quickly in London city churches!  I wrote this epithalamium for them and sang it at their wedding.You may hear the flutter of tiny wings and it's not the white-eyed angel above the organ. watch my wings flutter It's not the angelic soprano in the days of her youth and it's not the big burly bass and it's not the gloria in excelsis Rector 'Cos ev'ry body knows that Cupid sings alto Watch my wings flutter Now this Cupid brought a soprano in and he introduced her for an audition watch her heart flutter! She sang very sweetly and purely in the days of her youth and found favour with the maestro and the gloria in excelsis Rector said Well I never knew that Cupid sang alto. Watch his wings flutter!You may hear the flutter of tiny wings tiny wings tiny wings...
$9.00
8.3 €
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Piano, Voix et Guitare
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David Warin Solomons
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Epithalamium - Watch my wings flutter - Cupid sings alto
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David Warin Solomons
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SheetMusicPlus
The Story Of Reuben Clamzo & His Strange Daughter
Chorale TTBB
Choral Choir (TTBB) - Level 2 - Digital Download SKU: A0.1270160 By Arlo Guthrie. B…
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Choral Choir (TTBB) - Level 2 - Digital Download SKU: A0.1270160 By Arlo Guthrie. By Arlo Guthrie. Arranged by Craig Hanson. A Cappella,Comedy,Folk. Octavo. 6 pages. Edition Craig Hanson #862589. Published by Edition Craig Hanson (A0.1270160). For TTBB chorus a cappella and solo voice. As performed by Arlo Guthrie.Wanna hear something? You know that Indians never ate clams. They didn't have linguini! And so what happened was that clams was allowed to grow unmolested in the coastal waters of America for millions of years. And they got big, and I ain't talking about clams in general, I'm talking about each clam! Individually. I mean each one was a couple of million years old or older. So imagine they could have got bigger than this whole room. And when they get that big, God gives them little feet so that they could walk around easier. And when they get feet, they get dangerous. I'm talking about real dangerous. I ain't talking about sitting under the water waiting for you. I'm talking about coming after you.Imagine being on one of them boats coming over to discover America, like Columbus or something, standing there at night on watch, everyone else is either drunk or asleep. And you're watching for America and the boat's going up and down. And you don't like it anyhow but you gotta stand there and watch, for what? Only he knows, and he ain't watching. You hear the waves lapping against the side of the ship. The moon is going behind the clouds. You hear the pitter patter of little footprints on deck. ‘Is that you kids?’ It ain't! My god! It's this humongous, giant clam!Imagine those little feet coming on deck. A clam twice the size of the ship. Feet first. You're standing there shivering with fear, you grab one of these. This is a belaying pin. They used to have these stuck in the holes all around the ship… You probably didn't know what this is for; you probably had an idea, but you were wrong. They used to have these stuck in the holes all along the sides of the ship, everywhere. You wouldn't know what this is for unless you was that guy that night.I mean, you'd grab this out of the hole, run on over there, bam bam on them little feet! Back into the ocean would go a hurt, but not defeated, humongous, giant clam. Ready to strike again when opportunity was better.You know not even the coastal villages was safe from them big clams. You know them big clams had an inland range of about 15 miles. Think of that. I mean our early pioneers and the settlers built little houses all up and down the coast you know. A little inland and stuff like that and they didn't have houses like we got now, with bathrooms and stuff. They built little privies out back. And late at night, maybe a kid would have to go, and he'd go stomping out there in the moonlight. And all they'd hear for miles around...(loud clap/belch).... One less kid for America. One more smiling, smurking, humongous, giant clam.So Americans built forts. Them forts --you know—them pictures of them forts with the wooden points all around. You probably thought them points was for Indians but that's stupid! 'Cause Indians know about doors. But clams didn't. Even if a clam knew about a door, so what? A clam couldn't fit in a door. I mean, he'd come stomping up to a fort at night, put them feet on them points, jump back crying, tears coming out of them everywhere. But Americans couldn't live in forts forever. You couldn't just build one big fort around America. How would you go to the beach?So what they did was they formed groups of people. I mean they had groups of people all up and down the coast form these little alliances. Like up North it was call the Clamshell Alliance. And farther down South it was called the Catfish Alliance. They had these Alliances all up and down the coast defending themselves against these threatening monsters. These humongous giant clams. Andt hey'd go out there, if there was maybe fifteen of them they'd be singing songs in fifteen part harmony. And when one part disappeared, that's how they knew where the clam would be.Which is why Americans only sing in four part harmony to this very day. That proved to be too dangerous. See, what they did was they'd be singing these songs called Clam Chanties, and they'd have these big spears called clampoons. And they'd be walking up and down the beach and the method they eventually devised where they'd have this guy, the most strongest heavy duty true blue American, courageous type dude they could find and they'd have him out there walking up and down the beach by himself with other chicken dudes hiding behind the sand dunes somewhere.He'd be singing the verses. They'd be singing the chorus, and clams would hear 'em. And clams hate music. So clams would come out of the water and they'd come after this one guy. And all you'd see pretty soon was flying all over the sand flying up and down the beach manmanclamclammanmanclam manclamclamman up and down the beach going this way and that way up the hills in the water out of the water behind the trees everywhere. Finally the man would jump over a big sand dune, roll over the side, the clam would come over the dune, fall in the hole and fourteen guys would come out there and stab the shit out of him with their clampoons.That's the way it was. That was one way to deal with them. The other way was to weld two clams together. [I don't believe it. I'm losing it. Hey. What can you do. Another night shot to hell.] Hey, this was serious back then. This was very serious. I mean these songs now are just piddly folk songs. But back then these songs were controversial. These was radical, almost revolutionary songs. Because times was different and clams was a threat to America. That's right. So we want to sing this song tonight about the one last... You see what they did was there was one man, he was one of these men, his name will always be remembered, his name was Reuben Clamzo, and he was one of the last great clam men there ever was. He stuck the last clam stab. The last clampoon into the last clam that was ever seen on this continent. Knowing he would be out of work in an hour. He did it anyway so that you and me could go to the beach in relative safety. That's right. Made America safe for the likes of you and me. And so we sing this song in his memory. He went into whaling like most of them guys did and he got out of that, when he died. You know, clams was much more dangerous than whales. Clams can run in the water, on the water or on the ground, and they are so big sometimes that they can jump and they can spread their kinda shells and kinda almost fly like one of them flying squirrels.You could be standing there thinking that your perfectly safe and all of a sudden whop.... That's true... And so this is the song of this guy by the name of Reuben Clamzo and the song takes place right after he stabbed this clam and the clam was, going through this kinda death dance over on the side somewhere. The song starts there and he goes into whaling and takes you through the next...I sing the part of the guy on the beach by himself. I go like this: Poor old Reuben Clamzo and you go Clamzo Boys Clamzo. That's the part of the fourteen chicken dudes over on the other side. That's what they used to sing. They'd be calling these clams out of the water. Like taunting them making fun of them. Clams would get real mad and come out. Here we go. I want you to sing it in case you ever have an occasion to join such an alliance. You know some of these alliances are still around. Still defending America against things like them clams. If you ever wants to join one, now you have some historic background. So you know where these guys are coming from. It's not just some 60's movement or something, these things go back a long time.Notice the distinction you're going to have to make now between the first and easy Clamzo Boys Clamzo and the more complicated Clamzo Me Boys Clamzo. Stay serious! Folk songs are serious. That's what Pete Seeger told me. Arlo I only want to tell you one thing... Folk songs are serious. I said right. Let's do it in C for Clam...Iet's do it in B... For boy that's a big clam... Iet' s do it in G for Gee, I hope that big clam don't see me. Let's do it in F... For …he sees me. Let's do it back in A...for a clam is coming. Better get this song done quick. The Story of Reuben Clamzo and His Strange Daughter in the Key of A.
$3.99
3.68 €
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Chorale TTBB
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Arlo Guthrie
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Craig Hanson
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The Story Of Reuben Clamzo & His Strange Daughter
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Edition Craig Hanson
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SheetMusicPlus
Written in the Stars
Chorale SATB
Choral Choir (SATB) - Level 4 - Digital Download SKU: A0.1157142 Composed by Sally …
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Choral Choir (SATB) - Level 4 - Digital Download SKU: A0.1157142 Composed by Sally Whitwell. Classical,Contemporary. Octavo. 15 pages. Sally Whitwell #757469. Published by Sally Whitwell (A0.1157142). Written in the Stars -- text and music by Sally Whitwell Written in the Stars was originally conceived in the aftermath of the 2019-2020 bushfire season, the most destructive Australia has yet seen. At the time, we thought things couldn’t get worse, but then followed more extreme weather events, insect and rodent plagues, and a deadly pandemic that brought the world to its knees. All these things are connected, the result of humanity’s exploitative relationship with the planet and its other inhabitants. But we continue to deny the problems and to fail to act. As a species, in our more optimistic moments, we talk about having great opportunities to reinvent, that to live the status quo means that we will be faced with an untenable future. Talking about it is one thing but as far as I see it, we are not taking any opportunities to act. It is clear that we do not learn from our mistakes. As Spanish American writer George Santayana once said “Those who cannot remember the past are condemned to repeat it.†It is from this notion that this song was born. Written in the Stars is about society’s propensity to go through cycles of behaviour, never learning from the mistakes of the past. Written in the Stars was originally commissioned by Adelaide Chamber Singers, directed by Carl Crossin. Sally Whitwell January 2023.
$1.99
1.83 €
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Chorale SATB
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Sally Whitwell
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Written in the Stars
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Sally Whitwell
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SheetMusicPlus
Yuki-Onna (piano solo)
Piano seul
Piano Solo - Level 4 - Digital Download SKU: A0.1127867 Composed by Philip Le Bas. …
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Piano Solo - Level 4 - Digital Download SKU: A0.1127867 Composed by Philip Le Bas. Chamber,Classical,Folk,Multicultural,World. Score. 9 pages. Philip Le Bas #728476. Published by Philip Le Bas (A0.1127867). Incidental music composed for piano in four parts by Philip Le Bas to accompany the Japanese folk tale (ghost story) Yuki-Onna (Snow Woman). This work developed out of a cross-cultural project initiated at Morley College, London, in early 2019, aiming to create a melodrama for piano solo and spoken voice to be performed in northern Japan later in the year by young students of the piano. It is based on the ghost-story above, which is widely known in Japan. The tale was transcribed and published by Lafcadio Hearn (Koizumi Yakumo) in 1904 as part of his book “Kwaidan: Stories and Studies of Strange Thingsâ€, a collection that has been highly influential in expressing popular Japanese culture over the past century. Synopsis of the tale of Yuki-Onna: Two wood-cutters, Mosaku and his apprentice Minokichi, encounter a terrible snow-storm and take shelter in an empty hut by a river. The storm gets worse and worse, but they both finally fall asleep. When Minokichi wakes, he sees a woman all in white bending over Mosaku breathing bright white smoke onto his face. She then approaches Minokichi. She is very beautiful, but her eyes make him afraid. After a while she says, “I intended to do the same to you as I did to the old man, but I feel pity for you because you are a pretty young man. If you ever tell anybody what you have seen, however, I will kill you too.†And she vanishes into the snow storm. It is then that Minokichi discovers Mosaku dead on the floor of the hut. Years later Minokichi meets a beautiful girl, who calls herself O-Yuki. He falls in love with her and they live together in his house, along with his mother, who fortunately takes a liking to her new “honourable daughter-in-law.†Over the years O-Yuki gives birth to ten children and the villagers all agree that she is a wonderful person. But she is somehow different from them, as she continues to look young and fresh, despite the passing years. Minokichi often thinks of telling O-Yuki about the events of years ago, and eventually, as he is gazing at her beauty one night, he can resist it no more. He begins to tell her about the snow storm and the terrifying snow-woman. To his horror O-Yuki becomes more and more angry, and she finally says: “It was me, it was me,… and I said I would kill you if you ever told anyone! But for these children asleep here, I would do so this very moment! You had better take very good care of them; for if ever they have reason to complain of you, I will treat you as you deserve!†As she screams at him her voice becomes thin, like the crying of the wind, and she melts into a bright white mist spiraling into the roof-beams. At that moment it starts to snow, but O-Yuki is never seen again.
$5.99
5.52 €
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Piano seul
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Philip Le Bas
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Yuki-Onna
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Philip Le Bas
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SheetMusicPlus
Yuki-Onna (piano 4-hands)
1 Piano, 4 mains
1 Piano,4 Hands,Piano Duet - Level 4 - Digital Download SKU: A0.1127872 Composed by…
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1 Piano,4 Hands,Piano Duet - Level 4 - Digital Download SKU: A0.1127872 Composed by Philip Le Bas. Chamber,Classical,Contemporary,Multicultural,World. Score. 12 pages. Philip Le Bas #728481. Published by Philip Le Bas (A0.1127872). Incidental music composed for piano duet (4-hands) in four parts by Philip Le Bas to accompany the Japanese folk tale (ghost story) Yuki-Onna (Snow Woman). This piano duet developed out of a cross-cultural project initiated at Morley College, London, in early 2019, aiming to create a melodrama for piano solo and spoken voice to be performed in northern Japan later in the year by young students of the piano. It is based on the ghost-story above, which is widely known in Japan. The tale was transcribed and published by Lafcadio Hearn (Koizumi Yakumo) in 1904 as part of his book “Kwaidan: Stories and Studies of Strange Thingsâ€, a collection that has been highly influential in expressing popular Japanese culture over the past century. Synopsis of the tale of Yuki-Onna: Two wood-cutters, Mosaku and his apprentice Minokichi, encounter a terrible snow-storm and take shelter in an empty hut by a river. The storm gets worse and worse, but they both finally fall asleep. When Minokichi wakes, he sees a woman all in white bending over Mosaku breathing bright white smoke onto his face. She then approaches Minokichi. She is very beautiful, but her eyes make him afraid. After a while she says, “I intended to do the same to you as I did to the old man, but I feel pity for you because you are a pretty young man. If you ever tell anybody what you have seen, however, I will kill you too.†And she vanishes into the snow storm. It is then that Minokichi discovers Mosaku dead on the floor of the hut. Years later Minokichi meets a beautiful girl, who calls herself O-Yuki. He falls in love with her and they live together in his house, along with his mother, who fortunately takes a liking to her new “honourable daughter-in-law.†Over the years O-Yuki gives birth to ten children and the villagers all agree that she is a wonderful person. But she is somehow different from them, as she continues to look young and fresh, despite the passing years. Minokichi often thinks of telling O-Yuki about the events of years ago, and eventually, as he is gazing at her beauty one night, he can resist it no more. He begins to tell her about the snow storm and the terrifying snow-woman. To his horror O-Yuki becomes more and more angry, and she finally says: “It was me, it was me,… and I said I would kill you if you ever told anyone! But for these children asleep here, I would do so this very moment! You had better take very good care of them; for if ever they have reason to complain of you, I will treat you as you deserve!†As she screams at him her voice becomes thin, like the crying of the wind, and she melts into a bright white mist spiraling into the roof-beams. At that moment it starts to snow, but O-Yuki is never seen again.
$5.99
5.52 €
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1 Piano, 4 mains
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Philip Le Bas
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Yuki-Onna
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Philip Le Bas
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SheetMusicPlus
Rondo in C
Piano seul
Piano Solo - Level 2 - Digital Download SKU: A0.1264703 Composed by Ric Price. 20th…
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Piano Solo - Level 2 - Digital Download SKU: A0.1264703 Composed by Ric Price. 20th Century,Classical,Instructional. Score. 5 pages. Richard J Price #857533. Published by Richard J Price (A0.1264703). Music NotesThis is a piece I wrote to shape some concepts for my first/second year pianostudent daughter. I had the idea while listening to her practice by brute force –meaning the keys are repeated hit continuously at same tempo, same strength – almost as a pounding exercise. I thought nuance was not getting into her playing yet (as with most beginning students).  I wanted her to be aware of the musicality innate in a piece of music.Therefore, I loaded this piece up with all kinds of tempo changes, dynamics, etc. A little overkill, but printed music does suggest these things although it might not be written in.Concepts I was going for: Form: In this case a Rondo. Using classic ABACA. Key Relationships: C Major / A Minor. Sections B and C are in A minor, although written in key of C with the addition of sharps (leading tone G ♯). Hand Independence: Scales in one hand punctuated in the other. Scales: Scales found in both hands and the value of scales fingering in a real piece. Phrasing: How different notes are placed together to make a complete thought. Dynamics: Lots of changes written in there and how it relates to phrasing helping make the ‘complete thought.’ Articulation: Staccato vs Legato, voices opposing each other; again helping with the ‘complete thought.’ Tempo: That such a thing as flexible tempo helps with phrasing and completing that ‘complete thought’ we talked about. Pounding beat vs a larger beat: as interpretation such as dance (emphasizing the first beat instead of pounding by each beat. Notice by the tempo markings that a larger beat is called for by the markings (one beat per measure embracing the dance aspect.) Her former teacher is very talented, holds his Doctor's degree in Piano Performance and was absolutely terrific with her. That being said, Kara soon found out there were boys, and from that moment on the instructor never had a chance. She’s 38 now, loves to play this piece and still -- pounds it out. ☺.
$9.00
8.3 €
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Piano seul
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Ric Price
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Rondo in C
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Richard J Price
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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
3.68 €
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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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