Schaum Solo Piano Album Series: The Broadway Book: Piano Book

These arrangements strike the rare balance of staying true to memorable melodies while respecting what late elementary and early intermediate pianists can actually execute. Rather than oversimplifying, Schaum preserves the character and appeal of each song, so students feel like they're playing real Broadway material, not stripped-down versions.

Opening this book feels like stepping into a Broadway theater. Each song carries the sophistication and emotional warmth of its original, but scaled thoughtfully for young hands and developing musicianship. These are melodies that students may have heard in movies or theaters, so there's an immediate sense of connection and accomplishment in bringing them to life at the piano.

Late elementary and early intermediate piano students who respond to songs they hear in popular culture will engage deeply with this collection. Adult hobby players returning to piano will find familiar, gratifying material at a playable level. Teachers seeking supplement repertoire that motivates students through recognition and enjoyment will find immediate success here.

• Maintain consistent tempo in songs with steady rhythmic accompaniment patterns. Use the written tempo markings as a guide, but prioritize a comfortable pace that lets the right hand sing through without rushing the left hand.
• Pay attention to dynamic contrasts within each piece. Even at this level, shaping the phrase from softer openings to fuller middle sections creates the theatrical warmth these songs demand.
• Practice hands separately first, especially in pieces with syncopated rhythms or unexpected bass line movements. This builds security in performance and prevents rushing.
• Honor the text suggestions and character markings if provided. Broadway songs carry emotional weight, and matching the style to the song's intent (whether tender, celebratory, or reflective) elevates the performance beyond note-reading.

Assign pieces from this collection as supplementary recital material alongside students' method book progression. Songs like 'Tomorrow' or 'Put on a Happy Face' work particularly well in spring or year-end studio recitals, where the theatrical context and recognizable titles engage both performers and audiences. You might also use selections during studio classes or group lessons to demonstrate how method-level skills apply to real musical repertoire.

• Playing recognizable melodies with stylistic awareness
• Managing varied left-hand accompaniment patterns (blocked chords, arpeggios, steady rhythmic figures)
• Reading and executing dynamic markings and phrase shaping
• Coordinating hands with different rhythmic patterns and tempos
• Building performance confidence through familiar, appealing material