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Aptos High School
Course Syllabus
Name of Course: Beginning Guitar
Name of Teacher: Stephen G. Bare
E-Mail Address: sbare@aptoshs.pv.k12.ca.us
Voice Mail # Room
# L-100 Prep
Period: 5th
688-6565 ex. 671
I.
Course Description/Outline (reflects needed skills)
Beginning
Guitar is designed to teach students the basics of guitar playing. Students
successfully completing the course can develop an enriching hobby, use their
knowledge as a stepping stone to further music study, and develop a life-long
interest in and appreciation for the musical arts and the art of guitar
playing. The course will focus on introducing students to the rudiments of
music, proper technique for playing guitar, a variety of musical styles played
on the guitar, and methods of accompanying vocalists or melody instruments in
song. The course will also prepare students for Intermediate Guitar offered
simultaneously with Beginning Guitar in the Spring Semester. Sucessful students
must commit themselves to regular practice, pay careful attention in class,
cooperate with teacher and classmates, demonstrate progress, and share with
other students.
II. Materials Provided
Aptos
High provides about twenty-five guitars. Our text, Hal Leland’s Complete Guitar Edition , will be assigned and various
handouts will be provided.
III. Materials Required
Some
guitars will be provided for use at school, but students are expected to have
access to a guitar for practice off campus. Students should bring a pencil, a
notebook and staff paper (paper with blank parallel lines called a staff) to
class each day.
IV.
Goals (knowledge to be acquired, technical skills, etc., ESLRs must be
referenced)
Students
will be able to master basic guitar playing techniques, demonstrate knowledge
of the rudiments of music and how it works, and perform basic pieces for their
classmates and their teacher.
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Other specific goals include, but
are not limited to:
1.
Students will demonstrate an understanding of the rudiments of music. (ESLRs
A,C)
2.
Students will demonstrate progress and proficiency on the accoustic guitar.
(ESLRs A,B,C)
3.
Students will demonsrate proper technique for playing guitar. (ESLRs A,C)
4.
Students will work cooperatively with others in group and ensemble situations.
(ESLRs B,C,D)
5.
Students will use newly aquired skills to communicate original musical thought.
(ESLRs A,C)
6.
Students will recognize different styles and techniques to playing guitar.
(ESLRs A,C)
V. Units of Study (activities)
Course
Outline and Curriculum Content:
Following
the instructor’s introduction, and a demonstration of the types of styles that
can be explored during the semester, students will take part in
student-centered class building and introduction exercises. (We’ll get to know each other and talk about our
interests and aspirations.)
Weeks
one and two:
1.
Introduction, housekeeping, and expectations
2.
History of the guitar and introduction
to some of the people who play and the sounds and styles they create
3.
Introduction to the guitar
a. The classical, or nylon string
guitar
b. The flat top, or steel string
guitar
(Electric guitar is introduced in
Intermediate Guitar.)
c. Parts of the guitar including:
the tuning keys, open peg box, nut, frets, fingerboard, rosette, sound hole,
waist, bridge base, head, neck, pick guard, bridge bone, and bracing
b. Care and maintenance
4.
Playing the guitar
a. Tuning the guitar
b. String names and notes
c. Hand, finger, and body positions
for playing guitar
d. Basic strums and first chords
e. Introduction to first songs
Weeks
three, four, and five:
1.
Review and quiz over weeks one and two
2.
Introduction to rudiments of music
(Most
of the following will be taught during the course of the semester: notation,
notes,
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staff,
seven natural tones-A,B,C,D,E,F,G, pitch, clef, time value, rests, accidentals,
key signatures, intervals, scales, the slur, the dot, dynamics, tempo,
syncopated notes, intervals, the pause, tone, tablature, progression,
transposition, chord, arpeggio.)
3.
Introduce the flat pick style of playing
4.
Introduce new chords and begin new songs with three chord progressions
5.
Introduce the role of the thumb and the the thumb and brush alternating strum
6. The
key of G and transposition
7. The
use of the capo
8.
Basic chord theory
9. In-class
rehearsal and tutoring
Weeks
six, seven, eight, and nine:
1.
Review and quiz over weeks three, four, and five
2.
Continue rudiments of music
3.
Begin proficiency demonstrations and ensembles
4.
Begin work on end of semester recital/concert
5. Continue
learning new chords and keys
6.
Introduce songs with extended progressions
7.
Introduce free stroke (finger picking/plucking)
8.
Quarter exam and proficiency demonstrations
Weeks
ten, eleven, and twelve (second quarter):
1.
Continue rudiments of music
2.
Continue proficiency demonstrations and ensembles
3.
Continue work on end of semester recital/concert
4.
Continue new chords and keys
5.
Continue folk/finger style guitar techniques for (free stroke, rest stroke,
plucks, and picks)
6.
Begin vocal accompaniment techniques
7.
Musical guest appearance
8.
Introduce classical guitar and single note reading
9.
Three-week quiz and proficiency demonstrations
Weeks
thirteen, fourteen, fifteen:
1.
Continue rudiments of music
2.
Continue proficiency demonstrations and ensembles
3.
Continue work on end of semester recital/concert
4.
Continue new chords and keys
5.
Continue folk/finger style guitar techniques for (free stroke, rest stroke,
plucks, and picks)
6.
Continue work on accompanying vocals
7.
Introduce Latin music and syncopated rhythms
8.
Musical guest
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9.
Three-week quiz and proficiency demonstrations
Weeks
sixteen and and seventeen:
1.
Introduce blues-style guitar and the pentatonic scale
2.
Review the rudiments of music and guitar basics
3.
Rehearse for end of semester proficiency demonstrations, concert, or in-class
recital
4. Take
final exam and perform concert or in-class recital
VI.
Methods of Assessment (may include tests, portfolios, projects, essays,
etc.)
1.
Quizzes and tests
2.
Participation
3.
Dedication to attempting to apply leassons learned
4.
Attention in class
5.
Performance
VII. Grading Policy
Students
will not be graded primarily on how well they play. Instead, students will be
graded by how well they attempt to apply lessons learned, and how well they apply direct instruction
in the approach and correct technique for playing guitar.
Students
will be given points for evaluation in each of the follwing areas:
Participation
(20% of grade)
Tests
and quizzes (20% of grade)
Performance
(20% of grade)
Application
of skills (20% of grade)
Attendance
and attitude (20% of grade)
A=90-100%
of total points possible
B=80-89%
of total points possible
C=70-79%
of total points possible
D=60-69%
of total points possible
F=59%
or less of total points possible
Grading
Rubric:
An excellent student will:
1.
Seldom miss class and arrive on time ready to begin
2. Pay
careful attention in class
3.
Practice an average of 30 minutes a day or more
4.
Encourage and cooperate with his/her classmates
5. Score
above the 90th percentile on quizzes, exams, and proficiency demonstrations
6.
Demonstrate excellent progress and proficiency on the guitar
7.
Share his/her progress both in class and in performance settings
A good student will:
1.
Seldom miss class and rarely arrive late
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2. Pay
attention in class
3.
Practice an average of at least 15 -30 minutes a day
4.
Encourage and cooperate with his/her classmates
5.
Score above the 80th percentile on quizzes, exams, and proficiency
demonstrations
6.
Demonstrate commendable progress and proficiency on the guitar
7.
Share his/her progress both in class and in performance settings
An average student will:
1.
Seldom miss class and is rarely late
2. Pay
attention in class
3.
Practice an average of at least 15 minutes a day
4.
Cooperate with his/her classmates
5.
Score above the 70th percentile on quizzes, exams, and proficiency
demonstrations
6.
Demonstrate reasonable progress and proficiency on the guitar
7.
Share his/her progress in class
A poor student will:
1. Miss
class or arrive late
2. Pay
poor attention in class
3.
Practice very little
4.
Cooperate with or encourage classmates very little
5.
Score above the 60th percentile on quizzes, exams, and proficiency
demonstrations
6.
Demonstrate minimal progress and proficiency on the guitar
7.
Rarely share their progress in class
A failing student will:
1. Miss
class often and often arrive late
2. Pay
little attention in class
3. Not
practice
4. Fail
to cooperate with or encourage classmates
5.
Score below 60 percent on quizzes, exams, and proficiency demonstrations
6.
Demonstrate no progress or proficiency on the guitar
7.
Seldom share progress with class
VIII. Class Procedures (missed assignments, makeup work assignment
format)
I
expect each student to complete every
assignment. Major assignments are
expected
to be on time unless a student discusses
mitigating circumstances with me
beforehand.
I will accept late work in what I deem a reasonable period after the due date.
Points will be deducted for all late work not caused by and excused absence.
Work missed because of unexcused absences can not be made up.
Note: I want students to succeed,
and I recognize that high school can be tough. I will be flexible with late
work based on my philosophy that my students learn more when they do the work,
late or not. However, when I believe my liberal
policy is being taken advantage of,
I will refuse late work.
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IX.
Behavioral Expectations (and consequences)
It is
required that all students:
1. Show
respect to classmates and teacher
2.
Respect school property
3. Come
to class on time and prepared
4. Not
interfere with other’s right and responsibility to learn
5. Pay
attention to and not interrupt the teacher
6.
Refrain from eating or drinking in class (water, and food for students with
special dietary needs, is acceptable)
7. Be
seated and ready when the bell rings
8.
Remain seated until the bell to end class rings
The
guidelines for behavior and attendance established by Aptos High School, PVUSD,
and The State of California will be followed in the classroom. Steps for mitigating and discouraging
behavioral and attendance problems will be followed according to school policy.
I HAVE READ AND UNDERSTAND THE
“COURSE SYLLABUS” FOR...
Beginning
Guitar
PARENT OR GUARDIAN SIGNATURE....................................................................................
cc: Teacher
Student