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Volltextergebnisse:
- internal differentiation
- ree [[en:vok:akkord|chords]] but stops in-between chord changes to move the [[en:vok:fingersatz|fingers]]... l knows a handful of chords and can move from one chord to another without pausing. Student may have trouble with, say, the B-flat chord shape (the C chord in [[en:vok:stimmung#D6|D6 Tuning]]). Student has learned a [[en:vok:schlagmuster|st
- repertoire
- instrument, but following a [[en:vok:akkordblatt|chord chart]], improvising, and being able to call out ... ok:akkord]] song played very well than from a ten-chord song played almost as well. They don't know that it took you only one hour to learn the three-chord song compared to a week to learn the more difficult ten-chord piece. Not only do they not know---they don't car
- practising effectively
- learn a new inversion of a familiar [[vok:akkord|chord]], transcribe a song from the radio, challenge yo... :fingersatz|fingers]] in the right place for each chord? >3. Can I hear all the [[en:vok:saite|strings]] ringing out for each chord? >4. Am I keeping to the [[en:vok:rhythmus|rhythm
- correcting mistakes
- he chords. They can stop playing when a different chord, or a quick set of chord changes, occurs. Alternatively, they could be asked to tap the [[en:vok:beat]]
- ear training
- ok:akkordfolge]] and let the students guess which chord comes next. * [[en:didaktik:methoden:echozupfen
- notation versus tablature
- nstrument]], but following a [[en:vok:akkordblatt|chord chart]], improvising, and being able to call out
- echozupfen @en:didaktik:methoden
- ry the dynamic of strums used ... \\ 5. Using one chord, strum a steady rhythm 4/4 in time and ask the ch