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1,002 sheet music found Greatest Hits of Classical Piano
Greatest Hits of Classical Piano # Piano solo # INTERMEDIATE/ADVANCED # Classical # Pachelbel, Bach,
Handel, Moza # Scott Camp # Greatest Hits of Classical Pia # Scott
Camp # SheetMusicPlus
Composed by Pachelbel, Bach,
Handel, Mozart, Beethoven,
Schubert, Chopin, Schumann,
Liszt, Debussy, Satie.
Arranged by Scott Camp.
Romantic Period, Classic...(+)
Composed by Pachelbel, Bach,
Handel, Mozart, Beethoven,
Schubert, Chopin, Schumann,
Liszt, Debussy, Satie.
Arranged by Scott Camp.
Romantic Period, Classical
Period, Baroque Period,
Impressionistic, Repertoire.
203 pages. Published by Scott
Camp Best Collection for Adult Piano Students: 30 of the most important and beloved classical piano pieces
Why this collection?
These are the editions I created and use for myself and my adult piano students. They are not "arrangements" or simplifications in any way. They are better described as "clarifications" with clean page layouts and comprehensive fingering.
These editions enable students to encounter the composers "face to face" by stripping away antiquated publishing conventions. Traditional editions, especially the economical older ones, prevent students from being able to prepare and perform the beloved music, rather than enabling and supporting successful performance.
Traditional piano music publications suffer from two fatal flaws: (1) the economic need to "save paper" resulting in page layouts that are too dense, and which compound the problem by obfuscating the natural 2 and 4 bar structures of music, and (2) the absence of technical solutions (fingering).
The exception in this collection is the arrangement of the Pachelbel Canon in D, because it was not originally composed for keyboard.
Contents
1 Canon in D and#8195; and#8195; and#8195; and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195; and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;Johann Pachelbel
2 Prelude No. 1 in C Major, BWV 846 and#8195; and#8195; and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;Johann Sebastian Bach
3 Prelude No. 2 in C minor, BWV 847 and#8195; and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;Johann Sebastian Bach
4 Prelude No. 21 in Bb Major, BWV 866 and#8195; and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;Johann Sebastian Bach
5 Aria from the Goldberg Variations, BWV 988 and#8195;and#8195; and#8195;and#8195;and#8195;Johann Sebastian Bach
6 Invention No. 1 in C Major, BWV 772 and#8195; and#8195;and#8195; and#8195;and#8195;and#8195;and#8195;and#8195;Johann Sebastian Bach
7 Menuet No. 2 from French Suite No. 1, BWV 812 and#8195;and#8195;and#8195; Johann Sebastian Bach
8 Menuet No. 2 from English Suite No. 4, BWV 809 and#8195;and#8195;and#8195;Johann Sebastian Bach
9 Menuet from French Suite No. 2, BWV 813 and#8195; and#8195; and#8195;and#8195;and#8195;Johann Sebastian Bach
10 ?Jesu, Joy of Man?s Desiring?, from Cantata, BWV 147 and#8195;Johann Sebastian Bach
11 Sarabande from Suite in D minor, HWV 437 and#8195;and#8195;and#8195;and#8195;and#8195; George Frideric Handel
Sonata in A, K. 331 ?Rondo alla Turca? and#8195; and#8195; and#8195;and#8195;and#8195;and#8195; Wolfgang Amadeus Mozart
12and#8195;and#8195;III. Allegretto
Sonata in C, K. 545 and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;Wolfgang Amadeus Mozart
13and#8195;and#8195;I. Allegro
14 II. Andante
15 Für Elise and#8195; and#8195; and#8195; and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195; Ludwig van Beethoven
Sonata No. 14 ?Moonlight? Sonata and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;Ludwig van Beethoven
16and#8195;and#8195;I. Adagio sostenuto (transposed to D minor)
and#8195;and#8195; I. Adagio sostenuto (original key C# minor)
Sonata Op. 13, No. 2 ?Pathetique? and#8195; and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195; Ludwig van Beethoven
17and#8195;and#8195;I. Grave/Allegro
18and#8195;and#8195;II. Adagio
19 Impromptu, Op. 90, No. 2 and#8195; and#8195; and#8195; and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195; Franz Schubert
20 Prelude in E minor, Op. 28 and#8195; and#8195; and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195; Frédéric Chopin
21 Prelude in C minor, Op. 28 and#8195; and#8195; and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195; Frédéric Chopin
22 Nocturne No. 20 in C# minor and#8195; and#8195; and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195; Frédéric Chopin
23 Nocturne in Eb, Op. 9, No. 2 and#8195; and#8195; and#8195; and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195; Frédéric Chopin
24 Träumerei Op. 15, No. 7 from ?Scenes from Childhood? Robert Schumann
25 Ständchen (?Serenade?) D. 957/S. 560 and#8195; and#8195;and#8195;and#8195;and#8195;and#8195;and#8195; Franz Schubert/Franz Liszt
26 Rêverie and#8195; and#8195; and#8195; and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;Claude Debussy
27 La fille aux cheveux de lin (?The Girl with the Flaxen Hair?) Claude Debussy
28 Arabesque No. 1 and#8195; and#8195; and#8195; and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;Claude Debussy
29 Clair de Lune and#8195; and#8195; and#8195; and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195; Claude Debussy
30 Gymnopedie and#8195; and#8195; and#8195; and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195;and#8195; Erik Satie 20 Classical Piano Pieces for Elementary Piano Students (with all piano fingering)
20 Classical Piano Pieces for Elementary Piano Students (with all piano fingering) # Easy Piano # BEGINNER # Classical # Various # 20 Classical Piano Pieces for # Scott Camp # SheetMusicPlus
Composed by Various. Arranged
by Scott Camp. Classical
Period, Etudes and Exercises,
Repertoire, Technique
Training, Recital. 75 pages.
Published by S...(+)
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.
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 Burgmüller
Ballade, Op. 100, No. 15 Friedrich Burgmüller
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 Vélocité, Op. 109, No. 10 Friedrich Burgmüller
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