Date: 05/03/08 (R Hamilton)
Planning Time: 2hrs
Lesson Time: 1hr
Lesson Footage:
(1O MINUTE VIDEO FOOTAGE OF THE HOUR LESSON)
In this fourth lesson the pupil will recap on objectives 2 (persist on correct fingering technique) and 3 (introduce 5th and 8th interval notes) from the previous lesson. This is to keep the knowledge learnt fresh in the pupil’s mind and to give them another chance to have a better understanding of the lesson material. Finally a basic knowledge of music theory will be touched on so that the pupil will understand the basics behind timings and rhythms.
Lesson Objectives:
1.) To persist with working on the pupil’s correct fingering techniques with both hands, this time concentrating on the right hand (plucking hand), using exercises such as walking across the strings (as seen in lesson 3, objective 2) to aid with the pupils string crossing.
2.) To continue with the explanation and demonstration of fifth and eighth interval notes, so that the pupil captures a better understanding of what they are and their purpose.
3.) At this point it is important to give the pupil a basic understanding of music theory, so that they can progress rhythmically as well as technically. During this lesson the pupil will be taught the principles of beats and bars and the most common of timing signatures 4/4.
Introduction:
The pupil will be asked how he/she thought the previous lesson had gone and whether they are anxious about anything during this week’s lesson. After this the lesson ahead will be explained with some aims set so that the pupil has specific goals to reach.
Lesson Material:
1.) With a close eye being kept on the pupil’s left hand form, the right or plucking hand will be focused on during this lesson to progress the pupil’s string crossing technique in an attempt to prevent the pupil from catching non-intended strings. The same walking exercise utilised in lesson 3 will be used again in this present lesson (refer to the diagram below).
To help with the pupil’s awareness of the strings, their position and distance between each other, they will take part in the exercise below. This will be done at the pupil’s own pace, at a steady rhythm, first by themselves and then next played along to a drum beat.
G -|-----------------------------------------------------------------------5-5-5-5-5-5-5-5------------------|
D -|-------------------------------------------------5-5-5-5-5-5-5-5----------------------------------------|
A -|---------------------------3-3-3-3-3-3-3-3--------------------------------------------------------------|
E -|-----3-3-3-3-3-3-3-3------------------------------------------------------------------------------------|
G -|----5-5-5-5-5-5-5-5-------------------------------------------------------------------------------------|
D -|---------------------------5-5-5-5-5-5-5-5--------------------------------------------------------------|
A -|-------------------------------------------------3-3-3-3-3-3-3-3----------------------------------------|
E -|-----------------------------------------------------------------------3-3-3-3-3-3-3-3------------------|
This exercise will not only improve the pupil’s string crossing but also their hand co-ordination and rhythm.
2.) Last lessons interval notes will be gone over again to concrete the knowledge and understanding of this in the pupil’s mind.
To begin with the fifth and eighth interval notes were demonstrated again in C major like in lesson 3 just to familiarise the pupil with the subject again. Then the fifth and eighth interval notes of the scale G major were demonstrated.
-------------------------------------1st ----2nd---3rd---4th---5th---6th---7th----8th
Scale of G major----------------G-------A-----B-----C-----D---- E-----F#-----G
This scale has one sharp in it, F#, which isn’t relevant at this point to explain why this is as it would just complicate matters. As shown above the fifth note in this scale is D and the eighth note is obviously G.
The pupil will then demonstrate these intervals on the fret board, as in the tablature below.
G -|---------------------------------------------|-----------------------------------------------------------|
D -|---------------------------------------------|-------5------5--------5-5----------5-5----------------|
A -|---------5------5--------5-5--------5-5--|-----------------------------------------------------------|
E -|-----3------3------3-3--------3-3--------|---3------3------3-3---------3-3-----------------------|
Fifths Eighths (octaves)
3.) The pupil will finally have a crash course in music theory. This will begin with the explanation of rhythms, as this is an integral part of both music and the bass guitar.
Using the most common time signature in Western music, 4/4, bars and beats will be explained. This is demonstrated in the simplest terms, with a bar being a section of music containing a certain number of beats, in the case of 4/4, four beats. While a beat is explained as a foot tap or one drum beat, refer to the example below where there are four beats contained in one bar.
The 4/4 time signature can be broken up into two parts, the top number describing how many beats in a bar (4/4 having 4), while the lower number describes the value of the beats and in the case of 4/4 they are quarter-notes or crotchets. During this early lesson the value of beats, such as quarter-notes, will not be concentrated on due to the level on content this subject can carry, as there are ten beat values to learn (five notes and five rests).
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