I'd Rather Be...: Early Elementary/Elementary Piano Book

Poe's collection captures what makes elementary piano engaging: pieces that let students feel like real composers from day one, not exercises disguised as music. The range of imaginative titles gives young players genuine reason to care about interpretation, and the optional teacher duets turn practice into collaboration rather than solitary work.

These pieces overflow with personality. Each one paints a small world—whether fanciful, playful, or dreamy—giving young hands something to play for beyond the mechanics of the notes themselves. The single-line melodies keep technical demands reasonable while the imaginative titles invite genuine musical interpretation.

Early elementary and elementary pianists ready to move beyond single-note reading into simple two-hand coordination and expressive playing. Students who respond to storytelling and imagination will especially connect with pieces anchored to vivid titles and scenes.

• Read through the teacher duet part first to understand the harmonic and rhythmic context, even if you're only performing the melody line initially.
• Experiment with dynamics and articulation to bring out the character suggested by each title; a piece about daydreaming reads very differently than one about action.
• When both hands carry melody, practice slowly with separate hands until the hand independence feels secure, then add gentle pedal to connect the lines.
• Use the teacher duet as motivation during practice; knowing someone else's part reinforces your own phrasing and timing.

Perfect for student recitals where variety and approachability matter equally. Program two or three pieces from the collection to give a recital shape without overwhelming young performers, or use individual pieces as rewards during the practice year when students need encouragement and fresh repertoire.

• Hand independence and coordination (melody divided between two hands)
• Hands-together technique in an accessible context
• Reading and responding to descriptive imagery as musical interpretation
• Collaboration with a teacher partner during duet performance
• Confidence building through short, complete solo structures