Beginner Guitar · PLECK lesson

PLECK lesson 75 · suggested week 15, day 5

Unit 5 meter and major chords

Objective. Demonstrate this observable music task: Play your L074 six-bar study once and the two-bar E/Am chart twice; submit chart, performance evidence and one revision.

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-L074.

Learn the exact new shapes when their lessons arrive: D xx0232, A x02220 and E 022100. D contains D F-sharp A; A contains A C-sharp E; E contains E G-sharp B. The sharp raises a natural note by one semitone. Do not confuse E major with Em. Complete reduced shapes are listed in the reference. In 3/4 a bar holds three quarter beats; in 4/4 it holds four. Two eighth notes divide one quarter beat, counted number-and. A small down/up motion can produce the pair without changing the underlying beat. Tempo is the speed of that beat, while meter groups beats. Use slow readable counts and permitted easier voicings, not a forced wide stretch. Today: Show new major shapes with accurate string selection and a consistent count. The six-bar waltz and this E/Am contrast demonstrate different skills; one is meter organization and the other is a deliberate chord change. 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-EX075 (e-am). First event: string 6 fret 0 (E2), string 5 fret 2 (B2), string 4 fret 2 (E3), string 3 fret 1 (G#3), string 2 fret 0 (B3), string 1 fret 0 (E4), 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 |--0----0--|
2 B3 |--0----1--|
3 G3 |--1----2--|
4 D3 |--2----2--|
5 A2 |--2----0--|
6 E2 |--0-------|
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----0--|
2 B3 |--1----0--|
3 G3 |--2----1--|
4 D3 |--2----2--|
5 A2 |--0----2--|
6 E2 |-------0--|
r=rest in all strings; dash=do not attack that string; each column is one event.

Bar 1, event 1, 2 beats, string/fret 6/0 sounding E2; string/fret 5/2 sounding B2; string/fret 4/2 sounding E3; string/fret 3/1 sounding G#3; string/fret 2/0 sounding B3; string/fret 1/0 sounding E4 Bar 1, event 2, 2 beats, string/fret 5/0 sounding A2; string/fret 4/2 sounding E3; string/fret 3/2 sounding A3; string/fret 2/1 sounding C4; string/fret 1/0 sounding E4 Bar 2, event 1, 2 beats, string/fret 5/0 sounding A2; string/fret 4/2 sounding E3; string/fret 3/2 sounding A3; string/fret 2/1 sounding C4; string/fret 1/0 sounding E4 Bar 2, event 2, 2 beats, string/fret 6/0 sounding E2; string/fret 5/2 sounding B2; string/fret 4/2 sounding E3; string/fret 3/1 sounding G#3; string/fret 2/0 sounding B3; string/fret 1/0 sounding E4

Unit 5 meter and major chords — play, record and check

  1. 1. Can a correctly labeled meter plan replace the live meter performance?
  2. 2. Count the note/chord attacks and rests in bar 1 of the supplied worked score. A simultaneous chord column counts as one attack, not one per string.
  3. 3. Play your L074 six-bar study once and the two-bar E/Am chart twice; submit chart, performance evidence and one revision. Actual playing: a parent hears the live guitar, or a private clip under 4 MB. Writing this answer does not replace the playing.
  4. 4. Spiral review from GTR-L060: 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. 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.
  6. 6. Listen to two synthetic tones. Is the second higher, lower or the same pitch as the first? Replay allowed; no absolute pitch name is required. Sound file: student-support/audio/ear-15.wav. Synthesized original sound; not an actual guitarist demonstration. If hearing/device access is unavailable, request the separate parent visual alternative and label it; unobserved ear skill remains pending. Listening. Label whether the sound was heard, replayed, supported, or replaced by the visual alternative. Reading the page does not prove hearing.

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. R-EAR. Explicit listening evidence. Requested comparison/count/contour understood; Requested feature answered or uncertainty honestly labeled; any replay/support documented; Independent versus supported/visual alternative labeled. 0: No auditory evidence yet; visual alternative recorded separately. 1: Partial feature recognition with substantial support. 2: Requested feature mostly recognized, replay/support documented. 3: Requested limited feature accurately identified with support status clear.

Acceptance checks

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 e-am model using only already taught notes/chords and its meter; explain one changed rhythm or ending, or increase tempo slightly only if still relaxed.

Name ____________________ Date ____________________