Part4 Legerlines–aboveandbelow

Con­tin­u­inghis14-part­serieson­learn­ing­toread mu­sic, Char­lieGrif­fiths look­sa­tex­tend­ingthe stave­above­and­be­low­byaddin­glegerlines.

Guitar Techniques - - Lesson: Rockschool -

Brought­toy­ouby... thirdlegerlineisE,which­spell­sACE!The spaces­be­tween­the­li­ne­sareGBDandF, which­sit­son­topof­thethirdlegerlin­e­an­dis equiv­a­lent­tothe13thfre­ton­the­first­string (topEstring).

The­fol­lowingex­am­pleswill­helpyou be­comeac­quaint­ed­withand­fo­cu­sonea­chof the­se­newreg­is­tersin­iso­la­tion.First,getto grip­swith­find­ingth­elownotes­from­mid­dle C,down­tolowE,whichis­areg­is­ter­most suit­ed­toriffs.Ourex­er­cis­esarenotremotely riff-like,how­ever,an­darein­tend­ed­to­bea ran­dom­col­lec­tionofnotesinorderto­force youto­re­al­ly­fo­cu­son­readingeach­note;real mu­si­coften­makessense,which­make­siteasy

The­firstlegerlinewe­see abovethes­taveisA,while thesec­ondlegerlineisC and­thethirdlegerlineisE, which­neatlyspells‘ACE’.

toguess­which­notemight­comenext.The same­goes­forthe­high­er­reg­is­ter,intha­tour piece­sareno­tatallmelodic,bu­ty­ouarestill de­vel­op­ingth­eskill­storecog­niseanynoteat ran­dom.Ex­am­ples3and4­ex­pandon­the ‘ac­ci­den­tals’which­w­ere­described­inPart3of thisseries.Th­e­searebest­thoughto­fas‘filling inthe­gaps’ofourCMa­jorscale­frame­work.

The­fi­nalex­am­ple­mar­riesto­geth­erthe low,mid­dle­and­high­reg­is­ter­son­the­gui­tar, and­cov­er­sallofthenotes­fromth­elowE, righ­tup­toFon­the13thfre­ton­the­first­string, which­will­re­quireafairamountof­po­si­tion shift­ing,aswellas­in­tro­ducin­gac­ci­den­tals, which­will­givey­ouaccesstotheen­tire chro­mat­ic­scale(ev­ery­pos­si­blenote)across three­oc­taveson­the­gui­tar.

Thisseriesisonlyafewis­suesold,soif you’ve­missedthe­first­three­and­would­like to­catchup­toth­is­point,sim­plynipoverto www.my­favouritemagazines.co.uk­whereyou can­buy­backissues.Of­course,ify­ouarean iPadread­er­sim­ply­go­toAp­ple’sNews­stand and­pur­chasethemthere–youwill­n­ever re­gretlearn­ing­tore­ad­mu­sic,so­go­forit!

See­in­grandom,rather thanpre­dictable­lines ofnote­sis­bet­ter­when learn­ing­tore­ad­mu­sic

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