#EARLY INTERMEDIATE PIANO REPERTOIRE HOW TO#
#EARLY INTERMEDIATE PIANO REPERTOIRE PLUS#

Gillock, William - Foggy Morning (Technic All the Way Level One A)ĭemarest, Anne Shannon - Knock Knock Knock (Read & Rep Primer,Clark & Perdew) Gillock, William - Circus Clowns (Technic All the Way Level One A) Pearce, Elvina Truman - Floating (Solo Flight)Ĭlark, Mary Elizabeth - Stars (Read and Rep Primer, Clark & Perdew)

#EARLY INTERMEDIATE PIANO REPERTOIRE PLUS#

Perdew, Ruth - Three Black Keys Plus Two (Read and Rep, Primer, Clark & Perdew)

Noona, Walter and Carol - Dandelion (The Contemporary Performer 1) Pearce, Elvina Truman - Indian Braves (Solo Flight) George, Jon - Little Indian (Reader B, Frances Clark) Beginning Rote SolosĬlark, Mary Elizabeth - Drums in the Forest (Read and Rep Primer, Clark & Perdew) If a piece is not in print and you have a copy of it, write to the publisher and ask for permission to copy the piece for student use. Some of the pieces listed below may be in new collections or with a different publishing company, but they should all still be in print. There is value in learning many rote solos in a short length of time.Ĭomplete source/publisher lists by composers are available at On this website, search by composer. Consider each student's performing ability, age, and willingness to work when choosing music. This list does not include music by composers who lived before the 20th century and only a very few 20-21st century teaching repertoire by living or recently deceased composers. This list has an historical value, because there is a variety of interesting and musical piano pieces that are still in print and worthy of keeping in the teaching repertoire. Both will work together to make the student a very good reader.įollowing is a sampling of some 'tried and true' student favorite compositions by 20th-century composers, most of whom are no longer living.

#EARLY INTERMEDIATE PIANO REPERTOIRE HOW TO#

Gradually, they will gain experience in applying audiation skills to learning new music and understand how to use the playing apparatus. Most students can learn to play challenging music that would be difficult to learn from notation. Students should be able to observe fingerings, work on hand coordination, focus on the playing mechanism, listen for performer controls, isolate and practice 'difficult' spots, and perform at a consistent tempo. Rote solos encourage students to 'think' the music. Identify and label tonal and rhythm patterns.

As students progress, point out how familiar tonal and rhythm patterns of the solo look in notation.What is the form of the piece? Is it A B (two-part), A B A (three-part), or something else?.Show the students how the phrases look in music notation. How are the phrases organized? Are some phrases the same? Are some phrases almost the same? If so, how are they different? Are there contrasting phrases? Talk about how the phrases make a whole piece.What is the tonality? Have students listen for the resting tone, sing the resting tone, name the tonality, then sing some tonal patterns from the piece.Have students chant some rhythm patterns from the piece. What is the meter? Have students move to macrobeats and microbeats while listening to the piece, then name the meter.When a student is learning a rote solo, the teacher should ask questions and provide answers.

After students learn a piece, they can lexamine the notation for familiar patterns and overall form. Students can listen for and identify expressive elements, such as dynamics and articulation. They should compare phrases for same and different and know the form of the piece. Students should learn to recognize same and different patterns because this is an important step toward reading music with understanding.ĭuring the early years of study, when students learn supplementary piano solos by imitation rather than from notation, audiation skills can be applied. For example, students should learn the meter, tonality, keyality, starting tone, and essential tonal and rhythm patterns for each piece. Point out that music notation is a 'picture' of the musical sound and have students look at the music notation of rote solos during the learning and performing process. Most students enjoy performing music that is more difficult than their potential music reading level. Rote solos, learned mindfully by applying audiation skills, encourage students to hear and listen to a large variety of piano solos. In addition to providing variety, motivation, and exciting learning opportunities, students learn how to play the piano efficiently, since looking at and decoding music notation often disturbs the development of good playing habits. Rote solos are an essential enrichment for students from the beginning of piano study.

Early intermediate piano repertoire