A Splash of Color, Book 1: Piano Book

Alexander knows exactly how teenagers think and what will hold their attention. These pieces pair specific color imagery with accessible early-intermediate writing, creating natural entry points for students to move beyond mechanics into interpretive playing. The naming strategy alone gives students something concrete to grasp before they sit down, turning abstract note-reading into tangible musical storytelling.

These solos blend accessible technical language with genuine musical personality. Each piece stands alone as a complete thought, yet together they form a colorful palette that invites students to explore mood, tone, and interpretation without overwhelming them with complexity. There's freshness and immediacy in the writing; nothing feels formulaic or obligatory.

Early-intermediate pianists aged 13 and up who benefit from extra motivation and a bridge between technical study and artistic expression. Teachers seeking material that meets teenage students where they are—curious about meaning, responsive to imagery, ready for pieces that ask them to feel as well as read notes.

• Study the color association in each title before learning the notes. Let the visual concept guide your choice of tempo, dynamics, and tone quality throughout.
• Experiment with the pedal in pieces like Blue Boogie and Forest Green to see how it deepens the atmospheric effect without blurring passage work.
• Record yourself playing one piece, then listen back to hear whether your interpretation matches the mood the title suggests. Adjust phrasing and expression accordingly.
• Work through the pieces in any order. Starting with a title that speaks to you personally will increase engagement and motivation across the entire collection.

Program individual pieces on student recitals, choosing two or three that create contrast in mood and texture. The collection also works as core material for a studio-wide theme recital celebrating color, imagery, or seasons. For curriculum, sequence the pieces across a semester or year to develop interpretive skills alongside technique.

• Connecting visual imagery to musical choices in tempo, dynamics, and articulation
• Reading early-intermediate rhythm patterns and note combinations with fluency
• Using pedal intentionally to shape tone and atmosphere
• Balancing melodic phrasing with accompaniment patterns
• Developing interpretive thinking and personal musical voice