SKU: BT.MUSAM1005334

ISBN 9781780387109.

The updated 2nd Edition of the Justinguitar.com Beginner's Songbook is now spiral bound for easy reading and page turns, while remaining the same compact size for jamming on the go. Established as the ultimate songbook available for beginners, the Justinguitar.com Beginner's Songbook - 2nd Edition is the perfect complement for Justin Sandercoe’s revolutionary online lessons which are used by hundreds of thousands of people across the world. Now you can learn to play 100 classic songs as your playing develops through the course. The book includes: Complete lyrics and chords to 100 songs by artists such as The Beatles, Bob Dylan, Bob Marley, Eric Clapton, Jimi Hendrix, JohnnyCash, Simon & Garfunkel, Jeff Buckley, Crowded House, Mumford & Sons, Kings of Leon, Nirvana and many more. There are 10 songs for each stage of the Beginner’s Course, building up from easy three-chord songs through to more advanced tunes. Tuition notes for each song by Justin advising you on strumming patterns and chord changes, with diagrams to illustrate all the chord shapes you need. Compact (17cm x 24.7cm) and now spiral bound for ultimate convenience.

SKU: CF.PAS22F

ISBN 9781491151570. UPC: 680160909070. 9 x 12 inches.

Written for beginning string students, Larry Clark's Contemplation?contains basic compositional techniques that students will be able to identify and learn from. It begins with a rich, melodic opening which highlights students' musicianship. This is then contrasted by the frolicking, uptempo section, which is a variation on the original musical material.

Contemplation: the action to look thoughtfully at something for a long time.

When composing music that will be used with younger students, I want to stimulate in them thoughtfulness. In this particular piece I want the students to be be able to stretch their musicianship beyond their experience on their instruments to play in a contemplative manner. To me this is the essence of music: playing in an emotional and thoughtful way. It is something that cannot be stressed enough, even in students that have just begun to play. As soon as possible they should be asked to put themselves into the music and make it more than the notes and rhythms on the page.

This piece is my attempt to provide very young students who are just beginning their musical journey with something they can reach technically, but have to stretch for musically. The notes and rhythms are limited, but students should strive for beauty of tone, good phrasing and emotional involvement.

After a short introduction, the heartfelt main theme begins at a lyrical and slow tempo. This is developed with the addition of a secondary theme featuring the lower voices, before the piece leads to an Allegro section that is based on the same musical material with a difference in tempo and a variation in rhythm patterns. The piece can serve to show students that the same basic music can have an entirely different emotional connection with difference in tempo, rhythm and style, with the first section of the piece being sentimental and the faster section being more joyous in nature. As with all of my pieces for younger students, it is completely acceptable to adjust the tempo to fit the educational needs of your students.

It has been my pleasure to have the opportunity to write this piece. I hope you and your students enjoy it and find it useful for your program.

Larry Clark

Lakeland, FL 2018

Contemplation: the action to look thoughtfully at something for a long time.

When composing music that will be used with younger students, I want to stimulate in them thoughtfulness. In this particular piece I want the students to be be able to stretch their musicianship beyond their experience on their instruments to play in a contemplative manner.A To me this is the essence of music: playing in an emotional and thoughtful way. It is something that cannot be stressed enough, even in students that have just begun to play.A As soon as possible they should be asked to put themselves into the music and make it more than the notes and rhythms on the page.

This piece is my attempt to provide very young students who are just beginning their musical journey with something they can reach technically, but have to stretch for musically.A The notes and rhythms are limited, but students should strive for beauty of tone, good phrasing and emotional involvement.

After a short introduction, the heartfelt main theme begins at a lyrical and slow tempo. This is developed with the addition of a secondary theme featuring the lower voices, before the piece leads to an Allegro section that is based on the same musical material with a difference in tempo and a variation in rhythm patterns.A The piece can serve to show students that the same basic music can have an entirely different emotional connection with difference in tempo, rhythm and style, with the first section of the piece being sentimental and the faster section being more joyous in nature.A As with all of my pieces for younger students, it is completely acceptable to adjust the tempo to fit the educational needs of your students.

It has been my pleasure to have the opportunity to write this piece. I hope you and your students enjoy it and find it useful for your program.

aLarry Clark

Lakeland, FL 2018

Contemplation: the action to look thoughtfully at something for a long time.

When composing music that will be used with younger students, I want to stimulate in them thoughtfulness. In this particular piece I want the students to be be able to stretch their musicianship beyond their experience on their instruments to play in a contemplative manner.A To me this is the essence of music: playing in an emotional and thoughtful way. It is something that cannot be stressed enough, even in students that have just begun to play.A As soon as possible they should be asked to put themselves into the music and make it more than the notes and rhythms on the page.

This piece is my attempt to provide very young students who are just beginning their musical journey with something they can reach technically, but have to stretch for musically.A The notes and rhythms are limited, but students should strive for beauty of tone, good phrasing and emotional involvement.

After a short introduction, the heartfelt main theme begins at a lyrical and slow tempo. This is developed with the addition of a secondary theme featuring the lower voices, before the piece leads to an Allegro section that is based on the same musical material with a difference in tempo and a variation in rhythm patterns.A The piece can serve to show students that the same basic music can have an entirely different emotional connection with difference in tempo, rhythm and style, with the first section of the piece being sentimental and the faster section being more joyous in nature.A As with all of my pieces for younger students, it is completely acceptable to adjust the tempo to fit the educational needs of your students.

It has been my pleasure to have the opportunity to write this piece. I hope you and your students enjoy it and find it useful for your program.

aLarry Clark

Lakeland, FL 2018

Contemplation: the action to look thoughtfully at something for a long time.

When composing music that will be used with younger students, I want to stimulate in them thoughtfulness. In this particular piece I want the students to be be able to stretch their musicianship beyond their experience on their instruments to play in a contemplative manner. To me this is the essence of music: playing in an emotional and thoughtful way. It is something that cannot be stressed enough, even in students that have just begun to play. As soon as possible they should be asked to put themselves into the music and make it more than the notes and rhythms on the page.

This piece is my attempt to provide very young students who are just beginning their musical journey with something they can reach technically, but have to stretch for musically. The notes and rhythms are limited, but students should strive for beauty of tone, good phrasing and emotional involvement.

After a short introduction, the heartfelt main theme begins at a lyrical and slow tempo. This is developed with the addition of a secondary theme featuring the lower voices, before the piece leads to an Allegro section that is based on the same musical material with a difference in tempo and a variation in rhythm patterns. The piece can serve to show students that the same basic music can have an entirely different emotional connection with difference in tempo, rhythm and style, with the first section of the piece being sentimental and the faster section being more joyous in nature. As with all of my pieces for younger students, it is completely acceptable to adjust the tempo to fit the educational needs of your students.

It has been my pleasure to have the opportunity to write this piece. I hope you and your students enjoy it and find it useful for your program.

--Larry Clark

Lakeland, FL 2018

SKU: HL.285972

ISBN 9781540039538. UPC: 888680892463. 9.0x12.0x0.834 inches.

The ultimate collection for jazz keyboardists to learn 40 Evans classics with exact note-for-note transcriptions. Includes: Alice in Wonderland • Autumn Leaves • Bill's Hit Tune • Blue in Green • Days of Wine and Roses • Emily • Everything Happens to Me • Five • For Nenette • How About You? • How My Heart Sings • I Loves You, Porgy • It Could Happen to You • Just You, Just Me • Letter to Evan • My Foolish Heart • My Funny Valentine • My Romance • Nardis • Night and Day • One for Helen • Peace Piece • Peri's Scope • Quiet Now • Re: Person I Knew • Skating in Central Park • A Sleepin' Bee • Some Other Time • Stella by Starlight • Song from M*A*S*H (Suicide Is Painless) • 34 Skidoo • Time Remembered • The Touch of Your Lips • Turn Out the Stars • Very Early • Waltz for Debby • What Kind of Fool Am I? • Who Can I Turn to (When Nobody Needs Me) • You Go to My Head • You Must Believe in Spring • and more. Spiral bound.