Notes or Chords?
- This topic has 3 replies, 3 voices, and was last updated 10 years, 3 months ago by .
- The forum ‘Guitar’ is closed to new topics and replies.
What is the first thing you do with your kids in your guitar class? Do you teach note reading or playing chords first? Why? Does it matter if you’re teaching elementary, middle or high school? Does it matter if it’s an introductory class or a full year?
I teach note reading first to my beginning middle school students, for two reasons. The first being that I want them to know that you can read music and play melodies on the guitar, that even though the perception that most people have is that guitars are good for strumming, it can be used for both purposes and music literacy/reading music is important for any and all instruments. The second reason is that I think it helps to develop some familiarity and comfort with the instrument before moving onto chords. By teaching notes in the first position on the first string, I can get students started playing and creating music fairly quickly. By the time students can play music on the first four strings (usually after about a month and a half, seeing them twice a week), they are comfortable holding the instrument and pressing their fingers into the fingerboard to get a good sound, and then are generally pretty ready to jump into chords. I spend about 15 minutes teaching them a few half chords just to get the idea, and then jump right in to a I-IV-V7 progression in the Key of D!
What do you mean by a half chord?
In an ideal world, I would teach notes only at first. If the student is patient, they will inadvertently be playing chords after mastering the first position. In a song like “Greensleves”, students begin to play an A minor by following the melody, at which time it can be pointed out that they are playing a chord. This approach works well with younger students who are far more likely to let you guide their instruction, but can be a challenge to sell to older students.
In a survey type class, many students have a strong desire to play their favorite tune and will want to learn chords as quickly as possible. (And if they don’t get it from us, they will inevitably do it on their own after spending some time on Youtube.)
Christopher M. Johnson, Professor of Music Education and Music Therapy, is currently the Chair of the Music Education and Music Therapy Department and Director of the Music Research Institute at the University of Kansas. Johnson earned his Ph.D. from the Florida State University.
Since his arrival at The University of Kansas, Johnson has taught courses in Instrumental Conducting, Teaching Instrumental Music, Managing Behaviors in the Music Environment, Psychology and Acoustics of Music, and Research Methods in Music Education and Music Therapy. Johnson served two terms as the editor of the International Journal of Music Education: Research, the research publication of the International Society for Music Education. He is currently serving his second term on the National Association for Music Educations Executive Committee of the Society for Research in Music Education. He also served on the editorial board of the Journal of Research in Music Education, and one earlier term as the Chair for the MENC Executive Committee of the Society for Research in Music Education. Johnson also served as the Chair for the Research Commission of the International Society for Music Education.
Johnson’s research interests include applied research in music education, and basic research in all aspects of the psychology of music. He has published articles in many journals including the Journal of Research in Music Education, the International Journal of Music Education, the Journal of Music Therapy, Journal of Band Research, Contributions to Music Education, and the Bulletin of the Council for Research in Music Education, among others. Johnson has also been an active member and contributor to the Research Seminar of the International Society for Music Education and World Alliance for Arts Education.
Johnson received a university teaching award – the Ned N. Fleming Award for Excellence in Teaching and received the recognition for Graduate Teaching Achievement from the Center for Teaching Excellence. Johnson was also awarded a lecturing & research award as a J. William Fulbright Scholar and recently received the Ella Scoble Opperman Citation for Distinguished Achievement from the Florida State University College of Music.
This website uses cookies so that we can provide you with the best user experience possible. Cookie information is stored in your browser and performs functions such as recognising you when you return to our website and helping our team to understand which sections of the website you find most interesting and useful.
Strictly Necessary Cookie should be enabled at all times so that we can save your preferences for cookie settings.
If you disable this cookie, we will not be able to save your preferences. This means that every time you visit this website you will need to enable or disable cookies again.