Let's keep exercising to make those fingers strong!
- Press your 1st finger down behind any fret on the G string and pluck the string.
- Now reach two frets down the neck with your 3rd finger, press down the fret and pluck the string.
- Release your fingers, then slide your whole left hand down the neck three frets.
- Press your first finger down and pluck the string.
- Again reach two frets down the neck with your third finger, press down the fret and pluck the string.
- Make sure your thumb stays behind your middle finger.
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This is an exercise to increase finger strength and develop good left hand habits. It is important that your hand shape is consistent throughout the exercise (with the thumb behind the middle finger).
Each finger should have its own fret, meaning that if you start with the 1st finger in 10th fret, you reach up to the 12th fret with your 3rd finger. Just like in 3-2-1, the difficulty of the exercise can be adjusted by moving up or down the neck.
It is not particularly important where on the guitar students play, just make sure they are following these principles:
Each finger should have its own fret, meaning that if you start with the 1st finger in 10th fret, you reach up to the 12th fret with your 3rd finger. Just like in 3-2-1, the difficulty of the exercise can be adjusted by moving up or down the neck.
It is not particularly important where on the guitar students play, just make sure they are following these principles:
- The thumb is still behind the neck of the guitar, aligned with the second finger.
- The tips of the fingers are used to press the string down in the left hand.
- The fingers in the left hand are close to the fret, leaving no gap between the string and the fret that is being used.
Let's play Peanut Butter again!
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- Remember to get you 3rd finger set on D before you start.
- Try playing in sections just like you did with Jelly.
- Can you play it by memory?
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You can use the same strategies from Jelly to practice Peanut Butter.
Here are a few that work:
- First play one phrase at a time [D C B, B C D, C C D C B]
- Now echoing each other on the three phrases
- Now leapfrogging each other on the three phrases
Spend 3 or 4 minutes practicing each session and move on. It will come with time!
What goes with peanut butter?
Jelly, of course!
Let's play Peanut Butter and Jelly together to get a new song called PB &J!
You'll recognize that the first line is Peanut Butter and the second line is Jelly.
Jelly, of course!
Let's play Peanut Butter and Jelly together to get a new song called PB &J!
You'll recognize that the first line is Peanut Butter and the second line is Jelly.
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If someone is learning with you, play the songs together. If not then try recording yourself playing Jelly and then play Peanut Butter along with the recording.
Be sure to count off—one, two, ready, go
When you are playing Peanut Butter, find the note D before you start.
When you are playing Jelly, find the note A before you start.
Have fun playing your first duet!!
Be sure to count off—one, two, ready, go
When you are playing Peanut Butter, find the note D before you start.
When you are playing Jelly, find the note A before you start.
Have fun playing your first duet!!
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Peanut Butter and Jelly fit together.
It is usually easiest to start with the student playing Jelly and you playing Peanut Butter and then switching. Counting one, two, ready, go ensures that you start together.
It is really important to find the first fretted notes before you start (D for Peanut Butter and A for Jelly). It is possible for the student to use a voice memo on your phone or an online recorder to record one and then play the other back with it.
I would recommend starting by recording Jelly as it is more familiar right now. The chart in this exercise has both melodies written with Peanut Butter on the top line and Jelly on the bottom line.
You will notice that they have the exact same rhythm.
It’s time to start reading music!
- Look at the first line, clap through it using Ta’s and Too’s. Remember to count off.
- Now play through the first line on the guitar. (Hint: the first note in the first line is open G.)
- Do the same with the 2nd line, the first note in the second line is A.
- Now try the third and fourth—first clapping, then playing.
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We have practiced how to read rhythms and pitches, now we put the two together.
The first time through you will only be clapping the rhythms. Be sure the student gives themselves a count off at the beginning of the measure (one-two-ready-go). The tempo of the count-off should match the tempo you are playing. Often, children will do the count off as fast as they can, then proceed to play as fast as they can. Remind them that the count-off tempo needs to match the tempo they play.
For your benefit I have written the note names of each line for you here.
1) G G A A | G G | A A G | A G
2) A A B | A A B | B B A A | G G G
3) B C | B B C | B B A | B A G
4) C D | D D C | B C C | D C B
Please DON’T write the note names in the music. It is very important to learn to read music without writing the letter names over the pitches. The vertical lines that divide each line divide the music into four beat sections, that is what the 4/4 symbol at the beginning of the section tells you.
The vertical lines, called bar lines, are there to make the music easier to read, you should not stop or slow down when you get to them. Line four is particularly challenging, since we have not seen the note D on the staff before. If the student is stuck, remind them that the first note is C and ask what note would be above C. If they are unsure, ask which note is right next to C. Guide them to B and D, then ask them which sounds higher than C, B or D. This is how you will get them to D.
It takes time to learn how to read music well. So keep practicing, it will get easier.
The first time through you will only be clapping the rhythms. Be sure the student gives themselves a count off at the beginning of the measure (one-two-ready-go). The tempo of the count-off should match the tempo you are playing. Often, children will do the count off as fast as they can, then proceed to play as fast as they can. Remind them that the count-off tempo needs to match the tempo they play.
For your benefit I have written the note names of each line for you here.
1) G G A A | G G | A A G | A G
2) A A B | A A B | B B A A | G G G
3) B C | B B C | B B A | B A G
4) C D | D D C | B C C | D C B
Please DON’T write the note names in the music. It is very important to learn to read music without writing the letter names over the pitches. The vertical lines that divide each line divide the music into four beat sections, that is what the 4/4 symbol at the beginning of the section tells you.
The vertical lines, called bar lines, are there to make the music easier to read, you should not stop or slow down when you get to them. Line four is particularly challenging, since we have not seen the note D on the staff before. If the student is stuck, remind them that the first note is C and ask what note would be above C. If they are unsure, ask which note is right next to C. Guide them to B and D, then ask them which sounds higher than C, B or D. This is how you will get them to D.
It takes time to learn how to read music well. So keep practicing, it will get easier.
It’s time for a new song!
- Find the note D on the B string before you start.
- Remember that E is an open string.
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Do you recognize the tune?
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You knew this song was coming!
Make sure to find D before you start playing. For now, just try getting through the whole song as best you can. It won’t be perfect; that is OK.
Also, notice the patterns in the song. The first two lines are the same as the last two, and the middle lines are the same as one another. While extra spaces have been provided on the page (in order for you to see the repeated sections easier) there should be no pause between each section.
To start practice using the same techniques we used for Jelly and Peanut Butter. Once comfortable, strive to have no break or pause between sections. Just as a reminder where the notes are:
G - open string (third from the bottom, third thinnest)
B - open string (second from the bottom, second thinnest)
E - open string (bottom string, thinnest)
A - 2nd fret on the G string
C - 1st fret on B string
D - 3rd fret on B string
Fantastic job finishing Level 1!
You and the student have learned a lot up to this point. More importantly, you’ve gotten good at some foundational skills that will serve you as guitarists for the rest of your lives. Level 2 continues and expands on the ideas put forward in Level 1.
We’ll learn more about reading music. We’ll learn more songs, start to play chords, play on the other three strings, and even learn how to improvise our own songs.
Keep practicing and learning and you will get better. It is a journey, but well worth the trip. Please visit our website and let us know how your guitar adventure is going.
Make sure to find D before you start playing. For now, just try getting through the whole song as best you can. It won’t be perfect; that is OK.
Also, notice the patterns in the song. The first two lines are the same as the last two, and the middle lines are the same as one another. While extra spaces have been provided on the page (in order for you to see the repeated sections easier) there should be no pause between each section.
To start practice using the same techniques we used for Jelly and Peanut Butter. Once comfortable, strive to have no break or pause between sections. Just as a reminder where the notes are:
G - open string (third from the bottom, third thinnest)
B - open string (second from the bottom, second thinnest)
E - open string (bottom string, thinnest)
A - 2nd fret on the G string
C - 1st fret on B string
D - 3rd fret on B string
Fantastic job finishing Level 1!
You and the student have learned a lot up to this point. More importantly, you’ve gotten good at some foundational skills that will serve you as guitarists for the rest of your lives. Level 2 continues and expands on the ideas put forward in Level 1.
We’ll learn more about reading music. We’ll learn more songs, start to play chords, play on the other three strings, and even learn how to improvise our own songs.
Keep practicing and learning and you will get better. It is a journey, but well worth the trip. Please visit our website and let us know how your guitar adventure is going.