Chords for Craig Courtney - The Power of Music
Tempo:
120.4 bpm
Chords used:
C
Am
G
Em
F
Tuning:Standard Tuning (EADGBE)Capo:+0fret
Start Jamming...
[F] [Am]
[C] [Am]
[C] [Am] [C]
[Am] [C]
I [Am] think there's things you gain [B] from making [Em] music that [E] is [Em] going to help a [C] person develop
and grow in ways that are going [C] to help them in all kinds of educational [G] ways.
The discipline of music, the [Am] beauty of music, when you're [C] talking about text, understanding
[G] the words and how they fit [Am] with the music.
So I don't [C] think music is an isolated subject that [Em] you do [G] or learn that has [C] no effect on anything else.
I think it affects everything [Am] you do.
[C] And so it makes all of education [Am] that much richer.
[Em] Career-wise it was never a choice between music and something else.
I, my [A] only real passion [D] was for music.
And so I can [Am] honestly say that if I did not [C] have the training I had, if I didn't have
the [G] opportunities in school, [E] in [Em] ensembles, and to develop as a [Am] music, a musician, [C] I would
not be the same person I am now.
It has enriched my [G] life and it has transformed my [Am] life and changed my life in a lot of ways.
[C] I think choral music is [G] set apart from all other kinds [Am] of music in that [C] it involves,
[G] it's produced by the human body itself, for one thing.
[C] That marriage of music and text is unique too that you don't have as an instrumentalist.
I think it's very right brain, left brain combined.
And I think in [G] ensembles you [D] can transcend [Dm] gender and political bent and [Am] race and all
kinds of things and become [F] one unit, one organism, which [C] is an incredible experience.
It is heartbreaking to see [G] that music is being removed from a lot of school systems.
And I think part of the problem [C] may be that we don't [A] understand that music is more important
than [C] just the music.
That it affects [D] people's emotions, it affects their ability to [Em] communicate, it gives them
something that they can pour their passion and their interest into.
There's a dynamic in [C] ensemble playing or singing that is unlike anything else you [Bb] experience in life.
So I think it builds bridges and I think it changes people.
I don't think that you [Am] listen or make music [C] and remain the same.
Music has the power to do great evil but it also [G] has the power to do [C] incredible good.
And so that power I think can be used as a tool in [G] all kinds of ways.
[Am]
[F] [C]
[Am]
[C] [C]
[C] [Am]
[C] [Am] [C]
[Am] [C]
I [Am] think there's things you gain [B] from making [Em] music that [E] is [Em] going to help a [C] person develop
and grow in ways that are going [C] to help them in all kinds of educational [G] ways.
The discipline of music, the [Am] beauty of music, when you're [C] talking about text, understanding
[G] the words and how they fit [Am] with the music.
So I don't [C] think music is an isolated subject that [Em] you do [G] or learn that has [C] no effect on anything else.
I think it affects everything [Am] you do.
[C] And so it makes all of education [Am] that much richer.
[Em] Career-wise it was never a choice between music and something else.
I, my [A] only real passion [D] was for music.
And so I can [Am] honestly say that if I did not [C] have the training I had, if I didn't have
the [G] opportunities in school, [E] in [Em] ensembles, and to develop as a [Am] music, a musician, [C] I would
not be the same person I am now.
It has enriched my [G] life and it has transformed my [Am] life and changed my life in a lot of ways.
[C] I think choral music is [G] set apart from all other kinds [Am] of music in that [C] it involves,
[G] it's produced by the human body itself, for one thing.
[C] That marriage of music and text is unique too that you don't have as an instrumentalist.
I think it's very right brain, left brain combined.
And I think in [G] ensembles you [D] can transcend [Dm] gender and political bent and [Am] race and all
kinds of things and become [F] one unit, one organism, which [C] is an incredible experience.
It is heartbreaking to see [G] that music is being removed from a lot of school systems.
And I think part of the problem [C] may be that we don't [A] understand that music is more important
than [C] just the music.
That it affects [D] people's emotions, it affects their ability to [Em] communicate, it gives them
something that they can pour their passion and their interest into.
There's a dynamic in [C] ensemble playing or singing that is unlike anything else you [Bb] experience in life.
So I think it builds bridges and I think it changes people.
I don't think that you [Am] listen or make music [C] and remain the same.
Music has the power to do great evil but it also [G] has the power to do [C] incredible good.
And so that power I think can be used as a tool in [G] all kinds of ways.
[Am]
[F] [C]
[Am]
[C] [C]
Key:
C
Am
G
Em
F
C
Am
G
_ _ _ _ _ _ _ _
_ [F] _ _ _ _ [Am] _ _ _
[C] _ _ _ _ [Am] _ _ _ _
[C] _ _ _ [Am] _ _ _ _ [C] _
_ _ [Am] _ _ _ _ [C] _
I [Am] think there's things you gain [B] from making [Em] music that [E] is [Em] going to help a [C] person develop
and grow in ways that are going [C] to help them in all kinds of educational [G] ways.
The discipline of music, _ the [Am] beauty of music, when you're [C] talking about text, understanding
[G] the words and how they fit [Am] with the music.
So I don't [C] think music is an isolated subject that [Em] you do [G] or learn that has [C] no effect on anything else.
I think it affects everything [Am] you do.
[C] And so it makes all of education [Am] that much richer.
[Em] Career-wise it was never a choice between music and something else.
I, my [A] only real passion [D] was for music.
And so I can [Am] honestly say that if I did not [C] have the training I had, if I didn't have
the [G] opportunities in school, [E] in [Em] ensembles, and to develop as a [Am] music, a musician, [C] I would
not be the same person I am now.
It has enriched my [G] life and it has transformed my [Am] life and changed my life in a lot of ways.
[C] I think choral music _ is [G] set apart from all other kinds [Am] of music in that [C] it involves,
[G] it's produced by the human body itself, for one thing.
[C] That marriage of music and text is unique too that you don't have as an instrumentalist.
I think it's very right brain, left brain combined.
And I think in [G] ensembles you [D] can transcend [Dm] gender and political bent and [Am] race and all
kinds of things and become [F] one _ unit, one organism, which [C] is an incredible experience.
It is heartbreaking to see [G] that music is being removed from a lot of school systems.
And I think part of the problem [C] may be that we don't [A] understand that music is more important
than [C] just the music.
That it affects [D] people's emotions, it affects their ability to [Em] communicate, it gives them
something that they can pour their passion and their interest into.
_ There's a dynamic in [C] ensemble playing or singing that is unlike anything else you _ [Bb] experience in life.
So I think it builds bridges and I think it changes people.
I don't think that you [Am] listen or make music [C] and remain the same.
Music has the power to do great evil but it also [G] has the power to do [C] incredible good.
And so that power I think can be used as a tool in [G] all kinds of ways. _
_ _ _ _ _ _ _ _
_ _ _ _ _ _ [Am] _ _
_ _ _ [F] _ _ _ [C] _ _
_ _ _ _ [Am] _ _ _ _
[C] _ _ _ _ [C] _ _ _ _
_ [F] _ _ _ _ [Am] _ _ _
[C] _ _ _ _ [Am] _ _ _ _
[C] _ _ _ [Am] _ _ _ _ [C] _
_ _ [Am] _ _ _ _ [C] _
I [Am] think there's things you gain [B] from making [Em] music that [E] is [Em] going to help a [C] person develop
and grow in ways that are going [C] to help them in all kinds of educational [G] ways.
The discipline of music, _ the [Am] beauty of music, when you're [C] talking about text, understanding
[G] the words and how they fit [Am] with the music.
So I don't [C] think music is an isolated subject that [Em] you do [G] or learn that has [C] no effect on anything else.
I think it affects everything [Am] you do.
[C] And so it makes all of education [Am] that much richer.
[Em] Career-wise it was never a choice between music and something else.
I, my [A] only real passion [D] was for music.
And so I can [Am] honestly say that if I did not [C] have the training I had, if I didn't have
the [G] opportunities in school, [E] in [Em] ensembles, and to develop as a [Am] music, a musician, [C] I would
not be the same person I am now.
It has enriched my [G] life and it has transformed my [Am] life and changed my life in a lot of ways.
[C] I think choral music _ is [G] set apart from all other kinds [Am] of music in that [C] it involves,
[G] it's produced by the human body itself, for one thing.
[C] That marriage of music and text is unique too that you don't have as an instrumentalist.
I think it's very right brain, left brain combined.
And I think in [G] ensembles you [D] can transcend [Dm] gender and political bent and [Am] race and all
kinds of things and become [F] one _ unit, one organism, which [C] is an incredible experience.
It is heartbreaking to see [G] that music is being removed from a lot of school systems.
And I think part of the problem [C] may be that we don't [A] understand that music is more important
than [C] just the music.
That it affects [D] people's emotions, it affects their ability to [Em] communicate, it gives them
something that they can pour their passion and their interest into.
_ There's a dynamic in [C] ensemble playing or singing that is unlike anything else you _ [Bb] experience in life.
So I think it builds bridges and I think it changes people.
I don't think that you [Am] listen or make music [C] and remain the same.
Music has the power to do great evil but it also [G] has the power to do [C] incredible good.
And so that power I think can be used as a tool in [G] all kinds of ways. _
_ _ _ _ _ _ _ _
_ _ _ _ _ _ [Am] _ _
_ _ _ [F] _ _ _ [C] _ _
_ _ _ _ [Am] _ _ _ _
[C] _ _ _ _ [C] _ _ _ _