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You've selected:
If Something Should Happen
Sheetmusic to print
7 sheet music found
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1
If Something Should Happen
Piano, Vocal and Guitar
By Darryl Worley. For piano, voice, and guitar (chords only). Country; Pop. 11 pages. Publ…
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By Darryl Worley. For piano, voice, and guitar (chords only). Country; Pop. 11 pages. Published by Hal Leonard - Digital Sheet Music
$4.99
4.58 €
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Piano, Vocal and Guitar
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Darryl Worley
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Pop
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If Something Should Happen
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Hal Leonard - Digital Sheet Music
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SheetMusicPlus
Jim Brown: If Something Should Happen for voice, piano and guitar
Piano, Vocal and Guitar
Instantly printable sheet music by Darryl Worley for voice, piano or guitar of MEDIUM skil…
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Instantly printable sheet music by Darryl Worley for voice, piano or guitar of MEDIUM skill level. / country,pop
$8.97
8.23 €
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Piano, Vocal and Guitar
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Jim Brown
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Virtualsheetmusic
Lost Boy
Guitar - Level 2 - Digital Download SKU: A0.1135655 By Ruth B. By Ruth Berhe. Arran…
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Guitar - Level 2 - Digital Download SKU: A0.1135655 By Ruth B. By Ruth Berhe. Arranged by Brian Streckfus. Instructional,Pop,Singer/Songwriter. Chords/Lyrics. 2 pages. Brian Streckfus #735713. Published by Brian Streckfus (A0.1135655). This is a shortened version of the song to fit nicely on two pages (I needed a shorter version for the circumstances I'm under). The melody and lyrics are like the original as far as I can tell, but I did make changes to the harmony. Usually these changes to the harmony are to enhance the word painting, or to have it be more idiomatic to guitar. A version like this is ideal for someone who wants to play a very fancy version of the song on solo guitar, though adding vocals in should still be fairly easy. I personally sing a lot better if I can play the melody first on guitar because then I know exactly what I'm doing. Versions like these can really be as simple or as complex as you want, if you want something simple, just play the chord diagrams and sing!1. Guitar Arrangement Lead Sheet Style2. Guitar Tab 3. Chord Charts 4. Less stereotypical chords 5. Fingerings and letter names added to aid in sight-reading 6. Voice leading considerations 7. Making the music idiomatic for guitarTips:1. Notes with the stem direction going down are background harmonies that should be played quietly. This hidden meaning tends to only happen with polyphonic instruments such as piano and guitar. You'll eventually notice this anyways because there is no lyric underneath the note.1. Slurs are notated to the make the music easier and better sounding for guitar not vocals, though of course it often mimicks slurs similiar to a vocalist.2. Fmaj7(#11) is not in the original and is a key change since it includes an F and not an F#.3. Sometimes it can look like the melody does not contain a key change, but then when you anaylze the letter names of the chords, you will find that there is indeed key changes in the chords. The Beatles is a good example of a band that does this often.4. E minor and G major chords technically only need 2 or 3 notes. This is one simple but effective strategy to have less cliche chords.5. The F(#5)(#11) chord in the second to last measure could probably be just an F major chord.6. The E natural in measure 42 could be an Eb if the harmony is too avant-garde for you. Made sense to me because of word painting and I wanted a keyless and dreamy feeling for the end. 7. G/B chords are arguably nicer than a full G chord, though of course the decision is ultimately up to. It is better because the chord is imperfect, it causes the audience to not clap too soon. I also only strum the chord up to where the vocal melody is happening, that way the main melody is always in the spot light, and I find songs are easier to sing this way.
$1.99
1.83 €
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Ruth B
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Lost Boy
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Brian Streckfus
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SheetMusicPlus
9.28.85
Trombone
Trombone Solo - Level 5 - Digital Download SKU: A0.799352 Composed by Drake Mabry. …
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Trombone Solo - Level 5 - Digital Download SKU: A0.799352 Composed by Drake Mabry. 20th Century,Contemporary. Individual part. 13 pages. Drake Mabry #2015075. Published by Drake Mabry (A0.799352). 9.28.85 was written in 1985 and the date refers to the date of completion, September 28, 1985. Excerpts of this piece are included in Benny Sluchin’s book on contemporary trombone excerpts. This work includes my invention of the idea of playing lip multiphonics. Here's the story. During the Spring of 1985, I participated in the l'atelier de recherche instrumental department for acoustic instrument exploration at IRCAM working with Pierre-Yves Artaud (flute), Daniel Kientzy (saxophone) and Benny Sluchin (trombone). Most of the research was based on looking at new ways to produce sound with acoustic instruments and the department was open to performers and composers. A few months after the IRCAM workshops Benny Sluchin and I decided to work on a piece for him. We worked together to explore various contemporary techniques which I might select for the piece. After a while I narrowed down my choices to a movement with air, one with lip multiphonics, and one using the spatial characteristics of the bell, singing, and sending sound out the back by an alternate F tube. Benny is great to work with as he’s a wonderful musician, anything is possible, he’s open to trying out new ideas and he’s a great human being. The perfect combination for a composer. First, about the lip multiphonics in the second movement. During one of our work sessions we looked at singing and playing multiphonics but I wanted something different. So I asked Benny what would happen if he placed his embouchure between two partials of the overtone series. The result was amazing!! A number of partials sounded at the same time and the textural colors were varied and beautiful. The only problem with this was the window for placing the embouchure was very narrow. Slightly too high or slightly too low would result in a terribly out of tune and uncentered partial. Reminded me of what a sick cow might sound like. This difficulty was less pronounced between partials of a fifth but became more difficult when the partials were closer together. Fourths were okay but major and minor third partials were extremely difficult and risky. We decided what the heck and I wrote the second movement knowing the risks. But when the embouchure is well placed it produces such a beautiful sound. Benny mentioned that the idea had a pedagogical side benefit. He said from being able to focus on placing the embouchure in such a limited ‘window’ it made placing the embouchure for normal note much easier. My invention has been used by other composers since including Xenakis in 1986 and an Icelandic composer a couple of years later. The alternate movement come about after Benny had played the piece for a couple of years. He’s able to get these multiphonics but realized that maybe there would not be many other players able to do so. To avoid the problem that this movement might scare players away from the piece we decided that it would be good to have an alternate movement which would use the same ideas but in a less stressful way for the performer. I thought this was a good idea and wrote, what for me, is a more meditative piece based on the same material. I also imagined that it could be played by itself if the player wished. There is a misprint in the score at the end of the first line where there appears a multiphonic based on placing the embouchure between an Eb and an A natural. The A should be an Ab. The first movement explores the subtleties of various vowel and consonant formations in the mouth while playing. Since the trombone is such a perfect amplifier these small details can be heard. For instance the difference between ‘ts’ and ‘tsh’ comes off well. I think of this movement as a vocal conversation or discourse which becomes highly animated at the end. The dynamics play an important role in providing additional colors. The player should really ‘speak’ without speaking for this movement to work. The third movement is my circus piece. I know it is complicated to.
$7.99
7.33 €
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Trombone
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Drake Mabry
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9.28.85
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Drake Mabry
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SheetMusicPlus
Fire in the House
Piano solo
Piano Solo - Level 4 - Digital Download SKU: A0.1425908 By Damien Gauci. By Damien …
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Piano Solo - Level 4 - Digital Download SKU: A0.1425908 By Damien Gauci. By Damien Gauci. Classical,Contemporary. Score. 5 pages. Damien Gauci #1006672. Published by Damien Gauci (A0.1425908). There’s a funny little story with how I wrote this piece. I’ve got these dice called ‘Rory’s Story Cubes’ which have little pictures on them and they’re meant to be an ice breaker where you roll the dice and come up with a story based on the images that come up. Anyway, I thought of using them to help me come up with an idea for a new composition. So I rolled some of the dice and there was a picture of a fire, a house, and someone running - something like that, I can’t remember exactly what the pictures were. Then that prompted me to write this composition: ‘Fire in the House’. It was a great way to try something new and write something that I never would have thought to write if it were not for those dice.Through the piece I have written little annotations to explain what is happening in the story of the piece of music and the scene I was trying to reflect in the music. It was a fun little piece to write and I really enjoyed using the dice to come up with a story for me to write about - I should definitely do it more often to try something new and get out of my comfort zone. I highly recommend you pick some up one day if you write music too - they’re a great tool to have!
$1.99
1.83 €
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Piano solo
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Damien Gauci
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Fire in the House
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Damien Gauci
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SheetMusicPlus
20 Classical Piano Pieces for Elementary Piano Students (with all piano fingering)
Easy Piano
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
$3.99
3.66 €
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Easy Piano
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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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