After experiencing many years of private lessons, I am acutely aware of the need to provide lesson plans that combine both technical exercises (skills development) and materials that might better be described as more “fun” than “work”. The balance is a conscious effort to impart important direction, while also paying attention to the care and feeding of the spirit or soul of the student, as this is often the reason which is motivating them to want to learn to play. Neglecting this aspect of the learning process will ultimately result in disconnecting the desire one would hope to bolster and build upon.

I can also honestly make the claim of being one of the world’s best and worst students. What I mean is, as a younger student, I often viewed many of my lessons and materials as boring or lacking any real musical substance. In contrast, when I was exposed to materials more musically interesting or related to my interests, I would spend the requisite time practicing and ultimately learning. It is hard enough focusing on doing things that are unnatural without adding boredom to the mix. Lesson materials are designed to challenge students while helping them build a repertoire of ‘playable’ pieces.

The guitar, although a fabulous instrument in itself, can be viewed in a larger context as being the “tool” a ‘musician’ elects to choose as their vehicle for musical expression. It is unique in that it can be used in vocal accompaniment, as a solo instrument, a plectrum (pick) or finger-style instrument, a percussive staccato or legato instrument. The guitar is the byproduct of the eight-string Lute and is perhaps more versatile than any other instrument found in today’s modern world. It is often a centerpiece in the genres of classical, folk, country, rock/blues, ragtime, Celtic, and gypsy styles of music. It’s impact can be seen too in many cultures including Hawaiian, Spanish, French, Caribbean and African. Each style has an array of technical skills needed in order to create the sounds associated with these wonderful and distinctive styles.

Understanding the different styles and what is needed to play them effectively is vitally important. It should also be said that teachers who, through their own lack of knowledge, focus more of the lesson plans on the learning of songs, are not providing their students with the skills needed to play everything they choose to perform at a higher level of command and freedom. This approach is a narrow focus and tends to leave a student with limited repertoire and shallow overall ability. One of my goals is to impart the skills needed for a student to be able to realize a lifetime of enjoyment whether they want to learn to play more sophisticated musical pieces, or merely be able to gain enough skill to enjoy a little “stringed therapy” after a challenging day of work. Playing well is really quite simple, but not easy.

Since playing well is a cumulative process involving skills development while learning basic elements that make up music, the more attention given to the notion of “making your practice your playing and your playing your practice”, the faster the results will come, and greater confidence can be instilled in the student. Students do need to exhibit an adequate level of proficiency before advancing in the program and taking on more fun challenges.

I realize that not all students aspire to be professional players or spend all their free time practicing and learning to play. Balance needs to be a part of everyone’s life. If a student attains a lower level of achievement but derives a high level of enjoyment from what they have learned, I will feel I have helped provide some of that important balance, and can take solace in the peace of knowing I’ve made an important impact on their life.

~ Jeff Reed ~