This product was created by a member of SMP Press, our global community of independent composers, arrangers, and songwriters. I'd love to hear from you with questions or also Scott Camp on facebook and youtube I'd love for more teachers to be happier in their lessons, and for more students to be happier by playing better, playing more music, and sticking with piano lessons longer to go as far as possible! Scott's performances and those of his students are well documented on youtube. Currently Scott and his wife Patsy live on Hilton Head Island, SC and have released two albums/CDs of original music on itunes, Spotify, and other music sites. Scott has also served as pianist/choir director for 20 years.
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Scott has taught piano and music theory in several communities including Cambridge, MA, Iowa City, IA, Kansas City, MO, Kansas City, KS, and Asheville, NC. Scott Camp studied jazz piano and improvisation at the University of Tennessee under the direction of Jerry Coker, before continuing jazz piano and jazz composition at New England Conservatory of Music in Boston, and two years of doctoral study in music theory and composition at the University of Iowa. Modern Piano Solos (Catherine Rollin, Robert Vandall, Martha Mier, et al) Students play so much more music that the old way of reading/figuring out, then playing is seen for what it is: outdated, out of touch, ineffective, no fun, unrealistic, delusional, and punitive. Not only is it more POSITIVE, it's a more EFFECTIVE interaction between teacher and student. It's not YOU correcting the student-it's the "page" itself.ĥ. improves the quality of your student/teacher interaction by reducing negativity ("corrections" or "criticism"). "Play music first, then develop skills" is an approach that has worked for me. This approach gives them a shot at making music. Weak/poor "music readers" are not made to feel even worse. Focus on what's really important instead (hand/wrist/arm technique, coordination, expression, balance, dynamics, tone, touch, rhythm, tempo, articulation, emotion).ģ. you don't have to correct wrong fundamental technique: finger numbers (including #'s and b's) and hand positions. student doesn't have to tediously "figure out" the piece before they play it-playing (and fun) comes first!Ģ. (Top and bottom notes/fingers 1 and 5 are easy to understand, and not a problem.)ġ. 2 is the finger/note to play in the middle. v means "one skipped key between thumb and 2" TRIAD INVERSION SYMBOLS: Three part symbol revolutionizes the approach to this vexing issue (same for either hand). HAND POSITIONS: v means "one skipped key between thumb and 2" Give it a try, give yourself a break, and give your student a shot at success. Scottnotes/V are not just sheet music, they are complete self-contained LESSON PLANS for the piano teacher. Those are PIANO HAND POSITIONS, to enable early elementary students to play this piece-especially if they are weak music readers (which of course they are). IMPORTANT: This does not have Guitar Chord Symbols. Includes all hand positions and finger numbers, so you can spend time making music, not correcting technique. Technical solutions (hand positions and finger numbers) are presented here, making this a "how to play" edition for this subline music. Give them this arrangement, help them play it, and they will love you.
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Don't punish beginning piano students if they are weak in "music reading skills". Student friendly-this piece has been a life saver for some of the first year guys, especially the ones who are super musical, but can't read music very well. THE SCIENTIST Thank goodness for Coldplay!