'Bass Drum Immersion

Many drummers have amazing hand speed and control, but still find it difficult to master basic single strokes on a double pedal. They work at it from time to time, but never quite get it to the functional stage. I believe this is because the development of pedal technique is largely absent in most beginner lessons.

It's a proven fact that kids at a very young age have a significant advantage when it comes to learning a second language - while teenagers that have spoken English for 15+ years find it more difficult. I believe this is because teenagers have gotten past the initial stage of development, and no longer *need* to learn in order to communicate. This would explain why French (or other) immersion classes are so effective. The student is forced to learn if they want to participate on any level.

I suggest you take a bass drum immersion class of your own. This is especially effective for double bass players, but also relates to single pedal drummers. Decide for yourself that virtually every beat or fill you practice for the next three months will incorporate some unique pedal work. Spend a good portion of your daily practice focusing specifically on bass drum development. Most importantly of all, do NOT stop or slow down until you have developed the ability to use your new found skill in a musical context. Work through everything until you are comfortable playing it in virtually any setting. Only then will it become a true ability.

Single Bass Drum Technique

At first, it may seem like you are at a disadvantage when playing a single pedal. However, I don't look at things that way at all. The simplicity of a single pedal setup can, in many ways, allow you to achieve usable results sooner. Better still, it's all the more impressive to play amazing hand to feet combinations using just one foot. This is used all the time in music styles like punk rock, and heavy metal rock!

I've got a special secret method for playing amazing hand to feet combinations that is an excellent alternative for single pedal drummers. More on that later...

Double Bass Drum Technique

Playing double bass, whether it be two bass drums or just double pedals, has a very different learning curve when compared to single pedal drumming. You will find that it takes twice as long to initially develop speed and control, however, things become significantly easier once you have the basics down. A concept or pattern that a single pedal drummer struggles with will often be fairly simple with two pedals. Beyond that, there are some things that just cannot be done without having a double pedal.

Imagine playing drums with a single hand. Yes, you can use methods like the Moeller or finger control technique to play fairly fast, but it just isn't the same. Likewise, playing with a single pedal can be limiting when you want to branch out into more creative drumming concepts (flams, single stroke or double stroke rolls, etc.).

Heels-Up vs. Heels-Down

Playing heels-up can be significantly easier when you are first learning to play, and thus many drummers become completely reliant on it. As I explained earlier with my second-language analogy - they just find it easier to stick with the one method that is already working perfectly. The line "if it ain't broke, don't fix it" comes to mind.

However, I think drummers that skip out on the heels-down method really sell themselves short. You see, playing heels-up uses many more muscle groups - including the same muscles used to play heels-down. Thus, it takes almost twice the energy to play a beat with that method.

I would encourage you to take up both methods. Playing heels-down will help you develop important muscles that will actually speed up your heels-up playing, and give you added control. It's like comparing finger control technique with using all wrists to play around the snare and toms. Yes, you get more power out of using wrists, but the fingers save energy and give you added speed. Develop both techniques to see best results.

Using Ankle Weights To Develop Speed

Using ankle weights when practicing drums is a relatively well kept secret in the industry. A few drummers, that I consider to be reliable sources, have told me that even Thomas Lang and Virgil Donati make full use of them to develop speed and control. I'm not sure why this isn't covered in instructional videos (that I have seen). You can draw your own conclusions, but I'm guessing they may want to keep a method or two quiet as to not give away all of their secrets.

Essentially, you want to wear the ankle weights as you practice both heels-up and heels-down. When you go to remove them after 20+ minutes of practice - it literally feels like your feet are floating on the pedals! It's truly a unique feeling.

Double Bass Synchronization

The key to achieving single stroke speed on double pedals is to find the sweet spot on both pedals. It's like the balance (or fulcrum) point in a drum stick that allows do the least amount of work. It is vital that both of your feet play at the SAME balance point. Don't get used to playing your left foot slightly different than the right. It will make it significantly more difficult to synchronize your singles at top speed - which adds one more hindrance to achieving your best result.

The Secret To Bass Drum Speed

Ever wonder how the world record speed of 1407 BPM was achieved with double pedals (23.45 strokes per second), or how drummers like Travis Barker play insanely fast hand-to-feet combinations with a single pedal? The secret is a simple method that, while difficult to explain in text, is really quite simple when applied to the pedal.

No, it is NOT some accessory you have to add to your pedals or lug around from gig to gig. This method can be played on any pedal (single or double bass) to produce fast double strokes with your feet. It's called the heel-toe technique.

Think of how you play the snare drum with your hands. Playing a double stroke roll allows you to play significantly faster than singles, and by incorporating doubles you can play many more patterns and rudiments that would be virtually impossible with single strokes alone.

The Heel Toe Technique

The heel-toe technique not only allows you to play doubles with ease, but it also allows you to play them with speed and precision that just cannot be achieved without it. You can use it with two pedals to play double strokes rolls, or on one pedal to connect fast hand-to-feet combinations. I still come up with new ways of implementing it on a regular basis.

If you want to learn this method the right way, I recommend you check out the instructional video on Jared Falk's Bass Drum Secrets web site. It shows the right way to play the technique by breaking it down step-by-step in slow motion video. It'll cost you less than an average drum lesson, and this technique will honestly revolutionize the way you look at playing drums. This bass drum speed technique will enable you to play the drums better than many drummer with your level of experience.

Jared has finally upgrade to have a DVD delivery option - as the downloadable video was lower quality, and people would often accidentally delete the video. It's one of those things that you really only need to watch a few times. Once you get the technique - you have it for life. Its a great product to have in your drumming library.

Drummers are a different breed of people - they are set apart from other musicians. They have a totally different job, and different feel with their instrument. They are required to be able to move, and separate themselves from the rest of the band. Although they are still musicians, and share much of the same qualities, you cannot really compare a drummer to a melodic musician. There are certain things that you get out of drumming that you can't get out of other instruments.

Physical Benefits Of Drumming

The first obvious benefit to drumming is the physical aspect to it. Like mentioned above, drumming is a physical activity, one that takes a lot of energy. Sit on a stool, move your hands and feet around the kit at fast speeds, for long periods of time, and see how you feel. Tired? Its not an easy job. The cardio muscles in drummers are much more developed than in non-drummers. For all the parents out there who have trouble getting their young ones to get some exercise, try sitting them on a drum kit. Not only will they get the exercise they need, they will also have fun!

Mental Benefits Of Drumming

Drumming takes a lot of work, time, and energy that- when done right- is very rewarding. These kinds of reward can bee seen and heard very easily; so drummers are very self motivated. This determination and focus you learn can be applied to any situation. When playing a beat, drummers use every part of their mind to make sure every part of them is playing on time. For the younger kids out there, this helps to develop fundamental skills in channeling their mind, and focusing on one thing. Any parents out there who have kids suffering with ADD or ADHD? This is a big benefit for you. Getting your young ones to start playing the drums is a great way to help them take out their excess energy on something that is very useful, and physical.

Musical Benefits Of Drumming

Throughout this article you may get the impression that a drummer is not a musician. This is far from the truth. Being a musician is just another benefit of being a drummer. Having the feeling like you are accomplished is a feeling that no one can explain. Being in a band or other music group will give you confidence and meaning that other activities just cannot give you.; If you are a parent of a child who is lacking in self confidence, drumming may be the solution for you.

Weather you are young, old, or middle aged, playing the drums can be the most rewarding experience. It will keep you active, it will keep you thinking, and it will keep you in the know. I would strongly suggest drumming to parents with kids of any type. It helps shape the personality of a person by teaching them some fundamental life skills.

This rudiment works great for building stamina, and strength in your wrists and fingers. You will be surprised at how much your drumming improves when you practice the single stroke roll routinely. Remember to always use a metronome when practicing any drum rudiment, it will keep you on time, and will allow you to measure your progress. Practice the single stroke two ways. First, get a timer handy and time yourself going as fast as you can for one minute. This will build strength and speed. Second, Set your metronome at a lower speed, and go a longer period of time. This will help build endurance and stamina.

We will start with proper stick grip. Without proper stick grip, you will have uneven strokes that sound more like a flam than a roll. Also, you will find you have more endurance and control when you are holding the sticks right. The principle is the same either way you hold your sticks. If you are using matched grip, you will want to try and make your weaker hand copy your dominant hand exactly – this is the same with the French grip. If you are using the traditional grip, you may notice yourleft hand must move in a different way then your right. Stick independence will come in time, and that is why you are practicing the single stroke roll.

The Single Stroke Roll

The single stroke roll is very easy to learn. You simply alternate your sticking: Right, Left, Right, Left… Try to get the same sound out of both your sticks, so they sound uniform. Here’s how a single stroke roll looks like:

For some more advanced practice, try adding accents in. Practicing the single stroke roll with accents will help develop stick independence. In these next examples, you will use accents on your right, and left hand!

All that is left is to add some cymbals in, and expand on the beat a bit. There’s no limit to how long you can’t go for, as long as you keep people interested. You don't want to keep repeating the same roll over and over. The audience will get bored very fast. You have to keep changing different techniques and feels, while keeping them all related. Just like a song, you wouldnt totally change the feel everytime you go from verse to chorus, you always need something relative to tie everything together. Make sure that all elements of your drum solo all have the same type of feel. You can get alot of ideas from going on websites like YouTube or Google-Video, these websites have home made video's from many talented drummers that you can learn drum solo techniques from.

Finishing A Drum Solo

There are many ways to finish off a drum solo. One way is to bring it down to a soft stop. This can be done by bringing the dynamics down, and slowing the beat down a bit. You may like this technique if you are doing a long solo, where all attention is on you. It will bring closure to your beat. The other way is to go out with a bang. This is a great method if you are ending a show, or song. Crash away at your cymbals, while playing on the set as fast as you can. Fast drum rudiments going around the toms are sure to impress your crowd. End with a final blow to your crash.

Chord Guide

      3    4

G:    3x0003

      134211

F:    133211

       32 1

C:    x32010

       1333

Bb:   x1333x

        231

Am:   x02210

         3 2

Cmaj7/G: 3x2000

Intro:

/ G - - - / F - - - / G - - - / F - - G / C - - - / - - - - /

/ G - - - / F - - - / G - - - / F - - - / G - - - / F - - - /

/ C - - - / - - - - /

C                        F (½)  C (½)        G                   C (Bass run: g-a-c)

  If you see her, say hello,    she might be in Tangier

C                            F (½)    C (½)        C                   Bb   G

   She left here last early spring,    is livin' there, I hear

Am                     F (½)    C (½)             C                              F

  Say for me that I'm all right though things get kind of slow

Am                                   Cmaj7/G                F                    C (2)

  She might think that I've forgotten her, don't tell her it isn't so.

C                F (½)  C (½)       G                 C (Bass run: g-a-c)

  We had a falling-out, like lovers often will

             C                      F (½)      C (½)     C                        Bb   G

And to think of how she left that night, it still brings me a chill

           Am                F (½)    C (½)     C                           F

And though our separation,          it pierced me to the heart

Am                           Cmaj7/G         F                     C (2)

    She still lives inside of me, we've never been apart.

C                       F (½)  C (½)   G                             C (Bass run: g-a-c)

   If you get close to   her,        kiss her once for me

C                             F (½)      C (½)        C                                          Bb   G

   I always have respected her for       doin' what she did and gettin' free

Am                                  F (½)    C (½)     C                         F

Oh, whatever makes her happy,          I won't stand in the way.

            Am                   Cmaj7/G                 F                                    C (2)

Oh, the bitter taste still lingers on, from that night I tried to make her stay.

C                        F (½)  C (½)    G                        C (Bass run: g-a-c)

   I see a lot of people               as I make the rounds

           C                     F (½)       C (½)        C                     Bb   G

And I hear her name here and there as I go from town to town

                   Am            F (½)    C (½)            C                            F

And I've never gotten used to it,    I've just learned to turn it off

Am                 Cmaj7/G    F                       C (2)

Either I'm too sensitive or   else I'm gettin' soft.

C                  F (½)          C (½)        G                   C (Bass run: g-a-c)

   Sundown, yellow moon,              I replay the past

C                           F (½)    C (½)     C                   Bb   G

I know every scene by heart, they all went by so fast

Am                   F (½)       C (½)       C                      F

If she's passin' back this way, I'm not that hard to find

Am                      Cmaj7/G       F                      C (2)

Tell her she can look me up        if she's got the time.

/ G - - - / F - - - / G - - - / F - - - / G - - - / F - - - /

/ C - - - / - - - - /

/ G - - - / F - - - / G - - - / F - - - / G - - - / F - - - /

/ C - - - / - - - - /

BENEFITS OF MUSIC TO PEOPLE

Children who study music tend to have larger vocabularies and more advanced reading skills than their peers who do not participate in music lessons.
Children with learning disabilities or dyslexia who tend to lose focus with more noise could benefit greatly from music lessons.
Music programs are constantly in danger of being cut from shrinking school budgets even though they're proven to improve academics.
Children who study a musical instrument are more likely to excel in all of their studies, work better in teams, have enhanced critical thinking skills, stay in school, and pursue further education.
In the past, secondary students who participated in a music group at school reported the lowest lifetime and current use of all substances (tobacco, alcohol, and illicit drugs).
Schools with music programs have an estimated 90.2% graduation rate and 93.9% attendance rate compared to schools without music education, which average 72.9% graduation and 84.9% attendance.
Regardless of socioeconomic status or school district, students (3rd graders) who participate in high-quality music programs score higher on reading and spelling tests.
A Stanford study shows that music engages areas of the brain which are involved with paying attention, making predictions and updating events in our memory.
Much like expert technical skills, mastery in arts and humanities is closely correlated to a greater understanding of language components.
Young children who take music lessons show different brain development and improved memory over the course of a year, compared to children who do not receive musical training.
Schools that have music programs have an attendance rate of 93.3% compared to 84.9% in schools without music programs.

Riff x4

w/riff:

I stick loneliness, you lips

and the two coins of your eyes

into my pockets

well the train skates into

Port Henry late Sunday

sometimes when I'm riding high

feeling fine you know there's something

troubling yeah, troubling my mind

Chorus:

       G                   D                        C     G

so I reach into my pocket for some small change

    G                  D                        C      G

I reach into my pocket for some small change

Instrumental:

/ D - - - / G - D - / C – - - / D – G - / G – D – /

/ C - - - / - - - - / C (hold) /

I want bones like iron blood like mercury

so I can tell you when I'm rising

and when I'm sinking in

Chorus

Instrumental

               G                          D

hey let's drink from the cup share some luck

C                                         G

go ahead and laugh cause it don't cost much

G     D                              C  G

No, no, it don’t cost much

(repeat)

Chorus

           G               D                        C                      G

I stick loneliness, your lips and the two coins of your eyes 

              G       D    C  G

into my pockets

(repeat)

BENEFITS OF MUSIC TO PEOPLE

Children who study music tend to have larger vocabularies and more advanced reading skills than their peers who do not participate in music lessons.
Children with learning disabilities or dyslexia who tend to lose focus with more noise could benefit greatly from music lessons.
Music programs are constantly in danger of being cut from shrinking school budgets even though they're proven to improve academics.
Children who study a musical instrument are more likely to excel in all of their studies, work better in teams, have enhanced critical thinking skills, stay in school, and pursue further education.
In the past, secondary students who participated in a music group at school reported the lowest lifetime and current use of all substances (tobacco, alcohol, and illicit drugs).
Schools with music programs have an estimated 90.2% graduation rate and 93.9% attendance rate compared to schools without music education, which average 72.9% graduation and 84.9% attendance.
Regardless of socioeconomic status or school district, students (3rd graders) who participate in high-quality music programs score higher on reading and spelling tests.
A Stanford study shows that music engages areas of the brain which are involved with paying attention, making predictions and updating events in our memory.
Much like expert technical skills, mastery in arts and humanities is closely correlated to a greater understanding of language components.
Young children who take music lessons show different brain development and improved memory over the course of a year, compared to children who do not receive musical training.
Schools that have music programs have an attendance rate of 93.3% compared to 84.9% in schools without music programs.

Intro: / A - - - / D – Asus2 - / E – Esus4 - / D - - - / (x2)

A                    D     Asus2

    I put on my overcoat and

E                 Esus4         D

walked into winter - my teeth chattered rhythms

A                                          D             Asus2

   And they were grouped in twos or threes, like a

E                   Esus4         D

Morse code message was sent from me to

A                                     D                  Asus2

Me.  And cars on slippery slopes were stuck: people

E                                Esus4      D

pushing through their mittens as I was beginning

A                              D               Asus2

   to feel it soaking through my shoes, getting

E                Esus4   D (x2 measures)

colder with every step i took to your apartment, dear.

Riff 1

A                         D     Asus2

    And I was a kaleidoscope: the

   E              Esus4      D

snow on my lenses distorting the image

A                            D       Asus2

    of what was only one of you and I

E                 Esus4        D (x2 measures)

didn't know which one to address as all your lips moved

(w/Riff 1)

and this is when I forget breathe

and all the things I scripted, they sound unfounded.

And the look that you're giving me,

That tells me exactly what you are thinking:

D7/6

"This ain't working anymore."

Repeat Intro

D5

They got their mothers worked into a panic

B5

sledding down hills into oncoming traffic

        D5

the parents layered clothes until the children couldn't move and then

B5

left them outside ‘til their noses were blue and

F#5   Dm/maj7

I got left there, too.

/ A - - - / D – Asus2 - / E – Esus4 - / D - - - /

A                    D     Asus2

    I put on my overcoat and

E                 Esus4         D

walked into winter - my teeth chattered rhythms

A                                          D               Asus2

   And they were grouped in twos or threes, like a

E                   Esus4         D5 (x4 measures)

BENEFITS OF MUSIC TO PEOPLE

Children who study music tend to have larger vocabularies and more advanced reading skills than their peers who do not participate in music lessons.
Children with learning disabilities or dyslexia who tend to lose focus with more noise could benefit greatly from music lessons.
Music programs are constantly in danger of being cut from shrinking school budgets even though they're proven to improve academics.
Children who study a musical instrument are more likely to excel in all of their studies, work better in teams, have enhanced critical thinking skills, stay in school, and pursue further education.
In the past, secondary students who participated in a music group at school reported the lowest lifetime and current use of all substances (tobacco, alcohol, and illicit drugs).
Schools with music programs have an estimated 90.2% graduation rate and 93.9% attendance rate compared to schools without music education, which average 72.9% graduation and 84.9% attendance.
Regardless of socioeconomic status or school district, students (3rd graders) who participate in high-quality music programs score higher on reading and spelling tests.
A Stanford study shows that music engages areas of the brain which are involved with paying attention, making predictions and updating events in our memory.
Much like expert technical skills, mastery in arts and humanities is closely correlated to a greater understanding of language components.
Young children who take music lessons show different brain development and improved memory over the course of a year, compared to children who do not receive musical training.
Schools that have music programs have an attendance rate of 93.3% compared to 84.9% in schools without music programs.

Chord Guide

      3    4

G:    3x0003

        3   14

Gsus4:  3x0013

         132

D:    xx0232

       32 1

C:    x32010

       12

Em:   022000

Intro:  / G - - / Gsus4 - - / x4

D                 G                C (2)

Look to the clock on the wall

C                    G           D (2)

Hands hardly moving at all

    D                     G          C (2)

I can't stand the state I'm in

  C                  G                  D              Em

Sometimes it feels like the wall's closing in

Chorus 1:

C    G        D            Em           C         G              D              Em

Oh Lord what can I say       I'm so sad since you went away

  C      G      D              Em       C         G              D                       Em

Time, time, tickin on me      Alone is the last place I wanted to be

C         D           Repeat Intro

Lord what can I say

  D                       G             C (2)

Try and burn my troubles away

   C             G                   D (2)

Drown my sorrows same way

      D                      G                C (2)

It seems no matter how hard I try

      C                      G                      D          Em

It feels like there's something just missing inside

Chorus 2:

C    G        D            Em           C         G              D              Em

Oh Lord what can I say       I'm so sad since you went away

  C      G      D              Em       C         G              D                      Em

Time, time, tickin on me      Alone is the last place I wanted to be

C         D           Em (2)                   C         D            Repeat Intro

Lord what can I say            Oh, Lord, what can I say

  D             G                 C (2)

How many rules can I break

  C             G              D (2)

How many lies can I make

  D              G                 C (2)

How many roads must I turn

      C              G                      D                Em

To find me a place where the bridge hasn't burned

Chorus 2, skip last line

Chorus 2

Hold last G of Intro

BENEFITS OF MUSIC TO PEOPLE

Children who study music tend to have larger vocabularies and more advanced reading skills than their peers who do not participate in music lessons.
Children with learning disabilities or dyslexia who tend to lose focus with more noise could benefit greatly from music lessons.
Music programs are constantly in danger of being cut from shrinking school budgets even though they're proven to improve academics.
Children who study a musical instrument are more likely to excel in all of their studies, work better in teams, have enhanced critical thinking skills, stay in school, and pursue further education.
In the past, secondary students who participated in a music group at school reported the lowest lifetime and current use of all substances (tobacco, alcohol, and illicit drugs).
Schools with music programs have an estimated 90.2% graduation rate and 93.9% attendance rate compared to schools without music education, which average 72.9% graduation and 84.9% attendance.
Regardless of socioeconomic status or school district, students (3rd graders) who participate in high-quality music programs score higher on reading and spelling tests.
A Stanford study shows that music engages areas of the brain which are involved with paying attention, making predictions and updating events in our memory.
Much like expert technical skills, mastery in arts and humanities is closely correlated to a greater understanding of language components.
Young children who take music lessons show different brain development and improved memory over the course of a year, compared to children who do not receive musical training.
Schools that have music programs have an attendance rate of 93.3% compared to 84.9% in schools without music programs.

0                                5

I don't want to wonder if this is a blunder

0                                                    5

I don't want to worry whether we're goin’ to stay together till we die

0                                    5

I don't want to jump in unless this music's thumping

0                                     5

All the dishes rattle in the cupboards when the elephants arrive

Chorus:

0                               5

 I want to love you madly

0                             5

 I want to love you now

0                              5

 I want to love you madly

0                                  5 (hold and let ring)                 

 I want to love you, love you, love you madly

Repeat Intro

0                               5

I don't want to fake it, I just want to make it

0                                                       5

The ornaments look pretty but they're pulling down the branches of the tree

0                                         5

I don't want to think about it, I don't want to talk about it

0                                              5

When I kiss your lips, I want to sink down to the bottom of the sea

Chorus

0 (hold and let ring)             5 (hold and let ring)

I don't want to hold back, I don't want to slip down

0                                                5

I don't want to think back to the one thing that I know I should have done

0                                             5

I don't want to doubt you, know everything about you

0                                         5 (hold)

I don't want to sit across the table from you wishing I could run

Chorus

End on 0

BENEFITS OF MUSIC TO PEOPLE

Children who study music tend to have larger vocabularies and more advanced reading skills than their peers who do not participate in music lessons.
Children with learning disabilities or dyslexia who tend to lose focus with more noise could benefit greatly from music lessons.
Music programs are constantly in danger of being cut from shrinking school budgets even though they're proven to improve academics.
Children who study a musical instrument are more likely to excel in all of their studies, work better in teams, have enhanced critical thinking skills, stay in school, and pursue further education.
In the past, secondary students who participated in a music group at school reported the lowest lifetime and current use of all substances (tobacco, alcohol, and illicit drugs).
Schools with music programs have an estimated 90.2% graduation rate and 93.9% attendance rate compared to schools without music education, which average 72.9% graduation and 84.9% attendance.
Regardless of socioeconomic status or school district, students (3rd graders) who participate in high-quality music programs score higher on reading and spelling tests.
A Stanford study shows that music engages areas of the brain which are involved with paying attention, making predictions and updating events in our memory.
Much like expert technical skills, mastery in arts and humanities is closely correlated to a greater understanding of language components.
Young children who take music lessons show different brain development and improved memory over the course of a year, compared to children who do not receive musical training.
Schools that have music programs have an attendance rate of 93.3% compared to 84.9% in schools without music programs.

Intro (x2):

E----------------------|----------------------|

B--3---3------3---3----|--1---1------0---0----|

G.-4---4------4---4----|--0---0------0---0----|

D.-5----------4--------|--2----------0--------|

A----------------------|----------------------|

E----------------------|----------------------|

w/intro riff x2

I've been awake for a while now

you've got me feelin’ like a child now

cause every time I see your bubbly face

I get the tinglies in a silly place

Chorus:

                       G

It starts in my toes

                   Gmaj7

and I crinkle my nose

                     C                    G

where ever it goes I always know

                              G

that you make me smile

                            Gmaj7

please stay for a while now

                      C

just take your time

                        G

where ever you go

G                                       Gmaj7

   The rain is fallin’ on my window pane

C                                   G

    but we are hidin’ in a safer place

G                                      Gmaj7

  under the covers stayin’ safe and warm

C                                   G

   you give me feelings that I adore

Chorus

Bridge:

Bm (2)                          C (2)

   But what am I gonna say

D (2)                                         Am                        

when you make me feel this way

G/B     C (hold 2)

I just.......mmmmmm

Chorus

Instrumental Verse w/scat singing

G                                       Gmaj7

I’ve been asleep for a while now

C                                   G

You tucked me in just like a child now

G                                       Gmaj7

Cause every time you hold me in your arms

C                                   G

I'm comfortable enough to feel your warmth

Chorus 2:

                       G

It starts in my soul

                          Gmaj7

And I lose all control

                              C                   

When you kiss my nose

                   G

The feeling shows

                                  G

‘Cause you make me smile

                                Gmaj7

Baby just take your time now

                  C   G

Holding me ti-i-ight

        G            Gmaj7      C              G

Wherever, wherever, wherever you go

        G             Gmaj7      C             G

Wherever, wherever, wherever you go

G             Gmaj7         C               G

   Ooh wherever you go, I always know

G                                     Gmaj7                      C      G (hold)

   ‘Cause you make me smile, baby, just for a while

BENEFITS OF MUSIC TO PEOPLE

Children who study music tend to have larger vocabularies and more advanced reading skills than their peers who do not participate in music lessons.
Children with learning disabilities or dyslexia who tend to lose focus with more noise could benefit greatly from music lessons.
Music programs are constantly in danger of being cut from shrinking school budgets even though they're proven to improve academics.
Children who study a musical instrument are more likely to excel in all of their studies, work better in teams, have enhanced critical thinking skills, stay in school, and pursue further education.
In the past, secondary students who participated in a music group at school reported the lowest lifetime and current use of all substances (tobacco, alcohol, and illicit drugs).
Schools with music programs have an estimated 90.2% graduation rate and 93.9% attendance rate compared to schools without music education, which average 72.9% graduation and 84.9% attendance.
Regardless of socioeconomic status or school district, students (3rd graders) who participate in high-quality music programs score higher on reading and spelling tests.
A Stanford study shows that music engages areas of the brain which are involved with paying attention, making predictions and updating events in our memory.
Much like expert technical skills, mastery in arts and humanities is closely correlated to a greater understanding of language components.
Young children who take music lessons show different brain development and improved memory over the course of a year, compared to children who do not receive musical training.
Schools that have music programs have an attendance rate of 93.3% compared to 84.9% in schools without music programs.

Intro: / C - - - / Em - - - / F - - - / C - - - /

C                          Em

See the pyramids along the Nile

F                                   C       

 Watch the sunrise on a tropic isle

F (½)         Fm (½)          C (½)       Am7 (½)

  Just remember darlin' all the while

Dm7                   G7sus4       

    You belong to me

C                                 Em

See the marketplace in Old Algiers

F                                           C

    Send me photographs and souvenirs

F (½)        Fm (½)                 C (½)       Am7 (½)

   Just remember when a dream appears

Dm7 (½)   G7 (½)      C

    You belong to me

Bridge:

C7                        F

I'd be so alone without you

D7                                    G7   

Maybe you'd be lonesome too,

       G7sus4

and blue

C                          Em

Fly the ocean in a silver plane

    F                                   C

    See the jungle when it's wet with rain

F (½)         Fm (½)          C (½)       Am7 (½)

Just remember 'till you're home again

Dm7 (½)   G7 (½)      C

    You belong to me

Instrumental Verse

Repeat from Bridge

Instrumental Verse

BENEFITS OF MUSIC TO PEOPLE

Children who study music tend to have larger vocabularies and more advanced reading skills than their peers who do not participate in music lessons.
Children with learning disabilities or dyslexia who tend to lose focus with more noise could benefit greatly from music lessons.
Music programs are constantly in danger of being cut from shrinking school budgets even though they're proven to improve academics.
Children who study a musical instrument are more likely to excel in all of their studies, work better in teams, have enhanced critical thinking skills, stay in school, and pursue further education.
In the past, secondary students who participated in a music group at school reported the lowest lifetime and current use of all substances (tobacco, alcohol, and illicit drugs).
Schools with music programs have an estimated 90.2% graduation rate and 93.9% attendance rate compared to schools without music education, which average 72.9% graduation and 84.9% attendance.
Regardless of socioeconomic status or school district, students (3rd graders) who participate in high-quality music programs score higher on reading and spelling tests.
A Stanford study shows that music engages areas of the brain which are involved with paying attention, making predictions and updating events in our memory.
Much like expert technical skills, mastery in arts and humanities is closely correlated to a greater understanding of language components.
Young children who take music lessons show different brain development and improved memory over the course of a year, compared to children who do not receive musical training.
Schools that have music programs have an attendance rate of 93.3% compared to 84.9% in schools without music programs.

G  D  C  Cmaj7  C  x2

G        D    C 

Sometimes    we get second

G         D    C

chances

G               D    C

And sometimes     we never make it past the

G      D   C

first

CHORUS:

Am        C              G          D                     

It really makes you wonder why somethings

C         G                  D  Dsus4  D  Dsus2  D

happen when they do

Am        C              G          D                

It really makes me wonder why it wasn't

Am                D

me instead of you    And when you

G    D   Em           C

Say      it doesn't matter well it

G      D  Em  C

Does                And all it

G      D  Em           C

Takes         is a mistake to eat your

G       D  Em  C

Words

Am                                        

Just one more time I think

C                         

I'll drive on home

       G   D  C  Cmaj7  C

tonight

G  D  C  Cmaj7  C

G        D    C 

Sometimes    we never see the

G           D    C 

warning

G                D                C

   And the voice in your head tells you not to

G   D  C

go

Chorus

BRIDGE:

                      Em                          C                  D  Dsus4  D

And when you look its gone its too late to turn around

              Em                             C                                    D  Dsus4  D

And it's another day facing yourself and the things that you've done

G  D  Em  C x2

And when you

G    D   Em           C

Say      it doesn't matter well it

G      D  Em  C

Does                And all it

G      D  Em           C

Takes         is a mistake to eat your

G       D  Em  C

Words

Am                                       

Just one more time I think

     C              C/B     G

I'll drive on home tonight

BENEFITS OF MUSIC TO PEOPLE

Children who study music tend to have larger vocabularies and more advanced reading skills than their peers who do not participate in music lessons.
Children with learning disabilities or dyslexia who tend to lose focus with more noise could benefit greatly from music lessons.
Music programs are constantly in danger of being cut from shrinking school budgets even though they're proven to improve academics.
Children who study a musical instrument are more likely to excel in all of their studies, work better in teams, have enhanced critical thinking skills, stay in school, and pursue further education.
In the past, secondary students who participated in a music group at school reported the lowest lifetime and current use of all substances (tobacco, alcohol, and illicit drugs).
Schools with music programs have an estimated 90.2% graduation rate and 93.9% attendance rate compared to schools without music education, which average 72.9% graduation and 84.9% attendance.
Regardless of socioeconomic status or school district, students (3rd graders) who participate in high-quality music programs score higher on reading and spelling tests.
A Stanford study shows that music engages areas of the brain which are involved with paying attention, making predictions and updating events in our memory.
Much like expert technical skills, mastery in arts and humanities is closely correlated to a greater understanding of language components.
Young children who take music lessons show different brain development and improved memory over the course of a year, compared to children who do not receive musical training.
Schools that have music programs have an attendance rate of 93.3% compared to 84.9% in schools without music programs.

     D             (C)        G

In the town where I was born

(Em)      Am         (C)       D

Lived a man who sailed to sea

(G)       D      (C)     G

And he told us of his life

(Em)    Am      (C)     D

  In the land of submarines

(G)       D        (C)     G

So we sailed up to the sun

(Em)     Am      (C)      D

Till we found the sea of green

(G)       D        (C)             G

And we lived beneath the waves

(Em)    Am   (C)      D

In our yellow submarine

Chorus:

  G                   D

We all live in a yellow submarine

   D                        G

Yellow submarine, yellow submarine

G                      D

We all live in a yellow submarine

   D                        G

Yellow submarine, yellow submarine

              D             (C)     G

And our friends are all on board

(Em)  Am             (C)           D

Many more of them live next door

(G)         D       (C)        G     (Em)     Am      (C)      D

And the band begins to play

Chorus

(G)     D    (C)      G

As we live a life of ease

(Em)   Am              (C)       D

   Everyone of us has all we need

(G)       D        (C)        G

Sky of blue and sea of green

(Em)      Am    (C)    D

   In our yellow submarine

Chorus x2

End on G

BENEFITS OF MUSIC TO PEOPLE

Children who study music tend to have larger vocabularies and more advanced reading skills than their peers who do not participate in music lessons.
Children with learning disabilities or dyslexia who tend to lose focus with more noise could benefit greatly from music lessons.
Music programs are constantly in danger of being cut from shrinking school budgets even though they're proven to improve academics.
Children who study a musical instrument are more likely to excel in all of their studies, work better in teams, have enhanced critical thinking skills, stay in school, and pursue further education.
In the past, secondary students who participated in a music group at school reported the lowest lifetime and current use of all substances (tobacco, alcohol, and illicit drugs).
Schools with music programs have an estimated 90.2% graduation rate and 93.9% attendance rate compared to schools without music education, which average 72.9% graduation and 84.9% attendance.
Regardless of socioeconomic status or school district, students (3rd graders) who participate in high-quality music programs score higher on reading and spelling tests.
A Stanford study shows that music engages areas of the brain which are involved with paying attention, making predictions and updating events in our memory.
Much like expert technical skills, mastery in arts and humanities is closely correlated to a greater understanding of language components.
Young children who take music lessons show different brain development and improved memory over the course of a year, compared to children who do not receive musical training.
Schools that have music programs have an attendance rate of 93.3% compared to 84.9% in schools without music programs.