Modern Guitar Basics, Fall 2021

MW, every other F, 9:05-10:20

Instructor: Ms. Sarah Wolfe

Email: swolfe@usd123.net

Phone: (123)456-7890

Purpose of this course: ​Learning the basics of playing acoustic and electric guitar in the modern
music world. Introducing students to topics such as improvisation, accompaniment, reading
tablature and songwriting. Expanding the reach of music education in the schools beyond the
traditional band program.

Course overview: ​This course is open to all students. It is not required that you be enrolled in
any other music related classes in order to participate in this course. In this class we will learn
the basics of playing modern guitar. We will explore many different genres of music, many of
which will appeal to the average high school student. This class will have assignments that
incorporate and teach elements of music theory, performance, and songwriting.

Objectives: ​As a result of instruction and course assignments, students will be able to:

● Demonstrate their ability to read tablature and translate that into their guitars.
● Play bass guitar passages on acoustic or electric guitar.
● Improvise melodies when given a basic scale or finger pattern.
● Apply their knowledge of playing guitar to songwriting.

Required Materials:

● Online access to ​www.littlekidsrock.org

● Guitar (you will be able to rent this through the school, or you are allowed to bring your
own if that is an option)
● Pencil
● Recording device (phone, laptop, etc.)
● Tuner (physical tuner or tuner app)
Expectations and Policies:

Expectations: ​It is expected that all students bring all required materials to each class
period. Adequate participation, punctuality, and preparedness are of the utmost importance for
this class in order for a student to succeed. It is also expected and encouraged that if a student is
struggling with a concept, that they ask for help. Ms. Wolfe is there to facilitate learning for all
students, and is always open to questions and problems.

Grading:​ The main components that will determine a student’s grade in this class is their
punctuality and participation. It is expected that students be present at each class period on time
and prepared. If a student arrives to class at the appropriate time, has all of the necessary
materials for class, and participates in class activities, they will be more likely to receive a higher
grade, as opposed to a student who does not fulfill these criteria.

Tardies/Absences: ​All tardies and absences during the school day will be handled
according to the Rydell High policies. Tardies/absences that occur for rehearsals/events outside
of the regular class period will result in partial or total loss of credit for that event. It is up to my
discretion how many points will be deducted given the circumstances of the tardy/absence and if
there is a note of excuse.

Assignments:
● Explore littlekidsrock.org Jam Zone- take note of 3 songs that you would like to learn
how to play
● Guitar tuning video
● Improvisation video
● Tablature video
● Bass tablature video
● Partner guitar/bass video
● Final-​ Group songwriting project/performance
Course Calendar:  

Date Topic Assignment

M, Aug. 23 ● Syllabus Scavenger Hunt

● Ice breaker activities
● Guitar distribution

W, Aug. 25 ● Proper guitar handling

● Guitar tuning
● The first chords

F, Aug. 27 ● How to read chord diagrams

● Introduce Jam Zone

M, Aug. 30 ● Jam Zone discussion ● Explore

● Strumming littlekidsrock.org Jam
patterns/rhythms Zone- three songs you
● One Chord Song would like to learn
video ● Guitar tuning video

W, Sep. 1 ● More one, two, and three chord songs

M, Sep. 6 No class- Labor Day Keep exploring!

W, Sep. 8 ● Introduction to improvisation

F, Sep. 10 ● Improvisation practice

● Introduction to tablature

M, Sep. 13 ● Improvisation practice ● Improvisation video

● Improvisation
reflection
● Reading tab

W, Sep. 15 ● Continue tab

M, Sep. 20 ● Continue tab ● Tab video

W, Sep. 22 ● Introduction to bass

F, Sep. 24 ● Bass accompaniment

M, Sep. 27 ● Notes on a bass

● Four chord songs

W, Sep. 28 ● Bass tab

M, Oct. 4 ● Bass tab

W, Oct. 6 ● Basslines- blues, funk, etc.

F, Oct. 8 ● Basslines- blues, funk, ● Bass tab video

etc.

M, Oct. 11 ● Bass and guitar songs- putting it all together

W, Oct 13 ● Putting it all together

● Partner songs

M, Oct. 18 ● Putting it all together

● Partner songs

W, Oct. 20 ● Putting it all together

● Partner songs

F, Oct. 22 ● Putting it all together

● Partner songs

M, Oct. 25 ● Putting it all together ● Partner guitar/bass

● Partner songs song

W, Oct. 27 ● Introduction to songwriting

● Class brainstorming

M, Nov. 1 ● Share brainstorm ● Continue

ideas brainstorming- bring
● Topics, styles, etc. ideas to class

W, Nov. 3 ● Class songwriting

F, Nov. 5 ● Class songwriting

M, Nov. 8 ● Class songwriting

W, Nov. 10 ● Class songwriting

F, Nov. 12 ● Class songwriting

M, Nov. 15 ● Class songwriting

W, Nov. 17 ● Divide into final groups

M, Nov. 22 No class- Fall Break Be thinking about your final

song!
 W, Nov. 24 No class- Fall Break Be thinking about your final
song!

F, Nov. 26 No class- Fall Break Be thinking about your final

song!

M, Nov. 29 Final work time

W, Dec. 1 Final work time

M, Dec. 6 Final work time

W, Dec. 8 Final work time

F, Dec. 10 Final work time

M, Dec. 13 Final work time

W, Dec. 15 Final- in class performances

M, Dec. 20 Final- in class performances

 

​Anticipated lessons:  

First class period:

● Proper guitar handling

○ Open case on the floor
○ Hold with two hands
● Tuning
○ Demonstrate tuning process for each string, one at a time
○ “Take your first finger, put it on the fifth fret of the first string…”
○ Explain how to use a tuner
○ Explain how tuning pegs work
○ First assignment will be a video of them tuning their guitar
○ Assignment- take a video of yourself tuning the guitar, with the tuner visible
to you and the camera

First chords

● Eleanor Rigby by the Beatles- C and Em

● Verses only, using those two chords, taught by rote
Reading chord diagrams

● Take Eleanor Rigby and put it to chord symbols

● Have them relate what they learned by rote to what they see on the symbols
● Add the chorus chords using symbols
● Sing through the song

Introduction to JamZone

● Show students how to get to and navigate the JamZone on littlekidsrock.org

● Assignment- bring three songs from the JamZone that you would like to learn in
class

Improvisation unit

● Begin with two note improvisation

● Use songs they know
● Add pentatonic scales
● Encourage experimentation and allow students to play for each other
● Assignment- take a video of yourself improvising using the scales and backing track
that we used in class

Introduction to tablature

● Explain what tab is

● Play basic songs using tab, get used to reading tab- i.e. children’s songs
● Transition to songs they know, more difficult
● Play songs that they picked in the JamZone exploration assignment
● Go as slow as they need to, lots of practice
● Assignment- take a video of yourself playing the assigned piece of tablature

Introduction to bass/bass unit

● Use top four strings of the guitar

● Bass tab reading
● Bass notes
● Common basslines
● Assignment- take a video of yourself playing the assigned piece of tablature

Partner songs/videos

● Practice for final

 ● Decide song topic
● Brainstorm lyrics
● Brainstorm chord progressions/bassline
● Brainstorm melody
● Make decisions
● Perform
● Assignment- perform/record you and your partner playing the song you wrote
together

Class songwriting

● Decide song topic

● Brainstorm lyrics
● Brainstorm chord progressions/bassline
● Brainstorm melody
● Make decisions
● Perform

Final

● Divide into small groups

● Write a song
● Perform song for the class

   
Reflections of the process:

The first thing that I noticed as I got into the meat of writing this syllabus is that there are

probably some inconsistencies throughout. I didn’t write the syllabus in the order that it’s

presented, so I may have new ideas that come after what I’ve already stated. When creating a

new class, you have to be able to sit down and plan out the details so things can be consistent

throughout.

Another concern was writing the course calendar. I wasn’t sure if I would be moving too

fast or moving too slow through the units. In 512 we move rather quickly, but we also all have

backgrounds in musical knowledge. If I were to offer this class, I could have students who have

been playing in band since they were in 5th grade, and I could also have students who have never

played an instrument in their life. Allowing students to play whichever part they are comfortable

with could help deal with that. Overall pacing of the units was something I felt unsure of.

My idea for the assignments in this class is that I don’t want it to be a very assignment

heavy class. Ideally, I would like more in class discussion and performance. The assignments I

did put in would be used to give feedback to students individually. Towards the end of the

semester, I give them two bigger projects that allows them to use all of the skills that they have

learned in the semester.

If I were to offer this course, I would probably teach it as I was taught. I don’t have any

other modern band experiences to compare this to other than 512. Like I suggested in this

syllabus, I would use the Little Kids Rock resources to help me guide my students through the

process.