Getting the Music Started - Simplified Rock Riffs, pt. I

When a student begins to play the guitar they are generally chomping at the bit to play music and have fun. However, you can bet their enthusiasm is usually greater than their ability. After establishing a foundation of knowledge and the basics have been covered (see posts February 2013 forward) I like to have students start playing actual music. Keep in mind all the basics and exercises I posted about in 2013 should only take a couple of lessons – discussing the material in depth requires more time than actually teach it.

 The music I choose to start guitar newbies with are ‘simplified’ classic rock riffs to meet the needs of the beginning student. It may be cliché, but the first riff I like to teach new students is “Smoke on the Water.” My reasoning is simple: the riff is easily recognizable (surprisingly even young students have heard it), one finger is all that is required to play it, the riff can be played on a single string , the melody is easily memorized and students can begin to navigate the length of the guitar neck as well as begin to read guitar tab.

I hope this short post has not only gotten you thinking about other simple melodies to use with students, but how they fit into their development. Next month I’ll continue on the topic of simplified classic riffs and discuss one that uses multiple fingers.

  

Tab vs. Notation, Part IV - Summing it Up

In last month’s post I discussed the pitfalls guitar teachers may encounter when they have a “tab only” approach. But, on the opposite side there are teachers who have a “notation only” policy – whereas some instructors refuse to use tab at all. Such a policy may prevent a student from progressing or worse - discourage a student from playing at all. I have heard many students lament about note reading and how it is the part of playing they liked the least. Some teachers keep their students playing ability limited to what they can read and this approach may prevent a student from experimenting on their own, searching out tabs on the Internet or using song books by their favorite artist.  

 

Most guitarists play better than they can read music – meaning their playing skills are far stronger than their reading ability. I have met only a handful of players who read music so fluidly that it is like reading words on a page. Reading music notation is a skill, and like any skill it can be developed through practice. However, reading music even on a basic level is not a skill most players will require. 

 

 I realize some readers may take issue with this statement, but most students are not trying to become professional musicians and do not require the skill of reading music. Although I know the majority of my students will not require note reading skills, I do like students to read at least on a very basic level. Why? Because even on a basic level reading notation can help students:navigate the fretboard,understand chord structure and

visually understand rhythm parts which otherwise might be difficult to master by ear only

 

My approach is to use a combination of tab and standard notation to help students reach their goals. As I have outlined over the last few posts both systems have their pro’s and con’s, and what you are trying to achieve should guide the system employed. A good example of this is playing major scales – should a student wait to learn this major scale pattern until they can sight-read on the four strings it employs? Of course not, but by using tab students can begin to learn to play scales and develop skills such as picking technique and finger independence.

 

 

Tab vs. Notation, Part III – Tab Only

Last month I posted regarding the advantages tablature has over standard notation when it comes to the guitar. This month I’ll continue the discussion by pointing out the pitfalls tablature can have when guitar instructors use it as their primary mode of communicating music.

Over the years I have noticed many guitar teachers are taking a “Tab Only” approach to teaching - meaning they rely solely on tab and do not show their students how to read standard notation at all. Those who use this approach generally use tablature without rhythms and can cause their students not develop, be weak in or totally lack certain skills which can impede their growth. Some of these skills may include, but are not limited to:
 

• Fretboard Knowledge: students who rely on the tab numbering system may not learn “how to navigate” the guitar neck by note names and pitches. Therefore, they may never really understand how music actually works or how it translates on the guitar. 
• Reading rhythms: students may not understand how to read or notate rhythms. A teacher can hinder a student’s development by only having students play what they can hear. Playing by ear is an amazing skill to have, but it is one of an array students should possess. Additionally, some students are visual learners and their learning experience can be enhanced by visual representation. 
• Playing by Ear: A fundamental skill fledgling musician’s need is the ability to “hear” music. Those studying the guitar and strictly rely on tab may not develop the basic listening skills needed to discern pitches because their eyes dictate where to put their fingers and not their ear. Whereas, they are forsaking the basic skill musicians need – a trained ear. 

I have found that many guitar teachers who take a tab only approach generally cannot read music themselves and because it is not a skill they care to address in their own playing pass this deficiency onto their students. As a teacher, I believe it is important to help our students develop to their full potential and if that requires learning a new skill (even on a rudimentary level) then it can be a benefit not only to the student by ourselves as well. 

 Next month I will continue the discussion and talk about my personal approach to teaching tab and notation.