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Guitar 10 Unit #1: The Basics

Olds High School


Alex Hutcheon
Generative Topic. Topics that are interesting to both students and teacher and have the capacity to generate further learning
by stimulating questions, thinking, discussion, activity, curiosity, and creativity and that enable students to make connections
with what is important within a topic or domain (i.e. big idea).
Generative Topic: Getting to Know Your Guitar
Unit Title (Based on a Generative Topic): The Basics
Synopsis. Summarizes the unit (i.e. the unit in a nutshell)
and lists the following information:
a. Central focus, theme, topic, big idea, generative topic;
b. Grade, musical program of study (i.e., band, orchestral,
guitar, etc.);
c. Time allotment (minutes/hours/periods) for the unit; and
d. Rationale explaining its relevance to achieving the aims and
goals of the provincial music curriculum.
Synopsis:
a. The theme or central focus is the basics on the guitar (14 basic chords, with
application to folk and modern pop styles; guitar structures; tuning;
elementary rhythms applied to strumming; blues form).
b. This unit is for grade 10 guitar class which follows the general music 10
program of studies.
c. This unit spans 17 70 minute classes for a total of 1,190 minutes or
approximately 20 hours.
d. During this unit, students will discuss how one of the basic elements of music
is harmony. Playing chords is the first step to learning to play a complete
selection of music. Another element of music is rhythm. Playing chords in
rhythmic patterns will enable students to play recognizable songs without the
element of melody. During this process, students are involved as performers,
listeners, critics, consumers, historians, and composers. By learning the basics
of the guitar, students will most definitely learn how to appreciate,
understand, and create music, while increasing their ability to self-express.

Culminating Activity/Products.
Briefly describe the culminating activity and products (e.g. a composition,
performance, recording) explaining how these are authentic performance
tasks and how they bring the unit to an appropriate closure.

Culminating Activity/Products:
The unit culminates with a chord proficiency test and individual chording
recital. During the chording proficiency, students are expected to play all the
unit one chords, in random order. This is done through private one on one
playing tests. The individual chording recital involves chording along to a
pop song recording. The students choose the pop songs to be played during
the recital. This recital will also be performed to the teacher in a one on one
setting, where the teacher will assess chording accuracy, rhythm, position,
and strumming patterns.
This will bring closure to the unit because it will encompass all the chords
learned throughout unit one. It will also reinforce rhythm, and position by
successfully chording to a song of the students choosing.

Aim/big idea. A concept, theme or issue that gives meaning and connection to facts and skills and leads to deeper
understandings and appreciations. Based on a generative topic.
Aim/big idea: By the end of the unit, students will understand . . . basic chording, rhythms and classical positioning for the

guitar.
Essential questions. (Two to five per unit) Important, overarching, thought-provoking questions that guide the inquiry
throughout the unit.
Essential questions:
1. How can learning the basic elements of guitar help me become a life long musician?
2. In what ways can harmony and rhythm assist with self-expression?
3. Why is it important to appreciate and understand the basic elements of the guitar?
Desired Results/Learning Outcomes (Scope & Sequence)
General & Specific Musical Learner Expectations/Outcomes
Unit Learner Expectations (Goals)
By the end of the course students will . . .

By the end of the unit, students will be able


to . . .

Assessment/Evaluation
(Summative i.e. assessment of
learning at the end of the
unit)

GLE/GLO: 1
Performing/ Listening: Develop understanding of the elements and structures of music as they apply to music making and listening.
SLE/SLO: 1.1 Demonstrate an understanding of the term rhythm
ULE: 1.1.1 Identify designated items that
Test #1
are related to rhythm during a summative
test
ULE: 1.1.2 Apply their knowledge
Proficiency #1 - 4
regarding rhythm by performing proficiency
tests with all strums being even and smooth,
with a constant steady beat
SLE/SLO: 1.2 Demonstrate an understanding of the term harmony
ULE: 1.2.1 Identify I, IV, and V7 chords in
Test #2
multiple keys during a written test
ULE: 1.2.2 Demonstrate their
Proficiency #1 - 4
understanding of harmony by playing
multiple I-IV-V7-I progressions
SLE/SLO: 1.3 Demonstrate an understanding of staff, bass clef, and treble clef ULE: 1.1.1 Identify different terminology
Test #3
regarding staff and clef during a written
exam
GLE/GLO: 2
?: Develop awareness of the applications of music in our society with respect to music careers, avocational and leisure uses.
SLE/SLO: 2.1 Demonstrate an understanding of critical listening skills as
ULE: 2.1.1 Critically listen to a pop song of Recital #3
applied to recorded examples of popular music
their choice that they can transcribe and
then teach to the class

SLE/SLO: 2.2 Identify and analyze, through critical listening and/or other
ULE: 2.2.1 Identify musical elements and
Recital #3
forms of study, four styles of popular music, with specific reference to musical structures of a pop song by transcribing a
elements and structures
song of their choosing
GLE/GLO: 3
Performing/ Listening: Develop the ability to make intellectual and aesthetic judgments based on critical listening and analysis.
SLE/SLO: 3.1 Demonstrate proper sound production
ULE: 3.1.1 Demonstrate proper guitar
Proficiencies #1-4
technique during proficiency tests by using
a Technique Checklist (body and hand
position)
ULE: 3.1.2 Perform recitals while playing
Recitals #1 & 2
with a superior tone
SLE/SLO: 3.2 Demonstrate the correct physical relationship between player
and musical instrument

ULE: 3.2.1 Demonstrate proper guitar


technique during proficiency tests by using
a Technique Checklist (body and hand
position)

Proficiencies #1-4

SLE/SLO: 3.3 Explore, develop, and refine the sound making capabilities of
the instrument, individually and/or as part of an ensemble

ULE: 3.3.1 Critically listen to their own


guitar capabilities during daily pop-song
exercises

Daily Pop-Exercises

SLE/SLO: 3.4 Analyze the aesthetic and stylistic qualities, through the
performance, of a musical selection
1. Daily Pop Songs (Chording)
2. I-IV-V7 Chord Progressions in 7 keys
3. Proficiency tests
4. Trivia Quizes
5. Recitals
6. Student led-guitar lesson
7. Written Theory Tests

ULE: 3.4.1 Perform two pop songs of their


Recital #1 & 2
choice and self assess their performance
afterwards
Master List of Major Learning Activities and Experiences
8. Lead Sheet recordings
9. Body Position
10. Parts of Guitar
11. Tuning the Guitar
12. Reading chords
13. Reading Rhythms
14. Chord transitions
Master List of Materials, Equipment, and Resources
7. iPad
8. Marty Swartz Guitar Jamz DVD
9. My personal pop song chording collection

1. Guitars
2. Picks
3. Capo
4. Ultimate Guitar
5. Youtube
6. First Year Guitar (Hands-On Training) textbook

Special Considerations

Modifications and accommodations for learners with


special needs/Adaptive strategies. Strategies used to
accommodate the needs of exceptional learners. For example
musically gifted, ADD, ADHD, Asperger, or Tourette Syndrome.
Identify and briefly describe the diagnosed condition and the
strategies you will use to meet the needs of these student and
why.

Modifications accommodations to be made for learners with special


needs/Adaptive strategies in the teaching of this unit:
The majority of this class are K&E students, thus they tend to struggle in their
traditional classes. I try to make guitar 10 an inviting atmosphere that
emphasizes students strengths rather than weaknesses. For this reason I have
made the rule that there are no deadlines for assignments, in that the students
can work at their own pace (just as long as everyone is completed by the end
of the semester). For student who complete assignments quickly, I allow them
to access computers to further enhance their guitar chops and learn new songs
that interest them.

Lesso
n
1

Topic

Housekeeping/
Introductory
Material

Social context issues. How you will address any relevant


social context issues in your planning. For example,
students unable to dance or perform or listen to patriotic
or particular religious music for religious and/or cultural
reasons
school is a faith-based institution
large number of FNMI students
a large number of ESL students
inner-city issues, etc.
Description of strategies to be used or steps to be taken to address social
context issues in the teaching of this unit:
A portion of my class are Pilipino students who are ESL. To accommodate
their needs, I need to speak clear or make sure to repeat myself when I give
directions. Visuals are typically very effective for ESL students, thus I will
incorporate a large amount of visual explanations. These students are actually
very strong guitar players and I encourage them to play traditional Pilipino
songs during recitals.

Summary of Lessons
Learning Objectives
Assessment/Evaluation
By the end of this lesson TSWBAT . . .
Formative &/or Summative
(i.e. assessment as, of, for
learning).
1. Demonstrate the correct physical
1. Formative assessments of
relationship between player and musical
students readiness through
instrument
the use of observation
2. Formative assessment of
student readiness and interest
using a pre-assessment exit
slip

Learning Activities/ Instructional Strategies

1. Icebreaker:
- Do you know your neighbor musical chairs
2. Housekeeping:
- Hand out and review course outlines
- Hand out method books
- Assign rental guitars
3. Introductory Material
- Explain procedures and routines
- Explain and practice classroom management
strategies (strings to the floor & string-less guitar)
- Parts of the guitar
- Body position

Review of Intro.
Material/ The DProgression

1. Applypreviouslytaughtguitar
techniqueinordertoproduceasound
usingandopenchord
2.Demonstratepropertechniqueand
posturebyplayingopenchordsonthe
guitarwhilebeingobserved

1. Formative assessment of
students playing position
2. Formative assessments of
students proficiency level
regarding chord progressions
and the Tom Petty song

Basic Theory; IIV-V7


Progressions

1. Demonstrate an understanding of the


term harmony
2. Explore, develop, and refine the sound
making capabilities of the instrument,
individually and/or as part of an ensemble

Proficiency #1
(The DProgression)

Parts of the Guitar

1. Apply their knowledge regarding


rhythm by performing proficiency tests
with all strums being even and smooth,
with a constant steady beat
2. Demonstrate their understanding of
harmony by playing multiple I-IV-V7-I
progressions
3. Demonstrate proper guitar technique
during proficiency tests by using a
Technique Checklist (body and hand
position)
1. Demonstrate proper guitar technique
during proficiency tests by using a
Technique Checklist (body and hand
position)
2. Critically listen to their own guitar
capabilities during daily pop-song

1. Formative assessment
through observation of
students performance
abilities
2. Formative assessment of
theory understanding through
the use of guided questions
1. Observation of students
technique during pop songs
2. Guided questions
regarding parts of guitar
3. Summative assessment of
D progression using
proficiency #1 rubric

1. Observation of student
performance during pop
songs
2. Summative Quiz
3. Formative true/ false trivia
assessment

- String explanation (ex. EADGBE & 123456)


4. Sponge: get students to download a tuner app on
their phones for future classes
5. Pre-assessment/ exit slip
1. Review:
- Classroom management strategies
- Parts of Guitar
- Body Position (peer assessment)
- String and finger numbers/ letters
2. Learning D chord
- Have D chord projected on smartboard
- Play a call and response game using D
3. Free Fallin
- D-Dsus-Asus
4. The D Progression pg. 8
- I-IV-V7-I
1. Free Fallin
2. Pearl Jam Last Kiss
3. The D Progression and theory lecture regarding IIV-V7-I
4. Exploration Practice with chord progressions and
pop songs
1. Last Kiss Pearl Jam
2. Bad Moon Rising (D-A-G-D)
3. Labeling parts of the guitar
4. pg. 10 of textbook, Songs with A7 D & G
5. Proficiency #1 (D-G-A7-D or the D progression)

1. Bad Moon Rising


2. Perfect Two (G-D-Em-C)
3. Quiz #1 (Parts of the Guitar)
4. True/ False Theory Trivia
5. Proficiency #1 (cont.)

exercises
1. Identify designated items that are
related to rhythm during a summative test
2. Identify different terminology
regarding staff and clef during a written
exam
1. Perform recitals while playing with a
superior tone
2. Perform two pop songs of their choice
and self assess their performance
afterwards

Theory Test

Guts Recital

Proficiency #2

Coffee Trivia

10

Test #2

11

Reading Tabs

1. Critically listen to their own guitar


capabilities during daily pop-song
exercises

12

Guts Recital #2

1. Perform recitals while playing with a

1. Demonstrate proper guitar


technique (body and hand
position) while performing as a
group ensemble as well as during
individual proficiency testing
2. Perform chord progressions
that produce a quality sound
which will be assessed during
individual proficiency tests
1. Identify designated items that are
related to rhythm during a formative
trivia game
2. Identify I, IV, and V7 chords in
multiple keys during a formative trivia
game
3. Identify different terminology
regarding staff and clef during a
formative trivia game
1. Identify I, IV, and V7 chords in
multiple keys during a written test

4. Summative Proficiency #1
1. Observation of student
performance during pop
songs
2. Summative assessment of
students theory test
1. Observation of student
performance during pop
songs
2. Summative assessment of
students performance during
Guts Recitals
1. Formative assessment of
students ability to tune a
guitar
2. Formative observation of
student performance
3. Summative assessment of
students proficiency playing
test

1. Perfect Two (warm-up)


2. Give it all you got tonight George Strait (G-DAm-C)
3. Test #1
4. Practice for Guts Recital/ Finish Proficiency #1
1. Green Day Good Riddance
2. Laid Back Beach Vibe (Marty Swartz)
3. Guts Recitals

1. Detuning
2. Hey Ya Outkast
3. Proficiency #2

1. Formative observation of
student performance
2. Formative observation of
student knowledge during
coffee trivia

1. Jon Pardi Up All Night


2. Taylor Swift You Belong with Me
3. Coffee Trivia Challenge (preparation for test #2)
4. Proficiency #2 (cont.)

1. Formative observation of
student performance
2. Summative assessment of
students second written test

1. Taylor Swift You Belong with Me


2. Snow Patrol Chasing Cars (introduction to
tabs)
3. Test #2
4. Proficiency #2 (cont.)
1. Jimmy Eat World -Middle
2. Red Hot Chili Peppers - Otherside
3. Practice or Guts Recital #2

1. Formative observation of
student performance
2. Observation of students
progress towards recital prep.
1. Formative observation of

1. Florida Georgia Line Shine On (introducing F)

13

Proficiency #3

14

Test #3

15

Proficiency #4

16

Final Project
Prep.

17

Student LedRecital

superior tone
2. Perform two pop songs of their choice
and self assess their performance
afterwards
1. Apply their knowledge regarding
rhythm by performing proficiency tests
with all strums being even and smooth,
with a constant steady beat
2. Demonstrate their understanding of
harmony by playing multiple I-IV-V7-I
progressions
3. Demonstrate proper guitar technique
during proficiency tests by using a
Technique Checklist (body and hand
position)
1. Identify designated items that are
related to rhythm during a summative test
2. Identify different terminology
regarding staff and clef during a written
exam
1. Apply their knowledge regarding
rhythm by performing proficiency tests
with all strums being even and smooth,
with a constant steady beat
2. Demonstrate their understanding of
harmony by playing multiple I-IV-V7-I
progressions
3. Demonstrate proper guitar technique
during proficiency tests by using a
Technique Checklist (body and hand
position)
2. Critically listen to a pop song of their
choice that they can transcribe and then
teach to the class
3. Identify musical elements and
structures of a pop song by transcribing a
song of their choosing
1. Critically listen to a pop song of their
choice that they can transcribe and then
teach to the class

student performance
2. Summative assessment of
Recital

2. Guts Recitals #2

1. Formative observation of
student performance
2. Summative assessment of
students chord progressions

1. Florida Georgia Line - Cruise


2. Old Crow Medicine Show Wagon Wheel
3. Proficiency #3

1. Formative observation of
student performance
2. Summative assessment of
students third test

1. Hootie and the Blow Fish Let Her Cry


2. Poison Every Rose has its Thorns
3. Test #3

1. Formative observation of
student performance
2. Summative assessment of
students complete 7 chord
progressions

1. Jake Owen Barefoot Blue-Jean Night


2. Kelly Clarkson Breakaway
3. Proficiency #4

1. Formative observation of
student performance
2. Observation of students
progress towards recital prep.
1. Summative assessment of
students recitals (use iPad for
evidence)

1.
2.

Colbie Caillat Fallin for You


Final Project Preparation

1. Presentations of final guitar lessons (students


research a song and teach it to the class)

2. Identify musical elements and


structures of a pop song by transcribing a
song of their choosing

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