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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. |
Students will need to provide
- Pencil
- 1” binder for music papers
and note taking
- 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: - Handouts to help with the learning process
- foot rest for class room use.
GRADING POLICY
Class Participation – Daily Assessment = 40% - 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
= 20%
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 |
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