| When learning to play guitar by ear the name of the | | | | information at a later time. |
| game is tomake a conscious decision to pay attention | | | | For example; |
| to the soundsaround us. | | | | Let's say two group's of student's were watching |
| How do people play by ear ... by making a mental | | | | the same movie. |
| note of audioinformation with the intention of recalling | | | | Group 'A' simply watched the movie and then went |
| this information at alater time. | | | | on about theirdaily activities. |
| The key is to make a conscious effort to notice the | | | | Group 'B' however, were given a notepad and pencil, |
| sound youwant to remember. | | | | they weretold that they would be asked questions |
| Doesn't everyone do this? The answer is no. | | | | about the movie later andthat their answers would |
| Let's to a close look at this business of playing by | | | | count as part of their end of term exam. |
| ear. | | | | Which group would retain the most information about |
| Apart from a person who is deaf, everyone can | | | | that movie? |
| hear. Hearing isnot the same as listening. | | | | Group 'B' of course, why ... because their nervous |
| An example of hearing would be you 'hear' a | | | | systemwould be more alert, they know they have to |
| motorbike drive pastyou in the street. | | | | retain thisinformation for instant recall at a later date. |
| An example of listening would be to be able to | | | | The way this information would be stored and filed in |
| discern, (a) whatmake of motorbike (b) what the | | | | theirbrain's would be different than the group that |
| pitch did the motorbike's engineproduce (c) whether | | | | just casuallyglanced at the movie. |
| the bike was being driven on a wet roadsurface etc. | | | | By the way, talking about movies, have you ever |
| You see, when you as listening intently to a sound a | | | | tried to recallthe titles of movies you have watched |
| lot ofextra information is available to you. | | | | recently? |
| Of course, not many people would be standing on a | | | | If we can't recall the titles, how much of the other |
| street cornerlistening to a Harley Davidson's engine | | | | detailswould be able to recall? The information is |
| range between the pitchof 'G' and 'Gb'. Which is | | | | stored in ourbrain somewhere, it's just difficult to |
| exactly my point! | | | | retrieve this informationbecause we did not make a |
| We hear sounds all the time and we don't pay too | | | | conscious effort to file it away forfuture reference, |
| much attentionto them. To learn to play by ear we | | | | an so the information is lost in the mist ofthe |
| simply need to make someslight changes in how we | | | | information overload fog. |
| listen to musical sounds. | | | | I give this example to show how we must make a |
| It's like the old saying "fish discover water last", | | | | slight change inour listening habits, start by paying |
| that'sbecause they are in the middle of it, they are | | | | attention to the sound weare producing in our |
| surrounded by it, | | | | practice sessions ... they are allimportant. |
| ... it's the same with music, we hear music all the time | | | | Listen closely to the two chord progressions, and feel |
| from awide variety of media. | | | | the eightbar phrases and try to think of melodies |
| The important distinction is we 'hear' music all the | | | | that would fit overthese progressions, that's how |
| time but weare not making a conscious effort to | | | | you play guitar by ear. |
| 'listen' to that music forthe purpose of recalling this | | | | |