RH - Evaluation: Lesson 8

Complementary Studies: Liam Marley

Pupil: Robert Hamilton
Date: 16/04/08
Evaluating Time: 2hrs


If the last lesson was practical based then this lesson was definitely activity based, as the pupil had a broad range of objectives to take part in. These activities were both theory based and practical orientated, with exercises that aided the pupil’s fret board knowledge to their hand technique. This particular lesson mixed old and new objectives together so that the pupil refreshed on previously taught subjects while learning new ones.

The formation of old and new kept Robert occupied so it was possible to teach him old material as well as introduce new material. This kept the pupil interested and involved, which decreased the chances of distraction and boredom for the duration of the lesson.


Lesson Objectives:

1.) To recap on the ‘walking’ blues bass line, which will be played during this lesson in both quarter (crochet) and eighth (quaver) note lengths to enable a better comprehension of note lengths and bass patterns.

Outcome: Robert was becoming more confident with his fretting technique on his left hand. He was managing to strike the centre of the fret with most fingers, apart from his index finger, which persists in fretting the note to the far right side of the fret near the fret bar, (refer to the lesson video, at 00.04.55, on blog RH - Lesson Plan: Lesson 8 post date 15/08/2008). While his right hand form has improved greatly, as he seems to be ‘walking’ across the strings more rather than just plucking them with his index finger. This is partially down the fact that he has found a place to rest his thumb, where as before the position of the thumb changed for each string that was played.

Robert managed to remember all three previous blues bass pattern and succeeded in playing them. However with the ‘walking’ blues bass line Robert seemed to neglect using his fourth finger frequently, opting to utilise his third finger to cover two frets. This hand form will eventually over stretch a players fingers during a performance and do them long term damage.

After the pupil was confident with this bass line, using quarter notes or crotchets, he was instructed to play the bass line but this using eighth notes (refer to Figure 1) and while to a pre-programmed drum beat. The first tempo was slightly too fast as Robert struggled with the third chord change, so the tempo was decreased. This enabled for a fluid change between each frets and the first two chord changes – C and F, however as soon as the G came into play, Robert would lose his way and would then play the pattern faster in an attempt to catch up. This obviously work and compromised the rhythm of the piece.


G -|-----------------------|-----------------------|------------------------|----------------------|
D -|-------2-2-5-5-2-2-|-------2-2-5-5-2-2-|-------2-2-5-5-2-2--|------2-2-5-5-2-2-|
A -|-3-3------------------|-3-3------------------|-3-3------------------|-3-3-----------------|
E -|-----------------------|-----------------------|------------------------|----------------------|

(Figure 1 – showing the first four bars of a ‘walking’ blues pattern, using eighth notes)


2.) To develop the pupil’s finger span, so both their fret reach and stamina is increased.

Outcome: Unfortunately there was not enough time for this objective was not completed during this lesson.


3.) To practice fret accuracy on the bass guitar, as this is vital for the pronouncement of notes.

Outcome: Unfortunately there was not enough time for this objective was not completed during this lesson.


4.) To continue to practice the utilisation of open frets and fretted note formations to aid with the coordination between the two hands.

Outcome: Unfortunately there was not enough time for this objective was not completed during this lesson.


5.) To persist with improving the pupil’s fret board knowledge to enable the pupil’s advancement with the instrument.

Outcome: Unfortunately there was not enough time for this objective was not completed during this lesson.



NOTE: With the first objective taking up to nearly fifty minutes of the lesson period, there was no time to introduce and attempt any of the remaining objectives. Robert had requested to learn a song a few weeks ago, ‘Milk’ by Kings of Leon (refer to tablature below) and considering that the pupil had not had chance to play along to a music during the lesson and there was time left, the request was granted.

This song is a great song to learn and will improve Roberts habit of only using his first, second and third finger, as frets seventh, ninth and tenth, in the verse should be played with the first, third and fourth fingers.

However this was not the case as Robert slid his first finger down from the seven fret to the ninth and then played the tenth fret with his second finger.


**’Milk’ tablature**