Randall Hartsell grew up in North Carolina with limited access to a piano, practicing daily at his aunt and uncle's house until his parents could afford to purchase one. That early discipline and resourcefulness shaped his path: he began composing in high school, drew inspiration from literature and his work accompanying the choir, and eventually pursued music formally at East Carolina University, studying composition only in his senior year.
After teaching in a small town and reconnecting with his compositional voice, Hartsell caught the attention of Lynn Freeman Olson in the early 1980s, which led to his first publication. His catalog now includes more than 60 collections and solos, many of which have become staples in piano studios and schools. Based in Charlotte, he remains active as a teacher, accompanist, clinician, and church musician, bringing the same lyrical sensibility that earned him a devoted following among students at every level.
Why we love this
Hartsell writes with an intuitive sense of what Grade 2 students can accomplish without overwhelming them. Scaling The Peaks delivers satisfying musical content in just three pages, packing genuine character into a piece that respects both the student's developing technique and their growing musical intelligence.
What to expect
Accessible yet rewarding, this piece invites the student to experience the satisfaction of playing something that feels complete and polished. The writing unfolds naturally, supporting the performer's growth without calling attention to its pedagogical design.
Who it's for
Early intermediate piano students building confidence with longer forms and developing their sense of musical phrasing. Teachers seeking repertoire that balances technical clarity with genuine musicality will find this piece earns its place in recital or studio rotation.
How to get the most out of it
Shape the phrasing across full phrases rather than note to note; let the melody breathe naturally and your student will feel the arc of the piece.
Pay attention to any dynamic markings as guides for musical storytelling; they often reveal Hartsell's intent about which moments should step forward.
Work hands separately first to lock in any technical figures, then bring them together slowly to build secure coordination.
How to use it
Include this on a spring recital where students can showcase developing skill without excessive technical demand, or use it as a confidence builder when a student is returning to piano after a break. It fits naturally into a program alongside similar Grade 2 pieces or as a stepping stone before introducing slightly more complex material.
Skills your students will build
Sustaining longer musical phrases over multiple measures
Interpreting dynamic markings as expressive tools
Coordinating hands at moderate tempos
Building left-hand independence in accompaniment patterns
Reading and performing across the full staff
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