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GUITAR
CLASSES 1 & 2
Guitar is one of the most versatile musical instruments in the world
– almost any musical style or genre can be performed on this instrument. Playing guitar is a personal endeavor that
the student is about to begin. As with any skill, students are going to develop at different rates. This is taken into account
in the grading process. Varying skill sets can be developed through
study of the instrument: ·
Performance skills in many styles · Literacy in music notation, both on the staff and in tablature · Analysis of music to better understand how it is constructed, and · Appreciation of music as an influence in culture Students in guitar class will: - Develop skills related to performance
technique
- Develop music literacy in note and rhythmic reading
- Develop an appreciation for music in culture through listening
and analysis various guitar styles
COURSE OBJECTIVES Based on National Music Content Standards: - Standards #1-2 Students will learn
to read, and play with correct left hand positioning for first position. Note reading will include staff and tablature notation.
Strumming, flat picking, and classical styles will be included.
Ensemble performance in class will take place at least once a quarter - Standard
#3 Students will learn to improvise melodies, variations and accompaniments
12-Bar Blues, Chord Progressions, Finger-style and Bass-strum - Standard #5 Students
will learn to read and notate music.
Music notation,
chord frames, moveable chords and scale patterns - Standards #6-7 Students will listen to, analyze,
describe and evaluate music.
Listening days, Listening evaluations - Standards #8-9 Students will understand music in relation to other disciplines, and in relation to history and
culture. Different genres and styles of music (folk, rock, classical, blues, jazz, flamenco), current
events and the history of guitar
Generally, the student will demonstrate the ability to: - Recognize and interpret
the various melodic an chordal notation systems such as staff notation, chord grids and symbols, and tablature
- Utilize
different right hand styles in playing and accompanying a song, including:
- Finger
picking, and strumming
- Flat picking and strumming
- Assume correct posture to perform the various
styles of guitar literature, and various styles of guitars.
- Play with traditionally correct left hand finger
positions
- Play, with acceptable quality, pieces of beginning and intermediate difficulty
- Accompany
a melodic line either sung or played on the guitar
- Play, with acceptable quality, various scales and chords
using correct finger positions
- Sight read, with minimum error, an accompaniment and a melody of beginning rhythms and
melodic difficulty
- Respond to directions in rehearsals and performance
- Perform with acceptable
quality as a soloist or in an ensemble
- Tune the guitar with an acceptable degree of accuracy to a given
or fixed pitch
- Recognize and begin to perform the various types of guitar literature
- Demonstrate the ability
the ability to restring a guitar as necessary
TOPICS, GUITAR 1
First nine weeks: first position
fingering and technique on strings 1-3, basic chords will include C, G7, D7, and Am. Second nine weeks: first position fingering and technique on string
4-6, adding discussions of key signatures and beginning to practice and perform major scales Third nine weeks: Add more advanced and related chords such as D, Dm, A7
Fourth nine weeks: Barre chords, major
scales, key signatures, ensemble work and composition
GUITAR 2 . Demonstrate- correct posture and playing positions (classic, folk, and standing). |
• Demonstrate correct right·hand
fingerstyle position. |
· Demonstrate correct right-hand pick·style
position. · Demonstrate correct left·hand
position. |
• Demonstrate right·hand fingerstyle technique using:
|
a. advanced arpeggios. b. Travis picking variations. c. strum pattern val1ations.
d.effects; pizzicato, tasto, ponticello, tambura, and. tapping.
syncopated patterns. polyphonic patterns. |
· Demonstrate
pick-style technique using syncopaled strum patterns. |
• Demonstrate left·hand finger
technique using: |
a. refined slurs. b. complex string bending . c. natural harmonics . d. basic vibrato . e. stretching.
|
·
Demonstrate the ability to play legato and staccato passages. ·
Demonstrate appropriate dynamics, tempi, and articulations. |
· Perform
music in standard (EADGBE) and altered tunings (DADGBE, DADGAD, DGDGBD). |
· Perform
monophonic and polyphonic solo repertoire in first through ninth. positions
in varying styles using sixteenth notes, trIplets, and compound meters. |
· Demonstrate ensemble skills including blend and balance, matching dynamics, style, and precision.
· Respond to
an expanded range of conducting patterns induding simple meter, compound meter, cut time, and simple syncopated rhythrns.
|
. Demonstrate- correct posture and playing positions (classic, folk, and standing). |
• Demonstrate correct right·hand
fingerstyle position. |
· Demonstrate correct right-hand pick·style
position. · Demonstrate correct left·hand
position. |
• Demonstrate right·hand fingerstyle technique using:
|
a. advanced arpeggios. b. Travis picking variations. c. strum pattern val1ations.
d.effects; pizzicato, tasto, ponticello, tambura, and. tapping.
syncopated patterns. polyphonic patterns. |
· Demonstrate
pick-style technique using syncopaled strum patterns. |
• Demonstrate left·hand finger
technique using: |
a. refined slurs. b. complex string bending . c. natural harmonics . d. basic vibrato . e. stretching.
|
·
Demonstrate the ability to play legato and staccato passages. ·
Demonstrate appropriate dynamics, tempi, and articulations. |
· Perform
music in standard (EADGBE) and altered tunings (DADGBE, DADGAD, DGDGBD). |
· Perform
monophonic and polyphonic solo repertoire in first through ninth. positions
in varying styles using sixteenth notes, trIplets, and compound meters. |
· Demonstrate ensemble skills including blend and balance, matching dynamics, style, and precision.
· Respond to
an expanded range of conducting patterns induding simple meter, compound meter, cut time, and simple syncopated rhythrns.
|
. Demonstrate- correct posture and playing positions (classic, folk, and standing). |
• Demonstrate correct right·hand
fingerstyle position. |
· Demonstrate correct right-hand pick·style
position. · Demonstrate correct left·hand
position. |
• Demonstrate right·hand fingerstyle technique using:
|
a. advanced arpeggios. b. Travis picking variations. c. strum pattern val1ations.
d.effects; pizzicato, tasto, ponticello, tambura, and. tapping.
syncopated patterns. polyphonic patterns. |
· Demonstrate
pick-style technique using syncopaled strum patterns. |
• Demonstrate left·hand finger
technique using: |
a. refined slurs. b. complex string bending . c. natural harmonics . d. basic vibrato . e. stretching.
|
·
Demonstrate the ability to play legato and staccato passages. ·
Demonstrate appropriate dynamics, tempi, and articulations. |
· Perform
music in standard (EADGBE) and altered tunings (DADGBE, DADGAD, DGDGBD). |
· Perform
monophonic and polyphonic solo repertoire in first through ninth. positions
in varying styles using sixteenth notes, trIplets, and compound meters. |
· Demonstrate ensemble skills including blend and balance, matching dynamics, style, and precision.
· Respond to
an expanded range of conducting patterns induding simple meter, compound meter, cut time, and simple syncopated rhythrns.
|
. Demonstrate- correct posture and playing positions (classic, folk, and standing). |
• Demonstrate correct right·hand
fingerstyle position. |
· Demonstrate correct right-hand pick·style
position. · Demonstrate correct left·hand
position. |
• Demonstrate right·hand fingerstyle technique using:
|
a. advanced arpeggios. b. Travis picking variations. c. strum pattern val1ations.
d.effects; pizzicato, tasto, ponticello, tambura, and. tapping.
syncopated patterns. polyphonic patterns. |
· Demonstrate
pick-style technique using syncopaled strum patterns. |
• Demonstrate left·hand finger
technique using: |
a. refined slurs. b. complex string bending . c. natural harmonics . d. basic vibrato . e. stretching.
|
·
Demonstrate the ability to play legato and staccato passages. ·
Demonstrate appropriate dynamics, tempi, and articulations. |
· Perform
music in standard (EADGBE) and altered tunings (DADGBE, DADGAD, DGDGBD). |
· Perform
monophonic and polyphonic solo repertoire in first through ninth. positions
in varying styles using sixteenth notes, trIplets, and compound meters. |
· Demonstrate ensemble skills including blend and balance, matching dynamics, style, and precision.
· Respond to
an expanded range of conducting patterns induding simple meter, compound meter, cut time, and simple syncopated rhythrns.
|
. Demonstrate- correct posture and playing positions (classic, folk, and standing). |
• Demonstrate correct right·hand
fingerstyle position. |
· Demonstrate correct right-hand pick·style
position. · Demonstrate correct left·hand
position. |
• Demonstrate right·hand fingerstyle technique using:
|
a. advanced arpeggios. b. Travis picking variations. c. strum pattern val1ations.
d.effects; pizzicato, tasto, ponticello, tambura, and. tapping.
syncopated patterns. polyphonic patterns. |
· Demonstrate
pick-style technique using syncopaled strum patterns. |
• Demonstrate left·hand finger
technique using: |
a. refined slurs. b. complex string bending . c. natural harmonics . d. basic vibrato . e. stretching.
|
·
Demonstrate the ability to play legato and staccato passages. ·
Demonstrate appropriate dynamics, tempi, and articulations. |
· Perform
music in standard (EADGBE) and altered tunings (DADGBE, DADGAD, DGDGBD). |
· Perform
monophonic and polyphonic solo repertoire in first through ninth. positions
in varying styles using sixteenth notes, trIplets, and compound meters. |
· Demonstrate ensemble skills including blend and balance, matching dynamics, style, and precision.
· Respond to
an expanded range of conducting patterns induding simple meter, compound meter, cut time, and simple syncopated rhythrns.
|
. Demonstrate- correct posture and playing positions (classic, folk, and standing). |
• Demonstrate correct right·hand
fingerstyle position. |
· Demonstrate correct right-hand pick·style
position. · Demonstrate correct left·hand
position. |
• Demonstrate right·hand fingerstyle technique using:
|
a. advanced arpeggios. b. Travis picking variations. c. strum pattern val1ations.
d.effects; pizzicato, tasto, ponticello, tambura, and. tapping.
syncopated patterns. polyphonic patterns. |
· Demonstrate
pick-style technique using syncopaled strum patterns. |
• Demonstrate left·hand finger
technique using: |
a. refined slurs. b. complex string bending . c. natural harmonics . d. basic vibrato . e. stretching.
|
·
Demonstrate the ability to play legato and staccato passages. ·
Demonstrate appropriate dynamics, tempi, and articulations. |
· Perform
music in standard (EADGBE) and altered tunings (DADGBE, DADGAD, DGDGBD). |
· Perform
monophonic and polyphonic solo repertoire in first through ninth. positions
in varying styles using sixteenth notes, trIplets, and compound meters. |
· Demonstrate ensemble skills including blend and balance, matching dynamics, style, and precision.
· Respond to
an expanded range of conducting patterns induding simple meter, compound meter, cut time, and simple syncopated rhythrns.
|
. Demonstrate- correct posture and playing positions (classic, folk, and standing). |
• Demonstrate correct right·hand
fingerstyle position. |
· Demonstrate correct right-hand pick·style
position. · Demonstrate correct left·hand
position. |
• Demonstrate right·hand fingerstyle technique using:
|
a. advanced arpeggios. b. Travis picking variations. c. strum pattern val1ations.
d.effects; pizzicato, tasto, ponticello, tambura, and. tapping.
syncopated patterns. polyphonic patterns. |
· Demonstrate
pick-style technique using syncopaled strum patterns. |
• Demonstrate left·hand finger
technique using: |
a. refined slurs. b. complex string bending . c. natural harmonics . d. basic vibrato . e. stretching.
|
·
Demonstrate the ability to play legato and staccato passages. ·
Demonstrate appropriate dynamics, tempi, and articulations. |
· Perform
music in standard (EADGBE) and altered tunings (DADGBE, DADGAD, DGDGBD). |
· Perform
monophonic and polyphonic solo repertoire in first through ninth. positions
in varying styles using sixteenth notes, trIplets, and compound meters. |
· Demonstrate ensemble skills including blend and balance, matching dynamics, style, and precision.
· Respond to
an expanded range of conducting patterns induding simple meter, compound meter, cut time, and simple syncopated rhythrns.
|
Students will need to provide
- Pencil
- 1”
binder for music papers and note taking
- English Composition book
- One listening selection
of their choice per nine weeks
- Accoustic Guitar with case, every even day (please bring them to the storage area so
they can be secured after second period.Guitars may NOT be left overnight, we can not guarantee security.
- a capo, and
an extra set of strings.
Students will be provided with: - Textbook . These are school
textbooks and will require replacement if they are damaged beyond reasonable use.
- Handouts to help
with the learning process
- foot rest for class room use.
GRADING POLICY
Class Participation – Daily Assessment = 50% - Conduct
– causing no unnecessary disturbances, playing only when directed to do so
- Attention – following
instructions, and listening (talking is NOT a guitar skill)
- Attitude – keeping an open mind in regards
to music presented
- Posture – sitting up, holding the guitar properly for correct intonation and learning
- Care of
the instrument – this includes remembering to bring it to school on class days. (some“loaner” instruments
are available on a first come, first served basis, however, students may have an alternative writing assignment
if they can not play. If this behavior becomes habitual, the student's parent will be informed.)
- Preparation
– textbooks and instrument are required. Written warm-ups will be part of the daily routine and will be graded.
- Full participation
in class and performances, both during school and out of school
Written Warm-ups and Listening Assignments = 10%
Performance Evaluation –
Periodic Assessment = 40% Tests will be written
and performance based. Student performance will be evaluated using the following criteria: · Rhythm – students will be expected to demonstrate an awareness of pulse and an
understanding of simple rhythmic values and patterns. · Notation – students will be expected to demonstrate an understanding of the symbol system used
in guitar literature: o Staff
Notation o
Tablature o Chord Diagrams
All assesments, both performance based and written, will have an alternative if needed, and must be completed within one week
of the students return to class.
Hayfield Secondary School Attendance &
Tardy Referral Guide 2010-2011 Number
of Unexcused Absences | Intervention | Disciplinary Action | 1-2 | Teacher contacts parent | Teacher
assigns mandatory make-up | 3 | DOS Meets w/student Counselor meets w/student | Monday detention; letter home to parent | 4 or more | Admin |
|
Unexcused Tardies Number of Unexcused Tardies | Intervention | Disciplinary Action | 1-2 | Teacher counsels student | Teacher contacts parent | 3 | Teacher contacts parent | Teacher assigns detention or other appropriate discipline | 4 | Teacher writes referral to DOS listing actions already taken;
DOS meets with student | Goes over attendance policy and assigns Monday detention | 5 | DOS assigns detention | DOS assigns Wednesday detention | 6 or more | Admin | |
Hayfield
Secondary School Attendance & Tardy Referral Guide 2010-2011 Number of Unexcused Absences | Intervention | Disciplinary Action | 1-2 | Teacher contacts parent | Teacher
assigns mandatory make-up | 3 | DOS Meets w/student Counselor meets w/student | Monday detention; letter home to parent | 4 or more | Admin |
|
Unexcused Tardies Number of Unexcused Tardies | Intervention | Disciplinary Action | 1-2 | Teacher counsels student | Teacher contacts parent | 3 | Teacher contacts parent | Teacher assigns detention or other appropriate discipline | 4 | Teacher writes referral to DOS listing actions already taken;
DOS meets with student | Goes over attendance policy and assigns Monday detention | 5 | DOS assigns detention | DOS assigns Wednesday detention | 6 or more | Admin | |
Hayfield
Secondary School Attendance & Tardy Referral Guide 2010-2011 Number of Unexcused Absences | Intervention | Disciplinary Action | 1-2 | Teacher contacts parent | Teacher
assigns mandatory make-up | 3 | DOS Meets w/student Counselor meets w/student | Monday detention; letter home to parent | 4 or more | Admin |
|
Unexcused Tardies Number of Unexcused Tardies | Intervention | Disciplinary Action | 1-2 | Teacher counsels student | Teacher contacts parent | 3 | Teacher contacts parent | Teacher assigns detention or other appropriate discipline | 4 | Teacher writes referral to DOS listing actions already taken;
DOS meets with student | Goes over attendance policy and assigns Monday detention | 5 | DOS assigns detention | DOS assigns Wednesday detention | 6 or more | Admin | |
Hayfield
Secondary School Attendance & Tardy Referral Guide 2010-2011 Number of Unexcused Absences | Intervention | Disciplinary Action | 1-2 | Teacher contacts parent | Teacher
assigns mandatory make-up | 3 | DOS Meets w/student Counselor meets w/student | Monday detention; letter home to parent | 4 or more | Admin |
|
Unexcused Tardies Number of Unexcused Tardies | Intervention | Disciplinary Action | 1-2 | Teacher counsels student | Teacher contacts parent | 3 | Teacher contacts parent | Teacher assigns detention or other appropriate discipline | 4 | Teacher writes referral to DOS listing actions already taken;
DOS meets with student | Goes over attendance policy and assigns Monday detention | 5 | DOS assigns detention | DOS assigns Wednesday detention | 6 or more | Admin | |
Hayfield
Secondary School Attendance & Tardy Referral Guide 2010-2011 Number of Unexcused Absences | Intervention | Disciplinary Action | 1-2 | Teacher contacts parent | Teacher
assigns mandatory make-up | 3 | DOS Meets w/student Counselor meets w/student | Monday detention; letter home to parent | 4 or more | Admin |
|
Unexcused Tardies Number of Unexcused Tardies | Intervention | Disciplinary Action | 1-2 | Teacher counsels student | Teacher contacts parent | 3 | Teacher contacts parent | Teacher assigns detention or other appropriate discipline | 4 | Teacher writes referral to DOS listing actions already taken;
DOS meets with student | Goes over attendance policy and assigns Monday detention | 5 | DOS assigns detention | DOS assigns Wednesday detention | 6 or more | Admin | |
Hayfield
Secondary School Attendance & Tardy Referral Guide 2010-2011 Number of Unexcused Absences | Intervention | Disciplinary Action | 1-2 | Teacher contacts parent | Teacher
assigns mandatory make-up | 3 | DOS Meets w/student Counselor meets w/student | Monday detention; letter home to parent | 4 or more | Admin |
|
Unexcused Tardies Number of Unexcused Tardies | Intervention | Disciplinary Action | 1-2 | Teacher counsels student | Teacher contacts parent | 3 | Teacher contacts parent | Teacher assigns detention or other appropriate discipline | 4 | Teacher writes referral to DOS listing actions already taken;
DOS meets with student | Goes over attendance policy and assigns Monday detention | 5 | DOS assigns detention | DOS assigns Wednesday detention | 6 or more | Admin | |
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