Lessons - What to expect
Guitar lessons can be daunting, especially one-on-one instruction. To give you some considerations, we've written up a general guideline for how the first few lessons are typically structured. Each student will be different, and different learning methods are accounted for as often as possible. One of the first goals is to lead the student to a gratifying personal accomplishment with the instrument, before more advanced items are considered. This is a general overview.
Your first lesson is your "foundation" lesson. This is a great time to express your personal interests, goals, and experiences on the instrument - what genres or artists you enjoy, if you want to move from acoustic to electric or vice versa, and if you have any previous experience with other instruments - some skills will likely carry over. Basic terminology regarding the instrument is established for effective teacher-student communication, and is passively quizzed throughout instruction. If sufficient understanding of the presented ideas is shown with time remaining, a basic song may be introduced right away.
Instrument exploration is encouraged during free time.
After the first lesson, each subsequent lesson further pursues the idea of beginning a first song:
Notation (chord charts or tablature) is introduced, appropriate to a student’s existing skill level. Some younger students will not have sufficient dexterity to pursue chords as a milestone at this time, in which case, alternate measures (single note song structure) will be taken so as to not discourage the student and still get a song under their belt. This route tends to have its own benefits, as this gives the student a chance to explore a familiar melody in a new way. Older or more experienced students will be establishing the first chords appropriate for their first song. Basic practice to the best of their ability is expected.
Through the next few lessons, concepts are refined through portions of a song. Single note students will follow a focus on technique, moving from a single finger melody to usage of all fingers appropriate to the song at hand. This seeks to improve dexterity, and ultimately, efficiency. Those pursuing the chord based song will be working through rhythmic exercises. Both are monitored for proper picking-hand technique and corrected as necessary.
After this point, a short break in existing concepts is taken to review practice habits, and this can be a portion of or one entire lesson. This is especially important if practicing a skill is new to them, or if a lack of progress is apparent upon review of last lesson’s work. The difference between “playing” and “practicing” the instrument is emphasized and demonstrated. Effective timetables are discussed, for younger students, a supportive parent or guardian is included in the discussion.
After these expectations are established, at home practice is typically more efficient. Completely fluid movement is not expected, but improvements are necessary for a recognizable piece. Many students will continue beyond this point into a personalized goal oriented program covering more advanced techniques and topics relevant to their interests.
Your first lesson is your "foundation" lesson. This is a great time to express your personal interests, goals, and experiences on the instrument - what genres or artists you enjoy, if you want to move from acoustic to electric or vice versa, and if you have any previous experience with other instruments - some skills will likely carry over. Basic terminology regarding the instrument is established for effective teacher-student communication, and is passively quizzed throughout instruction. If sufficient understanding of the presented ideas is shown with time remaining, a basic song may be introduced right away.
Instrument exploration is encouraged during free time.
After the first lesson, each subsequent lesson further pursues the idea of beginning a first song:
Notation (chord charts or tablature) is introduced, appropriate to a student’s existing skill level. Some younger students will not have sufficient dexterity to pursue chords as a milestone at this time, in which case, alternate measures (single note song structure) will be taken so as to not discourage the student and still get a song under their belt. This route tends to have its own benefits, as this gives the student a chance to explore a familiar melody in a new way. Older or more experienced students will be establishing the first chords appropriate for their first song. Basic practice to the best of their ability is expected.
Through the next few lessons, concepts are refined through portions of a song. Single note students will follow a focus on technique, moving from a single finger melody to usage of all fingers appropriate to the song at hand. This seeks to improve dexterity, and ultimately, efficiency. Those pursuing the chord based song will be working through rhythmic exercises. Both are monitored for proper picking-hand technique and corrected as necessary.
After this point, a short break in existing concepts is taken to review practice habits, and this can be a portion of or one entire lesson. This is especially important if practicing a skill is new to them, or if a lack of progress is apparent upon review of last lesson’s work. The difference between “playing” and “practicing” the instrument is emphasized and demonstrated. Effective timetables are discussed, for younger students, a supportive parent or guardian is included in the discussion.
After these expectations are established, at home practice is typically more efficient. Completely fluid movement is not expected, but improvements are necessary for a recognizable piece. Many students will continue beyond this point into a personalized goal oriented program covering more advanced techniques and topics relevant to their interests.