Demonstrate playing a moveable diminished chord form in every key. Discuss the music theory related to the diminished chord including the function, frequency of use and role in a typical chord progression. Have students perform the moveable diminished chord in every key. Have students strum and sing music, which contains the augmented and diminished chords. Have students compose chord progressions using diminished and augmented chords. or play-along accompaniment. The student will perform major sixths, minor sixths, thirteenths, and suspended chords in every key using moveable forms. 3.12.2 Demonstrate playing a moveable major sixth chord form in every key. Discuss the music theory related to the major sixth chord including the function, frequency of use and role in a typical chord progression. Have students perform the moveable major sixth chord in every key. Have students strum and sing music, which contains major sixth chords. Have students compose chord progressions using major sixth chords. Repeat the above activities for the minor sixths, thirteenths and suspended chords. Discuss the scales as they relate to the major sixths, minor sixths, thirteenths and Have students play these new chords followed by the corresponding scales with a metronome, electronic drummer or play-along accompaniment.
using p-i-m-a following right-hand combinations: p-i-m-a p-i-a-m p-m-i-a p-m-a-i p-a-m-i p-a-i-m Have students perform studies or compositions which are comprised of eighth note arpeggios. Have students accompany their singing using a p-m-i-a pattern. Have students perform studies from a method book, which focuses primarily on right-hand technique. or play-along accompaniment. The student will demonstrate the ability to perform advanced-level syncopated rhythms. 5.12.1 Have students perform songs, which contain advanced-level syncopated rhythms. Repeat the activity and have students perform with a metronome, electronic drummer or play-along accompaniment. The student will demonstrate advanced facilities in both flat picking and finger picking techniques. 5.12.2 Have students perform a single note study first using a pick and again using the p-i-m-a finger picking style. Have students perform a song by first strumming the chords and then again using the finger picking style. Ornamentations The student will demonstrate the ability to recognize and interpret standard ornamentations associated with the guitar. 2.12.4 Discuss the significance of ornamentations and have students listen to guitar music which incorporates various ornamentations. Demonstrate the techniques which are necessary to perform various ornamentations. Have students define and differentiate from the
in the swing style. The student will explain the historical significance of swing and other jazz styles. 9.12.2 Discuss the parallel development of the classical guitar and the jazz guitar during the twentieth century. Have students select significant jazz guitarists. Have each student write a biographical research paper stating the significant contributions made to jazz. Play recordings which demonstrate the significant eras of jazz development since 1865 and discuss each era outlining the qualities which separate one era from another. Have students learn the names of significant guitarists from each of the jazz eras and listen to sample recordings of each. The student will evaluate when swing eighth notes should be played. 6.12.2 Discuss the styles of music which are appropriate to swing eighth notes. Have students perform several pieces of music in the straight style and again in the swing style making an evaluation after each performance. Select an ensemble arrangement which uses swing eighth notes and have students rehearse a piece to performance level. Select an ensemble arrangement which uses swing eighth notes and have students rehearse a piece to performance level, performing with a metronome, electronic drummer or play-along accompaniment. Solo Literature The student will perform solo guitar literature with two contrapuntal voices. 5.12.4 Have students perform single-line duets playing both parts simultaneously. Have students perform early Renaissance and Baroque music selections which use two contrapuntal voices. Have students listen to recordings of guitar duet music. The student will research biographical information about composers of guitar literature and their historical significance. 9.12.2 Discuss the major musical eras since 1600 and make a list of significant composers who have contributed to the literature of the lute and/or guitar. Have students select significant composers of guitar music. Have each Have students listen to recorded samples of guitar music from each of the major musical periods since 1600. Discuss the similarities and differences of each period as they relate to guitar