Recordings in the lists below are primarily Rote and Technique pieces. The type of piece is listed in the outer corner of each page in the book. Reading pieces are not included, as the goal of those pieces is to learn them primarily by reading the notes, rather than by listening.
If there is a Reading piece not included here that a reminder video is needed for, check out Piano Safari’s YouTube page or do a general search in YouTube.
Repertoire Book 1
Videos
https://pianosafari.com/repertoire-1/
https://www.youtube.com/watch?v=peZgLCvFmxo&list=PLb22IfipM99Uh13aghgSDNQztU6cgtL5a
Recordings
Recordings can be downloaded using a link and code found on the title page of the book, just inside the cover.
Repertoire Book 2
Videos
https://pianosafari.com/repertoire-2/
https://www.youtube.com/watch?v=3g3s24PSf24&list=PLb22IfipM99X3RDWk8CVUe_By7NUxfEIq
Recordings
Recordings can be downloaded using a link and code found on the title page of the book, just inside the cover.
Technique Book 2
Videos
https://pianosafari.com/technique-2/
https://www.youtube.com/watch?v=jUZ13QQ8Itk&list=PLb22IfipM99V__wj6dG-wmc8HDOzQgL_I
Repertoire Book 3
The Book 3 videos page only has a few, so I’ve made a YouTube playlist with every piece in the book.
Videos
https://pianosafari.com/repertoire-book-3/
https://youtube.com/playlist?list=PLP8DI8DE4Vi6dP97-m0JvezGHmC3aiVIj
Technique Book 3
Videos
https://pianosafari.com/technique-book-3/
Listen or watch the song during practice sessions before the student begins working on it, so it’s fresh in their ears. Videos provide a visual reminder for hand placement and technique.
Find times when listening can happen in the background: during breakfast, in the car, homework, or getting ready for bed. Our brains pick up a lot even when we’re not giving it all of our focus, and hearing all of the songs in the book repeatedly means that students will already recognize their next song, making learning it much faster and less overwhelming.
Students who listen regularly learn pieces and develop a mature sound at a much faster rate. They are often excited when they recognize their new song already and are eager to dive in.
I like to share a story from my own time taking lessons: if I was headed to a lesson that I knew I hadn’t practiced enough for, I would listen to my song on repeat on the drive there. By listening and pretending to play it in my head, I could then play it on my instrument for my teacher, and usually make it sound like I had made noticeable progress, even though I hadn’t done enough practicing during the week. I regularly used this to trick my teachers into thinking I was practicing more than I was :) But the truth is, while I was cramming, I was also utilizing mental practice! During mental practice, our brains can’t tell the difference between us imagining playing our instrument, and us actually physically playing our instrument.