Witches on Broomsticks: Pre-Reading Piano Sheet

Mary Leaf designed this piece specifically for students at the very beginning of their piano journey, removing the barrier of traditional notation while keeping the musical and emotional content intact. Young players get to experience real ensemble playing, dynamics, and character work from their first lessons instead of waiting until they've mastered reading. The black-key setup centers the hand naturally and lets students focus entirely on musicality.

Mischievous and theatrical, with spooky moments that shift between creeping stealth and gleeful chaos. The melody rides on the black keys with a natural, pentatonic ease, while the lyrics and teacher part inject personality and drama that young pianists rarely get to explore so early in their studies.

Students in their first year of piano study who are still learning to read traditional notation. This piece works beautifully for Halloween recitals, studio group performances, or as a confidence-builder during early lessons when a student needs a memorable piece they can play immediately.

• Exaggerate the dynamic contrasts between soft, creeping passages and sudden loud moments to build the spooky atmosphere your student experiences while playing.
• Have your student speak or sing the witch-themed lyrics aloud during practice, even when playing, so the character drives their phrasing and tempo choices.
• Use the teacher accompaniment to guide your student's tempo and phrasing; this partnership transforms a solo piano piece into an interactive musical conversation.
• Experiment with pedal sparingly and only on sustained notes, since young hands often lack the coordination for full pedal work, and the black-key melody sings clearly without it.

This piece shines in a Halloween recital or seasonal performance where audiences expect playful, character-driven music. It also works well as a duet performance in a studio group lesson or student recital, where the teacher accompaniment becomes an integral part of the musical storytelling.

• Playing dynamics (soft and loud) to shape musical character
• Reading and responding to lyrics and rhythmic patterns without staff notation
• Ensemble listening and coordination with a teacher accompaniment
• Finger independence and hand position centered on Middle C and the black keys
• Expression and interpretation through character-driven performance