What I Did For Love (from A Chorus Line): E-Z Play Today

This E-Z Play arrangement strips away the vocal line complexity while preserving the song's emotional weight, making it accessible for pianists who want to accompany singers or perform a solo arrangement that still honors Hamlisch's sophisticated harmonic choices. The two-page format keeps things manageable without sacrificing the song's flowing structure and the subtle shifts in mood that make the piece compelling.

Sitting with someone as they reflect on what they've given up for their art and their dreams. The music holds both tenderness and resolve, moving through quiet introspection into moments of quiet affirmation. There's nothing flashy about it; its power lies in sincerity and the gentle insistence that some choices, however costly, are made with full awareness and acceptance.

Student pianists working toward intermediate repertoire who need accessible arrangements of recognizable theatrical music, and teachers seeking material that bridges classical training with contemporary musical theater contexts. This also suits community music programs and adult learners who gravitate toward songs with genuine emotional resonance and cultural significance.

• Let the melody breathe by resisting the urge to rush the opening phrases; the intimacy of this song depends on space and restraint
• Adjust pedal carefully through the harmonic changes, lifting between key moments to maintain clarity in the accompaniment texture
• Bring out the melodic contour in the right hand while keeping left-hand support warm but unobtrusive, as though accompanying someone's confession

Feature this as a solo piano piece in a recital celebrating Broadway's songbook, or use it as an accompaniment vehicle when working with vocal students on classic musical theater material. It also works beautifully in a mixed repertoire concert that juxtaposes contemporary theater music with classical standards, demonstrating the craft of songwriting across genres.

• Pedal control through harmonic progressions
• Balancing melody and accompaniment texture
• Interpreting rubato and phrasing in a ballad context
• Reading and performing theatrical repertoire with dramatic intention