#181
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"There is a crack in everything. That's how the light gets in." - Leonard Cohen. |
#182
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So many questions came up. 1. How you prepare students to be ready to pick up songs by ear? 2. Do you teach the songs rhythm guitar and melody as separate parts. Or what you mean about the rhythm from chord charts? 3. Do you chart the form INTRO, VERSE, BRIDGE, CHORUS or A-B-C-D? 4. How often you see similarities with your approach of teaching. How often they notice them? How you name them. Degrees? Certain progression names? Lenny Breau had the "Down The Line" progression for example. 5. Do you teach the melody with drum machine? Do you encourage students to hum the melody and allow them to develop their inner sense of melody? 6. If you use roman numbers is the minor i or vi or something else? |
#183
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1. I teach students to listen for basslines/lowest note in chord and "chord quality," I.e. major or minor...I have a handful of tunes I use that I know use little in the way of extensions as "beginner ear trainer" tunes. 2.Depends. Some students want to learn chords and sing, others to play instrumental renditions...depends on need. My beginners start with melodies...in notation, as they are learning that at the same time. 3. Depends again...rock and pop, verse chorus bridge etc....jazz, A, B etc. Different musics have different language attached to them, for better or worse... 4. Similarities are everywhere...what gets noticed and named depends on level again...a beginner might notice multiple tunes have a bridge or solo after the second chorus, or that the last chorus is 16 bars instead of 8...a more advanced student might notice a key change, or how it's set up by going to the V of the new key. I try to use common terms and "correct" musical language when naming things, as both get thrown around (I.e, I want my students to know an "8 bar bridge" and "middle 8" are the same thing. 5. I'm a drum machine dictator. Time is what seperates guitar owners from guitar players...play with me, play to a beat, or click, tap a foot or whatever, but I'm a stickler for time. Singing, maybe...I encourage it in closed door practice, but I never force a self conscious student to sing in front of me...you embarras a student it takes a long time to get them back. 6. Yes, lowercase for minor. Some folks like "nashville numbers." I do not. |
#184
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What you think Jeff if me and you setup a live conference for Acoustic Guitar members how to learn songs? I show my approach and you show yours. I've never done this with other teachers but as I see you as an established jazz guitarist, it might have very interesting outcome. Lets say 30 minutes presentation each. This way this thread will have some value for the readers. I live in Bangkok and it is 10:30 pm here. I can do it next week if you (or I) need more preparation time. Or tomorrow this time or few hours earlier would be great if we get 10-15 people to join. I can setup the room/link. What you think and what others think about the idea? |
#185
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(Everything you describe aligns quite closely with my experience btw.)
__________________
"There is a crack in everything. That's how the light gets in." - Leonard Cohen. |
#186
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#187
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Tomi, I like the idea but I don't think I have the tech setup or the quiet time with a 2 year old and a 12 hour time difference...
Jon, I might need a day or so, but I can try to catalog a list...would be beneficial to me too...I can say for sure, I use a good deal of Tom Petty, Ramones, and Taylor Swift |
#188
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She was very useful to me with one of my younger students, a 10-year-old girl who was a real fan. Not too hard to persuade her to learn what she could by ear - singing and playing the melodies first, chords later. It was really noticeable now quickly she improved once she had that connection, realised she could do a lot of it herself.
__________________
"There is a crack in everything. That's how the light gets in." - Leonard Cohen. |
#189
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Ain't she though?
For jazz students we start with melodies and learn a bunch of chords before I have them try and pick up chords from a recording...that's a tough one, but the concept's still the same...listen to the bass, identify quality, try to hear what's on top... |