Uvalde Mariachi Program Guitar Curriculum.com

Uvalde Mariachi Program
Guitar Curriculum.com
Course Packet
Skill Level 1
This packet contains:
General Classroom and Curriculum Overview
Overall Sequence Description for Level
Repertoire Scores* with individual Sequence Documents
Sightreading
Paired worksheets/quizzes
*No “parts” are given in level 1 since all student should learn all parts of all pieces
Overview of 9 skill levels in Guitar Curriculum sequence
Theory/Fundamental
1.
ɿIdentify parts of the guitar and
equipment associated
ɿIdentify staff, time signature, lines
and spaces
ɿRead open strings on the staff
ɿRead rests and notes half, quarter, eighth
Identify sixteenth
ɿIdentify right hand letters/left hand numbers
Technical
ɿSit in proper playing position including
right and left hand placement
ɿPlay single free stroke with P, I & M
with “fixed fingers”
ɿPlay music involving the left hand by
rote only
2.
ɿRead in first position on strings 1,2 & 3
ɿRead accidentals
ɿRead dotted rhythms
ɿIdentify key signatures C ,G, and D major
3.
ɿPlay G major scale 1st position
ɿPlay IMA rasgueados with simple
chords (G, G7, Am, Em, E, C, Dm)
ɿPlay a 5 note C major scale
ɿPlay music involving left hand bass
notes by rote
ɿContinue to play all notes with free
stroke P, I & M “fixed fingers”
3.
ɿRead in first position on strings 1,2 & 3
ɿ Incorporate accidentals, dotted rhythms
all note values
ɿRead sixteenth notes
ɿAlternate I & M
ɿRight Hand string crossing
4.
ɿRead on strings 4-6
ɿPlay a two-octave G major scale
ɿPlay a one-octave C major scale
ɿPlay A finger in chords
ɿPlay block chords using PIMA
ɿ Play one-octave D major scale
5.
ɿRead fluently on all strings in first position
ɿRead multiple rhythmic combinations
ɿRead multiple keys
ɿSight read block chords
ɿDevelop speed in scales and IM
alternation
ɿ Play simple slurs
ɿPlay multilinear music
ɿFinger new pieces
6.
ɿ Identify all common key signatures
major and minor up to 4 sharps and 3 flats
ɿPlay with timed, prepared extensions in
the right hand
ɿPlay arpeggios PIM, PIMA
7.
ɿPlay arpeggios with alternation PIMI,
PIAI, PIMIAI (Giuliani RH Studies)
ɿPlay ascending/descending slurs
ɿPlay using bars in the left hand
ɿDevelop speed in scale and arpeggio
playing
8.
ɿRead in 2nd, 3rd, and 5th positions
ɿCombined Skills, Shifting
ɿPlay rest stroke
9.
ɿPlay and read in all positions
ɿIntermediate/Advanced Performance
Characteristics exhibited by successful students at all stages of advancement
A successful student exiting this program at any level will be able to do the following:
1. Identify and/or define basic terms related to classical guitar and music notation
2. Sit with proper guitar position:
a. Place left leg on footstool
b. Lay guitar across left thigh
c. Relax shoulders
d. Raise the head of the guitar to eye level
e. Face guitar straight up and down, not angled back
f. Lay right arm on the edge of the guitar, just in front of elbow
g. Position right hand just behind the sound hole
h. Curve and relax right hand fingers
i. Straighten right wrist
j. Place left hand thumb up-and-down, not sideways, on back of neck
k. Straighten left wrist, not bowed in or out
l. Situate left hand so that knuckles are parallel to strings
3. Play with efficient, accurate right hand free strokes from the big knuckle
4. Play with consistent, robust tone
5. Place left hand fingers accurately and efficiently on the fret board
6. Connect musical phrases (legato)
7. Perform level-appropriate repertoire accurately
8. Observe and execute all dynamic/style indications
9. Sight-read with accurate rhythm, pitches, and dynamics
10. Exhibit proper, efficient rehearsal techniques
11. Display appropriate performance etiquette
12. Identify musical forms, styles, and periods
13. Select repertoire for themselves
Classroom set up diagram
Part 2
Part 1
Part 3
Conductor
Above is the setup for the guitar classroom. Specifically, this is the
arrangement for a piece in three parts. This is how the classroom will look for most
of the repertoire at all levels of the curriculum. The students are organized just like
an orchestra or choir so that each student can see the conductor and vice versa. It is
important that the teacher/conductor can see and hear every student in the class
individually as he or she will be constantly evaluating each child’s progress while
on the podium.
In this arrangement, parts can be moved around to different sections with
ease. For the piece shown, part one is to the left of the conductor. However, part
one might be to the right of the conductor in another.
It is also important to note that while the teacher/conductor has a designated
podium or space, he or she will move around the classroom freely and often to help
individuals or listen from different places.
Performance checklist for evaluating student performances
At every point of assessment from the first weeks to graduation, the students should perform all
exercises, scales, ensemble pieces, and solo pieces meeting each of the following requirements.
YES
NO
A)
B)
C)
D)
E)
F)
G)
H)
I)
1. Playing position
Feet flat on footstool and ground
Guitar neck elevated to 45º angle to the floor
Shoulders are relaxed
Face of guitar is straight up and down, not angled back
Right arm meets the guitar just in front of the elbow
Right hand is situated just behind the rosette
Right wrist is straight, not angled
Left wrist is flat, not concave or convex
Left thumb is vertical, not sideways on back of neck
A)
B)
C)
D)
E)
F)
2. Right and left hand technique
Right hand IM & A move inside hand, not up/away
IM & A strokes move in with 3 knuckles, including big knuckle
IM & A move through strings at an angle, not perpendicular
Left hand fingers are always placed on the tips
Left hand palm is always parallel to the neck of guitar
Left hand palm does not touch back of neck
3. Plays with musicality and expressiveness
A) Performs all expressive markings on the page
B) Plays with a consistent, robust tone
C) Connects melodic lines by timing both hands (legato)
D) Performs piece without talking, laughing, excessive movement
Skill Level 1 (first six-week grading period for classes that meet daily)
Objectives: Students will
ɿ Identify all parts of the guitar and associated equipment
ɿ Sit in proper playing position including right and left hand position
ɿ Identify left hand numbers and right hand letters
ɿ Identify and recognize fundamental terms: quarter, half, and eighth notes/ time
signature ledger lines, staff, clef
ɿ Read all open strings
ɿ Play free stroke with P, I and M fingers using good technique
ɿ Play numerous pieces utilizing above skills
ɿ Learn pieces involving left hand fingers by rote
Procedure: (Recommended sequencing of Skill Level 1) Students will
ɿ Sit in three groups evenly distributed
ɿ Identify parts of the guitar from visual aid
ɿ Sit in proper playing position
a. Left foot elevated on footstool
b. Right foot flat on floor
c. Guitar placed on left leg so that neck is 45º to floor
d. Seated with upright posture on front edge of chair
ɿ Place right hand in appropriate playing position
a. Place right hand just behind the sound hole
b. Maintain straight wrist
c. Lay the right arm on the guitar above or just behind the bridge
d. Contact the guitar just in front of the elbow in the right arm
e. Relax the right shoulder
ɿ Identify right hand letter names P,I,M,A
ɿ Repeat playing position including right hand
ɿ Play free stroke thumbs on string 3
a. All knuckles move together
b. Tip of thumb proceeds through string, thumbs rests on outside of I tip joint
ɿ Play free stroke I fingers on string 2
a. I moves inside the hand and past the thumb
b. All knuckles move together to push I through string and inside hand
c. The big knuckle pushes inside, it does not pull up
d. I travels at an oblique angle to the string following the line of the arm,
it does not push through the string perpendicularly
ɿ Play piece with I on string 2 and P on string 3 by imitation or rote
ɿ Place left hand in appropriate playing position
a. Place left thumb vertically on the neck close the head
b. Maintain straight and flat left wrist
c. Curve fingers over to the fret board so that the tips touch the strings
d. Do not touch palm of hand to back of neck
ɿ Identify left hand numbers 1,2,3,4
ɿ Play “Shifting Exercise”
ɿ Play Spy Tune or equivalent using left hand
ɿ Learn definition and function of notation on the written page
(As necessary to play each subsequent piece)
ɿ Sight Reading from GuitarCurriculum.com Level 1 sight-reading
ɿ Read open G and B strings using quarter note value, then half, then alternating
ɿ Read pieces previously learned by rote using P, I on 2 and 3
ɿ Play free stroke M finger moving from the big knuckle with A and pinky
ɿ Play P, I, M exercises single stroke exercises
ɿ Read open E string using M
ɿ Play pieces and sight reading using P, I, and M that also include rests
ɿ Read open D, A and E string
ɿ Play pieces that incorporate all strings, PIM, continuing to play left hand by rote
Sequence 1/1-Week 1 Recommendations
The sequencing for GuitarCurriculum.com recommended here is based on a class that meets five
times per week for a one-hour period. Many schools have varying class schedules such as a twohour class period twice a week. It is important to note that any class that meets on a schedule
other than the five classes per week model will move through this sequence document
differently. For any class that this applies to, pay close attention to which skills this curriculum
devotes more time and adjust lesson plans as necessary. Also, note that the following are only
recommendations and that the classroom teacher will certainly adjust his or her lessons to meet
the needs of the students.
The First Day of Instruction
The class must be able to play something by the end of the first day of instruction (which may be
the second day of class if there are orientation items to accomplish on day one like assigning
guitars, attendance, etc.). This means the very first thing they need, is to be assigned a place to
sit. Next, introduce guitar anatomy with a visual aid so that you can reference the parts as you go
through playing position. The students will then learn set up, practice set up, right hand position,
practice right hand position, P (right hand thumb) & I (right hand index finger) free stroke,
practice P & I with an exercise, and play a short piece with P & I only, on open strings – rote or
read. This piece can be repeated loud and soft. The end-of-week exam requirements should be
explained at this time.
No extraneous information is needed! (e.g. complete notational system, time signature, extra
notes, etc.)
At this point concepts communicated include:
Materials – guitar, footstool, strings (numbered 1-6 starting with 1 as closest to ground).
Anatomy – body, neck, head, fret board, strings, sound hole, sound board, tuners, rosette
Sitting/guitar Position – Sit up straight, left foot on footstool, guitar 45º to ground on left leg,
right hand positioned over base of sound hole with P on string 3, I on string 2, M on String 1 and
A (right hand ring finger) curved in the air alongside of pinky – not touching the face of the
guitar! Right arm contacts edge of guitar just in front of elbow. Right hand wrist “up” so that
plane of the back of the hand is parallel to the plane of the face of the guitar. No lean to pinky or
thumb side so, again, plane of the back of the hand is parallel to the plane of the face of the
guitar. Right hand wrist is straight, not angled down (see “additional comments”, below).
Left Hand – Sit up straight, guitar neck at 45 degrees to ground, thumb going “up and down” in
center or upper 1/3 of back of neck. Left Hand knuckles parallel to strings of guitar – especially
the pinky side of hand. Place on finger tips right behind the fret. Left wrist flat, not in or out,
very important! Left Hand Numbers - 1234
Right Hand Letters – PIMA for right hand.
Right Hand Strokes – P goes straight down through string 4 and comes to rest against tip-joint
of I. Only a small amount of finger is needed under string. I goes through string 3 and travels
inside hand past P. I moves through the string at an angle (sideways), not perpendicularly
through the string, thanks to the straight wrist. I traveling past P (and inside hand), and moving
“sideways” (not perpendicular) through the string, are probably the most important concepts
taught in the first semester of study. Focus on stroke and TONE.
Performance – Learn by imitating the instructor, the proper sequence and speed of string 3 and
4 combinations to play their first piece (I on 3 only, P on 4 only). They will memorize it, and
repeat it as a large group, in sections, or even as individuals.
Musical Expression – The piece can be repeated with emotionally tagged dynamic and speed
indications. For example, slow and soft can be “Sad”, loud and quick might be “Happy”, or
lengthier descriptors can be used like “plodding through mud”, “walk in the park”, “running a
race”, etc.
Recommended Repertoire:
Spy Tune Pt. 2 (by rote), Technical Exercise 1
Addition System 1-4
The Second Day of Instruction
Review of concepts from day one with same and also new repertoire.
Recommended Repertoire:
Spy Tune - part 1 and 2, Motion Study, Technical Exercises 1-2
Addition System 1-4
The Third Day of Instruction
After beginning class with exercises and repertoire from previous days and a review of major
technical and expressive concepts, introduce Left Hand.
Recommended Repertoire:
Exercises 1-3, Spy Tune, Motion study
Addition System 1-4
*Note: With levels 1 and 2, all sections learn all voices of all pieces and then rotate which
section plays which part – this all applies to sight reading, so each individual sight reading
example really serves as three examples.
The Fourth and Fifth Days of Instruction
No new material. Concentration on ensemble performance, different groups playing different
parts of ensemble pieces. Review of technical and expressive concepts, direct wide-ranging
dynamics and tempos clearly. Use plenty of individual or small group performances, review
exam requirements.
Quiz 1/1
Groups perform pieces involving fixed finger P and I strokes and limited use of Left Hand, all by
rote. Pieces should be directed to be performed with:
1)
Perfect set up
2)
Expressive indications
And will be graded according to the Performance checklist
Additional Comments:
Week 1 is primarily about positioning and establishing good P and I free stroke. Though
students should be provided notated music for the repertoire and exercises they are asked to do,
they are, at this point, taught mainly by rote so that their primary focus can be on their hands and
connecting the sounds they are making with the motions they are making. Exercises are given to
apply the right hand and left hand concepts. Make a performance out of getting in good position.
Have students come to the front of the class to display good position and have other students
comment on what they see.
The two most common problems in establishing right hand set up and basic free strokes are:
1) The I finger pulls up and away from the guitar instead of pushes through the string, past the
thumb and under hand. This is usually a product of the wrist being too far back or too low
because if the wrist is low or back, a finger pushing “through” will encounter extra strings
leading students to alter their stroke up and away.
2) The right wrist becomes angled down instead of straight allowing the fingers travel
perpendicularly through the strings instead of obliquely (approximately 45 degree angle). The
wrist must be straight and fingers must travel oblique or “sideways” through the string!
Ultimately a straight wrist allows students to create better, fuller sound (with nails, especially)
and play with less tension. Observation of all of the greatest current concert artists shows that a
straight right wrist is the model for success. One of the main reasons most students angle their
wrists is that they unconsciously seek to minimize resistance to the string by traveling
perpendicularly instead of obliquely through the string. This incorrect impulse is strongest in
students who A) try to play too loud (hard), or, B) are using too much finger under the string, or,
C) both. Students should be reminded to play “softly” or “easily” if they show these problems
and must be constantly corrected and reminded.
3) The right wrist of many students will “collapse” and lay almost flat to the soundboard of the
guitar. It is important that the wrist stay arched to create space for the big-knuckle stroke.
It should be communicated from the outset that first semester exam grades are based largely on
perfection of right hand set up. Tone is extremely important and an indicator of correct right
hand position. Cue the students to execute great tone at all times. The teacher must be able to
model good and bad tone.
Sequence 1/2-Week 2
It is recommended that the first day of instruction of week 2 is spent playing the guitar and
reviewing material from week 1. Students will then begin to read short pieces involving open G
and B strings. Here, they will learn about the fundamentals of reading including basic rhythm,
note value, the staff, time signature and clef. Only introduce terms and concepts necessary to
read the pieces they are playing.
At this point new concepts communicated include:
Reading G and B – Concepts of notation and lettering will be applied to the guitar only with G
and b – open strings 3 and 2 in week 2. B will be played with I while G will be played with P –
thereby working directly from technical strength developed in week 1. It is reasonable to expect
that after reading and saying letters of repertoire pieces and sight reading exercises, and counting
and clapping rhythms, that students will have achieved relative fluency reading G and D in
quarter notes and eighth notes by the end of week 2.
Shifting Exercise – See “Technical Exercise Number 4”. Students place a left hand finger on
string three fret 1 and play once with right hand thumb. Shifting up and down one fret at a time
they learn to focus on finding and placing right behind the fret with the fingertip repeatedly with
controlled complexity.
Maintain Technical and Musical Focus – This is just a reminder. Everything taught is
cumulative. It is extremely important in level 1 that students are constantly reminded to keep the
right wrist up, forward, and straight, to keep the finger up and over the strings and curved and
relaxed, that I moves sideways through the string, past P, and into the hand, and that only a little
bit of finger is required. Even if the exercise involves reading G and B in various simple
rhythms, the instructor must maintain at least half of his or her focus on these important technical
issues. Students should also be directed to perform beautifully, rhythmically, and with all
written dynamics. These musical directives, rather than making things confusing or
overwhelming, often make the music more interesting and the repetitions less tedious. See
“Additional Comments” below.
Recommended Repertoire:
Motion Study
Spy Tune – All voices
Exercise 1-4
Level 1 Sight reading exercises
Addition System 1-4
Quiz
The written portion of the Quiz 1/2 will precisely resemble the worksheet completed earlier in
the week and involve identification of notational system elements, notes, rhythms, etc. Right and
Left Hand ID can be included as well (PIMA, 1234) along with guitar anatomy (strings, neck,
bridge, frets, etc.).
The performance portion will include group and individual performances of fixed finger P and I
repertoire pieces and sight reading examples, group performances of exercise 4 and an ensemble
performance of rote material.
Pieces should be directed to be performed with:
1)
Perfect set up
2)
Expressive indications
And will be graded according to the performance checklist
Additional Comments:
The primary goal of week 2 is to maintain the excellent technical set up accomplished in week 1
while providing conceptual framework and a small amount of complexity to expand the students’
application of their technical abilities. At the same time, the tasks are simple enough that there is
plenty of room for discussion of dynamics, and accurate execution of those dynamics.
It should be noted that a tremendous amount of repetition of this relatively simple material is
required and there are plenty of ways to make those repetitions interesting for the students, for
example: (instructor has taught class to perform 2 lines of music involving G and B open with
quarter and eighth note rhythms and instructor accompaniments. Some students have it, some do
not, the instructor wishes to repeat the 2 lines 20 times and says, for example), “Okay everyone
repeat these two lines: forte, piano, slow and loud, fast and furious, slow and thinking only about
your I finger traveling past your thumb, watching your right hand and keeping up and over the
strings, sitting up tall!, line 1 only, line 2 only, section ones only – play loud, section twos – play
soft, everyone together”, etc. (between each repetition there is room for a quick individual
comment or group praise, etc.).
Sequence 1/3-Week 3
New in the third week is the introduction of the M stroke. If the hand position is well established
and the I stroke is generally understood, then learning the M stroke usually provides little
challenge. Students should be reminded that, thanks to a straight and high right wrist, I travels
sideways through the string, past P and under the hand and M does the same. Letters, rhythms
and notational concepts can be reviewed with the addition of tempo indications, crescendo and
decrescendo markings. This week can also include the introduction of a new or extended rote
piece. Rests are introduced.
New concepts communicated include:
M Stroke – Use “Singles P, I, M” (Technical exercise 5). When M is played, be sure that I and
P are fixed and that A and pinky move with M – three fingers moving together from the big
knuckle inside the hand and past I. M travels sideways through the string, past P, and under the
hand moving primarily from the big knuckle.
Crescendo, Tempo Markings –It is extremely important that they be applied in all music and
sight reading examples also! The use of decrescendo at the end of most pieces of phrases is
particularly effective, most students are able to recognize that getting softer at the end of a piece
of music provides a sense of finality.
New Note E – Open string 1 must be played with M. Students should be sight reading G and B
open and saying the letters while they play. P plays G, I plays B, and M plays E. As always, the
instructor must maintain focus on excellent technique, and convincing musicality even as
students are learning to read new material.
Rests – Begin assigning sightreading examples with rests.
Recommended Repertoire:
Spy Tune
Exercise 4
New:
Exercise 5
Minor Waltz
Sight reading with the note B
Addition System 1-4
Quiz
The written portion of the Quiz 1/3 will precisely resemble the worksheet completed earlier in
the week and involve identification of notational system elements, notes, rhythms, etc. Right and
Left Hand ID can be included as well (PIMA, 1234) along with guitar anatomy (strings, neck,
bridge, frets, etc.) and the new expressive and tempo concepts.
The performance portion will include group and individual performances of fixed finger P, I and
M repertoire pieces and sight reading examples, group performances of exercise 4 and an
ensemble performance of rote material.
Pieces should be directed to be performed with:
1)
Perfect set up
2)
Expressive indications
And will be graded according to the performance checklist
Sequence 1/4-Week 4
In the fourth week of instruction, students learn to read the remaining open strings, which require
the explanation of ledger lines. Students continue study of basic musical concepts and
incorporate ledger lines for which students will need to “count” down lines and spaces to
determine note names. Students will be taught quarter note and eighth note rests which will also
be incorporated into repertoire and must be conceptually reinforced with counting and clapping
or tapping.
At this point concepts communicated include:
Open Strings Low and High E and Low A – These should be relatively easily acquired.
Students can use sight reading examples to learn these notes. They should always say these
notes while they play them in groups. Sight reading examples never stray beyond three adjacent
strings allowing students to set up P, I, and M and execute proper strokes. Sight reading and
repertoire examples contained on the bass strings (4, 5 and 6) can be executed entirely with the
thumb, now, leaving I and M fixed on strings 2 and 3.
Ledger Lines – A simple enough concept to introduce. However, this is a perfect opportunity to
underscore the “ladder” or “step” arrangement of music. That is: if a note goes up from one line
to the space above it, or one space to the line above it, then it is called one letter higher in the
alphabet. The same is true descending. With this concept, students can “figure out” the notes of
the ledger lines above or below the staff by “counting” up or down from the staff with which, at
this point they are familiar. Once again, they will not be able to read any of these notes on the
guitar (except for the open strings 5 and 6, which they will quickly memorize).
Rests – Rests, again, are simple to explain but must be practiced with ample counting and
clapping or tapping. Repertoire and sight reading examples will incorporate rests and should all
be counted out loud, clapped or tapped, and played while counting.
Recommended Repertoire:
Minor Waltz
Spy Tune
Exercises 1-5
Sight Reading
New:
Night Club or Turkish Song
Addition System 1-4
Quiz
The written portion of the Quiz 1/4 will precisely resemble the worksheet completed earlier in
the week and involve identification of notational system elements, notes, rhythms, Right and Left
Hand ID, guitar anatomy, expressive and tempo concepts, rests and ledger lines.
The performance portion will include group and individual performances of fixed finger P, I and
M repertoire pieces and sight reading examples, group performances of exercise 4 and an
ensemble performance of rote material.
Pieces should be directed to be performed with:
1)
Perfect set up
2)
Expressive indications
And will be graded according to performance checklist
Additional Comments:
With the emphasis on counting, clapping and tapping rhythms and saying letters, the division of
the class into three sections can become extremely useful. For example, while section one plays
a sight reading example, section two can count or say letters, while section three claps or taps.
This is a good week to identify certain students in need of extra attention, talk to them
individually, address their parents, and remind them that the mid-term exam is approaching. If
the students are having serious issues it will almost always be a lack of attention to right-hand
set-up and stroke execution. If this is the case, they must understand that they cannot pass the
mid-term exam unless their I and M strokes go through the string “sideways”, moving primarily
from the big knuckle, past P and inside the hand because their wrists are high and straight and
their fingers are “up and over” the strings, curved and relaxed. None of this should be news to
them, of course, because by now they should have gotten plenty of feedback from previous
classes and exams, but bringing the parents in may be very helpful.
Sequence 1/5-Week 5
Week five of instruction is somewhat flexible. Students will be asked to reinforce all concepts
and skills learned thus far through individual and small group performance.
New concepts communicated include:
Sectional Rehearsal – This will be the first time you ask these students to self-govern.
Designate a section leader (the section leaders can change) and give them specific goals. One
possibility is to have a student lead the group in various warm up activities (exercise 4 and 5),
then break the section into 3 even smaller sections in which they can practice playing some of
their ensemble repertoire. Have the small groups perform small sections of music for the class
and invite comments from the other students. Emphasize musicality, rhythmic accuracy, absolute
simultaneity of players on the same part, dramatic dynamic changes, etc. Students may also quiz
each other on the mid-term exam using their Study Guides. The more specific your directives
are in these sectionals the better! For example: instruct each student to ask the student to their
right 2 questions, after which a designee will lead the warm ups, after which another designee
will lead the sectional repertoire rehearsal to prepare for the performance or competition.
Quiz
Quiz 1/5 will focus on the cumulative display of all knowledge and skills to this point and will
reflect the worksheet given to the class at the beginning of the week
Sequence 1/6-Week 6
Week six of instruction is also flexible. The last day(s) of week six is the midterm performance
exam (performance exam 5) which, because it involves performances by trios and peer
assessment, will probably require one to two days to complete. Every student should have at
least one opportunity to play in front of the class in trio format in the days leading up to the
exam. The preceding days therefore are used as trio performance workshops, and rehearsal
opportunities in large ensemble or, again, in sectionals with individual instruction. Because the
exam involves small group performances and a large group performance with an outside
evaluator, students must learn basics of performance etiquette. Trios will be chosen at random
on the day of the exam, and will be asked to sight read an example together (instructor will
“count off”), and perform one exercise and one repertoire selection, each member to a part.
New concepts communicated include:
Performance Etiquette – Absolute silence before playing. Individuals in the trios should wait
before playing, take a moment to think about what they are about to do, position hands precisely
before playing, complete the piece convincingly by staying “in character” until several seconds
following the last sound, and standing and bowing together at applause. At this level, trios will
be started by counting from the instructor.
Sequence Document
“Spy Tune” by Travis Marcum and Matthew Hinsley
“Spy Tune” is typically the first piece that the students learn on the first full day of class. This
piece is taught entirely by rote. The focus of “Spy Tune” is to give immediate musical context for
the technical prior lesson. Frequent modeling by the teacher is essential for the success of this
lesson.
Sequencing
Students will:
1.
Sit in predetermined seat as they walk in
2.
Leave book bag and guitar case at the back of the classroom
3.
Sit without speaking or playing as the teacher tunes guitars
4.
Watch teacher set up footstool and put it under left foot
5.
Set up footstool adjusting height for comfort
6.
Listen to teacher identify parts: body, headstock, neck, strings 1-6, sound hole
7.
Raise hand to identify part of guitar teacher points to
8.
Sit with proper guitar position imitating each step after teacher
a. Place left leg on footstool
b. Sit at the front of chair
c. Lay guitar across left thigh
d. Relax shoulders
e. Raise the headstock of the guitar to eye level
f. Face guitar straight up and down, not angled back
g. Lay right arm on the edge of the guitar, just in front of elbow
h. Position right hand just behind the sound hole
i. Curve and relax right hand fingers
j. Straighten right wrist
k. Place left hand thumb up-and-down, not sideways, on back of neck
l. Straighten left wrist, not bowed in or out
m. Situate left hand so that knuckles are parallel to strings
9.
Repeat these steps as a class
10. Place P, I, and M on treble strings 3, 2, and 1
11. Watch teacher play open B string with I finger moving across string from big knuckle
(Teacher demonstrates good tone and bad tone)
12. Class plays open B string with I finger
13. Listen to teacher play open B string with “Spy Tune” rhythm saying “Long, long, short”
14. Class plays open B with I finger in “Spy Tune” rhythm
15. Listen to teacher play “Spy Tune” with left hand speaking the fret number as he or she
plays. “0-0-0, 1-1-1, 2-2-2, 1-1-1, 0-0-0”
16. Play Spy Tune “theme” making sure left hand fingers are pressing down on the tips
17. Play high E “drone” using same rhythm and right hand finger moving I finger down to
string 1 (do this as a class, then split students into “theme” and “drone” groups)
18. Play together alternating theme and E drone
19. Play in small groups of students/individually as directed by teacher
20. Listen to teacher play “Spy Tune” with written dynamics
21. Play “Spy Tune” with dynamics. Teacher plays bass line
* After the students have played this piece for a few days, the teacher can introduce M finger and
have the students play both parts 1 and 2 together using I and M fingers at the same time.
Spy Tune
(Level 1 taught by rote)
Hinsley, Marcum
»¡¡º
q
# 4 œi . œ . œ œ . œ . œ œ . œ . œ œ . œ . œ œ . œ . œ œ . œ . œ
& 4
Guitar 1
Guitar 2
Guitar 3
7
Gtr. 1
Gtr. 2
Gtr. 3
Gtr. 2
Gtr. 3




# 4
& 4




œ. œ. œ œ. œ. œ
i


# œ. œ. œ
œ. œ. œ
œ. œ. œ
œ. œ. œ
œ. œ. œ
œ. œ. œ
# #œ. œ. œ
&
œ. œ. œ
œ. œ. œ
œ. œ. œ
#œ. œ. œ
œ. œ. œ





&
&
#

# œ.
& ..
œ. œ
œ.
œ. œ
œ.
œ. œ
œ.
#
& .. œ .
œ. œ
œ.
œ. œ
#œ.
œ. œ
œ.
13
Gtr. 1
#
& 44
Repeat as necessary
# .
& .
j
œœœ ˙
p
j
j
œ œœœ ˙
j
j
œ œœœ ˙
©2007
œ . œ .. w
p
œ . œ .. w
p
j
j
œ œœœ ˙
j ..
œ w
p
Spy Tune
(Level 1 taught by rote)
q
»¡¡º
# 4 œi .
& 4
5
&
9
&
œ.
œ.
œ.
œ
œ.
œ.
œ
œ.
œ.
œ
# œ.
œ.
œ
œ.
œ.
œ
œ.
œ.
œ
œ.
œ.
œ
# œ.
œ.
œ
œ.
œ.
œ
œ.
œ.
œ
œ.
œ.
œ
œ.
œ.
as necessary
# Repeat
œ
œ. œ œ.
.
& ..
13
œ
Hinsley, Marcum
œ.
œ
©2007
œ
œ.
œ.
œ .. w
p
Spy Tune
(Level 1 taught by rote)
q
»¡¡º
4
# 4
& 4
#
& œ.
9
œ.
œ
1
2
œ. œ. œ œ. œ. œ #œ. œ. œ
i
œ.
œ.
as necessary
# Repeat
& .. œ . œ . œ œ . œ . œ
13
Hinsley, Marcum
œ
#œ.
#œ.
œ.
©2007
œ.
œ
œ
œ.
œ1 . œ . œ
œ.
œ . œ . œ .. w
p
œ
Spy Tune
(Level 1 taught by rote)
q
»¡¡º
12
# 4
& 4
# .
& .
13
Repeat as necessary
j
œ 2œ œ ˙
p
Hinsley, Marcum
j
j
œ œœœ ˙
3
j
j
œ œœœ ˙
©2007
j
j
œ œœœ ˙
j ..
œ w
p
Spy Tune
(Optional part with I and M together)
»¡¡º
q
# 4 mœ .
& 4
Guitar 1
# mœ ..
& œ
œœ ..
œœ
# œœ ..
&
œœ ..
œœ
5
Gtr. 1
i
9
Gtr. 1
# œ.
& .. œ .
13
Gtr. 1
œ.
œœ .. œœ
Repeat as necessary
1
œ
œ.
œ.
œ
œœ ..
œœ ..
œœ
# œœ ..
2
œœ ..
œœ
œœ ..
1
œœ ..
œœ
œœ ..
œœ ..
œœ
# œœ ..
œœ ..
œœ
œœ ..
œœ ..
œœ
œœ .. œœ
œœ ..
œœ ..
œœ .. œœ
# œœ ..
©2007
œ.
Hinsley, Marcum
œ.
œ
œ.
œ.
œœ .. œœ .. w
p
œ
Beginnings
Score
(Alternate Title to be Determined by Class)
>m m i i
>
>
œœœœ > œœ œœœœ
2
œ
œ
&4 œœ
œœ
p
m
p p i i
m
>
œ
œ
2 ∑
∑ Œ œ œ œ œ
&4
>
*Tap bridge with left hand
p
Keep right hand in playing position
2 >¿ ¿ >¿ ¿ ¿ >¿ ¿ >¿ ¿ ¿
&4
p
q = 100
p p
Guitar 1
Level 1
Guitar 2
Level 1
Guitar 3
Level 1
9
Gtr. 1
Gtr. 2
i i
>œ >œ >œ >œ >œ >œ >œ >œ ˙
œ
œ
œ
œ
&œœœœ
p
F
i
i
œ
œ
œ
œ
œ
œ
œ
œ
˙
&œœœœ œœœœ
p
F
p
m
&œœœœ œœœœ œœœœ œœœœ
F
1
2
‚ ‚2
‚ ‚
3
19
‚
‚
‚ ‚
‚ ‚
&
F
ƒ
·
·
·
·
&·
p
Gtr. 3
Gtr. 1
Gtr. 2
Gtr. 3
&·
·
F
·5
F
p
·
ƒ
·
ƒ
˙
F
˙
F
˙
˙
p F
‚ ‚
..
p
·
..
·
..
©ACGS 2011
Travis Marcum
>
>
>
œœœœ > œœ œœœœ
œ
œ
œœ
œœ
>
>
i i
œœœœ œœœœ œœœœ œœœœ
>
>
>
¿ ¿
>
>
¿ ¿¿ ¿ ¿
#˙
˙
1st String Fret 2
m
2
ƒ
˙
>
¿ ¿
‚
p‚
.. ..
π
3
2
i
‚ ‚2
i
1
m
·
˙ .. .. p· 4
π
ƒ P
Harmonics on fret 12
2˙
˙ .. ..p ·
·
p
6
3rd String Fret 2
π
ƒ
Harmonics on fret 12
U¥
‚
‚
¥¥
‚ ‚
˙ ˙
p
ƒ
F
#˙
˙
˙ ˙ #U˙˙ 2
˙
1st String Fret 2
ƒ rit.
F
˙
ƒ
rit.
Harmonics on fret 12
˙
˙
F
˙
U
·
p6
Beginnings
Guitar 1
Level 1
(Alternate Title to be Determined by Class)
Travis Marcum
>m m i i
>
>
>
>
œœœœ > œœ œœœœ > œœ œœœœ > œœ œœœœ
2
œ
œ
&4 œœ
œœ
œœ
œœ
p
1
2
‚ ‚2 3 ‚2
1st
String
Fret
2
3
m
10
‚
i
m
i
‚
>œ >œ >œ >œ >œ >œ >œ >œ ˙
p‚
m# ˙
˙
˙
.
.
œ
œ
œ
œ
2
. .
&
π
p F ƒ
Harmonics on fret 12
‚ ‚
‚ ‚
‚ ‚
21
‚ ‚
‚ ‚
‚ ‚
..
˙
˙
&
F
ƒ
ƒ
F
q = 100
p p
i i
©ACGS 2011
œœœœ
F
1
‚ ‚2
p
U¥
¥¥
p
Beginnings
Guitar 2
Level 1
(Alternate Title to be Determined by Class)
q = 100
& 42
∑
∑
>œmœm i i
>
>
Œ œœ œœ
œœœœ œœœœ œœœœ œœœœ œœœœ
>
>
>
p
F
p
&œœœœ œœœœ œœœœ ˙
p
10
&·
22
i
i
·
ƒ
·
Travis Marcum
p
i
˙
F
.. # ˙
ƒ
i
˙
ƒ
1st String Fret 2
·
˙ .. .. p· 4 ·
π
P
Harmonics on fret 12
˙
rit.
©ACGS 2011
˙
F
˙
·
#U˙˙ 2
˙
·
F
Beginnings
Guitar 3
Level 1
(Alternate Title to be Determined by Class)
Travis Marcum
q = 100
p
>
>
>
>
>
>
>
>
2
¿
¿
¿
¿
¿
¿
¿
¿
¿
¿
¿
¿
¿
¿
¿
¿
¿
¿
¿
&4
œœœœ œœœœ
p
F
*Tap bridge with left hand
Keep right hand in playing position
11
&œœœœ œœœœ ˙
p
&·
24
p
..
˙
ƒ
˙
F
rit.
˙ ˙ ..
3rd String Fret 2
ƒ
2
p
˙
..
p· 6
π
·
Harmonics on fret 12
˙
F
©ACGS 2011
·
·
˙
·5
F
·
p
·
ƒ
U
·
p
6
Sequence Document
“Respiration” by Matthew Hinsley
This music should be handed out to all students, but taught by rote. It is advised that all students
play part three, using only left hand second finger, in unison first. Once the performance is
accurate and dynamic elements are being executed satisfactorily, then introduce Part 2 and
placement of left hand first finger. Upon satisfactory completion of Part 2, the two parts may be
combined - with half of the class on each part. Last, we recommend introducing pinky placement
while learning Part 1. Each day, or throughout each class period, freely rotate which section of
your class plays which part.
The teacher gives the directive ON/OFF or PLACE/LIFT as students add or remove
appropriate fingers to and from the string. The teacher will stop giving directives for the last
segment (measure 7 to the end). At this point, students independently place and remove fingers
from the string.
The final bar requires students to slide a left hand finger up the neck one fret at a time. Make
sure students stay relaxed, placing the proper finger just behind the correct fret while keeping the
left hand thumb in a supporting position (i.e. the thumb moves with the left hand, maintaining
the same supporting position behind the guitar neck regardless of which fret is played).
Keep in mind that, even though this is a carefully constructed technical piece of music designed
to introduce left hand placement in a repetitive manner, the primary goal of this - and every piece of music should be joyful, expressive music making.
Respiration
Guitar
Level 1
Matthew Hinsley
Breathing q = 60
œm
4
0œ
& 44
p
OFF
Guitar 1
Level 1
& 44 0 œ
p
Guitar 2
Level 1
f
ON
i
i
f
& 44 0œ
p
Guitar 3
Level 1
ON
p
p
2
Gtr. 1
&
œ
œ
œ
Gtr. 2
&œ
œ
œ
Gtr. 3
&œ
œ
œ
œ
& ..
p
œ œ
œ
f
œ
p
œ
p
œ
f
OFF
0
ON
OFF
œ
p
p
0
œ
simile
f
0
ON
œ
f
œ
œ
p
ON
2
4
4
œ
f
simile
0
œ
p
2
œ
œ œ œ
œ
œ
œ œ œ œ œ œ œ œ œ œ œ œ œ
œ
œ œ œ
œ
œ
œ œ œ œ œ œ œ œ œ œ œ œ œ
œ
œœœœœ œ
œ
œ œ
f
œ
p
œ
œ œ
p
œ
œ œ œœœ

f
p
œ
œ
œ
œ œ œœœ œ
p
p f
œ
œ
f
œ œ œ œ œ œ œ œ œ œ œ œ œ
Stop ON and OFF directives. Students place and remove fingers independently.
Gtr. 3
f
0
œ
& .. œ œ œ œ œ

f
& .. œ œ œ œ
f
p
1
œ
p
simile
œ
Stop ON and OFF directives. Students place and remove fingers independently.
Gtr. 2
œ
4
ON
œ œ œ
Stop ON and OFF directives. Students place and remove fingers independently.
7
Gtr. 1
œ
p
œ
i
p
(string 1, fret 3)
œ
3
œ
p
ON
OFF
œ
f
f
i
(string 2, fret 1)
OFF
p
0œ
OFF
m
OFF
œ
1
ON
m
(string 1, fret 3)
OFF
œ
4
0 œ
OFF
ON
m
œ
f
œ
p
œ
p
œ
p
rit.
slide finger 4, first string
frets 3, 4, 5, 6, 7
4
4
œ
œ
#
œ
U
œ
œ
œ
#
œ
œ
œ ..
œ
œœ
0
p
f
p
rit.
œ
œ
slide finger 1, second string
frets 1, 2, 3, 4, 5
1
œ œ .. œ1 # œ œ # œ œ 0 Uœ
p
p
rit.
slide finger 2, third string
frets 2, 3, 4, 5, 6
œ
œ
U
œ
#
œ
a
œ
.
œ
œ œ . œ #œ
p
p
2
2
..
..
..
“Motion Study”: Level 1
Sequencing Document
“Motion Study” is a Level one piece intended for the first two weeks of
instruction. The students will be reading open strings D and G with note values of
quarter, eighth, and whole notes. It would be appropriate to complete a few Level 1 sightreading examples with the students before starting this piece. Part 4 of “Motion Study” is
the teacher part. The accompaniment part can be played in any rhythm or chord shape
that the teacher chooses. Parts 1-3 utilize the same skills. So it is not necessary for every
student to play every part, however, there is no harm in doing this for variation.
Sequencing is as follows: The Student Will
1. Get into good playing position
2. Place P-finger on string 4, I on 3, and M on 2
3. Left hand remains in good position on the neck even though it does nothing in this
piece
4. Play quarter-note Ds with the thumb written either on the board or on a page in
front of them
5. Play quarter note Gs with I
6. Play quarter-note D,G,D,G using P-I-P-I
7. Play a random assortment of Ds and Gs with whole, quarter, and eighth-note
values reading the notes from the staff that the teacher has written
8. Play “Motion Study” in 4 bar increments putting larger phrases together as the
class goes on
9. Play “Motion Study” with perfect rhythm and dynamics
*Troubleshooting:
Always keep a close eye on right hand stroke. When the student plays eighth-note
D-G-D-G, the tendency will be to shorten the I-finger stroke. Make sure I moves past
the thumb always. Call on small groups of three to play with you to identify
individual issues.
Motion Study
Etude for Guitar Ensemble
Travis Marcum
Score
Guitar 1
Level 1
Guitar 2
Level 1
Guitar 3
Level 1
6
Gtr. 1
Gtr. 2
Gtr. 3
&w
i
4
&4 w
F
i
4
&4 w
F
p
4
&4 w
F
w
i
œœœœœœœœ œœœœœœœœ w
p i
w
w
œœœœœœœœ
p
w
w
w
w
F
w
œ œ œ œ w
F
w
w
w
ƒ
& œœœœœœœœ w
ƒ
&w
p i p i
w
i
œ œ œ œ
ƒ
w
œœœœœœœœ œœœœœœœœ
F
w
©2006
2
11
Gtr. 1
Gtr. 2
Gtr. 3
&œ œ œ œ
p
&œ œ œ œ
p
&œ œ œ œ
p
16
Gtr. 1
&w
Gtr. 2
&w
Gtr. 3
œ œ œ œ
œ œ œ œ
œ œ œ œ
œ œ œ œ
p
œ œ œ œ
p
&œœœœœœœœ œ œ œ œ
p
œ œ œ œ
ƒ
œ œ œ œ
w
œ œ œ œ
ƒ
œ œ œ œ
w
œ œ œ œ
ƒ
œ œ œ œ
œ œ œ œ
œ œ œ œ
œ œ œ œ
p i
p i
œœœœœœœœ
œ œ œ œ
ƒ
œ œ œ œ
œ œ œ œ
ƒ
œ œ œ œ
œ œ œ œ
ƒ
œ œ œ œ
21
Gtr. 1
rit.
&œ
rit.
Gtr. 2
&œ
rit.
Gtr. 3
&œ
3
œ
œ
œ
œ
œ
œ
œ
œ
œ
œ
œ
œ
œ
œ
œ
œ
œ
œ
œ
œ
œ
w
p
w
p
w
p
Motion Study
Etude for Guitar Ensemble
Travis Marcum
Guitar 1
Level 1
i
4
&4 w
F
w
œœœœœœœœ œœœœœœœœ w
p i
i
7
&w
ƒ
w
15
&w
21
rit.
&œ
w
F
œ
œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ
p
ƒ
w
w
œ œ œ œ
p
œ
œ
œ
w
œ
œ œ œ œ
œ
©2006
œ
œ œ œ œ
ƒ
w
p
œ œ œ œ
Motion Study
Etude for Guitar Ensemble
Travis Marcum
Guitar 2
Level 1
i
4
&4 w
F
w
w
i
7
&w
ƒ
11
&œ
p
œ
15
&w
21
rit.
&œ
œ
œ
w
œ
w
œ
œ
œ
œ œ œ œ
p
œ
œœœœœœœœ œœœœœœœœ
œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ
F
w
œ
p i p i
œ
œ
œ
œ œ
ƒ
œ œ œ œ
œ
©2006
œ
œ
œ
œ
œ œ œ œ
ƒ
w
p
œ
œ
œ
œ œ œ œ
Motion Study
Etude for Guitar Ensemble
Travis Marcum
Guitar 3
Level 1
p
4
&4 w
F
9
&w
F
15
p i
p
w
w
w
œ œ œ œ
p
p i
w
w
œ œ œ œ
w
œ œ œ œ œ œ œ œ
ƒ
œ œ œ œ
ƒ
œ œ œ œ
&œœœœœœœœ œœœœœœœœ œ œ œ œ œ œ œ œ œ œ œ œ
p
ƒ
20
&œ
œ
œ
œ
rit.
œ œ œ œ œ œ œ œ
©2006
w
p
“Minor Waltz”: Level 1
Sequencing Document
“Minor Waltz” is intended to be introduces in the middle of Level 1. The student
will learn 3/4 time signature, quarter rest and reinforce good, big-knuckle stroke. There is
one fingered note in each part of “ Minor Waltz” and these will be taught by rote when
they come up. It is not important that the student know what this note is. Use the finger
number and string number when addressing these notes as apposed to letter names.
Sequencing is as follows: The Student Will
1. Get into perfect playing position:
A. Part 1 and 2 with thumb on string 3, G
B. Part 3 with thumb on string 4, D
2. Play open strings P, I, and M to check for good stroke
3. Part 3 watches the teacher play the fingered E string 4 fret 2 with P
4. Part 3 finds that note with good left hand position and plays with the teacher
5. Parts 1 and 2 listen to teacher model their part mm 1-4 paying close attention to
the rest (finger returns to the string to stop the sound during a rest)
6. Play “Minor Waltz” mm 1-4
7. Play mm 5-8
8. Play 1-8
9. Part 1 watches the teacher play fingered note C string 2 fret 1
10. Part 1 finds that note with good left hand position and plays it with the teacher
11. All parts listen to teacher play mm 9-12 noticing that the rhythm has changed for
parts 1 and 2
12. All parts play mm 9-12 with good tone
13. All play 1-12 with perfect rhythm, good tone and written dynamics (repeat at will)
14. Part 2 watches teacher play fingered note A string 3 fret 2
15. Part two finds that note with good left hand position and plays it with teacher
16. All play mm 10-13 noting rhythm has changed back to the way it was in m. 1
17. All play mm 9-13 with good tone, perfect rhythm, and dynamics (repeat)
18. Play mm 1-16 (repeat with small groups)
19. Part 3 watches teacher play D# string 4 fret 1
20. Part 3 finds that note with good left hand position and plays with teacher
21. All listen to teacher play the last 4 measures of the piece
22. Play mm 17-20
23. Play “Minor Waltz” with great tone, perfect rhythm, and all dynamics
*Troubleshooting
“Minor Waltz” can be played all parts at the same time by one person fairly
easily. The students will benefit greatly if the teacher can model all parts at the same time
to show rhythm changes in measures 9-16. This piece is very effective for teaching wide
dynamic range. Emphasize extremely quiet pianissimo and thundering fortissimo without
buzzing.
Minor Waltz
Score
Guitar 1
Level 1
Guitar 2
Level 1
Guitar 3
Level 1
7
Gtr. 1
Gtr. 2
Gtr. 3
Gtr. 1
Gtr. 2
Gtr. 3
q
Travis Marcum
»¡ºº
# 3 Œ œi œ
& 4
Œ œ œ
Œ œ œ
Œ œ œ
Œ œ œ
Œ œ œ
# 3Πp
& 4 œ œ Œ œ œ
p
# 3 p
& 4 2˙ .
˙.
string 4, fret 2
2
p
Œ œ œ
Œ œ œ
Œ œ œ
f
Œ œ œ
p
˙.
2
2, fret 1
# Œ œ œ Œ œ œ ˙string
˙.
.
1
&
p
f
˙.
2
˙.
p
f
˙.
f
0
˙.
˙.
0
Œ œ œ
f
string 3, fret 2
# Œ
&
œ œ Œ œ œ Œ œ œ Œ œ œ Œ œ œ Œ œ œ Œ 2œ œ
p
f
p
f
#
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.
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2
2
2
2
0
2
0
p
f
f
p
H12
rit. second time · .
14
# Œ œ œ Œ œ œ Œ œ œ Œ œ œ Œ œ œ p œi œm p String 1 .
.
&
œ
π
p
ƒ
rit. second time
H12
i m p· .
p
# Œ
œ
String 3 .
œ œ Œ œ œ Œ œ œ Œ œ œ Œ œ œ œ œ
.
&
π
p
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rit. second time
string 4, fret 1
H12
#
..
& ˙.
.
.
.
.
˙
˙
˙
·
#
˙
#
˙
.
.
2
2
2
1
2
String 6
1
p
π
ƒ
©2007
Minor Waltz
Guitar 1
Level 1
#
q
Travis Marcum
»¡ºº
# 3 Œ œi œ Œ œ œ Œ œ œ Œ œ œ Œ œ œ Œ œ œ Œ œ œ
& 4
f
p
p
string 2, fret 1
˙
˙.
.
Œ
œ
œ
1
&
f
8
# Œ
&
16
œ
œ
Œ
œ
ƒ
˙.
œ
p
Œ œ œ Œ œ œ Œ œ œ
˙.
Œ
œ
©2007
œ
f
œ
rit. second time
m
i
p
œ œ
π
p
p
· .String 1
H12
..
Minor Waltz
Guitar 2
Level 1
#
q
Travis Marcum
»¡ºº
# 3Πp
& 4 œ œ Œ œ œ Œ œ œ Œ œ œ Œ œ œ Œ œ œ Œ œ œ
p
f
p
& Œ œ œ Œ œ œ Œ œ œ Œ œ œ Œ œ œ Œ 2œ œ Œ œ œ
f
p
f
8
# Œ
&
œ œ
p
15
string 3, fret 2
Œ œ œ
Œ œ œ
ƒ
©2007
Œ œ œ
œ
œ œ
π
· . String 3 .
.
rit. second time
m p H12
i
p
Minor Waltz
Guitar 3
Level 1
q
Travis Marcum
»¡ºº
# 3 p
& 4 2˙ .
p
˙.
2
string 4, fret 2
#
& Œ œ œ
2
10
17
#
& #˙.
1
ƒ
string 4, fret 1
Œ
˙.
2
œ œ
0
p
˙.
2
Œ
0
œ œ
˙.
0
f
˙.
2
p
˙.
0
˙.
f
˙.
2
2
rit. second time
.
2˙
π
#˙.
1
©2007
˙.
2
˙.
p
2
·.
H12
String 6
Œ
2
œ œ
f
˙.
2
..
“Nightclub” Level 1
Sequencing Document
“Nightclub” is late Level 1 piece that uses different percussion techniques such as
muted strumming, clapping, and foot stomping. There are also lots of accents, repeat
signs, dynamic markings, and a coda that make this piece fun to play. It is appropriate for
all students to learn each part of “Nightclub” if there is time. There is only one fretted
note in the left hand that can be taught by rote to everyone. Sequencing is as follows:
Students will
1. Get into good playing position
a. P on 3rd string parts 1 and 2
b. P on 4th string part 3
2. (Part 3) Listen to teacher play mm 1-2 bringing attention to staccato markings
3. (Part 3) Play mm 1-2
4. (Part 1 and 3) Play mm 1-3
5. (Part 1&2) Watch teacher play fingered note C, string 2 fret 1 making note that
Part 1 plays this note in measure 28
6. (Part 2) Play mm 4,5
7. All play mm 1-8 with appropriate accents and dynamics
* Continue on with piece introducing new percussion techniques as they arise. Once
“Nightclub” is learned from beginning to end, address repeats and coda. It is
important that this piece is taken at the tempo given and that all accents are clear.
Nightclub
Score
Matthew Hinsley
% >i œm
>œ
0
c
!
Ó
œ
Ó
œ
!
!
&
0
f
fret 1, string 2
i
%
>œ
p > i
œ
c
!
!
!
Œ
œ
Œ
&
œ1 0
œ œ
0
f
%
p
p
c
Ó
Ó
Ó
Ó
& œœœ œœœ
0
œœ
œ. œ.
œ. œ.
œ. œ.
f
0. .
q = 138
Guitar 1
Level 1
Guitar 2
Level 1
Guitar 3
Level 1
8
Gtr. 1
Gtr. 2
Gtr. 3
Gtr. 1
Gtr. 2
Gtr. 3
œ œ œ Ó >œ œ Ó >œ œ !
Ó
!
1
&
f
>œ
>œ
>œ
>œ
Œ
œ
Œ
œ
!
!
Œ
œ
Œ
& œ
œ
œ
œœ
p
f
!
fret 1, string 2
Ó
Ó
Ó
œœœ œ œ
œ. œ.
œ. œ.
œ. œ.
œ. œ.
0. .
f
To Coda
17
>œ
>œ
œ
œ
œ
Ó
Ó
œ
Ó
œ
!
&
f
To Coda
> œ
>œ
Œ
œ
!
!
Œ
& œ
œ œ
f
To Coda
Ó
Ó
Ó
&
œ
œ
œ
œ. œ.
œ. œ.
œ. œ.
œ. œ.
f
&
Ó
p
© ACGS 2008
œ. œ.
Ó
Ó
>
>
Ó œœ Ó œœ
p
!
!
Ó
Ó
!
>
Œ œ œœ
p
œ. œ.
œ. œ.
p
>
>
Ó œœ Ó œœ !
p
!
œ. œ.
p
Ó
œ. œ.
œ œ œ ˘œ Œ Ó
Ó
œ. œ.
!
Ó
˘ with outside of right thumb
>œ
Œ œ œ œ Œ ¿ Œ ¿ Œ ¿ Œ
knock top-side of guitar
œ. œ.
œœœ
œ
fl
Œ Ó
!
Nightclub
2
24
!
>
>
>
>
Ó œœ Ó œœ Œœœœ Œœœœ Ó
f
!
Gtr. 1
&
Gtr. 2
&¿ Œ ¿ Œ ¿ ¿¿ ¿ ¿ ¿ Ó
Gtr. 3
&
stomp r. foot
!
œœœ œœœ
>œ
>œ
Œ
œ
Œ
& œ
œ œ
œœ
Gtr. 2
Gtr. 3
&¿ ¿ Ó
&
œœ
Ó
Gtr. 1
Gtr. 2
Gtr. 3
¿ ÀÀÀÀÀÀÀ
& ¿¿¿
¿¿
Ó
Ó
¿¿
œœ
!
Ó
¿¿
Ó
œœ
œœ
!
¿¿ ¿ Ó
!
& ¿ Œ ¿ Œ ¿¿¿ Ó
!
¿¿¿ ¿¿¿¿¿¿
!
¿¿¿
Ó
stomp r. foot
¿ ¿
!
D.S. al Coda
Ó
fi
œ œ
>œ
œ
Ó
Ó
Ó
¿ ¿ Ó
¿¿ ÀÀÀÀÀÀÀ
¿¿
¿¿
¿ ¿
!
¿¿¿
Ó
œ œ
Ó
¿ ¿
¿¿ ÀÀÀÀÀÀÀ
¿¿
¿¿
¿ ¿
Ó
˘
Ó œœœ œ Œ Ó
fi >
>œ ˘
œ
Œ
œ Œ œ œ œŒÓ
œœœœœœ œœœœœœ œ
D.S. al Coda fi
!
Ó
ŒÓ
¿¿¿¿¿¿
œœœ
œ. œ.
œ. œ.
œ
fl
D.S. al Coda
Ó
¿¿¿
¿ ¿ Ó
Ó
¿ ¿ ¿ ¿ ¿ ¿ ¿ ¿ ¿ ¿ ¿ ¿ ¿¿¿ ÀÀÀÀÀÀÀ
¿¿
¿
Ó
Ó
clap
mute strings & strum
knock top-side of guitar
with outside of right thumb
¿ ¿ Ó
&Œ Œ
39
œœ
!
32
Gtr. 1
Ó
¿¿
>œ
œ Ó
Nightclub
Matthew Hinsley
Guitar 1
Level 1
q = 138
&c
&Ó
13
&
20
&
&Ó
26
∑
> œ
œ
p
6
%
Ó
∑
Ó
∑
Ó
> œ
œ
f
>i œm
œ0 Ó
0
f
> œ
œ
Ó
>œ œ
Ó
p
œœœ
Ó
>œ œ
Ó
> œ
œ
∑
∑
>œ œ
1
f
fret 1, string 2
Ó
œœœ
Ó
∑
œ œ œ ˘œ Œ Ó
>œ
>œ
Œ
œ
Œ
& œ
œ œ
32
∑
> œ
œ
Ó
∑
>
Œ œ œ œ
∑
>
Œ œ œ œ
¿ ¿ Ó ¿¿¿ Ó ¿¿¿ ¿¿¿ ¿¿¿
&Œ Œ
©
> œ
œ
f
Ó
∑
∑
39
>œ œ
Ó
Ó
∑
D.S. al Coda
¿ ¿ Ó
clap
fi
∑
>To Coda
œ œ
∑
> œ
œ
Ó
∑
Ó
¿ ¿ Ó
> œ
œ
¿ ¿
˘
Ó œœœ œ Œ Ó
Nightclub
Matthew Hinsley
Guitar 2
Level 1
q = 138
&c
%
∑
∑
∑
>œ
>œ
Œ
œ
Œ
œ
& œ
œ
p
∑
8
15
&
∑
knock top-side of guitar
&¿ ¿ Ó
Ó
28
&¿ ¿ ¿ ¿
35
40
&
∑
¿ ¿
¿¿¿
¿¿ À À À À À À À
¿¿
¿¿
mute strings & strum
∑
∑
∑
To Coda
¿ Œ ¿ Œ
Ó
¿¿¿
∑
∑
>
>
Œ œ œ œ Œ œ œ œ
f
∑
>
>
Œ œ œ œ Œ œ œ œ
p
with outside of right thumb
˘
œ
Œ
¿ Œ ¿ Œ ¿ Œ
&
22
>
>
Œ œ œ œ Œ œ œ œ
f
fret 1, string 2
i
p
i
1
0
0
¿ ¿ ¿ ¿
Ó
¿¿ À À À À À À À
¿¿
¿¿
¿ ¿
Ó
∑
>
>
Œ œ œ œ Œ œ œ œ
f
stomp r. foot
¿ ¿
Ó
¿ ¿
Ó
knock top-side of guitar
with outside of right thumb
¿ ¿ ¿ ¿ ¿ ¿ ¿ ¿
¿¿ À À À À À À À
¿¿
¿¿
¿¿ À À À À À À À
¿¿
¿¿
fi >
˘
>
Œ œ œ œ Œ œ œ œ œ Œ Ó
œœœ œœœ œœœ œœœ
D.S. al Coda
© ACGS 2008
Nightclub
Matthew Hinsley
Guitar 3
Level 1
q = 138
Ó
&c œœœ œœœ
0
œ œ.
f
0.
7
&
14
&
21
&
26
&
œ. œ.
œ. œ.
p
œ. œ.
œ œ
33
&
%p
œ œ
p
Ó
œ. œ.
Ó
œœœ
Ó
&
œ.
œœœ œ œ
œ. œ.
0. .
f
œ. œ.
œ
fl
Ó
¿
œ œ
Ó
¿
œ. œ.
œ. œ. œ œ œ œ œ
. .
f
Ó
œ œ
Ó
∑
Œ
œ. œ.
Ó
Œ
œ œ
∑
¿¿¿
œ.
Ó
œ.
¿¿¿
œ. œ.
Ó
œ. œ.
Ó
To Coda
œ. œ.
∑
œ. œ.
Ó
Ó
Ó
œœœ œœœ
Ó
Ó
œ œ
¿ ¿
Ó
œ. œ.
p
Ó
Ó
stomp r. foot
œ œ œ
© ACGS 2008
Ó
œ. œ.
Ó
∑
Ó
Ó
œ.
Ó
Œ Ó
œ œ
&¿ ¿ Ó
fi
p
Ó
œ. œ.
38
44
Ó
œ. œ.
Ó
¿¿¿ ¿¿¿
œ
fl
Œ
œ œ
¿ ¿
∑
Ó
Ó
D.S. al Coda
Ó
Level 1 Sequence Doc
Ex. 1 - 3
•
•
•
•
•
•
•
•
•
•
Students identify time signature of exercise 1-3
Students scan over ex. 1 visually to look for notes and rhythms to be
played
Students practice counting and clapping/ and or singing through the
example.
Saying the note names in time
Saying the right hand finger in time
At this point students play ex. 1
Discuss what happened
o Was the rhythm played correctly?
o Were the notes played correctly?
o Was the exercise performed from beginning to end without
stopping?
Identify difficulties and then play the exercise once more, this time the
students can play along with the accompanying audio track
Identify difficulties and then move on to ex. 2 & 3
Follow the above sequence with ex. 2 & 3
Sight Reading Level 1
Thomas Echols
The third string "G"
1
4
&4 œ œ œ Œ
0
œ œ œ Œ
œ œ œ œ
œ œ œ Œ
œ œ œ Œ
œ œ œ œ
œ œ œ Œ
œ œ œ Œ
œ œ œ œ
œ œ œ Œ
p
The second string "B"
2
4
&4 œ œ œ Œ
0
i
The first string "E"
3
4œ œ œ Œ
&4
0
m
Level 1 Sequence Doc
Ex. 4 - 6
•
•
•
•
•
•
•
•
•
•
•
Students play through on exercise from the previous set as a warm up.
Students identify time signature of exercise 4-6
Students scan over ex. 1 visually to look for notes and rhythms to be
played
Students practice counting and clapping/ and or singing through the
example.
Saying the note names in time
Saying the right hand finger in time
At this point students play ex. 4
Discuss what happened
o Was the rhythm played correctly?
o Were the notes played correctly?
o Was the exercise performed from beginning to end without
stopping?
Identify difficulties and then play the exercise once more, this time the
students can play along with the accompanying audio track
Identify difficulties and then move on to ex. 5 & 6
Follow the above sequence with ex. 5 & 6
Sight Reading Level 1
Thomas Echols
4 Strings 3 and 2
4
&4 œ œ œ Œ
œ œ œ Œ
œ œ œ œ
œ œ œ Œ
5 Strings 2 and 1
4
&4 œ œ œ Œ
œ œ œ Œ
œ œ œ œ
œ œ œ Œ
œ œ œ Œ
œ œ œ œ
œ œ œ Œ
Strings 3 and 1
6
4
&4 œ œ œ Œ
Level 1 Sequence Doc
Ex. 7 - 8
•
•
•
•
•
•
•
•
•
•
•
Students play through on exercise from the previous set as a warm up.
Students identify time signature of exercise 7-8
Students scan over ex. 7 visually to look for notes and rhythms to be
played
Students practice counting and clapping/ and or singing through the
example.
Saying the note names in time
Saying the right hand finger in time
At this point students play ex. 7
Discuss what happened
o Was the rhythm played correctly?
o Were the notes played correctly?
o Was the exercise performed from beginning to end without
stopping?
Identify difficulties and then play the exercise once more, this time the
students can play along with the accompanying audio track
Identify difficulties and then move on to ex. 8
Follow the above sequence with ex. 8
Sight Reading Level 1
Thomas Echols
7
4
&4 œ œ œ Œ
œ œ œ Œ
8
œ
4
&4 œ
œ Œ
œ
œ Œ
œ
œ œ œ œ
œ œ œ Œ
œ œ
œ œ
œ œ œ Œ
Level 1 Sequence Doc
Ex. 9 - 12
•
•
•
•
•
•
•
•
•
•
•
Students play through on exercise from the previous set as a warm up.
Students identify time signature of exercise 9
Students scan over ex. 9 visually to look for notes and rhythms to be
played
o In this set, the rhythmic aspect is more challenging due to the
placement of rests within the measure. It is a good idea to make
sure to give sufficient time to the prereading methods that
emphasize rhythmic comprehension.
Students practice counting and clapping/ and or singing through the
example.
Saying the note names in time
Saying the right hand finger in time
At this point students play ex. 9
Discuss what happened
o Was the rhythm played correctly?
o Were the notes played correctly?
o Was the exercise performed from beginning to end without
stopping?
Identify difficulties and then play the exercise once more, this time the
students can play along with the accompanying audio track
Identify difficulties and then move on to ex. 10
Follow the above sequence with ex. 10-12
Sight Reading Level 1
Quarter and Half note rests. . . .
Thomas Echols
9
4
&4 œ Œ œ Œ
œ œ œ Œ
10
4œ œ Ó
&4
œ œ Ó
11
4
&4 œ Œ œ œ
12
œ
4
Œ
Œ
&4 œ
œ œ Ó
œ œ œ Œ
œ Œ œ Œ
œ œ
œ Œ
œ Œ œ œ
œ Œ œ œ
œ Œ œ Œ
œ Œ Œ œ
œ Œ œ Œ
œ Œ
œ
œ
Level 1 Sequence Doc
Ex. 13 - 17
•
•
•
•
•
•
•
•
•
•
•
Students play through on exercise from the previous set as a warm up.
Students identify time signature of ex. 13-17
Students scan over ex. 13 visually to look for notes and rhythms to be
played
Students practice counting and clapping/ and or singing through the
example.
o As this set introduces eighth notes, special care should be taken in
the counting, clapping and verbalizing (possibly using rhythmic
sentences) of the exercises.
Saying the note names in time
Saying the right hand finger in time
At this point students play ex. 13
Discuss what happened
o Was the rhythm played correctly?
o Were the notes played correctly?
o Was the exercise performed from beginning to end without
stopping?
Identify difficulties and then play the exercise once more, this time the
students can play along with the accompanying audio track
Identify difficulties and then move on to ex. 114
Follow the above sequence with ex. 14-17
Sight Reading Level 1
Thomas Echols
13
4
&4 œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ
14
œ œœœ œ œ
4
&4 œ œ œ œ œ œ œ œ œ œ œ œ
œ œœ œ œ
15
4
&4 œ œ œ œ œ œ
œ œ œ Œ
œ œ œ œ œ œ
œ œ œ Œ
16
4
&4 œ œ œ œ œ œ
œœœœœ œ
œ œœœœœ
œœœœœ œ
17
4
&4 œ œ œ œ œ Œ
œœœœœ Œ
œœœœœ Œ
œœœœœ œ
Level 1 Sequence Doc
Ex. 18 - 19
•
•
•
•
•
•
•
•
•
•
•
Students play through on exercise from the previous set as a warm up.
Students identify time signature of ex. 18-19
Students scan over ex. 18 visually to look for notes and rhythms to be
played
o This set uses eighth notes on the “and” of beats 2 and 4
Students practice counting and clapping/ and or singing through the
example.
o As this is the second set to introduce eighth notes, special care
should be taken in the counting, clapping and verbalizing (possibly
using rhythmic sentences) of the exercises.
Saying the note names in time
Saying the right hand finger in time
At this point students play ex. 18
Discuss what happened
o Was the rhythm played correctly?
o Were the notes played correctly?
o Was the exercise performed from beginning to end without
stopping?
Identify difficulties and then play the exercise once more, this time the
students can play along with the accompanying audio track
Identify difficulties and then move on to ex. 19
Follow the above sequence with ex. 19
Sight Reading Level 1
Thomas Echols
18
j
œœ‰œœœ‰œ œœ‰œœœ‰œ
4
‰ œj œ œ
& 4 œ œ ‰ œ œ œ ‰ œJ
J
J
œ
œ
J
J
19
j œœ
j œœ œœ‰œ
4
&4 œ œ ‰ œ œ œ
œœ‰œœœ
Jœœœœ œ œ ˙
Level 1 Sequence Doc
Ex. 20 - 23
•
•
•
•
•
•
•
•
•
•
•
Students play through on exercise from the previous set as a warm up.
Students identify time signature of ex. 20-23
Students scan over ex. 20 visually to look for notes and rhythms to be
played
o This set mixes half notes, quarter notes, and eighth notes
o ¾ time signature is used.
Students practice counting and clapping/ and or singing through the
example.
o As this is the second set to mix half, quarter, and eighth notes,
special care should be taken in the counting, clapping and
verbalizing (possibly using rhythmic sentences) of the exercises.
Saying the note names in time
Saying the right hand finger in time
At this point students play ex. 20
Discuss what happened
o Was the rhythm played correctly?
o Were the notes played correctly?
o Was the exercise performed from beginning to end without
stopping?
Identify difficulties and then play the exercise once more, this time the
students can play along with the accompanying audio track
Identify difficulties and then move on to ex. 21
Follow the above sequence with ex. 21-23
Sight Reading Level 1
Thomas Echols
20
4
&4 ˙
œ œ œ œ ˙
œ
œ œ œ œ œ œ œ
˙
˙
21
3
&4 ˙
œ ˙
œ ˙
œ ˙
œ ˙
œ ˙
œ ˙™
˙™
22
3
&4 ˙
œœ ˙
œ ˙
œœ ˙
œ ˙
œœ ˙
œ ˙™
˙™
23
3
&4 œ
œ œ œ
˙
œ œ œ
œ
œ
œ œ ˙
Level 1 Sequence Doc
Ex. 24 - 26
•
•
•
•
•
•
•
•
•
•
•
Students play through on exercise from the previous set as a warm up.
Students identify time signature of ex. 24-26
Students scan over ex. 24 visually to look for notes and rhythms to be
played
o Further practice of combined skills
Students practice counting and clapping/ and or singing through the
example.
Saying the note names in time
Saying the right hand finger in time
At this point students play ex. 24
Discuss what happened
o Was the rhythm played correctly?
o Were the notes played correctly?
o Was the exercise performed from beginning to end without
stopping?
Identify difficulties and then play the exercise once more, this time the
students can play along with the accompanying audio track
Identify difficulties and then move on to ex. 25
Follow the above sequence with ex. 25-26
Sight Reading Level 1
Thomas Echols
24
3
&4 œ
25
2
&4 œ
26
œ
2
&4
œ
œ
œ
œ œ œ
œ
œ
œ
œ
œ œ
œ œ œ œ
˙™
œ
œ
œ
œ
Œ
œ
œ
œ
œ
Œ
œ
œ
Level 1 Sequence Doc
Ex. 27 - 28
•
•
•
•
•
•
•
•
•
•
•
Students play through on exercise from the previous set as a warm up.
Students identify time signature of ex. 27-28
Students scan over ex. 27 visually to look for notes and rhythms to be
played
o Playing open 4th, 5th, and 6th strings
Students practice counting and clapping/ and or singing through the
example.
Saying the note names in time
Saying the right hand finger in time
At this point students play ex. 27
Discuss what happened
o Was the rhythm played correctly?
o Were the notes played correctly?
o Was the exercise performed from beginning to end without
stopping?
Identify difficulties and then play the exercise once more, this time the
students can play along with the accompanying audio track
Identify difficulties and then move on to ex. 28
Follow the above sequence with ex. 28
Sight Reading Level 1
Thomas Echols
27 4th string "D". . .
4
&4 ˙ ˙
œ ˙
œ
˙™
œ
œ œ
œ œ
w
w
5th string "A" and 6th
28 string "E". . .
3
&4
˙
œ
œ
˙™
œ œ ˙
œ
œ
Quiz 1/1
Name: _______________________
1. Sit in perfect playing position (p on 4th string, i on 3rd, m on 2nd):
2. Play 4 good thumb strokes from the big knuckle with good tone:
3. Play 4 good 'i' finger strokes from the big knuckle with good tone:
4. Play the 'Spy Tune" with 'i' finger on string 2 with correct left hand position
and good tone.
5. Identify these parts of the guitar by pointing with your finger:
A. Body
B. Neck
C. Head Stock
D. Strings
E. Sound Hole
F. Rossette
G. Tuners
H. Fret
I. Bridge
J. Nut
©ACGS 2008
Worksheet 1/2
Name: __________________________
e = eighth note
h = half note
q = quarter note w = whole note
Name the following note values:
1.
3.
œ
w
w
œ
J
˙
œ
œ
˙
˙
w
œ
J
œ
J
Right Hand Finger Letters:
thumb = p middle = m
index = i
ring = a
Left Hand Finger Numbers:
index = 1
ring = 3
middle = 2 pinky = 4
Write the Left hand finger numbers for the given finger:
Write the Right hand finger letter for the given finger
1. index:
ring:
middle:
pinky:
1. thumb:
ring:
2. pinky:
middle:
ring:
index:
2. middle:
3. middle:
pinky:
index:
ring:
3. ring:
middle:
index:
thumb:
ring:
index:
index:
thumb:
middle:
Identify the following notes by letter name:
1.
&œ
œ
ppp: really really soft
œ
œ
pp: really soft
œ
œ
p: soft
mp: medium soft
œ
2.
&œ
mf: medium loud
f: loud
What do the following dynamic indications mean:
p:
pp:
fff:
mf:
mp:
ppp:
mp:
f:
p:
f:
mf:
fff:
Performance Portion:
Be able to sit in perfect playing position
Be able to play thumb strokes and index strokes with good tone
Be able to play a portion of "Motion Study" indicated by your teacher
©ACGS 2008
œ
ff: really loud
œ
œ
fff: really really loud
œ
Quiz 1/2
Name: ________________________
1. Name the following Note Values:
˙
œ
J
_______
_______
œ
w
_______
_______
2. What do the following dynamic indications mean:
ex. fff - really really loud
p ____________________________
ff ______________________
f _____________________________
ppp_____________________
mf ___________________________
3. Name the following notes:
&
w
&
___________
w
w
&
___________
&
___________
w
___________
4. Label with the proper number or letter:
Left hand index finger ____
Right hand middle finger ____
Right hand index finger ____
Left hand pinky ____
Right hand thumb ____
Left hand middle finger ____
Left hand ring finger ____
Performance Portion:
1. Sit in perfect playing position.
2. Play 4 thumb strokes and 4 index strokes with good tone
3. Play portion of "Motion Study" indicated by teacher.
Worksheet 1/3
Name: __________________________
‰ = eighth note
! (above line) = half note
g = quarter note
! (below line) = whole note
Name the following rest values:
1.
3.
Œ
‰
Ó
Œ
!
Ó
: get louder
: get softer
Œ
!
Ó
2.
‰
rit. : gradually slow down
a tempo : return to original tempo
:
rit. :
rit. :
:
:
:
a tempo :
a tempo :
Identify the following notes by letter name:
1.
&
‰
!
œ
œ
œ
œ
œ
œ
2.
&œ
Performance Portion:
Be able to sit in perfect playing position.
Be able to sight read a short example with p, i, and m on string 4, 3, 2.
Be able to play a section of one of your repertoire pieces selected by your teacher.
œ
œ
œ
œ
œ
Quiz 1/3
Name: _____________________
1. Name the following rests:
Ó
‰
_______
_______
2. Name the following notes:
& w
& w
_______
Œ
!
_______
&
_______
&
w
_______
_______
w
&
& w
w
_______
_______
_______
3. Describe what to do when you see the following markings:
___________________________________
___________________________________
rit.
___________________________________
a tempo
___________________________________
Performance Portion:
1. With p, i, and m on strings 4, 3, and 2, sight read the following example:
& 44 œ
œ
œ
œ
˙
˙
œ
œ
2. Sit in perfect playing position.
3. Play mm _____ to ____ from "___________________________"
with good tone, correct notes, and rhythm.
©
˙
œ
œ
˙
Worksheet 1/4
Name: __________________________
x = sixteenth note q = quarter note w = whole note
e = eighth note
h = half note
Name the following note values:
1.
3.
œ
R
˙
œ
w
œ
R
w
œ
J
˙
˙
œ
œ
w
Œ
Ó
œ
R
œ
J
œ
J
Name or define the following symbols:
&
:
treble clef
rit.
:
: gradually get louder
gradually slow down
:
(extra lines above or below staff) :
ledger lines
&
:
(extra lines above or below staff) :
:
:
rit.
Ó
‰ = eighth rest
Π= quarter rest
Ó
:
(above line) = half rest
(below line) = whole rest
Name the following rest values:
Ó
Œ
gradually get softer
‰
!
Performance Portion:
Be able to play a selection of your teachers choice from your repertoire.
‰
2.
!
Quiz 1/4
Name: __________________________
1. Identify the following note/rest names (eighth, quarter, etc):
& œJ
____
˙
œ
˙
Œ
____
____
____
____
2. Name this symbol:
&
‰
____
Ó
!
____
____
____________________________________
3. What do these symbols tell you to do?:
rit.
:
_________________________________________
:
_________________________________________
:
_________________________________________
4. What are the "extra" lines
above or below the staff called?:
&
"
"
____________________________________
Performance Portion:
1. Play mm ____ to ____ from "___________________________________"
©
Worksheet 1/5
Name: __________________________
x = sixteenth note q = quarter note w = whole note
e = eighth note
h = half note
Name the following note values:
1.
3.
œ
w
œ
R
œ
J
˙
w
œ
œ
R
˙
œ
J
2.
œ
R
œ
˙
w
œ
J
Right Hand Finger Letters:
thumb = p middle = m
index = i
ring = a
Left Hand Finger Numbers:
index = 1
ring = 3
middle = 2 pinky = 4
Write the Left hand finger numbers for the given finger:
Write the Right hand finger letter for the given finger
1. ring:
pinky:
index:
middle:
1. thumb:
index:
middle:
2. pinky:
middle:
ring:
index:
2. index:
ring:
thumb:
middle:
3. index:
ring:
middle:
pinky:
3. ring:
middle:
ring:
index:
Identify the following notes by letter name:
&
1.
œ
œ
œ
‰ = eighth rest
Π= quarter rest
Ó
Ó
œ
Œ
Ó
œ
œ
&œ
œ
œ
œ
œ
(above line) = half rest
(below line) = whole rest
Name the following rest values:
1.
2.
!
‰
‰
2.
Ó
Œ
ring:
!
œ
2
Worksheet 1/5
. = play short
> = play loud
What do the following symbols above the note indicate:
>
&œ
.
&œ
Performance Portion:
For the quiz, be prepared to sit in perfect playing position.
Be prepared to play a short sight reading example using open strings with p on 4, i on 3, and m on 2.
Be prepared to play a short example from your repertoire.
Quiz 1/5
Name ___________________
1. Name the following notes (sixteenth, eighth, quarter, half, whole):
œ
J
_______
œ
˙
_________
__________
2. Name the following rests:
‰
!
_________
____________
œ
R
˙
________
Ó
________
Œ
___________
__________
3. Write the appropriate left hand number for the given finger:
____
index
____
ring
____
pinky
____
middle
4. Write the appropriate right hand number for the given finger:
____
thumb
____
middle
____
index
____
ring
5. Identify the following notes by letter name:
&œ
____
œ.
œ
____
œ
____
œ
____
œ
œ
____
____
>œ
6. Describe what the following symbols above the note indicate:
&
_________________________
©
&
_________________________
Quiz 1/5
2
Performance Portion:
1. Sit in perfect playing position
2. Play the following sight reading example, p on 4, i on 3, m on 2:
& 44 œ
œ
œ œ œ œ œ
œ
˙
œ
œ
œ
œ
3. Perform mm ______ to mm______ from "____________________________"
with good tone, correct notes/rhythm, and all dynamics
w
`