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Guitar Education:
Advocacy and Teaching Tips for Guitar “101”

Gary DiSalle

Guitar programs are becoming increasingly popular in secondary schools across Ontario. As a result of the excellent work of many talented and dedicated music educators, guitar education is improving in quality and gaining some much needed credibility as a viable addition to established secondary school band and choral programs.

With more music educators being called upon to teach guitar, I am frequently being approached by colleagues seeking information, resources and strategies that can help them deliver a more comprehensive program. With this in mind, I have compiled a few thoughts on the benefits of guitar education, along with some teaching tips for your Guitar “101” class.

Why include guitar in your music program?

1. The guitar is a versatile and practical instrument.

a) The guitar is remarkably versatile and can be used as a solo instrument, an accompaniment instrument, or as part of a larger ensemble. Vocal students in particular are recognizing the value of the guitar as an accompaniment instrument and are enrolling in guitar classes in ever increasing numbers.
b) The guitar is also practical both in and out of the school environment. It can be utilized as an effective teaching tool at any grade level, or it can also be enjoyed as a leisure time activity.
c) Studying guitar opens doors to a wide variety of musical styles, from folk, pop and rock, to classical, blues, jazz and world music styles.
d) There are an assortment of makes and models to choose from, designed to suit any musical style or taste. Popular models include the standard acoustic steel string and/or nylon string “classical” guitar, the 12 string, as well as electric and acoustic/electric models.

2. Guitar programs are cost effective.

Guitar programs are an economical choice in today’s reality of education budget cuts. Whether your school wishes to augment its existing band and/or choral program, or has no music program at all, it is possible to outfit a guitar class of up to twenty students, with instruments, method books and music stands for an initial investment of less than $10,000.00. Once your guitar program is up and running, your annual repair and maintenance costs are modest.

3. Teaching guitar offers flexibility in the school music program.

Band and/or choral programs are vital to any school music program. They are proven effective in developing students’ musical, spatial thinking and interpersonal skills. However, playing a brass, woodwind or percussion instrument in the school band, or singing in the school choir may not necessarily appeal to all students who are interested in studying music. Guitar classes offer a third option; an additional choice that is potentially attractive to students who may not otherwise have taken a music course during high school.

Teaching Tips for Guitar “101”

1) Consider starting your class with acoustic, as opposed to electric guitars.

Electric guitars can be impractical in an introductory classroom setting. There is the additional expense of amplifiers and patch cords to consider, as well as the potential for excessive noise. Nylon string, (classical) guitars are an excellent choice, as they are mellow in tone, gentle on the fingers and can be played with a pick if needed. You can purchase a good quality classical guitar for about $250.00. Steel string acoustic guitars are also a great option, but I would recommend spending a little more per unit, in order to get an instrument of comparable quality and playability.

2) Encourage good posture and proper playing technique right from the start.

Begin by teaching plectrum or pick style. This will allow the student to perform single note melodies and chord strumming techniques, which are basic to a wide range of styles. More complex finger picking styles can be introduced with greater success a little later in their development.

3) Make it fun! Teach your students to play a “real” song as quickly as possible.

Use simplified chord formations if necessary to teach popular and/or traditional songs such as Amazing Grace, Blowin’ in the Wind or Hey Jude, etc. This is a great confidence builder and it will inspire your students to want to learn more.
New songs, in a variety of styles (pop, folk, blues, etc.) can be introduced regularly throughout the course as a welcome diversion from daily method book study.

4) Avoid the “one style only” approach.

In instrumental and vocal classes, students benefit from being introduced to a variety of styles. Why not do the same with guitar? Focusing on one style of music in an introductory guitar program can limit technical development. It may also alienate students who may not be fond of whatever style is being offered. It has been my experience that beginning guitar students enjoy learning a variety of styles, and will naturally gravitate towards one or another, as their musical and playing “chops” improve. Also, consider choosing a good general guitar method book. Hal Leonard Guitar Method Book 1 is a popular choice, but keep a few different method books, as well a songbook on hand to use a as resource material. This will add variety to your repertoire.

5) Teach your guitar students to read musical notation, not just “tabs” and/or chord charts!

Tabs and chord charts are excellent tools to get your students playing quickly, and they can be utilized effectively in a variety of situations. They are not a substitute for a well rounded musical education. Introduce theory and note reading early on. Once students can read and play the notes on one or two strings, you can begin simple ensemble work, which is a popular and motivational activity with beginning students.
If you want to establish credibility and maintain longevity in your guitar program, treat it as you would your instrumental and/or vocal class by applying the expectations outlined by the Ontario Curriculum for the Arts, 1999.

6) Teach theory concepts that relate directly to what students are learning on the guitar at the time.

Although instrumental, vocal and guitar students are taught the same theory concepts in a Grade 9 or 10 curriculum, the order of the delivery can be altered to suit the nature of the performance task at hand. This way, guitar students can clearly identify the relationship between the theory and its practical application.

7) Encourage group participation and performance.

Ensemble performance improves music reading skills, builds confidence and reinforces the importance of teamwork. Start an extra-curricular guitar ensemble or a class guitar club as soon as possible and provide them with high profile performance opportunities. Include the guitar ensemble in school and community concerts, and/or consider entering the group in a festival competition. Most music festivals, including MUSICFEST Canada now include guitar ensemble as part of the chamber group category.

8) Talk to other teaching professionals!

There are some incredible guitarists and guitar educators out there, both in the private studios and in our elementary and secondary schools. Don’t hesitate to ask questions, or to share ideas and resources with colleagues.

Suggested Resource Books for Your Guitar “101” Class:

There are many excellent method and resource books to choose from. Here are just a few tried and true suggestions for your beginning guitar class.

Method Books:
1. Hal Leonard Guitar Method Book 1, by Will Schmid and Greg Koch
2. Alfred’s Basic Guitar Method, by Alfred d’Auberge and Morton Manus
3. Belwin’s 21st Century Guitar Method, by Sandy Feldstein and Aaron Stang

Guitar Ensemble Music:
1. Belwin’s 21st Century Guitar Ensemble Books 1&2, by Feldstein and Stang
2. Hal Leonard Super Classics Vol’s. 1&2, arranged by Steve Rosenhaus
*Bach chorales are excellent for guitar ensemble.
*Brass/Woodwind, and/or recorder ensemble music can be adapted for guitar ensemble with excellent results.

Song Books:
1. The Complete Guitar Player Songbook, by Russ Shipton
2. Hal Leonard Easy Pop Melodies Vol’s. 1-3
3. Hal Leonard Easy Pop Rhythms Vol’s. 1&2
4. Hal Leonard, Acoustic Guitar, by Chad Johnson

Theory Books:
1. Practical Theory, Vol’s 1-3, by Sandy Feldstein
2. Alfred’s Essentials of Music Theory, Vol’s. 1-3, by Surmani, Surmani and Manus
3. Elementary Music Rudiments, Vol’s. 1-3, by Mark Sarneki

I encourage music teachers across the province to continue to promote quality guitar education in their schools. We can accomplish this by offering guitar students creative and relevant instruction, more and better resources and high profile performance opportunities. Let’s continue the excellent work we’ve already begun. Our students are worth it.

Gary DiSalle is one of Northern Ontario’s premier guitarists and music educators. From 1994 to 1999 Gary taught guitar and instrumental music at Sutton District High School. In 1999 he returned to Sudbury, accepting a position as guitar teacher at Sudbury Secondary School, home of the Rainbow District School Board’s Performing Arts Magnet Program. Gary is the founder and co-director of the highly successful “Guitars Alive” project; a non-profit association of local guitar teachers, dedicated to the growth and development of quality guitar education in Sudbury and area schools. Gary continues to work as a guitar teacher/clinician and maintains close ties to the Sudbury music community recording and performing with various local artists and community groups. You can write to Gary at <disallg@rainbowschools.ca