| |
|
|
|
| |
|
|
|
| |
Lost in the Woods
Classical/Instrumental • 2004
|
|
|
| |
|
|
|
| |
For elementary piano
Title by uploader: Lost in the Woods (elementary piano)
Instrumentation |
Piano |
Scored for |
Solo |
Type of score |
For a single performer |
Key |
A minor |
Publisher |
Nick Raspa |
Difficulty |
Easy |
Duration |
2'0 |
Capture your student's imagination with Lost in the Woods. They can imagine wandering through the dark woods looking for the pathway out as they discover all kinds of exciting new adventures. This song incorporates the teaching elements of staccato and legato as well as arpeggios (hand over hand style) which helps your student to become more comfortable with a larger portion of the keyboard. The arpeggio is simply the a minor triad so your student can concentrate on exploring the keyboard and learning about clef changes. Dynamics and accents add to the overall flavor and excitement. ASCAP
For elementary piano 4 hands
Title by uploader: Lost in the Woods - elementary 1 piano 4 hands
Instrumentation |
Piano |
Scored for |
1 piano, 4 hands |
Type of score |
First part, Score for two performers, Second part |
Key |
A minor |
Publisher |
Nick Raspa |
Difficulty |
Easy |
Duration |
2'18 |
Year of composition |
2019 |
Genre |
Classical/Piece |
Lost in the Woods is an elementary level piece for 1 piano 4 hands. The key is a minor and both players remain in 1 hand position throughout (with some extension of the Left Hand pinky to G# as needed).
The secundo beings with the melody and the Primo has supporting accompaniment. The melody then shifts to the Primo and the supporting accompaniment shifts to the Secundo. The Primo continues the melody for the contrasting section before the piece returns to conclude with the original melody.
The note values range from 8th to dotted half, dynamics from pp to mp and there is some staccato as well as two different types of repeats - the standard double line with dots and a D. C. al fine. The total performance time is about 2 1/4 minutes. ASCAP
|
|
|
| |
|
|
|
| |
|
|
| |
|
|
|