EPTA Teachers' Choice, Piano Collection 2: Piano Book

This collection cuts through the noise of what intermediate-advanced pianists should study by letting teachers themselves decide. The peer commentary from EPTA members transforms what could be a generic anthology into a resource with real pedagogical voice, offering concrete technical guidance alongside the scores.

Opening this book feels like entering a studio where experienced teachers are casually sharing their favorite discoveries with you. The pieces themselves span a range of moods and textures, but each one carries the confidence of having been tested in real lessons and recitals.

Intermediate to advanced pianists seeking curated repertoire that balances technical challenge with genuine musicality. Teachers building their studio's performance library will find this especially useful, as the peer commentary does much of the vetting work upfront.

• Read each teacher's comment before diving into the piece. These insights often highlight the specific technical hurdle or interpretive choice that makes the arrangement distinctive.
• Use this book as a performance menu rather than a linear curriculum. Pick pieces based on what your students are ready to tackle technically and what fits your recital or exam calendar.
• Cross-reference pieces by technical demand or musical character to build mini-programs for student recitals that flow naturally from one selection to the next.

Treat this as your go-to source when planning intermediate-advanced student recitals throughout the year. Each piece works equally well as a competition selection, examination requirement, or public performance choice, so you can pull from it across multiple contexts without repetition.

• Navigating intermediate to advanced technical passages with consistent tone quality
• Interpreting pedal indications and understanding their role in shaping character
• Building performance confidence through repertoire tested by practicing teachers
• Reading and responding to pedagogical commentary as a study strategy