Notes: Lesson 2 Video

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Lesson 2 Video Notes:

· I mumble

· Slouching posture in beginning

o Fix this

· Posture corrected when lesson starts

· Student posture comfortable

· Asked student to put Guitar on

· Had student turn volume up and pluck strings to check for sound

· Called out date for video reference

· Grabbed Notebook

o Posture changes to crossing legs - student still comfortable

· Review finger numbers

o student is correct each time (small success)

· Explained changing string numbers

o Posture still relaxed with legs crossed

· Reviewed string numbers

· Reviewed fret and finger placement

· Had student show me Em chord

o Tagged correct Em finger placement

· Had student play each string of the chord

o Tagged each correct string played

· Had student finger Gmaj chord

· Student was having trouble with the chord due to incorrect finger placement

o I moved in and physically changed student's fingers

§ believe this is case by case but in the future I should instead tell the student the correct fingering and have them figure it out. Physically moving in should only be done for non-finger position correction or finger position correction as a last resort.

· Returned to chair position

o Posture changed - no longer crossing legs

· Had student play each string

o Tag each correctly played string

· Student has trouble correctly placing fingers on strings

o I intervene and explain correction

· "use the tips of the fingers to push down on the strings like pushing the keys of a keyboard"

· Have student play all strings

o Note - In future use clicker with different click sounds to signal playing next step instead of verbally instructing (i.e. once student successfully plays all individual strings a second click sound would signal to play the whole chord.)

§ Posture changes to crossing legs

· Explain flash card exercise

· Show flash cards 5 times

o At end posture changes. I move in towards student and say "That was great". This is additional praise to mark a large success.

· Asked student how they felt about the chords

o Student responded - YES

· Discussed playing Cmaj chord

· Had student first learn to start on the EM chord then called out the finger position of the Cmaj chord

o Tag each correct finger position

· Engage student to correct hand placement to make chord feel more comfortable.

· While still engaged with student, explain that we don't play all the strings for the Cmaj. Only the bottom five.

· Had student play each string of the Cmaj chord

o Tag each correctly played string

· Have student play chord

o Tag correctly played chord

· Give student time to rest hand

o Note - I am showing flash cards each time I call out a chord

· Have student hold chord again

o Tag correct finger placement

· Have student play each string again

o Note - Student technique has improved.

· Have student play whole chord

o Tag correctly played chord

oPosture change - Move in after this ti signal Large Success with "That was great"

· Flash card exercise again

o Tag rach correctly played chord

· Student has trouble with Gmaj finger shape

o Has two incorrect attempts

· I engage to correct

o Note - this correction should of been done verbally

· Return to chair

· Return to game (flashcard)

· Student has issue with Cmaj finger shape

o No tag given due to incorrect playing of the Cmaj

oStudent reassess and successfully corrects it.

oTag correct performance

· At end of flashcard game posture change - Move toward student and signal Large Success with "That was Great" with click for additional praise.

· Discuss student's guitar skills with them

o Use this time to verbally praise student for successes

§ Note - Student responds VERy well to the praise at this point

· Go over strumming exercise

· Practice strumming exercise

· Lesson finished

Notes: Lesson 2 plan

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Lesson 2 Plan for Student

• Review Lesson 1
• Finger Numbers - TAG correct finger answer
  
• String Numbers - Low E is string 6, high E is string 1 - TAG correct answer
  
• Fret Numbers - TAG correct answer
• Fret Placement - TAG correct finger placement
  

• Review Chords
• Em Chord (E minor)
  
• Have student place fingers for chord - TAG correct finger placement
  
• Play each string - TAG each correctly played string
• Play entire chord - TAG correctly
  
• Gmaj Chord (G major)
  
• Have student place fingers for chord - TAG correct finger placement
  
• Play each string - TAG each correctly played string
• Play entire chord - TAG correctly played chord
  

Practice With Flashcards

• Show Em and Gmaj flashcards intermittently 6 times
• Have student play corresponding chord shown on card - TAG correct chord played
  

Learn Cmaj (C major)

• Have student place fingers for chord - TAG correct finger placement
  
• Play each string - TAG each correctly played string
• Play entire chord - TAG correctly

Strumming Excercise

• Ask student what chord feel easiest to play and in what order they prefer to play them
• Have student call out chord and strum each chord 4 times.
• TAG each correct strum
• Double tag the last strum of each chord to signal a chord change for student

*Note on strumming exercise - Student is playing their chosen chord progression. The theory is that this stimulates basic creative thought and begins the ability decide and decipher chord progressions.

Notes: This Is Your Brain on music - 1-27-08

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* Musical notes appear to fall into categories as to whether they are important notes of the piece or not. Many amateur singers dont store in memory every note of a musical piece. Rather, all have an accurate and intuitive sense of which those are -- and we store musical contour. Then, when it comes time to sing, the amateur knows that she needs to go from this tone to that tone, and she fills in the missing tones on the spot, without having explicitly memorized each of them. This reduces memory load substantially, and makes for greater efficiency.
* Music works because we remember the tones we have just heard and are relating them to the ones that are just now being played.
* The regular pulse of music causes us to expect events to occur at certain points in time.
* Real conversation between people, real pleas of forgiveness, expressions of anger, courtship, storytelling, planning and parenting don't occur at the precise clips of a machine. To the extent that music is reflecting the dynamics of our emotional lives, and our interpersonal interactions, it needs to swell and contract, to speed up and slow down, to pause and reflect. The only way we can feel or know these timing variations is if a computational system in the brain has extracted information about when the beats are supposed to occur. The brain needs to create a model of a constant pulse -- a schema -- so that we know when the musicians are deviating from it. This is similar to variations of a melody: We need to have a mental representation of what the melody is in order to know -- and appreciate -- when the musician is taking liberties with it.
* Music is organized sound, but the organization has to involve some element of the unexpected or it is emotionally flat and robotic. Too much organization may technically still be music, but it would be music that no one wants to listen to.

Thoughts For Next Lesson

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My first lesson was an overall success. I realized quickly that there was a lot I needed to keep in mind when approaching the next one. After thinking more about my assumption that less visual pressure will allow the student to learn quicker, I've realized that my body posture has to change and stay consistent. Since I will be video taping the lessons from here on out I will be able to study my posture with the students and the overall ability to learn guitar because of it. My basic theory is that passive posture will be the best place to start to let the student ease into the lesson. Based on the first lesson, I could tell that I wanted to move closer in to see what the student was doing. I started to slouch and I could tell my face was more intense. In retrospect I can now see that this could become detrimental to the student as they may feel pressure and eventual frustration with the process. However, too much passive posture can make the student feel that they are not doing well as you are uninterested. I am basing this idea on my own experience with music teachers. A lack of interest or physical response can also make you feel that you are not doing something right. Or, what you are doing is boring the teacher. I believe that posture should change given the circumstance.

For instance, when the student starts to learn a guitar chord I have them play each string first. They start by plucking the heavy E string and do not move to the next until a click is heard. A click will not happen until the teacher hears and sees the string played cleanly and correctly. Once the teacher clicks, the student moves to the next string. This can be a very potentially frustrating time for the student. There are many things involved during this process. They are concentrating on holding the chord, playing the string cleanly and fretting the note correctly by the teacher's instruction. On top of that their hands are getting tired and their fingertips may be sore or hurting. I consider this a "Peak" time for the student and they need to feel relaxed and be able to concentrate. It is at this moment that the teacher should have a nice passive posture.

--Passive posture however should not involve sitting back on the chair (i.e. the way we would sit back on a chair to think of a problem or to analyze something in our head). While the teacher may feel that this is comfortable, the student may feel as if they are being judged or over analyzed. Again, this is based on my interactions with past music teachers and people.

When should posture change? Well, the first thing I believe we should to think of when approaching this question is, "What would we want?". In the spirit of click training as well as operant conditioning and positive reinforcement I would only want to change my posture or body language to signal a success to the student. A success would come in many forms, however, we don't want to use body posture as much as we use the clicker. I have a feeling this would condition the student to also look for a body language response and take away from the clickers effectiveness. Instead, I believe that the best time to change body posture would be to signal a "Large Success".

--For example: The student plays each string of the chord. They do not move to the next string until a click is heard. This is a "Peak" time for the student. When the student finally makes it through all the strings the teacher asks the student to play all the strings i.e. the entire chord. Given that the student has learned how the hand should be placed and how the fingers should be placed to play chord cleanly (the student learns this because to play each string cleanly the technique must also be clean)the student now has the hand and fingers situated to be able to play the whole chord correctly. If this is done successfully the student will play the whole chord perfect. This is considered a "Large Success" as the student has made many small successes to get to the final goal: To play the chord correctly. It would be at this point that the teacher would not only click to signal a success, but also rearrange their body posture to show that they are impressed with what the student has accomplished.

Notes: First Lesson With New Student

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Here are the notes from my first lesson with my first student:

01-22-08

First lesson - Elizabeth
Taught - Finger numbers, string numbers, fret numbers, how to put fingers on frets, chords
Chords taught - Em, Gmaj

Time teaching - 30 minutes

Response from student - Good
Student abilities - Good
Response to click - Good

Resolution - Student decided to continue lessons

Observations:

• I believe that teaching someone without a guitar is less threatening and intimidating. When someone is first coming into a lesson and has no experience. Why would we sit there with our guitar, playing it great and feeling good. That just puts pressure on the student. The student should be eased into playing with the teacher. So that when that time comes the student has confidence in their abilities. When the teacher has the guitar at the beginning there is pressure on the student to do as well as the teacher. If not, frustration can happen. Without the guitar the student is free to be the only one playing therefore not being compared. THERE IS LESS VISUAL PRESSURE ON THE STUDENT IF THE TEACHER DOES NOT HOLD A GUITAR OR PLAY IT.


• Need to email student tomorrow and compliment their abilities today during the lesson. Also note what was taught, with as much information as possible. NEED TO EXPLAIN CHANGE FOR NEXT LESSON (will now be referring to high E as string one and Low E as string 6).
  

Click to Learn Guitar Website finished

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Hello everyone,
I have finished the Click to Learn website. Everything is up and running. I will be building the video documentary for the upcoming lessons.

Updated Site Up!!!

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An updated look the website is now up. Still with broken links but the gist is right there. I have been video taping all my lessons and will have it up soon. So far, the reaction has been very very good and I look forward to improving the process!!