Chords for Monkey Island 1 [OST] #01 - Opening Themes & Introduction
Tempo:
126.25 bpm
Chords used:
G
C
D
Em
F
Tuning:Standard Tuning (EADGBE)Capo:+0fret
Start Jamming...
[E]
[Em]
[A]
[Em]
[D] [Em]
[D] [Am] [G] [Am]
[Em] [D] [C]
[G] [Am] [D] [G]
[B] [Em] [G] [B] [Em]
[D] [C] [G]
[Am] [Em] that [D] we can be to bring equal marks, equal grades, for any
[C] Again [G]
[D] [Em]
[F] I've got a little bit of a back feature
continue at the [Em] start.
But many [Cm] [D]
[Em] [D] [C] [G] of the students, [C] even [Em] in those advancedvidemment
escrow programs, are
or graduate students.
[D] [C] They're
[G] [Am] [D]
[G] [B] [Em] [G]
[Em] [G] [C]
[G] [Am] [Em]
[D] [C] [D] [E]
[C] [F] considering the components [G] cutting
[C] [F] 작family. Clark colleged
students [G]
[C] have considered
[F] [G]
[C] [D] [Bb]
[F] [G]
[Am] [G]
[C] [F] [G]
[C] [F] [G] [C]
[F] [G]
[C] [D] [Bb] [F]
I'm [G] going to be doing a little bit of a
background on the the the [C] the [G] the the the the the [C] [F] the the
[G]
[C] [F] the the [G] the [C] the [F] the
[G]
[Am] [D] [Bb] the
[Em]
[A]
[Em]
[D] [Em]
[D] [Am] [G] [Am]
[Em] [D] [C]
[G] [Am] [D] [G]
[B] [Em] [G] [B] [Em]
[D] [C] [G]
[Am] [Em] that [D] we can be to bring equal marks, equal grades, for any
[C] Again [G]
[D] [Em]
[F] I've got a little bit of a back feature
continue at the [Em] start.
But many [Cm] [D]
[Em] [D] [C] [G] of the students, [C] even [Em] in those advancedvidemment
escrow programs, are
or graduate students.
[D] [C] They're
[G] [Am] [D]
[G] [B] [Em] [G]
[Em] [G] [C]
[G] [Am] [Em]
[D] [C] [D] [E]
[C] [F] considering the components [G] cutting
[C] [F] 작family. Clark colleged
students [G]
[C] have considered
[F] [G]
[C] [D] [Bb]
[F] [G]
[Am] [G]
[C] [F] [G]
[C] [F] [G] [C]
[F] [G]
[C] [D] [Bb] [F]
I'm [G] going to be doing a little bit of a
background on the the the [C] the [G] the the the the the [C] [F] the the
[G]
[C] [F] the the [G] the [C] the [F] the
[G]
[Am] [D] [Bb] the
Key:
G
C
D
Em
F
G
C
D
[E] _ _ _ _ _ _ _ _
_ _ [Em] _ _ _ _ _ _
_ _ _ _ _ _ _ _
_ _ _ _ _ [A] _ _ _
_ _ [Em] _ _ _ _ _ _
_ _ _ _ _ _ _ _
_ _ _ _ _ [D] _ [Em] _ _
_ [D] _ [Am] _ _ [G] _ _ _ [Am] _
[Em] _ _ _ _ _ [D] _ [C] _ _
_ [G] _ [Am] _ [D] _ _ _ [G] _ _
[B] _ [Em] _ _ [G] _ _ _ [B] _ [Em] _
_ [D] _ [C] _ _ _ _ _ [G] _
[Am] _ [Em] _ _ _ _ _ that [D] we can be to bring equal marks, equal grades, for any
_ [C] _ Again _ [G] _ _
_ _ [D] _ _ _ _ [Em] _ _
_ _ _ _ [F] I've got a little bit of a back feature
continue at the [Em] start.
But _ _ _ many [Cm] _ _ _ _ _ [D] _ _ _
_ _ _ [Em] _ _ [D] _ [C] [G] of the students, _ _ [C] even [Em] in those advancedvidemment
escrow programs, are
or graduate students. _
[D] _ [C] They're
_ [G] _ _ [Am] _ [D] _
_ _ [G] _ [B] _ _ [Em] _ _ [G] _
_ _ [Em] _ _ [G] _ [C] _ _ _
[G] _ _ [Am] _ [Em] _ _ _ _ _
[D] _ [C] _ _ _ [D] _ _ [E] _ _
_ [C] _ [F] considering the components [G] cutting _
[C] _ _ [F] 작family. Clark colleged
students _ [G] _
[C] have considered
_ _ [F] _ _ _ [G] _ _
[C] _ _ [D] _ _ _ _ [Bb] _ _
[F] _ [G] _ _ _ _ _ _ _
[Am] _ _ [G] _ _ _ _ _ _
_ _ [C] _ [F] _ _ _ [G] _ _
[C] _ _ _ [F] _ _ _ [G] _ [C] _
_ _ _ [F] _ _ _ [G] _ _
[C] _ _ [D] _ _ _ _ [Bb] _ [F] _
I'm [G] going to be doing a little bit of a
background on the the the [C] the [G] _ the the the the the _ [C] [F] the the
_ [G] _ _
[C] _ _ [F] the the [G] the [C] the _ _ [F] the
[G] _ _
[Am] _ _ [D] _ _ _ _ [Bb] the
_ _ [Em] _ _ _ _ _ _
_ _ _ _ _ _ _ _
_ _ _ _ _ [A] _ _ _
_ _ [Em] _ _ _ _ _ _
_ _ _ _ _ _ _ _
_ _ _ _ _ [D] _ [Em] _ _
_ [D] _ [Am] _ _ [G] _ _ _ [Am] _
[Em] _ _ _ _ _ [D] _ [C] _ _
_ [G] _ [Am] _ [D] _ _ _ [G] _ _
[B] _ [Em] _ _ [G] _ _ _ [B] _ [Em] _
_ [D] _ [C] _ _ _ _ _ [G] _
[Am] _ [Em] _ _ _ _ _ that [D] we can be to bring equal marks, equal grades, for any
_ [C] _ Again _ [G] _ _
_ _ [D] _ _ _ _ [Em] _ _
_ _ _ _ [F] I've got a little bit of a back feature
continue at the [Em] start.
But _ _ _ many [Cm] _ _ _ _ _ [D] _ _ _
_ _ _ [Em] _ _ [D] _ [C] [G] of the students, _ _ [C] even [Em] in those advancedvidemment
escrow programs, are
or graduate students. _
[D] _ [C] They're
_ [G] _ _ [Am] _ [D] _
_ _ [G] _ [B] _ _ [Em] _ _ [G] _
_ _ [Em] _ _ [G] _ [C] _ _ _
[G] _ _ [Am] _ [Em] _ _ _ _ _
[D] _ [C] _ _ _ [D] _ _ [E] _ _
_ [C] _ [F] considering the components [G] cutting _
[C] _ _ [F] 작family. Clark colleged
students _ [G] _
[C] have considered
_ _ [F] _ _ _ [G] _ _
[C] _ _ [D] _ _ _ _ [Bb] _ _
[F] _ [G] _ _ _ _ _ _ _
[Am] _ _ [G] _ _ _ _ _ _
_ _ [C] _ [F] _ _ _ [G] _ _
[C] _ _ _ [F] _ _ _ [G] _ [C] _
_ _ _ [F] _ _ _ [G] _ _
[C] _ _ [D] _ _ _ _ [Bb] _ [F] _
I'm [G] going to be doing a little bit of a
background on the the the [C] the [G] _ the the the the the _ [C] [F] the the
_ [G] _ _
[C] _ _ [F] the the [G] the [C] the _ _ [F] the
[G] _ _
[Am] _ _ [D] _ _ _ _ [Bb] the