100 Different Ways to play the same song. Piano students learn 100 fun left hand patterns to take any music and change it up 100 different ways. Also included in the book is the FUN FAKEBOOK which includes 100 piano pieces in facebook format where the melody (Right Hand - treble clef) and the given chords for each measure are shown. The students can then fake or make up a left hand pattern to go along with the melody.
For keyboard players of all levels. Fake books are used by professional musicians at cocktail lounges, weddings, and many other performing situation. They are invaluable because they contain a thousand or more songs in one compact volume. But in order to use them one must know how to look at a kind of musical shorthand--a skeleton of each song which gives only melody, lyrics and chord symbols--and "fake" a full accompaniment. Now, anyone can! This book will teach you how to play any chord symbol you will find in pop, jazz or rock; how to create stylish arrangements on your own; and how to sound like a "pro" even when reading sheet music for the first time. Topics include bass lines, counter-melodies, intros and endings, rhythmic patterns, and embellishing a melody.--From publisher description
(Piano). Ever wondered how to create better accompaniments for the melodies in your favorite fake books? This "teach yourself" book introduces you to chord building, various rhythmic styles, and much more, so that you play the songs you like just the way you want them. Keyboard players with a basic understanding of notation and sight-reading will be on their way to more fun with fake books. The relaxed tone of the text and selection of fun songs keep How to Play from a Fake Book entertaining throughout perfect for amateur musicians, or as a supplement for keyboard teachers and their students.
(Fake Book). This follow-up to the popular Your First Fake Book includes over 100 more great songs that even beginning-level musicians can enjoy playing! It features the same larger notation with simplified harmonies and melodies, all songs in the key of C, and introductions for each song, to add a more finished sound to the arrangements. The songs are in many musical styles and include: Alfie * All I Ask of You * All My Loving * Always on My Mind * Autumn in New York * Blue Skies * Cabaret * Crazy * Fields of Gold * Go the Distance * God Bless' the Child * Great Balls of Fire * Hey, Good Lookin' * How Deep Is Your Love * I'll Be There * If * Imagine * Jailhouse Rock * Kansas City * Memory * Michelle * Misty * My Girl * My Heart Will Go On * People * Stand by Me * Star Dust * Tangerine * Tears in Heaven * Tennessee Waltz * Unchained Melody * What a Wonderful World * What'll I Do? * You've Got a Friend * and more.
The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education offers global, comprehensive, and critical perspectives on a wide range of conceptual and practical issues in music education assessment, evaluation, and feedback as these apply to various forms of music education within schools and communities. The central aims of this Handbook focus on broadening and deepening readers' understandings of and critical thinking about the problems, opportunities, spaces and places, concepts, and practical strategies that music educators and community music facilitators employ, develop, and deploy to improve various aspects of music teaching and learning around the world.
Vocal, Instrumental, and Ensemble Learning and Teaching is one of five paperback books derived from the foundational two-volume Oxford Handbook of Music Education. Designed for music teachers, students, and scholars of music education, as well as educational administrators and policy makers, this third volume in the set emphasizes the types of active musical attributes that are acquired when learning an instrument or to sing, together with how these skills can be used when engaging musically with others. These chapters shed light on how the field of voice instruction has changed dramatically in recent decades and how physiological, acoustical, biomechanical, neuromuscular, and psychological evidence is helping musicians and educators question traditional practices. The authors discuss research on instrumental learning, demonstrating that there is no 'ideal' way to learn, but rather that a chosen learning approach must be appropriate for the context and desired aims. This volume rounds out with a focus on a wide range of perspectives dealing with group performance of instrumental music, an area that is organized and taught in many varied ways internationally. Contributors Alfredo Bautista, Robert Burke, James L. Byo, Jean Callaghan, Don D. Coffman, Andrea Creech, Jane W. Davidson, Steven M. Demorest, Robert A. Duke, Robert Edwin, Shirlee Emmons, Sam Evans, Helena Gaunt, Susan Hallam, Lee Higgins, Jere T. Humphreys, Harald Jers, Harald Jørgensen, Margaret Kartomi, Reinhard Kopiez , William R. Lee, Andreas C. Lehmann, Gary E. McPherson, Steven J. Morrison, John Nix, Ioulia Papageorgi, Kenneth H. Phillips, Lisa Popeil, John W. Richmond, Carlos Xavier Rodriguez, Nelson Roy, Robert T. Sataloff, Frederick A. Seddon, Sten Ternström, Michael Webb, Graham F. Welch, Jenevora Williams, Michael D. Worthy
