PLECK lesson 52 · suggested week 11, day 2
Move from G to C patiently
Objective. Demonstrate this observable music task: Prepare G-to-C silently three times, then play the two-bar chart twice at a chosen safe tempo; log one location that needed attention.
Enlarge/print text, speak or dictate written responses, use parent scribing, quiet practice and a visible score. Left-handed hand roles are equivalent. A hearing/one-hand or temporary-instrument limitation can use an explicitly documented alternative target; do not claim an unobserved auditory or two-hand playing skill. Parent may consult an appropriate music/access professional; no medical diagnosis is made.
Start any clip at a low comfortable volume. No headphones or amplifier are required. Pause and tell an adult if it is uncomfortable. A download is not browser playback, and the clip is not a recording of a person playing.
About 45 minutes. The due date is chosen by a parent.
Materials: An available ordinary six-string acoustic/classical/electric guitar in standard tuning; no amp required, Pencil/paper or on-site text area, A nearby parent/teacher for live observation OR an optional private recording device, Optional existing pick, dry cloth, free reference tones/tuner or metronome; no purchase or account required.
Comes after GTR-L051.
C major contains C E G and G major contains G B D. The supplied full shapes are C x32010 and G 320003. A reduced C/E xx2010 or G/D xx0003 still contains all chord pitch classes, but its lowest note changes and should be labeled. A chord strip runs strings 6 to 1; the TAB runs top 1 to bottom 6. Downstrokes travel from lower toward higher allowed strings. In 4/4 each full bar contains four quarter beats; one whole chord attack can fill a bar, or multiple attacks can divide those beats. Plan both the fretting change and the correct starting string. A rest added for access must be written as an adaptation rather than hidden in an uncounted gap. Today: G-to-C changes several locations. Begin with a silent shape rehearsal, then add time at a very slow count. A chord may be ready before the beat; rushing the previous bar to gain time changes the musical pulse. Use fretting/plucking hand roles for either handedness; string numbers stay fixed. Play in short comfortable blocks with breaks. Stop for pain, numbness or unsafe peg uncertainty; tell a responsible adult. No forced stretch, amp, purchases or new account is required.
Worked example
Original worked score GTR-EX052 (g-c). First event: string 6 fret 3 (G2), string 5 fret 2 (B2), string 4 fret 0 (D3), string 3 fret 0 (G3), string 2 fret 0 (B3), string 1 fret 3 (G4), lasting 2 quarter beats. Sound each event once, allow its duration to pass, and count rests without a new attack. Numbers aligned within a column belong to the same event. The following duration row, not character spacing, specifies time. Bar 1 (4/4, quarter=1 beat) beats | 2 2 | 1 E4 |--3----0--| 2 B3 |--0----1--| 3 G3 |--0----0--| 4 D3 |--0----2--| 5 A2 |--2----3--| 6 E2 |--3-------| r=rest in all strings; dash=do not attack that string; each column is one event. Bar 2 (4/4, quarter=1 beat) beats | 2 2 | 1 E4 |--0----3--| 2 B3 |--1----0--| 3 G3 |--0----0--| 4 D3 |--2----0--| 5 A2 |--3----2--| 6 E2 |-------3--| r=rest in all strings; dash=do not attack that string; each column is one event.
Bar 1, event 1, 2 beats, string/fret 6/3 sounding G2; string/fret 5/2 sounding B2; string/fret 4/0 sounding D3; string/fret 3/0 sounding G3; string/fret 2/0 sounding B3; string/fret 1/3 sounding G4 Bar 1, event 2, 2 beats, string/fret 5/3 sounding C3; string/fret 4/2 sounding E3; string/fret 3/0 sounding G3; string/fret 2/1 sounding C4; string/fret 1/0 sounding E4 Bar 2, event 1, 2 beats, string/fret 5/3 sounding C3; string/fret 4/2 sounding E3; string/fret 3/0 sounding G3; string/fret 2/1 sounding C4; string/fret 1/0 sounding E4 Bar 2, event 2, 2 beats, string/fret 6/3 sounding G2; string/fret 5/2 sounding B2; string/fret 4/0 sounding D3; string/fret 3/0 sounding G3; string/fret 2/0 sounding B3; string/fret 1/3 sounding G4
Move from G to C patiently — play, record and check
- 1. Should the last beat of G be shortened to hide a slow change?
- 2. Read the supplied worked score, not a different composition: name all sounding pitches in its first event (or identify a rest).
- 3. Prepare G-to-C silently three times, then play the two-bar chart twice at a chosen safe tempo; log one location that needed attention. Actual playing: a parent hears the live guitar, or a private clip under 4 MB. Writing this answer does not replace the playing.
- 4. Spiral review from GTR-L017: perform only bar 1 of its supplied worked score once at a comfortable pulse. Name one location or timing feature you remembered; if playing is unavailable, record that performance is pending rather than claiming it. Actual playing: a parent hears the live guitar, or a private clip under 4 MB. Writing this answer does not replace the playing.
- 5. Record three things for this lesson: (1) actual task and chosen tempo or count method, (2) one specific audible/observed result, and (3) one safe next action. If already accurate, name a checked feature instead of inventing a mistake. Label support, adaptation or missing performance; do not invent minutes. Practice record. Text, a photo, or paper is enough for the log.
Feedback bands. R-THEORY. Music/instrument understanding. Answers the exact supplied question; Correct string/fret/pitch/rhythm or safety meaning; Clear labels distinguishing sounding/written pitch. 0: No relevant evidence yet. 1: Partial recognition with a material confusion. 2: Meaning mostly accurate with a correctable labeling gap. 3: Requested facts/calculation are accurate and clearly labeled. R-PERFORM. Actual guitar playing. Pitch/chord/string choices required by the visible task; Counted rhythm, rests and continuity at an agreed comfortable tempo; Clear intentional sound/phrasing within the stated task; Safe feasible movement and honest support/adaptation labels. 0: No usable observed/audible playing evidence yet; pending or access-adapted, not inferred from text. 1: Some assigned sounds evident; substantial location/time support needed. 2: Required task mostly recognizable with a few gaps and labeled supports. 3: Required notes/chords and rhythm are clear, with intentional starts/ends and safe control at the chosen tempo. R-ARTIFACT. Readable notation, design and original music. Exactly the features/counts visible in the task; Usable string/fret and duration/form labels where assigned; Consistent bar totals and actual performed version; Original/arranged/source and adaptation labels. 0: No inspectable artifact. 1: Some relevant work but key requested labels/counts missing. 2: Mostly reconstructable with limited inconsistencies. 3: Visible task complete, readable and musically reconstructable; labels honest. R-PRACTICE. Honest practice and reflection. Names actual task/attempt and tempo/count method; Specific observable result; Feasible safe next action. 0: No relevant record. 1: Vague record with little inspectable evidence. 2: Specific observation and plausible next step. 3: Clear evidence-linked observation and a feasible safe next action.
Acceptance checks
- Complete the explicitly numbered tasks and label the submitted score/version and support used.
- Meet only the note/chord/count/form/features stated in P1; diagrams and model examples do not add hidden quotas.
- Provide actual parent-observed live or audible private playing for the playing components. Paper/text/photos alone are not guitar competency evidence.
- For any assigned listening, label independent/replayed/supported/visual-alternative status honestly; do not infer hearing from reading.
- A slower safe attempt, accurately labeled complete reduced voicing, split evidence route or resubmission is allowed; exact notated bass changes require an explicitly adapted chart.
A student may explain aloud to a parent. Written/diagram tasks: on-site text, readable photo, print-and-hand-in or private scan. Playing: a parent hears actual live playing and logs the named task/bars, or submit short private audio/video clips each strictly below 4 MiB (4,194,304 bytes), using an app-supported format. Split by labeled phrases; check actual bytes. No face, legal name, home view, public account, ZIP or code upload is required. Actual upload formats/UI are unverified; use the live-parent route if unavailable. Text/photos alone do not establish playing. Label adaptations/support and allow resubmission.
Optional extra. Optional, not a grading requirement: make one new two-bar variation of the g-c model using only already taught notes/chords and its meter; explain one changed rhythm or ending, or increase tempo slightly only if still relaxed.
Turn in a typed answer, a JPEG, PNG, or WebP photo, a PDF scan, or an MP3, WAV, M4A, MP4, or WebM file up to 4 MB. A parent can log paper. One https address is stored as text and is not opened or run. Zip and code files are refused.
- Triads
Optional public written reference for this unit; original lesson remains sufficient. Do not buy linked products or create an account.
· Opening this link does not submit the lesson. - Simple Meter and Time Signatures
Optional public written reference for this unit; original lesson remains sufficient. Do not buy linked products or create an account.
· Opening this link does not submit the lesson. - Left Hand Position Lesson
Optional public written reference for this unit; original lesson remains sufficient. Do not buy linked products or create an account.
· Opening this link does not submit the lesson. - Online metronome
Optional public written reference for this unit; original lesson remains sufficient. Do not buy linked products or create an account.
· Opening this link does not submit the lesson.
This is a preview. A parent assigns the lesson and chooses the due date after the student is enrolled. The answer key is not on this page.