Song List: A Child Of The King A Mighty Fortress Is Our God Abide with Me Amazing Grace At Calvary At the Cross Be Still, My Soul Beneath The Cross Of Jesus Beyond The Sunset Blessed Assurance Blest Be The Tie That Binds Break Thou The Bread Of Life Bringing In The Sheaves Christ Arose! Christ, the Lord, Is Risen Today Come, Thou Almighty King Come, Thou Fount Of Every Blessing Come, We That Love The Lord Come, Ye Thankful People, Come Count Your Blessings Crown Him with Many Crowns Day Is Dying In The West Face to Face with Christ My Savior Fairest Lord Jesus Faith of Our Fathers For The Beauty Of The Earth God Be With You God Of Our Fathers God Will Take Care of You Great Is Thy Faithfulness Guide Me, O Thou Great Jehovah Have Thine Own Way, Lord! He Leadeth Me He Lives He's Got The Whole World In His Hands Heavenly Sunlight Hiding In Thee His Eye Is On The Sparrow His Name Is Wonderful Holy, Holy, Holy How Firm A Foundation How Great Thou Art I Am His And He Is Mine I Am Thine, O Lord I Have Decided to Follow Jesus I Know Whom I Have Believed I Love To Tell The Story i need Thee Every hour In Christ There Is No East Or West In the Cross of Christ In the Garden It Came Upon the Midnight Clear It Is Well With My Soul Ivory Palaces Jesus Calls Us Jesus Is All The World To Me Jesus Loves Me! Jesus, Savior, Pilot Me Jesus, the Very Thought of Thee Joy To The World Just A Closer Walk With Thee Just As I Am, Without One Plea Lead Me To Calvary Leaning on the Everlasting Arms Let The Lower Lights Be Burning Love Divine, All Loves Excelling More About Jesus Would I Know More Love To Thee My Faith Looks Up To Thee My Hope Is Built On Nothing Less My Jesus, I Love Thee Near The Cross Near to the Heart of God Nearer, My God, to Thee No, Not One! Now Thank We All Our God O Come, All Ye Faithful O For A Heart To Praise My God O for a Thousand Tongues to Sing O God, Our Help In Ages Past O Happy Day Oh, How He Loves You and Me! Oh, How I Love Jesus O Little Town of Bethlehem O Love That Will Not Let Me Go O Master, Let Me Walk With Thee O Worship the King Only Trust Him Onward, Christian Soldiers Open My Eyes, That I May See Pass Me Not Rescue the Perishing Revive Us Again Rock Of Ages Safe In The Arms Of Jesus Saved By Grace Savior, Like a Shepherd Lead Us Shall We Gather at the River? Showers Of Blessing Silent Night! Holy Night! Stand Up, Stand Up for Jesus Standing On The Promises Sweet By And By Sweet Hour of Prayer Take My Life and Let It Be Take The Name Of Jesus With You Take Time To Be Holy Tell Me The Old, Old Story The Bond Of Love The Church In The Wildwood The Church's One Foundation The Light Of The World Is Jesus The Lord's My Shepherd, I'll Not Want The Old Rugged Cross This Is My Father's World 'Tis So Sweet to Trust in Jesus Trust and Obey Turn Your Eyes upon Jesus Were You There? What a Friends We Have in Jesus When I Survey the Wondrous Cross When Morning Gilds the Skies When The Roll Is Called Up Yonder Wonderful Words Of Life

The masters of the violin have left us an inheritance of numerous books of remarkable studies and caprices. But the very abundance of this precious inheritance makes that an important part of it remains without profit, because it is impossible for the pupils to acquire or study these few thousands studies scattered in fifty big volumes. Very frequently, however, these studies are not classified in a progressive manner. Result of an inspiration which the pedagogical spirit could not always dominate or guide as it liked to, the first studies address themselves sometimes to the pupils who conjugate yet their first shifts with the most easy bow strokes, while the last are always of transcendent difficulty. Whatever be the chosen studies, once the first step is sourmounted, the pupils must do great efforts to realize imperfectly and in divided movements, difficulties which are beyond them. The result of this is: a considerable loss of time and sometimes even much discouragement. It follows at all events, that instead of practising fifty or sixty caprice studies in one year\'s time, the pupils can hardly study thirty. It is the desire to remedy these multiple inconveniences, that has incited us to realize the present work and in order to accomplish it to search in the greatest works of the masters, the elements the most apt to insure rapidly to the young violinists, the most complete mecanism of the left hand and bow. These exceedingly numerous and diverse elements chosen in the old editions, have been re-examined, fingered and sometimes the nuances (shades) set by us, with the most care and then classified by degrees from the second to the eight year of study in a progressive manner. These books of studies will not bear their fruits however, unless the work is regulated from the second to the fifth year of teaching, by a good method and appropriated exercises. The studies cannot in reality during this period, replace neither a method nor the exercises, they have to be considered rather as an amplified rehearsal of elements learned elsewhere but still badly assimilated.

French.

The masters of the violin have left us an inheritance of numerous books of remarkable studies and caprices. But the very abundance of this precious inheritance makes that an important part of it remains without profit, because it is impossible for the pupils to acquire or study these few thousands studies scattered in fifty big volumes. Very frequently, however, these studies are not classified in a progressive manner. Result of an inspiration which the pedagogical spirit could not always dominate or guide as it liked to, the first studies address themselves sometimes to the pupils who conjugate yet their first shifts with the most easy bow strokes, while the last are always of transcendent difficulty. Whatever be the chosen studies, once the first step is sourmounted, the pupils must do great efforts to realize imperfectly and in divided movements, difficulties which are beyond them. The result of this is: a considerable loss of time and sometimes even much discouragement. It follows at all events, that instead of practising fifty or sixty caprice studies in one year\'s time, the pupils can hardly study thirty. It is the desire to remedy these multiple inconveniences, that has incited us to realize the present work and in order to accomplish it to search in the greatest works of the masters, the elements the most apt to insure rapidly to the young violinists, the most complete mecanism of the left hand and bow. These exceedingly numerous and diverse elements chosen in the old editions, have been re-examined, fingered and sometimes the nuances (shades) set by us, with the most care and then classified by degrees from the second to the eight year of study in a progressive manner. These books of studies will not bear their fruits however, unless the work is regulated from the second to the fifth year of teaching, by a good method and appropriated exercises. The studies cannot in reality during this period, replace neither a method nor the exercises, they have to be considered rather as an amplified rehearsal of elements learned elsewhere but still badly assimilated.

French.

The masters of the violin have left us an inheritance of numerous books of remarkable studies and caprices. But the very abundance of this precious inheritance makes that an important part of it remains without profit, because it is impossible for the pupils to acquire or study these few thousands studies scattered in fifty big volumes. Very frequently, however, these studies are not classified in a progressive manner. Result of an inspiration which the pedagogical spirit could not always dominate or guide as it liked to, the first studies address themselves sometimes to the pupils who conjugate yet their first shifts with the most easy bow strokes, while the last are always of transcendent difficulty. Whatever be the chosen studies, once the first step is sourmounted, the pupils must do great efforts to realize imperfectly and in divided movements, difficulties which are beyond them. The result of this is: a considerable loss of time and sometimes even much discouragement. It follows at all events, that instead of practising fifty or sixty caprice studies in one year\'s time, the pupils can hardly study thirty. It is the desire to remedy these multiple inconveniences, that has incited us to realize the present work and in order to accomplish it to search in the greatest works of the masters, the elements the most apt to insure rapidly to the young violinists, the most complete mecanism of the left hand and bow. These exceedingly numerous and diverse elements chosen in the old editions, have been re-examined, fingered and sometimes the nuances (shades) set by us, with the most care and then classified by degrees from the second to the eight year of study in a progressive manner. These books of studies will not bear their fruits however, unless the work is regulated from the second to the fifth year of teaching, by a good method and appropriated exercises. The studies cannot in reality during this period, replace neither a method nor the exercises, they have to be considered rather as an amplified rehearsal of elements learned elsewhere but still badly assimilated.

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

Here is what the arranger, Ross Holcombe says about his great scoring of this wonderful and unique work by Ives.

Ives finished the majority of his Concord Sonata, from which this movement is excerpted, in 1915. According to Ives, the piece reflects on the old Alcott house in Concord, MA, but I feel a greater struggle in this work than a mere journal about a piece of architecture. The fact that Ives quotes Beethoven?s 5th Symphony so extensively makes me wonder about his views on destiny, fate, the future, and the creative process.

The piece starts serenely but quickly devolves into uncertainty, doubt, and anger. A floating interlude brings us back to distant memories where we remember that we are shaped by our past, but have control of the direction of our future. Building on that realization and quickly gaining steam, the piece ends with a powerful and joyful climax. The angry Beethoven theme is transformed into one of power, hope, and light. A feeling of calm and contentment ends the piece, finally coming to rest on one simple C major chord.

This work is scored for 10 trombones: 1 alto, 7 tenor, and 2 bass trombones and is appropriate for advanced performers.

Here's how to play "Just the Way You Are" by Billy Joel on piano!

With this sheet music, you get a playable piano arrangement of "Just the Way You Are" which sounds beautiful.

The full melody is included in the piano part, so it makes for a wonderful instrumental (piano solo) cover.

"Just the Way You Are" is a song from Billy Joel's 1977 album "The Stranger", and served as the album's lead single. It became his first top 10 hit in the US, and won two Grammy Awards ("Record of the Year" and "Song of the Year") in 1977!

It's certainly one of the greatest and most iconic love songs from the 70s - with this piano sheet music, you can play it in the most beautiful way!

If you like this arrangement, please consider leaving a review - it would mean a lot.

Here are the full lyrics to Billy Joel's "Just the Way You Are":


[Verse 1]
Don't go changing to try and please me
You never let me down before
Don't imagine you're too familiar
And I don't see you anymore

[Refrain 1]
I would not leave you in times of trouble
We never could have come this far
I took the good times, I'll take the bad times
I'll take you just the way you are

[Verse 2]
Don't go trying some new fashion
Don't change the color of your hair
You always have my unspoken passion
Although I might not seem to care

[Refrain 2]
I don't want clever conversation
I never want to work that hard
I just want someone that I can talk to
I want you just the way you are

[Bridge]
I need to know that you will always be
The same old someone that I knew
What will it take till you believe in me
The way that I believe in you

[Refrain 3]
I said I love you and that's forever
And this I promise from the heart
I could not love you any better
I love you just the way you are

[Refrain 2]
I don't want clever conversation
I never want to work that hard
I just want someone that I can talk to
I want you just the way you are

Here's how to play "Just the Way You Are" by Billy Joel on piano!

With this sheet music, you get a playable piano arrangement of "Just the Way You Are" which sounds beautiful.

The full melody is included in the piano part, so it makes for a wonderful instrumental (piano solo) cover.
However, this piano sheet music also comes with a system for the singer, and includes the song's full lyrics!

"Just the Way You Are" is a song from Billy Joel's 1977 album "The Stranger", and served as the album's lead single. It became his first top 10 hit in the US, and won two Grammy Awards ("Record of the Year" and "Song of the Year") in 1977!

It's certainly one of the greatest and most iconic love songs from the 70s - with this piano sheet music, you can play it in the most beautiful way!

If you like this arrangement, please consider leaving a review - it would mean a lot.

Here are the full lyrics to Billy Joel's "Just the Way You Are":


[Verse 1]
Don't go changing to try and please me
You never let me down before
Don't imagine you're too familiar
And I don't see you anymore

[Refrain 1]
I would not leave you in times of trouble
We never could have come this far
I took the good times, I'll take the bad times
I'll take you just the way you are

[Verse 2]
Don't go trying some new fashion
Don't change the color of your hair
You always have my unspoken passion
Although I might not seem to care

[Refrain 2]
I don't want clever conversation
I never want to work that hard
I just want someone that I can talk to
I want you just the way you are

[Bridge]
I need to know that you will always be
The same old someone that I knew
What will it take till you believe in me
The way that I believe in you

[Refrain 3]
I said I love you and that's forever
And this I promise from the heart
I could not love you any better
I love you just the way you are

[Refrain 2]
I don't want clever conversation
I never want to work that hard
I just want someone that I can talk to
I want you just the way you are