To all the teachers out there...
I recently started teaching guitar to a 6yr old.

I had to adapt my way of teaching quite a bit due to that... I focus mainly on string skipping, picking techniques and one string major scale stuff for now... since being a young kid he has problem so far with fingering and even more so on changing strings when fingering.

I also started agame with him where he has to challenge me to play something after he played it to me... of course his goal is to play something I won't be able to play therefore challenging himself in the process.

I'm wondering if any of you have pointers to share and ideas I could use with that one student I have, most of the tiem my students are 12 and older.

Those seem like great techniques. At that age, you can't expect too much. I don't think their motor skills are fully developed, yet. But I think you can imprint a positive musical experience, to the kid.

Music can be a great family type of activity, too. Whenever a kid is 10 or younger, I want to have a parent/grandparent in on the lesson. That way they can help the kid, when they're back at home. It's something many parents jump at.

One technique I use, is a game that has me playing various melodies. These are usually T.V. theme songs, jingles from commercials, and video game themes. If the kid can name the tune, I show them how to play it. Even if they can only learn a small phrase or two.
I find that once a student sees some success, then they are more accepting of their instructors' direction. A little confidence in the whole process. Once they learn a few familiar melodies, then maybe you can introduce something more "substantial".

Anyway, have fun with it! Some of my favorite students to work with, are smaller kids. They always bring me back to why I really started playing.

I also like to cue in the parents... it helps when they can at least help him 'read' the graphical tabs I left so that he has something to help him remember what to do.

I introduced a lot of up or down picking with arrows pointing down or up to help him visualise that part of things... we're talking one string picking here... no chord just yet.

I'll try the 'recognisable melody' approach I didn't think of that. I'll pick his brain to know what cartoon or shows he's into and take it from there... maybe some Sponge Bob theme song or something (on electric that woudl be nice with a wide chorus) on acoustic he might not recognise this one since it's fx dependent.

I started putting down ideas... like developing the sliding note ... from say 3rd fret to 9fret without missing the target... things like that that are funny to a kid.

I also asked the parents to watch him and take notice of what he likes to play most... so far he seems to be really into open strings melodies.

Last lesson I showed him the C major scale on the B string... quite easy for a kid to imprint that info has most already sing that at school without knowing it... in the process learning maj scale spacing without really knowing it. That's an apporach the parents seems to like, to have teh kid learning usefull ong term stuff withiout realising he's really learning I think that's the key element here... finding ways and exercie to do that is the tricky part.

Any other ideas are welcomed!

Yeah, the theme song melodies can incorporate hammers, pulls, and slides. That's one of the ways I incorporate those techniques.

Here's a kids' favorite. The "Meow Mix" commercial's theme, all played on 1 string. Here's the fret numbers:

5420 5420 54567420

For munchkins seven years of age and younger, I use those goofy entry-level books with the cartoon characters and the huge musical staffs and notation. Unless they happen to be Mozart Jr., most kids haven't formed any hardcore musical opinions and preferences by this point in their lives. "Jingle Bells", "Happy Birthday", "Mary Had a Little Lamb", and "Aura Lee" are pretty big hits in my neck of the woods, as is the "big note" version of Ludwig's "Ode to Joy" in the key of C. Most of these guys and gals have graduated beyond Barney the Dinosaur and The Wiggles, but aren't yet intimate with or hip to The Beatles. Seriously, they dig simple and familiar melodies that are easy to play.

Unlike with adult students, I won't take on a youngster under the age of thirteen unless they're willing to learn to read standard musical notation, with no exceptions. They're young, and their mental files aren't yet polluted, so there is no reason whatsoever not to teach them this. Clinical studies have proven that children that study music do better with mathematics in school (and vice-versa), and my experience over the past twenty years would certainly reflect this. On a personal note, I'd also add that musical study can often cause a shy and reserved youngster to become more socially gregarious. For the teacher that is new to reading of standard notation, working with munchkins is an excellent way to hop into the saddle; reading one's way through an entry level book will occupy about a half hour of one's time. In addition, if one is to be taken seriously as a music educator in legitimate circles, reading is mandantory, period.

For five, six, and seven year olds, I ask that a parent or guardian attend lessons with their child for at least the first month. Here's the way that I explain it to parents: Their child has ongoing support from (private or public) school teachers five days per week, whereas with music lessons, the youngster hooks up with a teacher once a week for half an hour. It's entirely unrealistic to expect that a child will progress and develop (even a casual) discipline and regimen without parental involvement. While there's no guarantees, the youngsters that I've taught (countless scores since 1984) that have "got it" did so largely because their parents involved themselves in the process.

If a teacher is to connect with a student, particularly a youngster, a person-to-person bond needs to be developed, there's no way around it. For the person that teaches professionally, this consideration needs to be quite separate from that of business. I'll be the first to admit that I have very strong bonds with some of my youngsters, which have been developed over quite some time, and yes, they're my "friends". Ask them what's going on with their lives, and don't just go through the motions, listen and interact intently. With new students, ask them if they're involved with dance, athletics, or The Arts, and draw analogies accordingly as pertains to their world, particularly if you plan to incorporate physical exercises.

In working with entry level students (young and old), most will naturally gravitate toward all of the bad habits that seasoned players have worked so hard to avoid or overcome - not arching the fretting hand fingers, bad fretting hand intonation, an affinity for down strokes and an uncomfortable disdain for alternate picking, wildly aggressive pick "technique" (especially for little boys), bad sense of time, favoring the index and middle fretting hand fingers, you name it, on and on and on. There are literally five or six bad habits going on at the same time. It's important to chip away at these things a little bit at a time, in a way that doesn't kill the spirit of the youngster. Shower them with praise for what they do well, and gently "instruct", as to their shortcomings.

One of my fave approaches with youngsters is what I call the "say and play" game. Have them say the names of notes for a line of music in real time, and then have them play it (play it with them). Repeat as often as necessary.

Play melodies in unity with them, and then play an entirely different rhythmic figure while they play the melody. This invariably will initially cause them to wig and freak. Explain that in the "real world", people play different parts, and that their favorite songs usually consist of such, and that this will be an ongoing part of the relationship. They'll warm up to it over time.

Show them some cool things that you've learned to play through sheer repetition. If they get frustrated, remind them (in a non-condescending way) that you've been playing for much longer than they've been alive, and if music is meant to be part of their life, they'll get it over time. Show them how much bigger your hands are than theirs, remind them that you're done (physically) growing, and that they're just getting started, and allow them to touch the callouses on your fingers (ewwww!).

The first chord that I show to youngsters is E minor. There's only two fingers involved, and there are no strings to avoid with the pick. They always dig that one (hey, me too!).

Always make it fun and new and interesting. I always bring kazoo, slide, jaw harp, and egg shaker with me. You never know what will spark interest.

For a youngster to progress, I recommend practicing for a minimum of a very focused twenty minutes per day, four days per week. An hour spent one day per week will basically accomplish nothing.

Oh, and get a yellow highlighter pen. Youngsters are very visually oriented.

Beautiful advice, Mr. C!

P.S.
Stickers are big, for kids. I keep a bunch of stickers with animals and cartoon figures, etc. I give these to students, when they complete different assignments. Also, all the cool music-gear stickers the store gets stacks of. Grab a handful, and once in awhile give those out.

Good pointers in there!

I haven't thought of stickers and bringing slides and the likes I have a few of those things anyway... so I will!

The one thing I did that created a bond was that by teh second lesson I knew the kid's favorite color is red... so of course I gave him one of my Glo®bz pick in red... he was happy beyond belief because he hated his yellow pick... now he only plays with his red pick... and silly me I thought the green one sounded better!

I showed him the famous Em ... I thought I wouldn't show him a chord early on be he was able to finger things well so I tried it and what the heck he can do it so let's do it.

I'll incorporate the color idea also I have a bunch of those small hi-lighter.. I use them to color code measurement in my AutoCAD class to make my reading easier and faster... makes sense that it would help a kid with something that to him his 'complicated'

Thanks Corleone!

Yeah, stickers are great. I keep a roll of yellow, red, blue, and green smiley faces handy. Kids are always looking for a new smiley face, as it connotes success and approval from grownups.

Speaking of which, it's amazing what sorts of guitar gear and paraphenalia that kids will gravitate toward, I mean the sort of things that I'd never even think about recommending.

Glorbz, you'll dig this. Lots of my guys have these stick-on picks mounted to their guitars, and some have stick-on pick holders. Some have elaborate wooden pick containers. Me, I have jeans pockets.

What's funny is that some of these guys can't seem to bring a pick to class if their very life depended upon it. I tell them (and their parents) that it's like school and homework - ya gotta bring it with. My rule is that I loan a pick the first time that it's been forgotten, and from then on out, I get to enjoy the entertainment value of watching them fumble about without one. Occasionally, someone will strike nirvana with thumb and fingers, so I'll exploit that.

Kids are constantly forgetting to bring their books to class, and that's big fun for me. I make them try to remember their lessons by ear and from memory, which probably develops them greatly anyway.

For about 75% of kids whose parents have bought them Squire Strat Packs for Christmas, the guitar jacks are in vast disrepair; they're loose, and some of them make tons of noise. I always point out to the parent or guardian that a minor fix is in order, and sure enough the kid will come in week after week without the thing being repaired. I don't bring tools with me to guitar classes. I'm not a tech, but these are really quick and easy fixes. The point is that if, between Junior, Mom, and Dad, they can't put time in for the fix, all involved are wasting their time, except for me, because I'm being paid by the half hour. If the kid comes back in yet again with a noisy jack, I'll say, "Man that sucks eggs, Mom or Dad should've fixed that, I can't listen to that infernal noise, sorry", and I'll unplug them from the amp, and we'll conduct our lesson as such. Call it "tough love" or whatever.

By the way, multi-colored highlighters are a great tool for young and old alike. With the older folks, I like to highlight certain intervals (typically roots, thirds, fifths, sevenths) within chord, scale, and arp shapes, with different colors. I'll ask the student to get some highlighter pens and fill in accordingly, on the shapes up the neck that I've provided diagrams for. The guy that comes back in with no new colors on his diagrams, well, he's not really very hungry.

quote:

Here's a kids' favorite. The "Meow Mix" commercial's theme, all played on 1 string. Here's the fret numbers:

5420 5420 54567420

Certain to become a staple of my S.M.R. (Standard Munchkin Repertoire). Thanks, Swain.

You're amazing Tim. I'm gonna have kids and move to Atlanta just so you can teach 'em.

"Meow Mix" ... fuckin' genius!

quote:

Originally posted by Corleone:
Glorbz, you'll dig this. Lots of my guys have these stick-on picks mounted to their guitars, and some have stick-on pick holders. Some have elaborate wooden pick containers. Me, I have jeans pockets.

Oh me I have some fancy pick holder keychain

Good discussions I never thought it would spark such interest... I thought I was one of the very few who'd dare PLAYING with a kid

quote:

Originally posted by klasaine:
I'm gonna have kids and move to Atlanta just so you can teach 'em.

Wow man, I'd be honored. Take your time brother, you just got married! I like that 'moving' bit - the distance between LA and ATL makes it a bit inconvenient for us to actually hang, n'est-ce pas?

quote:

Originally posted by Glorbz:
Oh me I have some fancy pick holder keychain...

And I'd expect nothing less from our resident Pick God!