where do i start if i wana take my playing up a level

wesleybotes · 2012-01-19T16:22:18+00:00

Hey guys I've recently started learning scales and I know minor and major chords plus power chords would these scales help at all any advice

Keira-WitherKay

PeachyDragon wrote
Keira WitherKay wrote if you want to take your playing up a level.......find a tutor who can teach you theory and NOT just riffs or new songs every week,

understanding music and how it works....... it's easier than you think and the key to playing well.......... and that next level.......

but you need to have someone who can guide you through it and most importantly learn it in the right sequence...........

since theory requires you start at step one and progress cos everything builds on what you learnt before.....and many don't follow this and then hit a wall or find it confusing since they skipped out some of the steps ...

but a tutor experienced in teaching theory will sort it all out and have you understanding it all in a matter of weeks ...... and it'll open so many doors to that next level ,
+1
Keira, just curious, do you teach all students theory or do you decide based on the student?
I personally find that many students just don't care.

well i teach everyone basic theory and thats not difficult at all.......... so even my 12yr old students can find keys and understand chord construction and know enough theory to compose......... HOWEVER i must say i tend to only teach (by my choice) students who want to take guitar seriously ........

for me i make a living performing music live and in the studio sessions and teaching is something i do cos i enjoy it and also a way of "giving back" or "passing on the torch" ........ not because i need the money .........

so from the outset if a student just wants to learn riffs or a new song each week parrot fashion ...like a trained monkey i refuse to teach them....and i advise them to save money on lessons and just down load tabs from internet ...........

so from the start i teach all my students to understand music and because i peform so much, i tend to teach students who want to perform live and help them achieve that .............and theory (we not talking advanced now ) is essential for any musician to step up from being the "copy cat" style player and one that can create ....... and theory is so easy i have taught a 7 yr old student to be profficient enough to recognise keys on just seeing the songs and to solo over any piece at will , and many of my students have progressed to the level of playing on the pro/semi pro circuit ...... so my "method" works

and hold on to your hats................ even my bass students( i teach guitar/bass and composition) get taught theory and can play and solo on bass over any piece on sight .......

so yes i believe theory is important to understand music ......... and amazingy when initially people are "threatened" by the word theory .....if you have a good tutor once it's explained in the natural progression of it the "lights go on" and they realise how easy it is.........

and of course it's NOT instant so allow time for the theory to sink in .........many students it seems are quite impatient ...and want 3 theory lessons then be able to understsand everything ........but as we know any advancement in guitar skills/ technique or theory take a while to develop ,

see understanding theory/music as learning a language.......... when you first hear a new language you so confused......but suddenly if you put in the work (very important) you can after a while have broken conversations with others in that language and then if you press on with practise and in time you will find yourself speaking fluently ...........

so forget that "guitar hero in 6 weeks nonsense" ........... but if you follow the right path and put in the time to work on it you will be rewarded

so if a student is not "getting" the theory there is only 2 reasons
1. they not learning what they should (theory is basically the 'rules" of music and have to be learnt like you would math formula's ect ...but they are in a logical sequence which makes it easier )
or
2. the tutor is not explaining it correctly.

and as for point 2....... be careful many so called tutors don't know the theory themselves so can't teach it ...thats why they just teach songs and avoid theory ...and not so long ago i had a student who was beginner level theory wise as in could not find a key of a song .......... but could play songs learnt in tab and by ear .......yet they were teaching guitar in jhb to about 20 students .......

so if you want to learn songs or riffs the internet is great for that ........

but if you want to progress and take your music further and understand it then find a tutor and focus on theory , composition and technique ......... and learn songs on your own time...

music is a language and it has rules........... so learn them and you will speak the language of music fluently

PeachyDragon

Great Reply Keira.
So by finding keys by sight, do you mean based on chords symbols or music notation or both?
For the beginning students I assume soloing in any key means sliding 1 or two scale shapes they know
into the right position? Or do you teach classical notation scale studies which are all in the same position?

PeachyDragon

PeteM wrote This is the main reason why I host open mic evenings. I encourage my students to perform, which means they have to practice and they have to complete the song.

Where do you host the open mic evenings and how often?
How do you encourage the sudents to come and perform?
I find that most students almost refuse to perform, so I
warned them 4 months in advance that the next concert is
mandatory.
I do make some exceptions though, such as middle aged business
men who don't have much time to practice but enjoy playing
and aren't really getting anywhere fast.

PeteM

PeachyDragon wrote
PeteM wrote This is the main reason why I host open mic evenings. I encourage my students to perform, which means they have to practice and they have to complete the song.
Where do you host the open mic evenings and how often?
How do you encourage the sudents to come and perform?
I find that most students almost refuse to perform, so I
warned them 4 months in advance that the next concert is
mandatory.
I do make some exceptions though, such as middle aged business
men who don't have much time to practice but enjoy playing
and aren't really getting anywhere fast.

I've been hosting a weekly evening at a local pub here in Durban, which is unfortunately terminating at the end of the month. I am working on a new venue though.

I play with them to start with and wean them off to perform on their own... even if it's just two numbers. What I do find is that when they have performed once, it lifts their confidence and their desire to improve is amazing... suddenly the middle-aged businessmen find the time to practice. ?

PeachyDragon

Indeed Pete. I think some of my best and some of my worst students have been "middle-aged business men"

rikus

Yes, scales are very much worth the effort!

Two pieces of advice mentioned in this thread that I can personally attest to is:

1. Give it time to sink in; and
2. Start playing with other people if you can.

I spent little less than a year (I think) taking lessons from Renesongs focussing on scales and modes. I grew slightly frustrated at a certain point because I was understanding the theory on a intellectual level, but my fingers had not yet made the connection with the theory. I unfortunately had to stop taking lessons due to time retrains, but shortly thereafter I had the opportunity to make the move from acoustic to lead electric in my church's band. That was when I really started getting practical about all the theory I had learnt and what a difference that made!

Not only does the theory help transcribing songs and learning solos, but I can now very comfortably improvise around and build little lead lines off of simple melodies when doing background/ambient stuff. I needed to let my hands also make the connection. My hands can now start playing the melodies I hear in my head...

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