You learned 3-2-1 in Lesson 4 of Level 1.
Today, we are going to play it again.This time starting in a different place.
Look at your guitar fretboard. Notice which frets have dots.
Do you have dots at the 5th and 7th fret?
Put your 3rd finger behind the 7th fret of the G string.Your 2nd finger will be behind the 6th fret and your 1st finger will be behind the 5th fret on the G string.
Today, we are going to play it again.This time starting in a different place.
Look at your guitar fretboard. Notice which frets have dots.
Do you have dots at the 5th and 7th fret?
Put your 3rd finger behind the 7th fret of the G string.Your 2nd finger will be behind the 6th fret and your 1st finger will be behind the 5th fret on the G string.
Then lift up your 3rd finger while you’re holding 1st and 2nd fingers down. Pluck the strings 3 times.
Lift up your 2nd finger while you’re holding 1st finger down. Pluck the string 3 more times. Add the second finger back and pluck 3 times.Then add the 3rd finger back and pluck 3 times.
So, you should be playing this:
3rd-3rd-3rd-2nd-2nd-2nd-1st-1st-1st-2nd-2nd-2nd-3rd-3rd-3rd
Now try playing each pitch 2 times:
3rd-3rd-2nd-2nd-1st-1st-2nd-2nd-3rd-3rd
Now try playing each pitch 1 times:
3rd-2nd-1st-2nd-3rd
As you practice, make sure that you are walking the fingers in your right hand.
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We first played this exercise in Level 1: Lesson 4, but this time we start with the 3rd finger in the 7th fret instead of the 12th.
As you move down the guitar neck, there is slightly more space between frets.
So when we started this exercise in the 12th fret, there was relatively little finger stretching.
To start, take note of where the dots are on your guitar. This will help your child be more comfortable as we move into different parts of the guitar later on.
Every guitar is a little different, but almost all have some marks at the 5th, 7th, and 12th frets. We start with the thirds finger in the 7th fret. You can move down the neck as you feel comfortable, or just do all of your practice sessions at the 7th fret if you choose.
If you do move down into the lower frets it will require more finger stretching.Here are the things to watch for as you practice:
-The preceding fingers are down, so when the 3rd finger is down the 2nd and 1st are down as well.
-And when the 2nd finger is down, so is the 1st.
-Your thumb should stay behind the neck, between the 1st and 2nd fingers.
The right hand should be plucking the string by alternating between the pointer and middle finger.
As you move down the guitar neck, there is slightly more space between frets.
So when we started this exercise in the 12th fret, there was relatively little finger stretching.
To start, take note of where the dots are on your guitar. This will help your child be more comfortable as we move into different parts of the guitar later on.
Every guitar is a little different, but almost all have some marks at the 5th, 7th, and 12th frets. We start with the thirds finger in the 7th fret. You can move down the neck as you feel comfortable, or just do all of your practice sessions at the 7th fret if you choose.
If you do move down into the lower frets it will require more finger stretching.Here are the things to watch for as you practice:
-The preceding fingers are down, so when the 3rd finger is down the 2nd and 1st are down as well.
-And when the 2nd finger is down, so is the 1st.
-Your thumb should stay behind the neck, between the 1st and 2nd fingers.
The right hand should be plucking the string by alternating between the pointer and middle finger.
Landmarks are special places that help us remember where other things are.
Can you think of a landmark? Knowing landmarks helps us read music, too.
If we know where C on the staff, it is pretty easy to find where D is.
Here are the landmarks we will learn:
Can you think of a landmark? Knowing landmarks helps us read music, too.
If we know where C on the staff, it is pretty easy to find where D is.
Here are the landmarks we will learn:
Look at these landmarks and try to describe where they are. For example: Open G is the second line from the bottom.
Where is C? Where is Open E?
Where is C? Where is Open E?
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Landmarks help us find which pitch to start on in the treble clef. We have already learned how the fancy G in the treble clef shows us where open G is.
The two landmarks that we have added are C, the third space up from the bottom, and E, the fourth space up from the bottom. Later reading exercises will give you more practice remembering these, but it is useful to review these three pitches for about a minute each practice session for this lesson.
Your child should be able to describe where each of the landmarks is.You can also make flashcards for these landmarks.
Now that you have reviewed your landmarks, let’s read some music in treble clef.
For each of the three lines below:
-Count and clap each rhythm.
-Find the starting landmark pitch.
-Give yourself a count-off and play.
For each of the three lines below:
-Count and clap each rhythm.
-Find the starting landmark pitch.
-Give yourself a count-off and play.
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This is a continuation of our reading practice from Lesson 5 in Level 1, this time focusing on lines that begin on landmark pitches.
Here, the range of the pitches (how high or low the pitches go in a given example) is slightly larger than before, making these a little more challenging. Again, it is a good strategy to count and clap through each line one time. Then find the starting pitch and try playing the line. You should always start off with a count off (one-two-ready-go).
The tempo of the count-off should match the tempo that you play or clap the example at. Again, I will give the pitches for your reference here, but DO NOT write them in the music, or look at these letters while you play. Doing so completely defeats the purpose of our practice.
G G A A | B C | C C B B | A G ||
G A B | A B C | C C B B | A G ||
C C D | E D | C C D E | D C ||
C B C | D E | D D C C | B C ||
You already know where the E string is.
Now let’s learn the notes on the E string!
-Play the open E string.
-Now use your 1st finger to press down the E string behind the 1st fret and pluck the string—this is F.
-Use your 3rd finger to press down the E string behind the 3rd fret and pluck the string—this is the high G.
-Play open G and listen to how it sounds compared to the high G.
Take turns quizzing each other on the three notes on the E string
Now let’s learn the notes on the E string!
-Play the open E string.
-Now use your 1st finger to press down the E string behind the 1st fret and pluck the string—this is F.
-Use your 3rd finger to press down the E string behind the 3rd fret and pluck the string—this is the high G.
-Play open G and listen to how it sounds compared to the high G.
Take turns quizzing each other on the three notes on the E string
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F and G are the fretted pitches on the E string in first position (meaning when your first finger is in the first fret). F is at the first fret and G is at the third.
You probably noticed that this is the second G that we have learned. As you remember from our discussion of the musical alphabet, musical pitches go around in a cycle from A to G.
When you get to G, you go on to A and through the cycle again. This is how we end up with more than one G. In fact, there is another G in first position that we will learn later on. You will notice that the open G sounds like a lower version of the G on the E string.
The finger pattern is the same on the E string as it is on the B string: open, 1st, 3rd.
Take a few minutes each session to review where the E string notes are.
You probably noticed that this is the second G that we have learned. As you remember from our discussion of the musical alphabet, musical pitches go around in a cycle from A to G.
When you get to G, you go on to A and through the cycle again. This is how we end up with more than one G. In fact, there is another G in first position that we will learn later on. You will notice that the open G sounds like a lower version of the G on the E string.
The finger pattern is the same on the E string as it is on the B string: open, 1st, 3rd.
Take a few minutes each session to review where the E string notes are.
Play Twinkle, Twinkle Little Star
G G D D E E D
C C B B A A G
D D C C B B A
D D C C B B A
G G D D E E D
C C B B A A G
Some parts of the song are repeated. Musicians call the order of repeated parts the form.They label each part of the form with a letter.
Twinkle, Twinkle Little Star’s musical form is: ABA
Write down the notes to Twinkle, Twinkle Little Star. Now, write the form letter beside notes of the song.
You could use different colors or draw boxes with the letters. Which section of the form do you play best? A or B?
Which section, A or B, needs the most practice? Try taking turns with a partner, have them play they A sections, and you play the B section.
Then have them play the A sections, while you play the B section.
G G D D E E D
C C B B A A G
D D C C B B A
D D C C B B A
G G D D E E D
C C B B A A G
Some parts of the song are repeated. Musicians call the order of repeated parts the form.They label each part of the form with a letter.
Twinkle, Twinkle Little Star’s musical form is: ABA
Write down the notes to Twinkle, Twinkle Little Star. Now, write the form letter beside notes of the song.
You could use different colors or draw boxes with the letters. Which section of the form do you play best? A or B?
Which section, A or B, needs the most practice? Try taking turns with a partner, have them play they A sections, and you play the B section.
Then have them play the A sections, while you play the B section.
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Repetition and variation is what makes music sound—well, musical. You can think of form like structure in writing. Each section is a musical sentence.
In addition to making music sound more musical, form helps you learn new music faster. With form, you can break a piece of music up into smaller sections and work more efficiently. For example, when learning Twinkle, Twinkle Little Star most students stumble in the B section (D D C C B B A).
This makes sense since most students learn pieces by playing from the beginning and going until they make a mistake. So they play through the first couple of lines (the A section) far more often than the B section. Form can also be a fun way to mix up your practice sessions together, you play the A section, your child plays the B section, and you play the last A for example.
We start this lesson by rewriting the notes to Twinkle, Twinkle Little Star and then adding in symbols for the form. This will help you memorize the song and also gives you a clearer sense of how form works. It should look something like this:
After writing out the song with the form letters, use the form to practice the song. For example, if the B section is where you are struggling, play the B section three times and then only play the A section once. Children (and adults for that matter) are often resistant to limiting their practice to the sections that they are struggling with. So don’t be surprised if there is initially some push back when you suggest they only play the B section. It might feel weird and uncomfortable for your child at first, but it is this type of deliberate practice that helps you grow as quickly as possible.
Remember to be persistent but patient as they adjust to this new technique.
In addition to making music sound more musical, form helps you learn new music faster. With form, you can break a piece of music up into smaller sections and work more efficiently. For example, when learning Twinkle, Twinkle Little Star most students stumble in the B section (D D C C B B A).
This makes sense since most students learn pieces by playing from the beginning and going until they make a mistake. So they play through the first couple of lines (the A section) far more often than the B section. Form can also be a fun way to mix up your practice sessions together, you play the A section, your child plays the B section, and you play the last A for example.
We start this lesson by rewriting the notes to Twinkle, Twinkle Little Star and then adding in symbols for the form. This will help you memorize the song and also gives you a clearer sense of how form works. It should look something like this:
After writing out the song with the form letters, use the form to practice the song. For example, if the B section is where you are struggling, play the B section three times and then only play the A section once. Children (and adults for that matter) are often resistant to limiting their practice to the sections that they are struggling with. So don’t be surprised if there is initially some push back when you suggest they only play the B section. It might feel weird and uncomfortable for your child at first, but it is this type of deliberate practice that helps you grow as quickly as possible.
Remember to be persistent but patient as they adjust to this new technique.
Play these notes:
Open E D Open B A Open G
Now reverse the order:
Open G A Open B D Open E This is the called the pentatonic scale.
You can use this scale to make up your own songs.Use your name or a favorite food to play the scale.
For example:G - G A - A B - B D - D E - EIce-creamIce-creamIce-creamIce-creamIce-cream
And going down:E - E D - D B - B A - A G - GIce-creamIce-creamIce-creamIce-creamIce-cream
Open E D Open B A Open G
Now reverse the order:
Open G A Open B D Open E This is the called the pentatonic scale.
You can use this scale to make up your own songs.Use your name or a favorite food to play the scale.
For example:G - G A - A B - B D - D E - EIce-creamIce-creamIce-creamIce-creamIce-cream
And going down:E - E D - D B - B A - A G - GIce-creamIce-creamIce-creamIce-creamIce-cream
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From Amazing Grace to the latest viral hit, the pentatonic scale is the basis for a lot of music. A scale is a collection of pitches that sound good together. A pentatonic scale has five (penta-) pitches/tones (tonic). You can think of these five notes like the colors on a painter’s pallette. They can be arranged in different patterns to create different sounds. The goal in this lesson is to get you used to where the scale is on the guitar. Next lesson, we will start moving around. After you play up (starting on open G and going to open E) and then down (starting on open E ending on open G) the scale, pick a word to use as a repeated rhythm. This helps you internalize the scale, while working on your rhythm. There is a video of this lesson on the website.