Guitar:
A Course For All Reasons
by Will Schmid
Imagine talking
to a principal, superintendent or curriculum director about
a prospective new elective course for the general student.
Without naming the course, you describe some typical outcomes:
- gain a lifelong
interest and participation in music
- learn to read
music, sing and accompany him/herself
- play solos
and ensembles; learn and apply music theory
- improvise and
compose his/her own music
- listen and
perform music in many styles
- work with electronic
instruments, MlDI, computers
- develop self
discipline and a motivation to learn
Many will be
amazed to learn about a music course offering such a comprehensive
approach. If this list sounds as good to you as it will
to the students and administration, here are some practical
suggestions for starting a guitar class, or enhancing an
existing program.
Personal Concerns
About Teaching Guitar
How does a non-guitar
playing teacher teach a guitar class? The answer to that
question is simple-one step at a time. Taking a guitar
class or some private lessons is helpful but not essential
in order to get a class started. Getting a guitar and beginning
to learn on your own with method books, cassettes and even
video aids can be an important first step. Students will
respect the fact that you are learning along with them.
After all, you will be teaching what you already know-
music is the subject and guitar is simply the medium.
Who
will register for a guitar class? You will find a mixture
of students from the general student body, most of whom
are not in the existing performance program. Many guitar
programs attract a higher number of boys than girls, something
we can rarely find in other elective music classes. Some
students with a strong interest in rock won't fit the typical
"music student" profile, and that is what many administrators
are seeking. If you can get past the differences in dress
or hair styles, you will find these students very interested
in learning to play, writing their own songs, forming their
own groups, and learning music theory. In fact, some of these
students may stay in school primarily because of their new
musical experience.
Guitar class
will not pull students away from traditional performance
programs. Experience has shown the opposite to be true.
Students from the general student body who elect a guitar
or keyboard class often join a performing ensemble. Since
the vast majority of the student population does not participate
in school music, guitar class is a good vehicle for reaching
large new populations.
Setting Up A
Class
A typical high
school guitar class is offered for one semester, although
there are districts that offer a full- year class. A class
that meets every day has continuity of practice and experience
that is important for most students. Classes can vary in
size from twelve to twenty-five students. Many students
provide their own guitars, which may be acoustic or electric
There is often a sense of ownership in the idea of becoming
a guitar player when a student has his/her own instrument.
Allowing different types of guitars in your class is not
a problem; on the contrary, it gives students the feeling
that you are a contemporary music teacher. Students with
solid-body electric guitars should be allowed to bring
small amplifiers to class, as long as they don't play any
louder than the acoustic guitars. Happy that you permit
this option, they will not abuse the privilege.
Most schools
provide guitars for students who can't afford their own,
and these are normally acoustic instruments. Another option
finds students renting guitars for the semester through
a music store. Above all, it is important that all instruments
are of sufficient quality so that technical advancement
is possible. A cheap instrument is hard to play and therefore
is not a bargain. Music can be purchased by the student
in the same fashion as a consumable workbook, or it may
be provided by the school district. More than one book
is often needed to offer a comprehensive curriculum, and
a class library of supplementary books, cassettes, and
videos is very helpful.
A beginning guitar
class should be a foundation for playing and singing in
a wide variety of styles; therefore, it is necessary to
include a mixture of techniques and skills. Students should
learn both the instrumental side of guitar playing (melodies,
solos, ensembles) and the accompanying side (chords, singing
and playing). Right-hand techniques should include playing
with a flat pick (used in rock, jazz, country, bluegrass,
popular, folk, blues) and finger-style (used in classical,
folk, jazz, blues, popular, Latin American, etc.). Left-hand
techniques should begin with easy open-position chords
and melodies in first position; then as students progress
they should learn to play movable (bar) chords, solos,
and play in positions up the neck.
Improvisation
can be included even at beginning levels by setting up "no-fault" structures
such as pentatonic scales over simple chord backgrounds.
A good example to use after students know the notes on
strings 1 and 2 is the following chord sequence in 4/4
time: G /// G /// Em /// Em ///. Half of the class can
play the chords while the other half simultaneously improvises
melodies using the notes E and G on string 1 and B and
D on string 2. A cardinal rule for working with improvisation
and composition is to do everything you can to make students
feel safe-never put them on the spot until they are ready.They
will tell you when they are ready to take a solo. Many
excellent book/tape packages for learning improvisation
provide backgrounds on tape, giving students a chance to
try out their ideas in private-at home or in a practice
room. Improvisation is a good doorway to composition because
it teaches students how melodies and chords work together.
Class time can
include both large-group activities, small ensembles and
private practice. Here is an example of a typical 50 minute
period:
tuning (either
to the note E or by using electronic tuners)
play/sing two
or three pieces that you already know
introduce a
new lesson on some new technique; work together
individual
practice/small ensemble (students set goals/contracts;
teacher gives
individual
help and checks progress)
end with large-group
activity (playing ensembles, singing)
Notice that the
period begins and ends with the whole class playing/singing
together. Playing familiar material and sounding good is
particularly important at the end of the period-you will
find that it sends then out of the room feeling better
about their progress and about the class.
Accommodating
players at different ability levels is easier to accomplish
on the guitar than with any other instrument. For example,
if beginning players are learning open-position chords,
more advanced players can simultaneously be playing these
chords in positions up the neck. Ensembles with parts of
varying ability make it possible for the class to play
together. While beginners are working on first-position
melodies,better players can play these same melodies in
more advanced positions up the neck. Improvisation naturally
allows students to play solos at their ability level. The
guitar can also be adapted for use with special populations
by substituting partial chords for full chords, simplifying
melodies, or using open tunings.
Motivation is
normally not a problem in a guitar class, but there are
a number of new ways to enhance regular guitar offerings.
Students can easily learn to play the electric bass tuned
to the same notes (an octave lower) as guitar strings 3,
4, 5 and 6. Students begin by playing chord roots for ensemble
pieces or songs and gradually fill in bass runs and other
techniques. Another powerful new option is a MIDI guitar,
sound module and computer for building multitrack sequenced
recordings. Other powerful motivators include a drum set/drum
machine, a multichannel cassette recorder, or creating
a small recording studio in a practice room.
Guitar is clearly
one of the comprehensive options for high school general
music-a class for all reasons. By providing a self motivating
musical outlet for students not currently enrolled in music,
guitar classes are a flexible and contemporary medium through
which you can share your wealth of musical expertise.
Will Schmid is
Professor of Music, University of Wisconsin-Milwaukee and
President, North Central Division, MENC. He is the author
of numerous books, cassettes and videos for guitar, strings,winds,
choral and general music.
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