“Willow Tree Waltz - Level 3A Lesson - pg. 62-63” is a two-page lesson-book repertoire piece by Nancy Faber. The page teaches expressive waltz playing in 3/4 time, with a flowing tempo, gentle phrasing, and the marking poco rit., meaning to slow down a little. The music is written as a structured performance piece, not a lead sheet or improvisation page. Its character comes from a graceful right-hand melody, long slurs, simple left-hand bass support, D.C. al Coda form, and a final coda that uses hand crossings and octave placement for a more finished ending.

Measures 1–8 present the opening waltz phrase. The right hand carries a flowing melody with long slurs and small stepwise figures, while the left hand supports with simple bass notes and rests. The mezzo piano dynamic and gentle crescendo-decrescendo shapes give the beginning a calm, swaying character.

Measures 9–16 continue the main waltz material and lead to the first formal turn. The melody repeats familiar shapes from the opening but becomes slightly broader around the mezzo forte marking. The poco rit. near measure 15 slows the phrase a little before the held note and To Coda marking.

Measures 17–24 begin the contrasting middle section. The left hand becomes more active with moving bass notes, while the right hand uses longer notes and two-note harmonies. The a tempo marking restores the original flow after the earlier slowing, and the forte marking gives this section a stronger sound than the opening.

Measures 25–32 continue the middle section and prepare the return. The melody and harmony remain fuller, with more two-note sonorities and steady left-hand motion. The final measures soften back to piano and lead into D.C. al Coda, sending the performer back to the beginning before jumping to the coda.

Measures 33–40 form the coda. The right hand begins in the upper register under the 8va marking, while the score includes left-hand and right-hand crossing instructions. The melody becomes more delicate again, and the final ritardando slows the ending into a soft piano close.

Interesting fact: This lesson page specifically teaches poco rit., an Italian marking meaning “a little slower.” In a waltz like this, that marking helps students learn how small tempo changes can make a phrase feel more expressive without losing the steady three-beat dance character.