Mastering Basic Chords

Lesson Overview

This 45-minute guitar lesson is designed for Year 8 students in accordance with the UK National Curriculum for Music under Key Stage 3. The focus is on developing students’ skills in performing and understanding basic chords, fostering motor skills, musicality, and ensemble performance. This lesson targets the “Developing Performance Skills and Understanding of Music” strand from the curriculum, specifically enhancing students’ ability to play and create music confidently.

---

Lesson Objectives

By the end of the lesson, students will:

• Understand the structure of basic guitar chords (G, C, D, E minor, and A minor).
• Demonstrate the ability to correctly position their fingers to produce clear chords.
• Perform a simple chord progression in time with a steady rhythm.
• Appreciate how chords form the basis of popular music.

---

Required Materials

• 15 acoustic guitars (to share between pairs of students).
• A projector or whiteboard with chord diagrams.
• A pre-prepared backing track of a simple four-chord progression (G–E minor–C–D), set at a moderate tempo.
• A metronome (or access to online metronome software).
• Printouts of guitar chord diagrams (one per student).
• Whiteboard markers.

---

Lesson Breakdown

0:00–0:05 | Introduction and Warm-Up (5 minutes)

1. Classroom Setup: Pair up students and assign guitars. Ensure instruments are tuned beforehand or allocate 2-3 students as ‘helpers’ to assist in tuning.
2. Warm-Up:
   • Lead a hand-stretching exercise to prevent strain.
   • Introduce the idea of chords as the “building blocks” of much of modern music. Share examples of popular artists and songs (e.g., Ed Sheeran, Taylor Swift, Arctic Monkeys) that use simple chords.

Key Question: "What kind of songs do you already know that involve the guitar?"

---

0:05–0:15 | Learning Basic Chords (10 minutes)

1. Visual Explanation: Project the chord diagrams for G, C, D, E minor, and A minor on the screen. Break them down finger-by-finger, ensuring terms like frets, strings, and finger numbering are clearly explained.
   • G Major: Place students’ attention on playing with a strong and clear strum.
   • E Minor: Transition to explaining this as one of the easiest (two-fingered) chords.
2. Guided Practice:
   • Model each chord visually and auditorily, then students echo in pairs.
   • Move around the room to ensure correct finger placement while encouraging peer assistance in pairs.

Tip for the Teacher: Use mnemonic devices such as “Green Elephants Cry Daily” to help students quickly remember G, E minor, C, and D chords.

---

0:15–0:30 | Practising Chord Transitions (15 minutes)

1. Simple Progressions:
   • Teach students a basic 4-chord progression (G–E minor–C–D), which is common in countless pop songs.
   • Start slow (using the metronome at 60 bpm), allowing time for students to position their fingers accurately. Gradually increase to 80 bpm.
2. Pair Collaboration:
   • Students will practise the progression together in pairs, taking turns to strum and correct each other.
3. Teacher Feedback: Circulate and provide feedback, noting where fine motor skill adjustments are needed. Encourage students to strum evenly and avoid muted notes.

Key Challenge: “Can you move from one chord to the next without pausing for more than 2 seconds?”

---

0:30–0:40 | Ensemble Playing with Backing Track (10 minutes)

1. Demonstration: Play the backing track and show how the 4-chord progression fits perfectly with the rhythm of the song. Strum along in time while students listen.
2. Whole-Class Ensemble:
   • Play the backing track again, and have each pair follow along, aiming to maintain consistent rhythm.
3. Layering Parts: For advanced students or those who progress quickly, have one partner in each pair strum the chords while the other partner experiments with single-string picking on the root notes of each chord.

---

0:40–0:45 | Reflection and Wrap-Up (5 minutes)

1. Group Discussion: Ask students to reflect on:

   • What was the easiest chord to play?
   • What was the hardest part of transitioning between chords?
   • How could these chords be used to write their own song?

2. Mini-Performance: Nominate a few pairs of students to perform the chord progression for the class with the backing track. Applaud effort and progress as a group.

3. Homework/Extension:

   • Encourage students to explore these chords at home and practise transitioning smoothly.
   • Optional: Challenge students to create their own simple 4-chord progression and bring it to the next lesson to share.

---

Differentiation

• For Advanced Students: Offer an additional exercise, such as introducing the D7 or G7 chord for a bluesier feel.
• For Struggling Students: Assign E minor and A minor as the primary focus for the lesson to build confidence. Pair these students with a more experienced classmate for support.

---

Assessment Opportunities

• Observe and assess students' hand positioning and sound clarity during paired practice.
• Note students’ ability to transition between chords fluidly with minimal gaps.
• Informal assessment during the mini-performance to celebrate progression and identify areas needing more focus.

---

Reflection for the Teacher

After the lesson, reflect on:

1. Did most students achieve smooth transitions between chords?
2. Was the pace appropriate for all abilities?
3. How can the next lesson expand on these foundational skills (e.g., introducing strumming patterns)?

---

This engaging and hands-on session focuses not only on technique but also on fostering creativity and collaboration, meeting both practical and broader educational goals for Year 8 students.