MTH

Guitar classes for groups–do you have questions about how to conduct them? 

I have a first article about guitar classes at MTH dealing with details like age ranges, finding a location, group dynamics, materials to use, policies and how much to charge. Below you will find the nitty-gritty of actual class times, songs to choose, and more.

In an 2014 article, I gave week-by-week specifics of a class I was teaching at the time.

Here are things I wish I’d heard before starting my first classes.

 

First Things First

Do they have working guitars?

  • I prefer not to mess with amps, so I require a six-string acoustic—either nylon or steel will do.
  • I need to see their guitars ahead of time unless they tell me the manufacturer and that they recently purchased it from a store I know and trust. I’ve had students show up with guitars so warped they couldn’t be tuned, strings so far off the fingerboard it would take a bench vise to press them to the guitar, strings missing, and strings so old my fingers turned black touching them—and they appeared ready to break at first touch.
  • I want to know if the guitar will hold its tuning. I’d hate to be in class before I discover it must be re-tuned every three minutes! (If you’re thinking that sounds like a toy guitar and that I’ve been in this situation, you would be correct. Don’t ask. It was turquoise blue plastic, so it should have had a great tone, don’t you know.)
  • If I have time, I’ll put new strings on for them. If there’s more wrong with it than strings, I make recommendations to rent one, buy a new one, or get theirs repaired.
  • I keep a watch-out at garage sales for decent guitars, and sometimes rent them to students until they learn enough to go looking for one for themselves. I go through a policy sheet with renters, educating them about the care of the instrument.

While I’m checking out the instrument, I can get to know the student a little. Find out what music they’re interested in, and what they already know (or don’t know) about music in general and guitar in particular.

 

The actual teaching time

Planning is essential!!!!

What do you hope to cover over the course? Jot down ideas and put them in a logical sequence. You might consult a beginner guitar method for ideas.  You might try Alfred’s, FJH or Hal Leonard.

  • Basics: guitar parts, finger numbers, string numbers, fret numbers, how to read a chord chart.
  • Music reading basics: staff, lines and spaces, quarter notes, half notes, whole notes, the music alphabet…
    • I only get into notes on the staff if I have at least ten weeks or a semester.
    • I find out if anyone has had piano lessons. If so, that person can be of help.
  • Rhythm basics: if you have the luxury of time, you can get into reading rhythms. Otherwise, consider how you’ll “check their pulse.” Will you have them clap rhythms after you? Or perhaps strum across their open strings?

If you prefer a ready-made group guitar course, look at Mel Bay, Jerry Snyder or the adult group class book by Alfred’s.

How much time will it take to tune the instruments at the start of each class?

Will I hold one complete class to teach them to change strings?

In a group you might not spend as much time with students individually. You certainly can’t let the rest of the group sit doing nothing while you work with one person. If you have a strategy in place, you can get the class going on something while you spend a couple minutes with one student. Plan for that time.

Ideas for what to do with the group while helping an individual:

  1. Use a backing track you’ve pre-recorded. I use my digital music recorder to create mp3s for them. You could have tracks with a two-chord or three-chord progression. Spend enough time on each chord to allow for students who are changing chords very slowly. You could add a metronome click on the recording to help them keep the tempo. I send an mp3 of tuning notes, too.
    • Early beginners might do a downstroke on each beat.
    • Some might be able to manage a two-four or four-four strum.
    • If you have a more advanced student, he or she could practice a simple finger-picking pattern or even power chords.
    • Show them the bass note of the chords. Some could simply play the bass along with the progression.
    • This way you have an ensemble going. How exciting for the group!

When they can play along easily, you might play the same progressions with some sort of groove, or in different styles. The fun factor shoots higher.

  1. If you have one or two students who have mastered some chord changes, instruct them to lead a certain number of measures on each chord.
  2. Allow time for each student to work on their own piece while you work with individuals. This could take up fifteen minutes of class, or whatever you determine works for you. If the noise level is too distracting, have students mute their strings with a cloth or sponge under them.

 

Be on the Lookout for Songs to Teach

Look for lists of songs with two, three or four chords. Do a search for two-chord country, folk, kids’, or rock songs. Do the same for more chords. Try The Guitar Three-Chord Songbook by Hal Leonard, which includes fifty songs in the first volume. There are three volumes, another book of 3-chord worship songs, acoustic songs, etc.

How often do chords change? Choose songs that stay on each chord for awhile before switching, especially in the first few weeks. Gradually add songs that have quicker chord changes.

Make sure you give plenty of chord review by teaching more songs.

If the first two chords you use are the I and V in a key, let the next chord you add be the IV chord in the same key. After that, your next key could be related. Example: start in the key of G (G, D, C), and go to the key of D next, which adds only one new chord (D, G, A). Or instead of going to the key of D, you might simply add G’s vi chord (Em), for their first four-chord song.

There are dozens of two-chord songs. Hundreds (perhaps thousands) of three-chord songs, and no end to four-chord songs!

 

Train up Future Worship/Praise Band Members

Many churches these days have worship bands. Who will train the next generation of musicians?

Perhaps the church would allow you to teach in their facility for free. Find out their present song list. Often these choruses have three to five chords. YouTube can be a super tool to help your students learn the songs. You could look into Spotify to create a playlist for them.

Inspirational music can be of great encouragement to others, too. Have your students share these songs at a park or other venue.

 

Find performance opportunities for your students

What motivates students to practice more than knowing they’ll be performing in public?

Christmas is a wonderful time to get your students playing. Set up a time for your studio to ring the bell for Salvation Army, and have them bring their guitars and fingerless gloves!

But don’t wait for Christmas. Set up mini-recitals at the local assisted living homes, memory-care units, or nursing homes. The residents not only enjoy it, but music gets brain cells firing like almost nothing else. And the benefits to students go far beyond the musical realm.

Libraries often welcome musical programs.

How about some easy listening at a coffee shop?

 

Wrapping it up

I like to invite guest guitarists to play for the class from time to time. Especially former students! I encourage them to mention how difficult it was at first, and what practice did for them. Also what guitar means to them now. Let them talk about what vocals and other instruments, listening to music, and playing with other musicians means to them.

Before the guest guitarist visits, teach your class a piece your guest will know. Tell the guest so (s)he can prepare something special on the song. Invite the class to play along with the guest on that piece.

Mini-recital to end each class. Spend the final five to ten minutes letting students volunteer to show the others some improvement, what they learned today, or a new song. I never qualify this suggestion by saying “if you’re comfortable” or mentioning nerves. I’ve found that if I’m matter-of-fact about it, most students simply do it. No big deal. I’ll show them what I’m working on currently, too.

A short recital could be your grand finale for the group session. Sometimes I’ve taught them a song they can share at a local church for special music. If it’s well-known, the whole congregation might be invited to join in singing, with your class accompanying.

If you happen to teach voice, recorder or ukulele as well, perhaps you could combine all of your groups for a few pieces!

Group classes can create buzz to promote your studio. And you can use Music Teachers Helper to do your bookkeeping and provide a website!

I hope you’ll give serious thought to teaching group guitar classes. You can reach and influence so many more people with your music!

Let us know some of your experiences in the comments. Music Teachers Helper readers would appreciate hearing your ideas.

 

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parents-and-music-lessons

How well do you know your students’ parents? Most of my students are dropped off on the fly, so I seldom see their adults. If someone else drives them to lessons, sometimes I don’t even meet them until a recital.

Parents care. They pay tuition for me to teach their children. Obviously they want a good musical experience for them, and hope and trust I can do for their youngsters what they cannot. Many of them would like to be in on the process, if they only knew how.

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A recital can set a fire in the hearts of students and audience. There aren’t many opportunities to showcase students of every level. So… make it more than a recital.

My sister makes magical music recitals. She’s given me permission to share some of her ideas.

Here are a few features of each.

  • Costumes
  • Props
  • Sets–here are some photo ideas
  • Ensembles
  • Extra instruments and vocals
  • Audience involvement
  • Variety
  • Humor whenever possible

If it seems intimidating, start small. Even simply naming a theme can create anticipation. It’s a great way to promote your studio.

In each of my next few MTH posts, I’ll detail a different recital of my sister’s, including a few songs. This first idea she calls “Holidays and Seasons.”

Each month is its own segment, with appropriate songs featured. There may not be a holiday that month, but people are born all the time. So every month includes “Happy Birthday,” done in twelve different genres. Anyone in the audience whose birthday falls in that month is invited to stand. Genres might include classical, march, swing, bluegrass, blues, waltz, video game, mariachi, 50s, Celtic, tango, calypso, polka, guitar ballad…

Here are a few songs for each month to get you started.

January. Jingle Bells/It’s a Marshmallow World/Let it Snow/Auld Lang Syne

February. I Heart You/When I Fall in Love/Won’t You Be My Valentine

March. St. Patrick’s Jiggle/Somewhere Over the Rainbow/Dance of the Irish

April. Billy Bunny/Easter Bonnet/April Showers/April Love

May. A Child’s Song of Love/M-O-T-H-E-R/flower songs/vet-honoring songs…

June. You’re a Grand Old Flag/wedding songs…

July. Patriotic songs/In the Good Old Summertime

August. By the Sea, By the Sea/Summertime/School Days

September. The Falling Leaves/autumn songs/Whistle While You Work

October. Funeral March of a Marionette/Halloween songs/Spunky Spooks

November. Thanksgiving songs/Over the River and Through the Woods/autumn and harvest songs…

December. Carol of the Bells/Believe (from Polar Express)/Where Are You, Christmas? (from The Grinch Who Stole Christmas)/Christmas songs/ Hanukkah songs…

Students can dress for the month they represent. You might create props or cardboard sets. For example, August could have a beach umbrella, beach towel, pail and plastic shovel, with a painted backdrop of ocean and sand. Students are responsible to set up for each other. To keep it running tight time-wise, one student could introduce the next, operating as emcee, while a couple remove props from the previous student, and others follow with the next props.

Hold a tech rehearsal to get the details/timing worked out.

My sister has colorful posters carried out for each month and placed on an easel.

She uses this recital format every other year, alternating with a strictly Christmas theme. There is so much music to choose from!

Do you have other ideas for a “Holiday and Seasons” recital? MTH readers would love to hear them!

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