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How to...
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Privatization
Chapter I
Combinations
Chapter II
First pieces
Chapter III
Notes
Chapter IV
My first guitar repertory
Chapter V

You are at Chapter IIMore... Practicing how to produce Chords

Chords
The simultaneous sounding of three or more tones is called a chord. Two tones are an interval. Chords can be divided into two main classes: Consonant Chords and Dissonant Chords. What matters here is what intervals does the Chord have in between its tones. Basic, traditional three-tone Chords are constructed of three-notes from the scale: the first tone of the scale, the third tone and the fifth tone.
The Major and Minor has to do with the third tone of the scale. If we have two tones in between the root-note of the scale (tonic) and the third we have a Major chord. If we have a tone and a half than we will hear a Minor chord.

Hey, you don't have to know all the chord theory right now! This page is intended to prepare you for how to play the chords.

As you practice playing Chords, please notice that the thumb will stroke a bit outwards ...while the i, m, a, fingers' stroke direction will be inward toward your palm. The actions are synchronized.

Don't throw your hand and wrist out as you produce Chords. Keep them free and steady.

 

1. Two notes together (intervals)

Stroke direction is into your palm. Don't throw your hand outward!

2. Two notes and bass

The p will stroke a bit outwards, the i, m, into the palm

3. Three notes together

Is your wrist free and loose?

4. Three notes and bass

The p (bass) acts against the i, m, a, (treble) at the same time!

guit.gif (931 bytes) There are guitar methods, and some teachers, that begin teaching guitar by teaching chords. I think that it can cause damage because a guitar pupil should develop his hands so that each finger will be able to act and perform an individual role. What we have in Chords, are left hand patterns, and that is bad - unless you are practicing them like the above exercises: - lots of open strings, as the practice here is for your right hand.
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