Best Practices - Little Kids Rock

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Best Practices&Lesson Plansfor yourLITTLE KIDS RCKprogramGenerously supported by:

1. CollaborativeCreating Song Maps High Status RockStar Name That Chord String/Fret Worksheet Multiple Chords Group Songwriting To Teach is to Learn Twice Power Chord Multiplier Improvised Solos 234589121314Recreating a Song Using Only Vocals 2 Note Melody 2 Note Melody Sessions 2 & 3 Keyboard Diatonic C Teaching Melodies Find a Singing Melody Pentatonic Jam Row Row Rock Your Boat Rhythm of Words Creating Rhythms Using Natural Speech Rhythm Patterns 16171922232526272830Syncopated Rhythms Leveling Up Method for Learning the White Keys Blues Unit Assesin’ the Blues Hearin’ the Blues Playin’ the Blues Writin’ the Blues Little Kids Rock Yearly Plan Satriani’s Guitar Tips 32343637384042444652Old Time Rock and Roll I’ve Got Rhythm Chords C and G Long Way To the Top Riff C and F Jams on Keyboard Song Analysis Form The Stop Game Transitioning Between A, E, and D Chords 54555657585960612. Creativity3. Preparedness4. Other Lessons

1. Collaborative

Little Kids Rock Best Practices BookLESSON PLAN: CREATING SONG MAPS*Lesson provided by Anthony Di MassoLittle Kids Rock teacher of 6 years – Bronx, NYObjective:Objective:Students will create song maps of their favorite music.DESCRIPTION:Students will listen to popular song. Write down theorder of its different parts and identify similar patterns between songs.MATERIALS:MP3 Player with sound system, Pen, Paper, MarkersOptionalPROCEDURES: Play Michael Jackson’s “Beat It” for class. Show “song map” to class “Beat It” Song MapIntro - Verse - Chorus -Verse -Chorus -Bridge - Chorus - Chorus- Outro Define song parts with class.Intro – Brings you into the songVerse – Tells the story of the songChorus – Repeating section (meant to get stuck in your head)Bridge – Keeps interest in the song. Usually only heard oncejust past the middle of the trackOutro – Takes you out of the song Break the class into groups of approximately 4 students andhave each group select a well known song (keep it studentcentered but also classroom friendly) Choose team leaders who will write down the map: haveeach group determine who has the ‘next birthday’EXTENSIONS: Identify Pre-Chorus using MichaelJacksons “PYT”Pre – Chorus – smaller repeating section of song that amps you up for thechorusPYT – Song Map:Intro - Verse - Pre Chorus - Chorus Chorus - Verse - Pre Chorus - Chorus- chorus - Bridge - Pre Chorus - Chorus- Chorus - Outro Use song maps as a guide for sections in original compositions Each group will create a song map of their selected song. Identify similarities and differences between song maps. Students share out experiences and observations.2For More Information Please Visit www.littlekidsrock.org

Whatever this book is going to be called, the title of it will go here.LESSON PLAN: HIGH STATUS ROCK STAR, LOW STATUS ROCK STAR*Lesson provided by Chris ReadLittle Kids Rock teacher of 3 years - San Pablo, CAObjective:Students will learn how to have great stage presence ina fun and non-intimidating tage-PresenceMATERIALS:A guitar or any instrument (including voice) that youthink would work.PROCEDURES: Students get into pairs and they will practice performing asa “High Status” Rock Star and as a “Low Status” Rock Star. After performing for a little bit, let a few groups share whatthey came up with. Teacher should point out or even model the examplesstudents are doing. High Status Rock Star examples mayinclude: Standing up very straight, head high, make eyecontact, chest lifted, high energy. Make it known that youare the most important person in the room. Be very confident when you play the instrument or speak/sing/rap.Show emotion on each chord played.Low Status Rock Star examples may include: Slouch and curvespine, no eye contact, play/speak/sing/rap timidly, playchords with little low energy, no confidence, be sloppy onchord changes. Students can practice for a few more minutes then all students can perform a mini performance.EXTENSIONS: You can do this in a whole group andhalf the room is High Status and half isLow Status. You can have students read this wayin Language Arts to practice intonation. You could have students or groupsperform a song using both High Status and Low Status.For More Information Please Visit www.littlekidsrock.org3

Little Kids Rock Best Practices BookLESSON PLAN: NAME THAT CHORD*Lesson provided by Chris ReadLittle Kids Rock teacher of 3 years - San Pablo, CAObjective:Objective:Students will be able to name chords by looking atwhere the fingers are located on the fretboard.DESCRIPTION:Play a chord for the students and they have to name itjust by looking at where your fingers are placed. Thenhave them break up into groups and they will workpeer to peer doing the same thing.MATERIALS:A guitar or any instrument that you think would work.PROCEDURES: Teacher should play a chord and have students name thechord by looking at the fingers on the fretboard. Break students into groups and have them form a minicircle. Students alternate who plays the chord and who answers.They should all play a chord each round. Beginners may use the 15 Rocking Chords Chart in the LKRTeacher Manual.EXTENSIONS: Y ou can do this with just about anyinstrument the students are learning to play. Teacher and/or students turn thebody so that no one can see the instrument and it’s now an ear training lesson. Have a contest and play all 15 Rocking Chords (by looking or by ear) andthe student who wins gets a prize.4For More Information Please Visit www.littlekidsrock.org

Little Kids Rock Best Practices BookLESSON PLAN: STRING/FRET WORKSHEET*Lesson provided by David HendricksLittle Kids Rock teacher of 5 years – Tampa, FLObjective:Students will works as partners to complete a fret/string worksheet.DESCRIPTION:Student partners will label the frets and strings on aworksheet. If you’re working with middle schoolersand up, they could do this by themselves if you wish.MATERIALS:One guitar per set of partners, one worksheet per set ofpartners.PROCEDURES: Divide students into partners, or let them choose their own.An easy way to do this, is play a song and have the studentsmove about the room to the music. When the music stopshave them give a high five to the person nearest them. Thatis their partner. If students still need a partner have themraise their hands, then look for other students with theirhands raised, move towards them and give them a highfive. Put their hands down once they get a partner. You willend up with one group of three if there’s an odd number ofstudents. Have one student get a worksheet and a pencil. (To chooseyou could say: student with longest hair, shortest pants,whoever got up earliest this morning, etc. gets the materials).EXTENSIONS: I do this before we start playing tomake sure every student is on thesame page when it comes to fretsand strings. You can also do thiswith parts of the guitar, nut, fret,bridge, tuners, etc. One student will fill out one of the answers on the worksheet then hand it to the other partner who fills out ananswer. They don’t have to go sequentially, and you wantto avoid one student doing all the work, or one writing withthe other giving the answers. When they are done, partners raise their hands and teacherwill check their worksheet. If they are correct, one partnergets one guitar and brings it back. Have the partners quiz each other using the actual guitar,they can use the answers from the worksheet or make itmore challenging, and use any fret and any string. Whenthey are done they raise their hands again and the teacherwill check them on the actual guitar. Try to combine bothstrings and frets when quizzing, for example: “find string3, fret 2” or if you use string names have them find fret 3 onthe A string, etc.For More Information Please Visit www.littlekidsrock.org5

NameTeachers NameWhat fret is this?Color in fret .What string is this?Draw a line on string .6What fret is this?Color in fret .What string is this?Draw a line on string .

NameTeachers NameWhat fret is this?Color in fret 2.What fret is this?Color in fret 4.What string is this?What string is this?Draw a line on string 2.Draw a line on string 5.7

Little Kids Rock Best Practices BookLESSON PLAN: MULTIPLE CHORDS*Lesson provided by John FloraLittle Kids Rock teacher of 5 years – Jersey City, NJObjective:Each student in a small group will be responsible forplaying one chord of a song.DESCRIPTION:Working in a small group, each student will prepareone chord. When it is their turn in the chord progression, each student will play their chord. Students willbe demonstrating several key tenets of character education as they practice self-discipline and empathy.MATERIALS:Guitars, keyboards.PROCEDURES:The teacher will introduce the lesson, saying that the classwill break into small groups to work on an appropriate songthat the entire group can agree on and play together. (In somecircumstances, the teacher may have to assign a song to agroup.) Students need to know that the song that they chooseshould have the same number chords as there are group members. Each group member will be responsible for playing onechord when it is their turn in the song. This reinforces rhythmcounting skills, it allows students to play one new chord, andmost importantly teaches everyone how to work as an ensemble. After one go-round of the song, students can switchchords and try it again. Finally, each group will one to frontand demonstrate what they have learned to their classmates.EXTENSIONS:This lesson can easily be transferred to a small group of drummers. Each drummer will be responsible for one section of thedrumset or hand percussion for the duration of a song. Then,the group members can switch parts, teaching each other thepart they just had. Finally, try the song again and watch thepower of peer teaching8For More Information Please Visit www.littlekidsrock.org

Little Kids Rock Best Practices BookLESSON PLAN: GROUP SONGWRITING*Lesson provided by David HendricksLittle Kids Rock teacher of 5 years – Tampa, FLObjective:Students will work in groups to create a song with atleast one verse and one chorus.DESCRIPTION:Use chords that the students know, and some simpletricks to write a song together.MATERIALS:Chord instrument (guitar, piano, etc), songwritingworksheet, overhead projector or LCD.PROCEDURES:Background: It will help if students are already familiar with playingat least a couple of songs. If you’re working with a small class, theydon’t need as much background knowledge, but if you’re workingwith a whole class of 20 students then the more experience theyhave the more they can be independent. As the teacher you shouldbe able to sing a melody with a chord progression, and be able to addchords to a melody that you hear. (More on that later).Some things to remember - you’ll see these come up later in the lesson.To make them more singable, your sentences should have about thesame number of syllables. You don’t want a really long sentence thena really short one. Be careful, sentences may look about the samelength in words, but have very different syllable counts. If you needto add syllables add oohs or ahhs, or stretch words out. You can alsodrop words, or sing them with a quicker rhythm to shorten sentences.Once they start singing, they’ll start to correct themselves whenthings don’t flow.The chorus should be your main idea. The verses should be the supporting details.At least the chorus should be sung. If they sing the chorus, I let themrap the verses. Use what works best for you. When they do this, I often get long free-form rap verses, and then a short repetitive chorus,which is fine with me, as long as I hear some melody.Demonstrate to students how writing a song is a simple trial anderror process. Pick some chords, make up some sentences, thensing the sentences to the chords. If you don’t like the way it sounds,change the melody, or chords, (or lyrics if you need to). Keep repeating until you have something you like. Have the students come upwith ideas and pick one you like. Make up a couple of sentences aboutthe subject. Have the students pick 2-4 related chords they know, inany order. Ex. E - A - D. Play the chords over and over. Sing the sentences over the chords you’re playing. Let the students know that’swhat they’ll be doing.For More Information Please Visit www.littlekidsrock.org9

Little Kids Rock Best Practices BookGROUP SONGWRITING CONTINUEDIf a group would rather sing a melody first, then add chords, letthem do that. I find that half the groups start with chords, half withmelody, if they do start with melody, I have them sing it for me, thenI sing it back to them to make sure I have it, then I figure out thechords while I’m singing. It’s always been pretty easy, they tend tostay with I IV and V chords with an occasional vi. (The “Axis of Awesome Chords”)Objective:Divide the class up into groups of 2 - 6 students. The larger the groupthe less work each individual student will have to do - but everybodyparticipates. Try to make sure you’ve got at least one strong singer,and one strong instrumentalist in each group. Keep in mind whichstudents can/can’t work with each other when you choose groups.Have the group come up with a topic. If they can’t decide as a group,have some “song starter” cards with ideas they can choose from.“What would you do if you found 100”, “Write about your day fromthe POV of your dog or cat”, “Write about a time you were sad/happy/frightened”, etcOnce the group has an idea, everyone should write at least 1 sentenceabout the topic on the back of the worksheet. Don’t worry about syllable count yet. After they’ve gotten the sentences, have them decidewhich ones they want for the verse and which for the chorus.Start editing the sentences to make them approximately equal in syllable count.Write the sentences down on the front of the worksheet, in the appropriate section (verse, chorus, etc.)Have the group come up with the chords, and play them in any orderthey like. Keep repeating it while the singer sings the sentences.At this point, they’ll probably be getting an idea of what things aresounding like, and whether or not they flow. Some of them will begetting really excited and the ideas are just pouring out, some maybe getting frustrated. This is the point at which they’ll need the mosthelp (or intervention.). I try to guide them at this point, and givethem several solutions, (switch this chord, sing it this way, or thatway, etc) but I try to stay out of the creative process as little as possible. Give them multiple ideas, that they can mix and match. I don’twant them to copy my idea, so I try to leave them as open ended aspossible. Some groups need a lot of hand-holding so use your discretion, I want the musical choices to be theirs as much as possible.EXTENSIONS: After they have verse(s) and choruswritten you can start talking to the classabout arranging (See the “How to Arrange a Song” lesson plan). Pick a groupthat has is able to sing and play theirsong with confidence and arrange it afew different ways in front of the class.You can then have the groups go backand arrange their songs. When I do this with students I tell themfrom the beginning that they’re going toperform the song for the class. It givesthem a goal to work for, and they take itmore seriously if they know that otherpeople are going to see it. I like to give them time to practice it,writing a song is different than performing it. Sometimes they want to switchgroups at this point, or borrow someonefrom another group. If groups switch toomany people, it will be almost like starting over. I will usually let them “borrow”a person if the other group can sparethem. Use your discretion.10For More Information Please Visit www.littlekidsrock.org

Little Kids Rock Best Practices BookYour group name:Home Room Teacher:People in your group:1. 2.3. 4.5. 5.Verse 1.1.2.3.4.Chorus.1.2.3.4.Verse 2.1.2.3.4.Remember, your sentences should have about the same number of syllables!For More Information Please Visit www.littlekidsrock.org11

Little Kids Rock Best Practices BookLESSON PLAN: TO TEACH IS TO LEARN TWICE*Lesson provided by John FloraLittle Kids Rock teacher of 5 years – Jersey City, NJObjective:Objective:Students will teach each other basic Jam Card keyboardconcepts like chords, inversions, scales and improvisation.MATERIALS:5-7 keyboards depending on the size of your classroom.Jam cards.PROCEDURES:Three students are assigned to each keyboard. Agroup leader is in the center position with theirunderstudies to their left and right sides. The LKRteacher introduces any Jam Card concept. Next,group leaders demonstrate their understanding ofthe concept. Then, they are allotted enough time toteach the concept to their group members. Finally,both understudies will demonstrate what they havelearned after the allotted time expires. There aremany advantages to this type of lesson: all studentsare involved in hands on learning, stronger students reinforce their existing skill set, weaker students learn from classmates in a less stressful environment and teachers spend more time assessingand circulating the room in order to provide moresmall group instruction.12EXTENSIONS: Drum Set: Strongest drummer sitson throne, playing the basic rhythmic pattern on the bass drum andsnare while one partner handlethe hi hat and/or cymbals and theother plays only the toms.For More Information Please Visit www.littlekidsrock.org

Little Kids Rock Best Practices BookLESSON PLAN: POWER CHORD MULTIPLIER*Lesson provided by Gregory PavlivLittle Kids Rock teacher of 5 yearsObjective:Students will demonstrate the ability to compose asong in 60 seconds as well as teaching it to other students in class.DESCRIPTION:Think-Pair-Share style of Cooperative Learning Lessoninvolving compositionMATERIALS:One instrument per student, paper for songwritingPROCEDURES: Have students pair up. Example: “Everyone find a partnerseated next to you, in front or behind. You have 15 seconds:Go!” Assign team roles. Example: Raise your right hand, “Everyone on this side of your pair is Partner Number 1.” Raiseyour left hand, “Everyone on this side of your pair is Partner Number 2.” Deliver instructions. Example: “Each pair will have 60 seconds to write a song using power chords. The power chordsshould be ONLY those using strings six and five and have tobe between frets one and seven. Ready, Go!” Direct peer-to-peer teaching. Example: “Now turn andface a new partner. All partners number one will have 60seconds to teach their song to partner number two” Repeatso that 60 seconds is then spent on partners number twoteaching their songs to partners number one. Facilitate a discussion on the process, what the studentsexperienced and direct the conversation to the simplicity ofhow to ‘start’ composing their own song. Give students a two minutes to find a partner with whomthey will write a song using power chords along with lyrics.EXTENSIONS: A ssign an overnight homework assignment or week-long project forthe pairs to complete their song withmultiple verses and a bridge. Substitute power chords for openchords that the students have intheir chord vocabulary Pair special needs students withstudents who exhibit extra amountsof patience and understanding. Havethese pairs sit in the front row so youcan facilitate, should there be a need.Make the pairs BEFORE class so thestudents are not singled out duringlesson time. Create parameters for the song project. Example: “You willhave ten minutes to write a song complete with lyrics and amelody. Each partner group should write one verse and onechorus. The format for the song should be ‘chorus-versechorus’. Have pairs volunteer to perform their song for the classwith the remaining lesson time.For More Information Please Visit www.littlekidsrock.org13

Little Kids Rock Best Practices BookLESSON PLAN: OYE SOLO VA(IMPROVISED SOLOS) *Lesson provided by LKR summer PSD standards groupObjective:Kevin Brinkmann, Nancy Conover, Samantha Crandall, CarenEverett, Jasmine Faulkner, Melissa FlailObjective:Students will improvise short phrases using pitches ofthe diatonic scale ( 4.2.1b)DESCRIPTION:Students will play along to “Oye Como Va” and improvise a two-note solo during the interlude.VOCABULARY:Improvise, pentatonic scale, solo, fret, chord, Am and Dchords, strum, patternMATERIALS:LKR Teacher’s manual, LKR guitar songbook- page 110,LKR website with recording access, student guitars,picks, chairs, “Oye Como Va” jam track from LKR websitePROCEDURES: Perform usual opening routine for tuning and warm up onguitars Project chords and have students look and listen to “OyeComo Va” Invite students to try to play along with recording Demonstrate solo playing on 5th and 8th fret on 1st string* Have students solo with peers as a large groupEXTENSIONS: Include more notes of the Am pentatonic scale in the solo section Extend to 5th grade and use question / answer improvisational style:5.2.1a Improvise completion of agiven rhythmic or melodic phrase,giving attention to similarities ofquestion and answer in length ofphrase, meter, mood, etc. If student struggles to changechords, assign one chord or splitclass/small groups between Am andD. Possible chord adjustment to minimize fingers moving: Substitute D7in place of D, and simply move finger 3 to form Am with fingers 2 and3 switched from traditional chordfingering.AmiXO One side of the group plays chords while others experimentwith soloing Assign students pairs and have one play chords and oneODXXO12 3123solo along with listening Allow each student in succession, 4 measures to solo independently while other students play chords Allow students the opportunity to play a longer solo on theelectric guitar14For More Information Please Visit www.littlekidsrock.org

2. Creativity

Little Kids Rock Best Practices BookLESSON PLAN: RE-CREATE A SONG USING ONLY VOCALS*Lesson provided by Chuck SpeicherLittle Kids Rock Director of CurriculumObjective:Objective:Students will be able to use their voices to approximatepitches, rhythms, and sounds contained within theirfavorite music. This will help them focus on differentparts of the arrangement because their voices will beresponsible for bass lines, guitar riffs, drum parts, etc.MATERIALS:Recordings of Favorite Songs.PROCEDURES: Explain to students that they are going to use their voices to imi-tate all of the instruments they hear in a song they select. You maywant to listen to some of Bobby McFerrin’s greatest hits where thisis demonstrated, or show a video of “human beat box” at this time.Live demonstration is also a lot of fun for them. Fun is the keyword in this lesson plan since singing is an area that shuts a lot ofpotential musicians down. By imitating a bass line or drum set students are not thinking along the lines of weather or not they havea “good voice”! They’re using their voices to imitate things thatweren’t originally intended for the voice, and by so doing they’retraining their ears to perceive these ingredients in arrangementsthey hear. Vote as a class on a song that you will use as a vocal arrangement.After it is selected listen to it together a couple of times, each timewith an agenda for hearing the drum part, the bass part, the guitarpart, etc. Ask the students to join with you in imitating the drum part theyheard on the recording using vocal and mouth sounds. Do thesame thing with each instrument, imitating as a group what theyhear the bass doing. For many students this will be the first timethey’ve been asked to HEAR the difference between the “bass line”and other parts in the song. Select which groups of students will perform which parts. You cando this by asking kids to volunteer for parts, but if they’re shy oryou feel there might be some weird “hierarchy” for which students get to do which parts, just divide the class into 4 or 5 sectionsand randomly assign the different parts to these sections. You cantake turns with the parts if you wish. As fun as this lesson plan is, it is both a profoundly important eartraining exercise and vocal training exercise. Use it as often as youcan. The silliness associated with doing something with the voicebeside singing can help students feel a lot less self conscious aboutsinging and open them up to using their voices more.16For More Information Please Visit www.littlekidsrock.org

Little Kids Rock Best Practices BookLESSON PLAN: THE TWO NOTE MELODY (SESSION 1)*Lesson provided by Dann SheaLittle Kids Rock Teacher of 6 years - Tampa, FLObjective:The student will create and arrange a song using twopitches.DESCRIPTION:This songwriting starter is designed to mirror the easeof the two note solo.It is recommended for use with the whole class, or thestudent or students at the beginning level of writinga song, or students who have trouble “singing” theirlyrics. When students talk their lyrics with no melodythis worksheet and process can help them begin tomelodize their song.PROCEDURES: Write in your created lyric into the shaded lines of the worksheet. (this leaves a line above and below for future use. This isyour starting point.) Sing a few or play a few pitches to use as your two notes forthe song. As you sing, decide which words will be sung on highor low notes and move your lyric to the high or low lines surrounding your “starter lyric line”. (Choose these pitches wisely.Consider using the key of “A”, for we have found that many students gravitate to this key. Consider using A for the high pitchand F# (e string fret 2) for the low. This will make the arrangement easier, especially if your students can play A, D, and E.) Go back to the top and sing your two note song. Refine andedit if necessary. Consider editing something even if just forthe sake of the demonstration. Think out loud, communicateyour thought process to your students while your working thesounds. Sing through your song again and set students loose touse the worksheet on their own or in pairs.EXTENSIONS: Prior to this session lead studentsthough a lyric creation lesson. It is recommended for use withthe whole class, or the student orstudents at the beginning level ofwriting a song, or students who havetrouble “singing” their lyrics. Whenstudents talk their lyrics with nomelody this worksheet and processcan help them begin to melodizetheir song.For More Information Please Visit www.littlekidsrock.org17

Objective:

Little Kids Rock Best Practices BookLESSON PLAN: THE TWO NOTE MELODY (SESSION 2 & 3)*Lesson provided by Dann SheaLittle Kids Rock Teacher of 6 years - Tampa, FLObjective:The student arrange their song through placing chordsonto their lyric writing page.SESSION 2: Recap by singing your song without any accompaniment. Then demonstrate the addition of a chord. (Here you willwant to use the chords that work with your two notes foryour melody. If you’ve used A and F# for your pitches thenuse A, D, and E. to arrange your song.) Play a chord with your first phrase and see how it sounds.Demonstrate and think out loud trying the other majorchords in the key. Make a choice and write in your chordsymbol or letter right where you want to start playing thatchord. Continue the same format where you want to makethe changes. Play through from the beginning with eachof the first few chords. Finish with a play through of yourentire song. Set your students free to break into their pairings or workalone to follow the same format. As the teacher/facilitatoryou are free to circulate, listening, encouraging, praising,supporting and assist as necessary. Have a student or students share their work or a piece oftheir work with the group before the class time is over. Thesharing of our work and hearing others say what they likedabout it is critical to our continuation and our developmentas writer/creator.SESSION 3:Consider setting a stage. Add some lighting. Somethingsimple and inexpensive can go a long way. A black backdropwith an LKR logo or banner. Shoot some video and share withthe LKR staff.(Shoot video of students from the neck down and post a fewon youtube and watch the desire to perform for the class explode.)For More Information Please Visit www.littlekidsrock.org19

Little Kids Rock Best Practices BookLESSON PLAN: KEYBOARD DIATONIC C*Lesson provided by Daria MilmanLittle Kids Rock teacher of 3 years – Brooklyn, NYObjective:Objective:Students will be able to improvise in the key of CDESCRIPTION:Students play 5 finger patternsMATERIALS:KeyboardsPROCEDURES: Keyboard orientation using ‘forks’ & ‘chopsticks’ Thumbs of each hand on C (doesn’t matter which C) RH fingers 1 2 3 4 5 on notes C D E F G; timing in 4/4//////////// Teacher plays chords////C/ / / /// D E/ F l GC/ G/B/ Am7/ l Gsus// / /// Dm7//// Then reverse – 5 4 3 2 1, chords to correspondEXTENSIONS: Repeat w/LH 1 2 3 4 5 notes C B A G F, same timing/// Teacher plays chords C/ G/B/ F/A/ G /F - F/G -/// //// / / // ///// Then RH 1 2 3 4 5 - - - 5 4 3 2 1 Same with LH, Teacher accompanying with compatiblechords/ Continue to improvise, finding patterns that work for the individual Start to see if students can find melodic fragments of songs they knowusing the 5 finger position Then without pause – 1 2 3 4 5 4 3 2 1 RH then LH11. Then alternating hands12. T hen students are free to play any combination (improvise) with teacher playing compatible chords13. Especially when teacher uses sus chords, pretty muchanything the students play in C will sound good. Eventually the students will intuit what works best – which willprogress from improv

Blues Unit 37 Assesin’ the Blues 38 Hearin’ the Blues 40 Playin’ the Blues 42 Writin’ the Blues 44 Little Kids Rock Yearly Plan 46 Satriani’s Guitar Tips 52 Old Time Rock and Roll 54 I’ve Got Rhythm 55 Chords C and G 56 Long Way To the Top Riff 57 C and F J

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