Guitar 6 Unit Plans

EDUC-4572
September 2020
Dana Visser
 Table of Contents

Music Education Rationale……………………………………………………………………….3

Month-Long Guitar Course: Guitar and Music Theory Introduction……………...……………...4
Rationale………...……………………………………………………………….……….5
Overview………………………………………………………………………………….6
Calendar…………………………………………………………………………………...7
Course Assessments. ……………………………………………………………………...9
Assessment Tools….…………………………………………………………………...11
Assessment Plan by SLE………………………………………………………………...12
Course-Overview Table. ………………………………………………………………...14
Appendix/Resources…………………………………………………………………….22
References……………………………………………………………………………….23

2
 Music Education Rationale

Music has had a place in education for over a hundred years. There are many benefits of
student involvement in a comprehensive music education that can be broken down to three main
elements: cognitive benefits, intellectual benefits, and social benefits. In order for students to
reap these benefits, however, music programs must adapt to our present-day and evolve their
programs to meet the needs of our ever-changing student population. Music should be available
to all students, and it is up to music educators to ensure that every student finds an opportunity to
engage in music education. Music education can, and should, adapt to current day circumstances
and should involve as many students as possible through a variety of music education classes.

Guitar is one of the most popular instruments worldwide. In order to ensure that diverse
ranges of students are able to participate in modern music education, including a comprehensive
guitar program is crucial. The G.S. Lakie guitar program is a sequential program spread across
the student’s three years at the school. The program is set up for the student to acquire three
years of guitar instruction. At the end of the program, the student will have developed a high
level of playing on the guitar and become a competent musician. Guitar 6 is the first introductory
class that aims to provide the foundations of successful guitar playing through developing
student’s technical skills and music theory proficiency.

Through a comprehensive fine arts program, students learn to appreciate, to understand,

to create and to criticize. The systematic development of musical skills, knowledge and
perception contributes to the total development of the individual. Music courses should allow
students to experience music through a range of roles. The student should be involved in
analyzing music as a creator, a performer, a historian, a critic and a consumer. Performance is an
active process involving the development and application of musical skills, knowledge and
perceptions through hands-on practice. A student approaches music development through
physically learning and mastering an instrument. Guitar 6 focuses mainly on students acting as
performers and is heavily based on playing-based outcomes. Music is accessible to all, and as
students become sensitive to its expressive elements, they may develop insight into human
feelings.

3
 Month-Long Guitar Course
Guitar and Music Theory Introduction
4 weeks: Sept. 3-Oct. 1
Dana Visser

4
 Month-Long Guitar Course Rationale

Guitar and Music Theory Introduction is a month-long preliminary course that allows for
students to get a better understanding of the guitar mechanisms, the basics of music theory and
rhythm and an introduction into technique-based repertoire. In this unit, students will be
explicitly taught proper playing position, appropriate guitar maintenance, types of guitars, parts
of the guitar, fundamentals of rhythm, beginning music notation, several repertoire pieces,
beginner guitar technique and good musician habits including watching the conductor and
exhibiting discipline through practice. By digging deep into the fundamental aspects of beginner
guitar playing, students are set up for successful advancement in their guitar playing capabilities.
We cannot simply assume that all of our students have been exposed to beginner music theory,
and therefore, these concepts will be explicitly taught to ensure that all students in the classroom
are set up for success in their instrument learning.

The initial part of the course will focus on reviewing and solidifying learning
expectations from the Grade 6 Elementary Program of Studies. In order to ensure every student
is on the same page in their musical learning, we must include SLEs from the Elementary
Program of Studies to act as an equalizer. The SLEs will mainly come from the Elementary
Program of Studies for this unit, however, there may be a couple SLEs that come from Level 1 of
the Instrumental Music Program of Studies. Not all of the concepts presented are directly
corresponded to these programs of studies, but in terms of the development of musicianship,
these documents will aid in establishing student and musician expectations.

There will be several assessments taken throughout this unit. Since this course is
performance-based, there will be two in-class playing tests in which students can showcase their
technical capabilities. As well, because this unit is quite heavily based in music theory and guitar
mechanisms, students will complete one written quiz on the presented concepts. As this course is
only one month long, the goal is to expose students to rudimentary guitar techniques and
concepts. The assessment for this course will not be a traditional numerical grade. Instead,
students will receive either a “complete” or an “incomplete” in the various summative
assessments that will result in receiving either a “complete” or “incomplete” in the course as a
whole. The goal is not to have polished musicians by the end of this short course, it is simply to
introduce students to guitar fundamentals and for them to actively participate in class discussions
and playing exercises.

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 Guitar 6 Course Overview

Guitar 6 is a 4-week course, September 1-Oct. 1 that will focus on Guitar and Music
Theory Introduction.

This month-long course will establish the foundational skills for successful guitar playing
through performance-based instruction. Assessments will primarily consist of performance tests
on learned techniques and partaking in written quizzes on specific course content. By allowing
for hands-on learning, it is hoped that assessments aid, rather than impede, student learning and
technical development.

This course is guided through several main learning objectives that are as follows:
It is the hopes that through participating in this course, students are able…

1) To enrich and enhance the life of each student through music.

2) To understand the basic elements of music: melody, harmony and rhythm.
3) To deal with the discipline and challenges of learning a musical instrument.
4) To learn multiple styles and genres of guitar music.
5) To develop competent performance skills.

Along with the learning objectives outlined above, there are several “I Can” statements that
guide the structure and concepts of this course. The “I Can” statements allow for the students to
self-reflect on their instrumental learning process. These will be introduced to the students at the
beginning of the course and reflected on at the end of each unit. It is the hope that by the end of
the course, students can confidently demonstrate the following statements:

1) I can demonstrate proper playing position and rest-position.

2) I can alternate pick comfortably.
3) I can name the types of guitars and parts of the instrument.
4) I can play the rhythm tree using whole, half, quarter and eighth notes on an open-E string.
5) I can play, and say, notes on all strings up to the fourth fret.
6) I can play chromatic scales on the high E correctly. (ascending/descending)
7) I can play fifth chords (F, G, A, B, Bb, C, D, E) and demonstrate playing several songs.
8) I can play performance pieces correctly and with proper fingerings.

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 Month-Long Guitar 6 Course Calendar

September Guitar: Guitar and Music Theory Introduction

Sept. 3- Oct. 1 (16 classes)
Thursday, Sept. 3:
Course Orientation

NO CLASS Tuesday, Sept. 8: Wednesday, Sept. 9: Thursday, Sept. 10:

String Names and Types of Guitars and Parts of the Guitar
Rhythm Intro Rhythm and Rhythm
Monday, Sept. 14: Tuesday, Sept. 15: Wednesday, Sept. Thursday, Sept. 17:
Finger Numbers and Written Quiz 16: Strings up to the Chromatic Scale
Louie Louie Fourth Fret Introduction and
Peter Gunn
Monday, Sept. 21: Tuesday, Sept. 22: Wednesday, Sept. Thursday, Sept. 24:
What I Like About Fifth Chord 23: Chromatic Scale Smoke on the Water
You Introduction Performance Test
Monday, Sept. 28: Tuesday, Sept. 29: Wednesday, Sept. Thursday, Oct. 1:
Song Review Day 1 Song Review Day 2 30: Final Jam Day
Performance Test

October Guitar: Guitar and Music Theory Introduction

Oct. 5- Oct. 29 (12 classes)
Monday, Oct. 5: Tuesday, Oct. 6: Wednesday, Oct. 7: Thursday, Oct. 8:
String Names and Types of Guitars and Chromatic Scale Parts of the Guitar
Rhythm Intro Note Names Introduction and Finger Numbers
Monday, Oct. 19: Tuesday, Oct. 20: Wednesday, Oct. 21: Thursday, Oct. 22:
Louie Louie Sight Reading Day Chromatic Scale Peter Gunn
Performance Test
Monday, Oct. 26: Tuesday, Oct. 27: Wednesday, Oct. 28: Thursday, Oct. 29:
Song Review Day 1 Song Review Day 2 Final Performance Jam Day
Test

November Guitar: Guitar and Music Theory Introduction

Nov. 2-26 (15 classes)
Monday, Nov. 2: Tuesday, Nov. 3: Wednesday, Nov. 4: Thursday, Nov. 5:
String Names and Types of Guitars and Parts of the Guitar Chromatic Scale
Rhythm Intro Note Names and Finger Numbers Introduction
Monday, Nov. 9: Tuesday, Nov. 10: NO SCHOOL Thursday, Nov. 12:
Mini Quiz and Louie Sight Reading Day Peter Gunn
Louie
Monday, Nov. 17: Tuesday, Nov. 18: Wednesday, Nov. 19: Thursday, Nov. 20:
Fifth Chord What I Like About Chromatic Scale Smoke on the Water
Introduction You Performance Test

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 Monday, Nov. 24: Tuesday, Nov. 25: Wednesday, Nov. 26: Thursday, Nov. 27:
Song Review Day 1 Song Review Day 2 Final Performance Jam Day
Test

December Guitar: Guitar and Music Theory Introduction

Nov. 30- Dec. 17 (12 classes)
Monday, Nov. 30: Tuesday, Dec. 1: Wednesday, Dec. 2: Thursday, Dec. 3:
String Names and Types of Guitars and Chromatic Scale Parts of the Guitar
Rhythm Intro Note Names Introduction and Finger Numbers
Monday, Dec. 7: Tuesday, Dec. 8: Wednesday, Dec. 9: Thursday, Dec. 10:
Louie Louie Sight Reading Day Chromatic Scale Peter Gunn
Performance Test
Monday, Dec. 14: Tuesday, Dec. 15: Wednesday, Dec. 16: Thursday, Dec. 17:
Song Review Day 1 Song Review Day 2 Final Performance Jam Day
Test

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 Month-Long Guitar Course Assessments

Stage 1: Desired Results

General Learning Expectations (in full):
(Elementary Music PoS)
Through the elementary music program, students will develop…
 Enjoyment of music. (Elementary 1)
 Insights into music through meaningful musical activities. (Elementary 3)
 Musical skills and knowledge (Elementary 5)
(Instrumental Music PoS)
Students will be able…
 To recognize, interpret, and perform rhythm, melody, harmony, form and expression as they appear in
musical notation. (Performing 2)
Understandings (“I Can” Statements): Essential Questions:
 I can demonstrate proper playing position  What makes a successful musician?
and rest-position.  What can you do to develop your skills as a
 I can alternate pick comfortably. musician?
 I can name the types of guitars and parts of
the instrument.
 I can play the rhythm tree using whole, half,
quarter and eighth notes on an open-E
string.
 I can play, and say, notes on all strings up to
the fourth fret.
 I can play chromatic scales on the high E
correctly. (ascending/descending)
 I can play fifth chords (F, G, A, B, Bb, C, D,
E) and demonstrate playing several songs.
 I can play performance pieces correctly and
with proper fingerings.
Specific Learning Expectations (in full): Prior understandings…
(Elementary Music PoS)  Because this is a beginner course, there are no prior
The student will understand that… understandings required to complete this course.
 Sounds and silences have specific duration
[quarter note (ta), eighth note (ti-ti), half
note (ta-a), and whole note (ta-a-a-a) with
the corresponding rests]. (Rhythm 6-9)

 Printed symbols in music show the direction

of the melody. (Melody 6-6)
 Musical instruments have different tonal
qualities. (Expression- 6-4) Where does this lead?
 Musical instruments produce tone colour by  By completing this month-long guitar 6 course,
 being… plucked. (Expression 6-11)
 Musical instruments have distinctive tonal
qualities and may be grouped according to
families. (Expression 6-14)
 Identify “like” and “unlike” patterns in
music. (Listening 6-10)
The student will be able to…
 Follow notation from left to right while
playing. (Reading/Writing 6-11)
 Recognize 4/4 time signature.
(Reading/Writing 6-19)
 Play simple rhythm patterns (the beat and
divisions of the beat). (Playing Instruments
6-8)
 Read instrumental scores for rhythm and
melody instruments. (Reading/Writing 6-23)
(Instrumental Music PoS)
The student will…
 demonstrate proper instrument assembly,
maintenance and care.
(Technical/Theoretical Skills 1-1)
 demonstrate proper playing position.
(Technical/Theoretical Skills 1-2)
 watch and respond to the conductor.
(Technical/Theoretical Skills 1-5)
 exhibit positive musical attitude
characterized by… regular attendance at
classes, rehearsals and performances.
(Technical/Theoretical Skills 1-6-1)
 exhibit positive musical attitude
characterized by… efficient practice habits.
(Technical/Theoretical Skills 1-6-2)
 perform stylistically the repertoire chosen
from various historical periods and genres.
(Interpretive 1-4)
Using the basic, recommended and suggested
repertoire, the student will…
 perform phrases achieving musical
sensitivity and with correct stylistic
performance practices. (Interpretive 4-1)
students are able to move on to the next level of
guitar class successfully.
 Students will have developed a rudimentary
understanding of guitar techniques including proper
playing position, alternate picking and finger
numbers and can continue developing their guitar
technique.
 Students will have developed a rudimentary rhythmic
understanding of whole notes, half notes and quarter
notes and can continue to develop rhythmic
understanding through more complex rhythmic notes
such as eighth notes and dotted notes.
 Students will have developed a rudimentary
understanding of reading written music and can
continue working on musical notation comprehension
through more in depth musical notation study.
 Students will have developed rudimentary
musicianship skills including watching a conductor,
focused practice habits, proper instrument
maintenance and positive attitudes towards musical
learning and can continue these concepts in the next
guitar course.
 Students will have been introduced to various
performance repertoire from a variety of genres and
periods and can continue to learn about expanded
genres and period music.
10
 Month-Long Guitar Course Assessment Tools

Assessment
Assessment Assessment
Brief Description FOR
Tool OF Learning
Learning
In every class, we will participate in many
class discussions on both learned and new
Class
concepts. Students will be encouraged to ask *
Discussions
questions in order to secure understanding of
lesson concepts.
In most classes, we will have the
opportunity to develop our guitar skills
Class Playing through class playing exercises that are led
*
Exercises by the teacher. These group playing
exercises allow for students to be introduced
to the skills of group playing.
After learning the chromatic scale as a class
Performance
and practicing individually, students will be
Test:
asked to play a chromatic scale up to the 12th *
Chromatic
fret, ascending and descending, in front of
Scale
the whole class.
Students will be asked to demonstrate their
understanding of the various types of
Written Quiz guitars, the names of the strings and the *
parts of the guitar through a short, written
quiz.
For the final performance test, students will
Final be asked to play any one of the repertoire
Performance pieces in front of the whole class. Students *
Test will be marked on fluidity, technique and
sound quality.
Because students will not have the
opportunity to practice at home, practice
Individual
time will be built into class time. During this *
Practice Time
free practice time, students can work on the
concepts and techniques that they need to.
In order to allow students to reflect on their
guitar experience, a number of exit slips will
be implemented in class. This also allows
Exit Slips *
for my instruction to respond to their
reflections of perceived strengths and
challenges.

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 Month-Long Guitar Course Assessment Plan by SLE

Perform
Class Individu Final
Class Exit ance
Playing al Written Perform
Title Discussion Slips Test:
Exercise Practice Quiz ance
s Chromat
s Time Test
ic Scale
Learning Outcomes
FA/SA FA FA FA FA SA SA SA

Complet Complet Complet

Weightin
0 0 0 0 e/Incom e/Incom e/Incomp
g
plete plete lete
 Sounds and silences have
specific duration [quarter note
(ta), eighth note (ti-ti), half note
(ta-a), and whole note (ta-a-a-a) * * *
with the corresponding rests].
(Rhythm 6-9)

 Printed symbols in music show

the direction of the melody. * * *
(Melody 6-6)
 Musical instruments have
different tonal qualities. * *
(Expression- 6-4)
 Musical instruments produce
tone colour by being… plucked. * * *
(Expression 6-11)
 Musical instruments have
distinctive tonal qualities and * *
may be grouped according to
families. (Expression 6-14)
 Follow notation from left to right
while playing. (Reading/Writing * * *
6-11)

 Recognize 4/4 time signature. * * *

(Reading/Writing 6-19)

 Read instrumental scores for

rhythm and melody instruments. * * *
(Reading/Writing 6-23)
 demonstrate proper instrument * * *
*
assembly, maintenance and care.
(Technical/Theoretical Skills 1-

12
 1)
 demonstrate proper playing
position. (Technical/Theoretical * * * * *
Skills 1-2)
 watch and respond to the
conductor. * *
(Technical/Theoretical Skills 1-
5)
 exhibit positive musical attitude
characterized by… regular
attendance at classes, rehearsals * * * * * * *
and performances.
(Technical/Theoretical Skills 1-
6-1)
 exhibit positive musical attitude
characterized by… efficient
*
practice habits. * * * * *
(Technical/Theoretical Skills 1-
6-2)
 perform stylistically the
repertoire chosen from various * * * * *
*
historical periods and genres.
(Interpretive 1-4)
 perform phrases achieving
musical sensitivity and with * * * * *
*
correct stylistic performance
practices. (Interpretive 4-1)
 Play simple rhythm patterns (the
beat and divisions of the beat). * * *
(Playing Instruments 6-8)

13
 Month-Long Guitar Course Overview

Course Topic: Guitar and Music Theory Grade Level: 6 Strand: Instrumental (Guitar)
Introduction
GLEs in full:
(Elementary Music PoS)
Through the elementary music program, students will develop…
 Enjoyment of music. (Elementary 1)
 Insights into music through meaningful musical activities. (Elementary 3)
 Musical skills and knowledge (Elementary 5)
(Instrumental Music PoS)
Students will be able…
 To recognize, interpret, and perform rhythm, melody, harmony, form and expression as they appear in
musical notation. (Performing 2)
SLEs in full:
(Elementary Music PoS)
The student will understand that…
 Sounds and silences have specific duration [quarter note (ta), eighth note (ti-ti), half note (ta-a), and
whole note (ta-a-a-a) with the corresponding rests]. (Rhythm 6-9)

 Printed symbols in music show the direction of the melody. (Melody 6-6)
 Musical instruments have different tonal qualities. (Expression- 6-4)
 Musical instruments produce tone colour by being… plucked. (Expression 6-11)
 Musical instruments have distinctive tonal qualities and may be grouped according to families.
(Expression 6-14)
 Identify “like” and “unlike” patterns in music. (Listening 6-10)
The student will be able to…
 Follow notation from left to right while playing. (Reading/Writing 6-11)
 Recognize 4/4 time signature. (Reading/Writing 6-19)
 Follow simple rhythm scores. (Playing Instruments 6-9)
 Echo rhythm patterns. (Playing Instruments 6-4)
 Play simple rhythm patterns (the beat and divisions of the beat). (Playing Instruments 6-8)
 Read instrumental scores for rhythm and melody instruments. (Reading/Writing 6-23)
(Instrumental Music PoS)
The student will…
 demonstrate proper instrument assembly, maintenance and care. (Technical/Theoretical Skills 1-1)
 demonstrate proper playing position. (Technical/Theoretical Skills 1-2)
 watch and respond to the conductor. (Technical/Theoretical Skills 1-5)
 exhibit positive musical attitude characterized by… regular attendance at classes, rehearsals and
performances. (Technical/Theoretical Skills 1-6-1)
 exhibit positive musical attitude characterized by… efficient practice habits. (Technical/Theoretical Skills
1-6-2)
 perform stylistically the repertoire chosen from various historical periods and genres. (Interpretive 1-4)
14
Using the basic, recommended and suggested repertoire, the student will…
 perform phrases achieving musical sensitivity and with correct stylistic performance practices.
(Interpretive 4-1)

Lesson Overviews
Day/ Lesson SLEs/ “I Can” Learning Activities: Assessments:
Title Statements: Objectives:
Thursday,  Technical/ Students will…  Handout: Guitar 6  Exit Slip #1:
Sept. 3: 1: Theoretical  Understand (B) Course Outline reflection on
Course Skills 1-1 course criteria and  Solidify seating personal
Orientation  Technical/ expectations (P) plan/guitar guitar/music
Theoretical through class assignments experiences.
Skills 1-6-1 discussion/review of  Go over course (FA)
 Technical/ course outline. (M) outline as a class.  Participation in
Theoretical  Be introduced (B)  Go through guitar class
Skills 1-6-2 how to properly get website resource. discussions.
and put away a guitar www.gslakieguitar. (FA)
(P) through teacher- com
led demonstration.  Discuss/
(M) Demonstrate how to
 Demonstrate (B) their properly get and put
understanding of away guitars.
classroom behaviour  Complete exit slip
expectations (P) reflection on
through class personal
discussion. (M) guitar/music
 Reflect (B) on their experiences.
own guitar/music
experience (P)
through an exit slip.
(M)
Tuesday,  Expression Students will…  Display proper  Demonstrations
Sept. 8: 2: 6-11  Demonstrate (B) playing position/rest of proper
String Names  Technical/ proper playing and position. playing and rest
and Rhythm Theoretical rest positions (P)  Go through and positions. (FA)
Intro Skills 1-6-1 through teacher-led discuss String  Involvement in
 Technical/ demonstration. (M) Names PowerPoint. class
Theoretical  Pair (B) string names  Handout: String discussions and
Skills 1-2 and notes (P) through Names class playing.
observing a  Alternate picking (FA)
PowerPoint exercise with  Demonstrations
presentation and class various note lengths of proper
demonstration. (M) on open strings. alternate
 Demonstrate (B)  Introduction to picking. (FA)
alternate picking rhythm: whole, half
technique (P) through and quarter notes.
teacher-led playing.
15
 (M)
 Be introduced (B) to
rudimentary rhythm
(P) through teacher-
led demonstration
and playing. (M)
Wednesday,  Expression- Students will…  Go through and  Involvement in
Sept. 9 6-14  Recognize (B) the discuss Types of class
3: Types of  Expression- various types of Guitars PowerPoint. discussions.
Guitars/ 6-11 guitars and their  Handout: Types of (FA)
Rhythm  Reading/ unique characteristics Guitars  Demonstrations
Writing 6-11 (P) through class  Various playing of playing on 6
 Reading/ discussion and exercises aimed at open strings.
Writing 6-19 observing a exploring all 6 open (FA)
 Technical/ PowerPoint strings and various  Demonstration
Theoretical presentation. (M) rhythms. of rudimentary
Skills 1-6-1  Aurally recognize (B) rhythmic
 Technical/ the different sound understanding.
Theoretical qualities of the (FA)
Skills 1-2 various types of
 Rhythm 6-9 guitars (P) through
listening to sound
clips. (M)
 Be introduced (B) to
the musical notation
of whole, half and
quarter notes and
rests (P) through
teacher-led
instruction. (M)
 Demonstrate (B)
rudimentary rhythmic
understanding (P)
through teacher-led
playing. (M)
Thursday,  Technical/ Students will…  Have students’ hand  Involvement in
Sept. 10: 4: Theoretical  Recognize (B) the in 1st Week Practice class
Parts of the Skills 1-1 various parts of the sheets and discussions.
Guitar/  Technical/ guitar and their reflections. (FA)
Rhythm Theoretical functions (P) through  Allow for 5-10  Involvement in
Skills 1-6-1 class discussion and minutes of class teacher-led
 Rhythm 6-9 observing a review of test playing. (FA)
 Reading/ PowerPoint concepts.  Demonstrations
Writing 6-11 presentation. (M)  Majority of the of rhythmic
 Reading/  Pair (B) parts of the class will be examples. (FA)
Writing 6-19 guitar with their reserved for Written
functions through a Quiz #1.
16
 class worksheet. (M)  If time after quiz,
 Demonstrate (B) allow for playing
rudimentary rhythmic time of various
understanding (P) exercises exploring
through teacher-led all 6 open strings
playing. (M) and rudimentary
 Practice (B) week’s left-hand fingers on
concepts frets.
independently (P)
through individual
practice time. (M)
Monday,  Listening 6- Students will…  Begin scaffolds  Involvement in
Sept. 14: 5: 10  Participate (B) in class learning of class playing
Finger  Technical/T class guitar playing “Louie Louie”. exercises
Numbers and heoretical of assigned repertoire  Allow for individual through
Louie Louie Skills 1-6-1 (P) through teacher- practice time of repertoire piece.
led playing. (M) “Louie Louie”. (FA)
 Demonstrate (B) their Handout: “Louie  Involvement in
ability to follow Louie” class
music instruction (P)  Introduce finger discussions.
through assigned numbering concept. (FA)
repertoire. (M)  Handout: Finger
 Demonstrate (B) Numbers
understanding of
finger numbers (P)
through teacher-led
discussion and
exercises. (M)
Tuesday,  Technical/ Students will…  Go over pages of  Demonstrations
Sept. 15: 6: Theoretical  Participate (B) in Arvay Beginner of playing on
Strings up to Skills 1-6-1 exercises regarding Sight Reading the first four
the Fourth  Melody 6-6 the strings up to the Booklet. frets of various
Fret  Reading/ fourth fret (P)  Handout: Strings strings. (FA)
Writing 6-11 through teacher-led up to the Fourth  Involvement in
 Reading/ playing. (M) Fret class playing
Writing 6-19  Demonstrate (B)  Various playing exercises. (FA)
rudimentary exercises aimed at  Involvement in
understanding in exploring the strings class
instrumental score up to the fourth fret. discussions.
reading (P) through (FA)
teacher-led playing.
(M)
 Recognize (B) the
musical notation
symbols of the first
four frets (P) through
class discussion and
17
 observing Arvay’s
Sight Reading
Booklet. (M)
Wednesday,  Expression Students will…  Allow for 5-10  Involvement in
Sept. 16: 7: 6-14  Demonstrate (B) their minutes of class class review
Written Quiz  Reading/ understanding of review of test discussion.
Writing 6-11 learned concepts (P) concepts. (FA)
 Reading/ through a short,  Majority of the  Written Quiz:
Writing 6-19 written quiz. (M) class will be Types of
 Technical/ reserved for Guitar, Parts of
Theoretical Written Quiz. the Guitar and
Skills 1-6-1 String Names
(SA)
Thursday,  Expression Students will…  Go over first pages  Involvement in
Sept. 17: 8: 6-11  Participate (B) in of Arvay Chromatic class review
Chromatic  Reading/ class guitar playing Scale booklet. discussion.
Scale Writing 6-11 of the chromatic scale  Practice the (FA)
Introduction  Reading/ up to the 12th fret on chromatic scale up  Involvement in
and What I Writing 6-19 each string (P) to the 12th fret on class playing
Like About  Technical/ through teacher-led the high E string. exercises. (FA)
You Theoretical playing. (M)  Volunteered
Skills 1-6-1  Review (B) the demonstrations
make-up of a of the chromatic
chromatic scale (P) scale up to the
through class 12th fret. (FA)
discussion using
Arvay’s Chromatic
Scale booklet and
teacher-led playing
exercises. (M)
 Demonstrate (B)
single-note guitar
technique (P) through
class learning of
“What I Like About
You”. (M)
 Participate (B) in
class learning (P) of
“What I Like About
You”. (M)
Monday,  Playing Students will…  Go over the  Involvement in
Sept. 21: 9: Instruments  Recognize (B) the construction of a class
Fifth Chord 6-8 makeup of various fifth chord. discussions.
Introduction  Playing fifth chords (P)  Handout: Fifth (FA)
Instruments through class Chords.  Involvement in
6-9 discussion and  Practice forming class playing
 Playing teacher-led playing. various fifth chords exercises
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 Instruments (M) starting on several focused fifth
6-4  Participate (B) in notes. chords. (FA)
 Technical/ playing various fifth  Volunteered
Theoretical chords (P) through demonstrations
Skills 1-6-1 teacher-led playing. of various fifth
(M) chords. (FA)
Tuesday,  Playing Students will…  Handout: “Peter  Involvement in
Sept. 22: 10: Instruments  Demonstrate (B) Gunn” class
Peter Gunn 6-8 single-note guitar discussions.
 Technical/ technique (P) through (FA)
Theoretical class learning of  Involvement in
Skills 1-6-1 “Peter Gunn”. (M) class playing
 Participate (B) in exercises
class learning (P) of through
“Peter Gunn”. (M) repertoire
pieces. (FA)

Wednesday,  Performance Students will…  Majority of the  Performance
Sept. 23: 11: 4-1  Demonstrate (B) their class will be Test:
Chromatic  Technical/T disciplined practicing reserved for Chromatic
Scale heoretical of the chromatic scale Performance Test Scale up to the
Performance Skills 1-6-1 up to the 12th fret (P) #3. 12th Fret. (SA)
Test  Technical/T through a short in-  Handout:  Respectful
heoretical class performance Performance Test classroom
Skills 1-6-2 test. (M) Rubric behaviour while
 Exhibit (B) peer others take
consideration while performance
others take the test. (FA)
performance test (P)
through respectful
classroom
behaviours. (M)
Thursday,  Playing Students will…  Begin scaffolded  Involvement in
Sept. 24: 12: Instruments  Demonstrate (B) class learning of class playing
Smoke on the 6-8 single-note guitar “Smoke on the exercises
Water  Technical/T technique (P) through Water”. through
heoretical class learning of  Allow for individual repertoire piece.
Skills 1-6-1 “Smoke on the practice time of (FA)
Water”. (M) “Smoke on the  Involvement in
 Participate (B) in Water”. class
class learning (P) of  Handout: “Smoke discussions.
“Smoke on the on the Water” (FA)
Water”. (M)
Monday,  Playing Students will…  Play through  Involvement in
Sept. 28: 13: Instruments  Play through (B) all repertoire piece class playing
Song Review 6-8 learned repertoire (“Peter Gunn”, exercises
Day 1  Technical/T pieces (P) through “What I Like About through
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 heoretical teacher-led playing. You” and “Smoke repertoire piece.
Skills 1-6-1 (M) on the Water”) as a (FA)
 Interpretive  Demonstrate (B) class.  Involvement in
4-1 understanding of  Allow for individual class
 Interpretive repertoire pieces (P) practice time of discussions.
1-4 through individual repertoire pieces. (FA)
practice time. (M)  Focused
individual
practice. (FA)
Tuesday,  Playing Students will…  Play through  Involvement in
Sept. 29: 14: Instruments  Play through (B) all repertoire piece class playing
Song Review 6-8 learned repertoire (“Peter Gunn”, exercises
Day 2  Technical/T pieces (P) through “What I Like About through
heoretical teacher-led playing. You” and “Smoke repertoire piece.
Skills 1-6-1 (M) on the Water”) as a (FA)
 Interpretive  Demonstrate (B) class.  Involvement in
4-1 understanding of  Allow for individual class
 Interpretive repertoire pieces (P) practice time of discussions.
1-4 through individual repertoire pieces. (FA)
practice time. (M)  Focused
individual
practice. (FA)
Wednesday,  Playing Students will…  Majority of the  Final
Sept. 30: 15: Instruments  Demonstrate (B) their class will be Performance
Final 6-8 disciplined practicing reserved for the Test: Any
Performance  Technical/T of repertoire pieces Final Performance repertoire piece.
Test heoretical (P) through a short Test. (SA)
Skills 1-6-1 in-class performance  Handout:  Respectful
 Interpretive test. (M) Performance Test classroom
4-1  Exhibit (B) peer Rubric behaviour while
 Interpretive consideration while others take
1-4 others take the performance
performance test (P) test. (FA)
through respectful
classroom
behaviours. (M)
Thursday,  Playing Students will…  Play through all  Involvement in
Oct. 1: 16: Instruments  Play through (B) all repertoire pieces as class playing
Jam Day 6-8 learned repertoire a class. exercises
 Technical/T pieces (P) through  Play through a through
heoretical teacher-led playing. chromatic scale as a repertoire piece.
Skills 1-6-1 (M) class. (FA)
 Interpretive  Demonstrate (B) their  Do rhythm  Involvement in
4-1 understanding of exercises as a class. class
 Interpretive learned concepts  Review learned discussions.
1-4 from the guitar concepts from the (FA)
course (P) through guitar course  Demonstrations
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 class review through class of learned
discussion. (M) discussions and concepts. (FA)
 Reflect (B) on their demonstrations.
course-end guitar
understanding and
ability (P) through an
exit slip. (M)

Obviously, with courses being varying lengths, I will have to change the order from class to class.
However, material will be nearly the same from class to class.

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 Month-Long Guitar Course Appendix/Resources

 PowerPoints
o “Types of Guitar” PowerPoint
o “String Names” PowerPoint
o “Parts of the Guitar” PowerPoint
 Handouts
o Types of Guitars Handout
o Parts of the Guitar Handout
o String Names Handout
o Finger Numbers Handout
o First-Position Note Chart
o Semitones on a Keyboard Handout
o Music Colouring Sheets
o Music Word Searches
o Chromatic Scale Handout
 Exit Slips
o Exit Slip #1: reflection on personal guitar/music experiences
 Songs
o “Louie Louie”
o “What I Like About You”
 Quizzes/Performance Tests
o Guitar Performance Test Rubric
o Written Quiz: Types of Guitar, Parts of the Guitar, Rhythm and String Names
 Arvay Resources
o Arvay Beginner Sight Reading Booklet
o Arvay Blank Guitar Neck
o Arvay Rhythm Booklet
 Course Information
o Guitar 6 Lesson Plans
o Guitar 6 Course Outline
*unlinked items are still to be made*

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 References

Alberta Education (1991). Instrumental music 10-20-30. Edmonton, Alberta: Alberta

Education. Retrieved from https://education.alberta.ca/fine-arts-10-12/programs-of-study/

Alberta Education (1989). Elementary Music. Edmonton, Alberta: Alberta Education.

Retrieved from https://education.alberta.ca/media/482116/elemusic.pdf

www.gslakieguitar.com

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