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Beginning Guitar Junior High Course #: MU 29 Course Name: Beginning Guitar Prerequisites: Must have access to a classical or acoustic guitar. Grade Level: 7­9 Level of Difficulty: Beginning # of Credits: 1 Sem. – ½ Credit MU 29 introduces the guitar and playing techniques for the instrument. The course, designed for beginners, includes note reading, rhythms and basic guitar skills. Public performance is a possibility. The following Instrumental Music objectives are integrated throughout the entire course: INSTRUMENTAL MUSIC SKILLS Strand 1: Create
· Concept 1: Singing, alone and with others, music from various genres and diverse cultures.
· Concept 2: Playing instruments, alone and with others, music from various genres and diverse cultures.
· Concept 3: Improvising rhythms, melodies, variations, and accompaniments.
· Concept 4: Composing and arranging music.
· Concept 5: Reading and notating music. Strand 2: Relate
· Concept 1: Understanding the relationships among music, the arts, and other disciplines outside the arts.
· Concept 2: Understanding music in relation to history and culture.
· Concept 3: Understanding music in relation to self and universal themes. Strand 3: Evaluate
· Concept 1: Listening to, analyzing, and describing music.
· Concept 2: Evaluating music and music performances. The following Reading and Writing performance objectives may be used throughout the course: LANGUAGE ARTS CONNECTION Reading S1, S2, S3 Vocabulary Acquire and use new vocabulary in relevant contexts to identify the intended meaning of unfamiliar words and identify the meaning and pronunciations of words by using a variety of reference aids. S1, S2, S3 Comprehension Strategies Employ strategies to comprehend music terminology using prior knowledge, text features, and reading techniques.
Governing Board Approved 2008 Page 1 Beginning Guitar Junior High Writing S3C2 Expository S2C3 Persuasive Expository writing includes non­fiction writing that describes, explains, informs, or summarizes the ideas and content. The writing supports a thesis based on research, observation and/or experience. Persuasive writing is used for the purpose of influencing the reader. The author presents an issue and expresses an opinion in order to convince an audience to agree with the opinion or to take a particular action. MATH CONNECTION S1C1 Number Sense Understand and apply numbers, ways of representing numbers, the relationships among numbers and different number systems. S3C1 Patterns Identify patterns and apply pattern recognition to reason mathematically. S3C4 Analysis of Change Analyze change in a variable over time and in various contexts. HISTORY AND CULTURAL CONNECTIONS ** History and cultural connections to the music will be determined by the repertoire selected for the class by the teacher. For example:
· Specific historical or cultural influence on the composer.
· Background information of the composer or arranger.
Governing Board Approved 2008 Page 2 Beginning Guitar Junior High MU 29–Suggested Teaching Timeline 1 st and 2 nd Semester August January September February October March November April December May Parts of the Guitar Playing Technique Hand placement Strumming Posture Chords Use of Pick Chord Diagrams First and second finger 3­string chords First string Notes Rhythms Staff location and pitch Steady beat Whole notes Half notes Quarter notes Eighth notes Theory Basic notation (i.e., staff, bar line) Tuning E string from a given pitch Full Chords 5 th and 6 th string Second string 3 rd and 4 th string Dotted Rhythms and ties Strumming patterns Time Signatures Key Signatures 5 th and 6 th string Introduce single string tablature Accidentals Relative Tuning
Governing Board Approved 2008 Page 3 Beginning Guitar Junior High Students will demonstrate proficiency by: Priority Performance Objective S1C2­PO 102 Exhibiting proper care and maintenance of their instrument. Linking Performance Objective PO 101 Identifying the various parts of their instrument.
S1C2­PO 115 PO 111 Playing simple music from a variety Playing by rote short rhythmic of genres, cultures, and styles. patterns while maintaining a steady beat. PO 112 Classroom performance of solo or ensemble pieces. PO 113 Sight reading simple rhythmic and melodic exercises one level below performance level.
Vocabulary · Tuning Peg
· Fret board
· Neck
· Sound Hole
· Nut
· Body
· Vocal
· Articulate
· Rhythm
· Pattern
· Meter ·
·
·
·
·
·
Genre
Culture
Style
Beat
Ensemble
Melody Notes/Resources Essential Elements for Guitar p. 3 Teacher­modeled guidelines for classroom and home use of guitars. *Adopted method book: Essential Elements for Guitar – Will Schmid and Bob Morris Teacher­led responsive playing. Selected use of repertoire from Essential Elements for Guitar or similar solo and ensemble literature. Selected use of exercises from Essential Elements for Guitar or similar sight reading exercises.
Governing Board Approved 2008 Page 4 Beginning Guitar Junior High Students will demonstrate proficiency by: Priority Performance Objective S1C2­ PO 110 Producing a characteristic tone quality on their instrument. Linking Performance Objective Vocabulary · Posture
· Strumming
· Picking
· Stroke
· Scale
· Intonation
· Aural Notes/Resources Teacher­led experimentation by varying right hand placement. Right hand close to the bridge creates a bright, piercing tone, while moving over the sound hole and closer to the neck creates a richer, warmer tone. PO 103 Maintaining good posture and playing position. Essential Elements for Guitar p. 2 PO 104 Utilizing the proper left and right hand holding posture for their stringed instrument. Essential Elements for Guitar p. 4 PO 105 Exhibiting proper strumming, picking, and finger picking, including the techniques used for staccato, legato, down stroke, and upstroke. Essential Elements for Guitar pp. 4, 18, 30, 44, 62 (strumming and picking); p. 56 (finger picking); p.18 (down and up stroke). PO 106 Playing C, G, and D major scales in open position.
Essential Elements for Guitar. p. 21 (open position C scale notes) pp. 46,52 (low E and A string notes) p. 59 (F# ­ playing in G) p. 81 (C# ­ playing in D) it is suggested that the teacher also incorporate scale diagrams as visual resources including the entire fingering for each open position scale. Teacher
Governing Board Approved 2008 Page 5 Beginning Guitar Junior High Students will demonstrate proficiency by: Priority Performance Objective S1C2­ PO 110 (cont.) Linking Performance Objective Vocabulary Notes/Resources may also incorporate scale forms to be played higher on the fret board (i.e. blues scale, pentatonic scale, G form scale). PO 107 Recognizing when their instruments are in tune by listening to a given pitch. Essential Elements for Guitar p. 92 PO 108 Aurally distinguishing and performing on their instrument half and whole steps. Essential Elements for Guitar p. 58 S1C1­PO 103 Vocally articulating rhythmic patterns of different meters. Selected use of exercises from Essential Elements for Guitar or similar sight reading exercises. S1C3­PO 101 Improvising simple melodic figures or phrases within teacher specified guidelines.
·
·
Improvise
Phrase Use scales and simple chord progressions to improvise in group or individual settings. S1C4­PO 101 Composing simple melodic motifs or phrases within teacher specified guidelines.
·
·
Compose
Motif Use notation skills to notate simple improvisations.
Governing Board Approved 2008 Page 6 Beginning Guitar Junior High Students will demonstrate proficiency by: Priority Performance Objective S1C5­PO 104 Using appropriate terminology to describe and explain music encountered in the repertoire. Linking Performance Objective PO 101 Reading music in simple meters. (e.g., 4/4, 3/4, 2/3, 6/8, cut time). PO 102 Identifying and applying musical terms and symbols appropriate to the repertoire encountered. PO 103 Playing expressively on pitch and in rhythm, dynamics, phrasing, and tempo markings encountered in the repertoire. (e.g., staccato, marcato, legato, ritardando, accent, and fermata). Vocabulary · Meter
· Expressively
· Dynamics
· Staccato
· Marcato
· Legato
· Ritardando
· Accent
· Fermata
· Key Signature
· Time Signature
· Accidental
· Form Notes/Resources Selected use of repertoire from Essential Elements for Guitar or similar solo and ensemble literature. See “Reference Index” Essential Elements for Guitar p. 93. Selected use of repertoire from Essential Elements for Guitar or similar solo and ensemble literature. PO 105 Understanding the function of the key signature, time signature, and accidentals. Essential Elements for Guitar p. 60 (key signature); pp. 6, 27 (time signature); p. 58 (accidentals). PO 106 Recognizing and playing simple musical forms as encountered in the repertoire.
Selected use of repertoire from Essential Elements for Guitar or similar solo and ensemble literature.
Governing Board Approved 2008 Page 7 Beginning Guitar Junior High Students will demonstrate proficiency by: Priority Performance Objective S2C1­PO 101 Recognizing the relationship between music and various functions/events. Linking Performance Objective PO 103 Recognizing Composers’ motivations for creating the music being performed by the students. PO 104 Recognizing and applying the relationship between rhythm and mathematics as it occurs in the repertoire. S2C2­PO 102 Identifying and comparing a varied repertoire of music from diverse genres and musical styles. Vocabulary ·
·
·
Composer
Motivation
Relationship Notes/Resources Make use of “History” notes in Essential Elements for Guitar (i.e. Flamenco p. 10, Blues p. 17, The Beach Boys p. 43, J.S. Bach p. 84). Essential Elements for Guitar p. 8 – counting. PO 107 Describing and applying the physical factors essential to playing within the repertoire. (e.g., posture, fingerings, hand position).
See Strand 1, Concept 2, PO 103, 104, and 105. PO 103 Playing a varied repertoire of music utilizing appropriate stylistic elements reflective of history and culture. Selected use of repertoire from Essential Elements for Guitar or similar solo and ensemble literature. PO 104 Identifying and applying appropriate audience behavior in the context and style of music. Incorporate examples of appropriate audience behavior for classical, jazz, and rock/pop concerts.
PO 105 Identifying the composers of the works being played. Governing Board Approved 2008 Page 8 Beginning Guitar Junior High Students will demonstrate proficiency by: Priority Performance Objective S2C2­PO 102 (cont.) Linking Performance Objective PO 106 Identifying various roles of music in daily experiences. Vocabulary Notes/Resources PO 107 Identifying the musical characteristics that make a piece of music appropriate for a specific event or function. S2C3­PO 102 Identifying the roles and impact music plays in their lives and the lives of others. PO 103 Identifying the various ways that music conveys universal themes. (e.g., contrast, conflict, emotion). S3C1­PO 112 Listening to musical examples with sustained attention. PO 101 Listening to music from various cultures and genres. Teacher­integrated listening assignments. Use Essential Elements for Guitar “History” notes (i.e. p. 17 “Blues”). PO 102 Identifying the musical characteristics that make a piece of music appropriate for a specific event. PO 103 Identifying the sounds of the instruments specific to their ensemble. Teacher­integrated listening assignments. Use different sounds made by acoustic, classical, electric, and 12­string guitars.
PO 106 Using appropriate terminology to describe and explain music. Governing Board Approved 2008 Page 9 Beginning Guitar Junior High Students will demonstrate proficiency by: Priority Performance Objective S3C1­PO 112 (cont.) Linking Performance Objective PO 109 Identifying the roles of melody, harmony and accompaniment within the texture of the ensemble. Vocabulary · Tempo
· Vibrato PO 110 Identifying whether an instrument is in tune by listening to a pitch reference. Notes/Resources Selected use of repertoire from Essential Elements for Guitar or similar solo and ensemble literature. Particularly duet pieces with chord accompaniment. Essential Elements for Guitar p. 92. PO 111 Identifying the expressive qualities (e.g., dynamics, tempo, phrasing, vibrato) of music.
S3C2­PO 103 Showing respect for personal work and the work of others through appropriate critique. PO 101 Identifying the characteristics that evoke a temperament or mood in a piece of music. ·
·
·
·
Mood
Temperament
Evaluate
Respect Essential Elements for Guitar p. 64 compare and contrast the use of minor chords with previous songs that used only major chords.
PO 102 Using teacher specified criteria to evaluate a musical performance. PO 105 Reflecting on the experience(s) of in­classroom performance and the performance of others.
Governing Board Approved 2008 Page 10 Beginning Guitar Junior High Governing Board Approved 2008 Page 11