Everyone has his or her own idea as to what constitutes "practice" or what to practice. But if there's one thing on which we can all agree it's that there is a difference between "practice" and "play." Jimmy puts it very well in his column:
There is a big difference between practicing and playing. Practicing is learning new material and refining stuff you have already learned. Playing is doing what you always do because it sounds good and you do want to be able to impress yourself.
But, like all things, this really isn't a black-and-white issue. If the reason we practice is to get better, then the way we practice should be designed with this in mind. And if the reason we're striving to get better is to be able to play (whether solo or with others), then we have to know how to "play," don't we? Let's take a look at why and how we practice and see what we can do.
For the new guitarist, life can be a case of sensory overload. There's so much to learn and so many different aspects of music and the guitar to explore that you just don't know what to do first. Chords, theory, rhythm, fretboard, reading music - the possibilities are staggering.
This is why it's a good idea to have a teacher, if for no other reason than to have a guide who is making the initial decisions for you and laying a foundation on which you can build your developing skills. Of course, different teachers have different philosophies and whether you realize it or not, when you sign on with a teacher you are really getting a philosophy as much as you are getting guitar lessons. When you're looking for a teacher, try to take the time to talk with him or her first. Find out how closely the teacher's ideas about playing mirror your own. If it's possible, also talk with one or two of your prospective tutor's pupils and get their take on things. When it comes down to it, getting a guitar teacher is a fairly sizable investment and you should research it accordingly.
And remember (as any good teacher will point out to you), your teacher is not the be all and end all of learning. Supplement your lessons with reading and experimenting and fun. I cannot tell you how gratifying it is to have a pupil come into a lesson with questions about something that he or she has gone out of his or her way to learn on his or her own. It may be my job to be a guide on my student's musical journey but I find it more effective and rewarding for both of us when we both are able to point out various sites of interest along the way.
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