Finger Paintings, Book 2: Piano Book

Alexander's gift for writing singable, purposeful melodies at this level means students stay engaged with music that sounds like music, not exercises. The diverse moods across these 11 pieces give young pianists genuine choices in how they interpret and perform, fostering musicianship from the earliest stages rather than drilling technical patterns in isolation.

These pieces capture the playful, imaginative world of childhood through accessible yet thoughtfully crafted melodies. Each piece breathes with its own personality, whether whimsical, gentle, or spirited, inviting young players to discover how small choices in articulation and phrasing transform a simple tune into genuine music-making.

Elementary pianists (typically ages 6-9) in their first year or two of study who are ready to move beyond single-note reading and begin exploring basic musical expression. This collection serves teachers who want their students to experience varied moods and styles while building foundational notation and technique skills.

• Encourage students to name the mood or story of each piece before playing, then ask what musical choices (tempo, dynamics, articulation) support that character.
• Work through the teacher accompaniment during rehearsal so the student hears how their part sits within a fuller harmonic texture; this builds listening skills and confidence.
• Have students map out the hand divisions and finger patterns in advance, circling where the melody shifts between left and right, so they're prepared to follow the line smoothly.

Assign individual pieces as solo repertoire for studio recitals throughout the year, or select a handful to create a short student showcase concert that celebrates early progress. The optional teacher accompaniments make these especially valuable for end-of-year studio events where teachers and students perform together.

• Reading 5-finger patterns and basic hand position independence
• Understanding phrasing and articulation through listening and notation
• Managing melody distribution between hands
• Interpreting tempo and dynamic markings to shape musical character
• Listening to harmonic context through guided teacher accompaniments