Teachers Handbook. Contents.

Contents

Chapter.Page
Chapter Topic
Number
Introduction 1
The Nutshell 2
General Teaching Some Ideas About Teaching 3.1
Goals For a Song or Exercise 3.2
Teaching Outline - Chords 3.3
Teaching Outline – Lead 3.4 – 3.6
Practice 4.1 – 4.3
Lesson Layout 5.1
Lesson Record 6.1
Studio Layout 7.1
Miscellaneous 8.1
Resources 9.1
Core Songs Introduction 10.1
Chord Songs 10.2 – 10.3
Lead Songs 10.4
Tuning by Ear 11.1
Jamming 12.1
Backing Tracks / Drum 13.1
Loops
Recommended Reading 14.1
Prepared Booklets Introduction 15.1
Chords 15.2
Lead 15.3 – 15.5
Chords 1 16.1 – 16.9
Chords 2 17.1 – 17.5
Chords 3 18.1 – 18.5
Chords 4 19.1 – 19.3

B a nd wa go n G uit a r St ud io s
Teachers Handbook. Contents.
Contents

Chapter.Page
Chapter Topic
Number
Lead 1 20.1 – 20.3
Lead 2 21.1 – 21.3
Lead 3 22.1 -
Lead 4 23.1
Lead 5 24.1

B a nd wa go n G uit a r St ud io s
Teachers Handbook.
Here are the basic principles that we
believe in, and build our teaching around.
The two big principles or goals of
Bandwagon are -
1. “Where making music is the goal”,
especially songs that the students
choose themselves.
The aim here is to have students
actually play songs well.
2. For students to understand what they
are playing.
Students know some guitar theory, some
music theory and some aural training.
These goals are achieved by -
1. using a highly refined teaching method
and our specially prepared booklets
which are full of essential information
and exercises written in an easy to
understand manner
This teaching method is based on these
fundamental principles –
(a) From most used to least used.
(Not easiest to hardest).
(b) From ‘the known’ to ‘the unknown’.
(c) The idea of “Learning It” and
“Playing It”. During the Learning
It stage we use “Stop, Check,
Think” to really make sure the
student has learnt the idea we
are working on.
B a nd wa go n G uit a r St ud io s 2.1
The Nutshell.
2. computer assisted lessons where songs
or just sections of songs are slowed
down to your pace.
3. the computer home practice kit so that
your practice time is better utilized as
well as much more fun.
4. Teachers who are dedicated to helping
students understand the guitar.
5. A large and well developed song library -
currently over 7,500 songs and growing!
We are constantly updating and revising
the library. Songs from all eras and
styles are added on a regular basis.
The songs are presented in an easy to
follow chord and lyric chart style which
has been developed by a local music
identity and Bandwagon Guitar Studios.
We believe that through our teaching
method people can be taught how to
play the guitar and to play it well.
Students are shown essential components of
guitar playing. These are then drilled-in
through exercises, etudes and core songs.
Students can then use their well honed
skills to play songs of their choice.
Our unique jam and band systems get
students to use their skills in front of other
people – building two important skills –
playing songs all the way through; and
playing with and to others.
Teachers Handbook.
Some ideas about teaching.
Some students don’t like the idea of actually
learning the guitar or music. They would
rather just learn songs. They want to have
fun and not be bored with all that other
stuff.
I don’t believe this is the correct way to go.
I believe that explaining essential music and
guitar theory helps a student to learn new
songs quicker, control their fingers better
and in the long run have more fun with less
work.
With some training and explanation of basic
guitar and music theory they can see
relationships and similarities that can make
several songs be learnt with the same skills.
If students understand the most basic
principle of what they are learning than they
can apply to it to everything they learn in
music. This may be the guitar or any other
instrument.
General Teaching.
so that they know the basics of their game.
So on game day they know how to play. Their
enjoyment of the game is increased by the
training they have done.
There are many other similar examples to
adding up and sports that we can use to get
through to students the idea of a little work
will dramatically increase their skills and
therefore their enjoyment.
Although it is very important that students
do some form of exercises keep them to a
minimum - 20% exercises, 80% songs.
Use the exercises to introduce and develop a
particular skill but then use songs to hone it.
This will be more fun for the student, and will
most likely get them doing the thing they are
supposed to.

I compare it to adding up – we don’t learn off

by heart the answer to every single
combination of numbers that can be added up.

Rather we learn how adding up works and then

we have no trouble with any type of addition
problem.

Most students also understand what a sports

person has to do to play well.

Even average sports players at schools and

local clubs are expected to train and practice

B a nd wa go n G uit a r St ud io s 3.1
Teachers Handbook.
Small attainable steps.
Always give your students small pieces of
information that they can easily understand
and ingest.
This way they know they are progressing and
are not being confused.
The timing may be different for each student
though.
Some may be able to handle lots of small
pieces, while others can only handle one piece
in their lesson.
Ask for feedback – can the student explain
the thing they’ve just learnt.
Once you’ve given them a small piece of
information check to make sure they
understand it.
Ask questions that must be answered by
paragraphs rather than yes or no. They have
to give an explanation in their own words.
You can also get feedback from the student’s
facial expressions and body language.
Try to notice the confused look on a students
face even though they say yes.
Often the student will be too busy
concentrating on the task at hand to notice
anything else in the room. Once they are
feeling comfortable they will start to look
around the room or shuffle in their seat for
no real reason. They are getting it.
B a nd wa go n G uit a r St ud io s
General Teaching.
Get students to say things out loud e.g.
counting, chord names.
One great way to ensure that students have
learnt something is to get them to say it loud
while they are playing.
Examples would be counting out strum
patterns as they play them, or saying the bar
chord names as they play an exercise or song.
Give a reason for what they’re doing.
Many music students have experienced or
have heard of having to do endless hours of
exercises and study of theory. (Maybe they
haven’t as well.)
So for a start explain that we only do
essential exercises and theory – all geared
towards being able to play songs well.
We don’t do pointless exercises, drills or
theory just because “you’re supposed to”.
When you do show them a exercise explain
the reasons / benefits. The first exercise for
most students is the finger groups.
Let them know these sort of benefits –
(a) each time you put a finger group on
the guitar you have the foundation for
3or 4 chords.
(b) by learning just these two foundation
groups you can play all the common
chords. Good value – 2 things turns
into about 20.
(c) it is also much easier to change using
the two shapes.
(d) most chords you use are either based
on the straight or diagonal groups.
3.3
Teachers Handbook.
(e) the fun factor is 0 out of 100, but the
benefit factor is 150 out of 100.
No need to rush through any exercise,
technique or theory item.
Make sure that the student has a full grasp
of what you are doing before you move on.
Moving on too quickly will come back to bite
you and the student at some stage.
It can be definitely frustrating if they are
having trouble for a long time on the same
thing – so be inventive.
Think of other ways to explain the idea. Think
of other ways to practice the technique. Ask
them for an explanation of what they should
know or be able to do – maybe they have a
confusion. Go back to some old work and go
over that. Give them some confidence by
playing their old exercises and songs. Give
them a song of the same level – something
new will give them a little lift.
There is no need to rush – make sure they can
play well.
You might feel as though they are paying to
learn quickly – not really – they are paying to
learn well.
B a nd wa go n G uit a r St ud io s
General Teaching.
Point out the books have most answers they
are looking for.
From Chords 1.
There is a lot of information and many
exercises contained in this book. Take your
time to move slowly arid surely through the
book. Be sure to read and understand all
information, and to master each and every
exercise. The information and exercises have
been designed to give you a rounded
knowledge of guitar chords and an
introduction to proper technique. Complete
mastery of each page will pay big dividends to
your playing.
We will apply this knowledge and the
technique to only a few songs, which serve as
examples for most folk and rock ballads. For
each song example there are hundreds of
thousands, which would be played using the
same techniques.
Keep a regular lesson time.
Most good private teachers will have a
standard lesson time and will not constantly
change from week to week. This creates an
inconsistency that is hard for the student
(and teacher) to adjust to. There will be
occasional variation due to scheduling but in
general it should be consistent. The teacher
should work closely with student and parents
to plan ahead and be as consistent as possible.
3.3
Teachers Handbook. General Teaching.

From Chords 3.

GOALS FOR A SONG OR EXERCISE

1. BE ABLE TO PLAY THE SONG OR EXERCISE WELL.

Be able to play the song along with the CD so between you or the CD. So well that if the
that you fit in perfectly with the band. So guitarist from the band gets sick then you
well that if somebody is listening to you play could take over and nobody would know the
with the CD they can’t tell the difference difference.

2. UNDERSTAND THE SONG OR EXERCISE THOROUGHLY.

There are two parts to this goal -

(b) Understand the technical and theoretical
(a) Understand the sounds of the song or aspects of the song or exercise.
exercise. Turn your ears on or turn a tape
recorder on in your head. Learn the exercise (i) What the chord names mean - especially
or song as a sound. Be able to recognize that the chord type. Remember most chord types
sound in other songs. By learning all that you are easily movable, particularly the E and A
play as a sound you’ll know it when you hear it shape bar chords.
on a CD and be able to work that song out. (ii) Where to play the chords.
Listen and learn things like - (iii) What the TAB is telling you.
(iv) Etc., etc.
(i) The chord types (major, minor,7, 5).
(ii) The chord changes (higher - lower, maybe
a popular chord grouping.)
(iii) The sounds of the single notes
(is the new note higher or lower,
what scale.)
(iv) Etc., etc.

B a nd wa go n G uit a r St ud io s 3.3
Teachers Handbook.
3. USE THE IDEAS AND TRICKS IN OTHER SONGS.
This could be called stealing other peoples
ideas, but most musicians call this “their
influences”. Instead of copying exactly you
change the ideas to give them your own twist.
This is often called varying or developing the
idea or trick.
Songs written based on other songs are called
“variations”. You should write your own
variations to songs you have learnt e.g. My
Variation for Mission Impossible, My Variation
B a nd wa go n G uit a r St ud io s
General Teaching.
for Brown Eyed Girl or My Variation for Enter
Sandman.
You should also add new bits to songs you have
learnt. Add these new bits based on tricks and
ideas you have taken from other songs. Play the
new song “in the style of” the old song e.g. Wild
Thing in the style of Time of Your Life, Brown
Eyed Girl in the style Santa Monica or Enter
Sandman in the style of Mission Impossible.
3.5
Teachers Handbook. General Teaching.

TEACHING OUTLINE
CHORDS

1 2 3 4 1 2 3 4

CHORD SHAPES STRUMMING

Open Plain Strums

X X
e.g. G, C, D, Em, Am e.g. busker strums.
Bar Bass / Chord Strum
X e.g. country. X
e.g. E & A shape.
Jazz & Blues Bass / Chord Picking
X X e.g. fingerpicking. X
e.g. maj7, m7, 9, dim.
5 Chord Shapes Strum “Tricks”
X e.g. accent, deaden X
e.g. C & G Shapes.
Adders 16th Strums
X X X
e.g. add2, sus4. e.g. slow songs
Partials Compound Strums
X X
e.g. D shape

B a nd wa go n G uit a r St ud io s 3.6
Teachers Handbook. General Teaching.

LEAD

1 2 3 4 5 6

SCALES

Minor Pentatonic X X X X

Major Pentatonic X X

Blues Scale X

Modes X

Exotic
X
e.g. diminished,
Harmonies
X
e.g. D shape
Double Stops
X
e.g. playing in 3rds.

B a nd wa go n G uit a r St ud io s 3.7
Teachers Handbook. General Teaching.

B a nd wa go n G uit a r St ud io s 3.7
Teachers Handbook.
Typical lesson layout. Of course there is
going to be variations to this basic layout
but this seems to work well.
The lesson will have an introduction period,
a work period and a wrapping up period.
A well constructed lesson is something to
work on and practice. It makes yours and
the students experience even better.
1. Meet and greet. I believe it is
important to make an effort to be
friendly with the parents and students.
Get to know a little about them.
Remember some things that are
important to them. How is their sport
going, how did that big assignment go?
Keep the meet and greet short but
sincere. The students are here for a
lesson.
You will meet many interesting people
when giving lessons. It is easy to want to
hear their life and work stories.
Obviously you have to resist this. Focus
on teaching them.
2. Tune the guitar. It is important to tune
the guitar to concert pitch. This way the
student can play along with CD’s and
MIDI’s. Remember to start very early to
show the student how to tune. Show
them a tuner and a few ways to tune by
ear.
3. Check over the work done last week.
This should be written in the lesson
record at the front of the student’s
folder.
Students also like to show you what
they’ve done. They will be especially
B a nd wa go n G uit a r St ud io s 5.1
Lesson Layout.
proud if they have mastered it. They will
feel disappointed if you don’t take any
interest in the work they have done.
Think of the pyramid shape for
reviewing old stuff. A lot of work on the
most recent pieces
or skills. Less work as the piece or skill
gets older.
You are aiming to get these pieces and
skills perfect so work hard on them.
Some of these songs are ones that the
student is going to perform in their jam
level. So point out that they will enjoy
the jam more if the songs are perfect.
They won’t have to face any
embarrassment either.
Also point out that for every song or
skill learnt there are literally millions of
others of the same level.
4. Learn something new. Sometimes this is
not possible. If the old work is not as
good as it should be then don’t learn
anything new. Don’t fall into the trap of
always pushing something new because
you believe it is good if the student is
seeming to be moving ahead. In the end
the student will be thankful that they
can play songs perfectly. Rather than
having a hundred half baked bits of
songs that sound ordinary they will have
the ability to play every song perfectly.
Teachers Handbook.
5. Wrapping the lesson up. Go over what
you have done in the lesson. Point out
exactly what the student has to do.
Point out how they should do it. Point out
why they should do it.
Remember the aim is to have fun
playing songs – with a little bit of hard
work the level of fun and enjoyment is
greatly increased. Students will be able
to play songs rather than fumble
through them.
Write in the lesson record what they
6. Bye til next week.
B a nd wa go n G uit a r St ud io s 5.2
Lesson Layout.
have done and also what they need to do
during the week. Write in any messages
for the student and/or parent. Things
like a change in time for the next lesson,
the date and time of a make up lesson or
the date and time of a jam session.
Quite often it is wise to ring parents to
double check they have got some
messages.
The more you write down and remind
then there will be less confusion.