Guitar Worksheet for 16-Year-Old Music and Performing Arts Students

Instructions

1. Use a guitar in standard tuning: E–A–D–G–B–E, from the thickest string to the thinnest string.
2. You may write answers using chord names, rhythm symbols, tablature, or short explanations.
3. If you do not have a guitar, complete the written sections and tap the rhythms on a desk.
4. Start with the core tasks. Complete the challenge section when you are ready.
5. Play slowly and accurately before trying to increase your speed.

Learning Goals

By the end of this worksheet, you should be able to:

• Identify the strings and basic parts of a guitar.
• Read simple guitar tablature.
• Recognize common open chords.
• Count and perform a basic strumming pattern.
• Create a short, practical guitar practice plan.

Section 1: Guitar Basics

1. Match each guitar part to its function. Write the correct letter beside each number.

• A. Tuning pegs
• B. Fretboard
• C. Frets
• D. Bridge
• E. Sound hole or pickups

1. _____ The raised metal strips that divide the fretboard into notes.
2. _____ The part used to tighten or loosen strings.
3. _____ The long section where the fretting hand presses the strings.
4. _____ The part that anchors the strings to the body.
5. _____ The area that projects acoustic sound or captures electric sound.

2. Circle the correct answer.

1. In standard tuning, the thickest string is usually:

   a. High E
   b. Low E
   c. B
   d. G

2. When playing a note at the first fret, your finger should usually be placed:

   a. Directly on top of the metal fret
   b. Just behind the metal fret
   c. In the middle of the guitar body
   d. Behind the tuning pegs

3. A chord is:

   a. One beat of silence
   b. Several notes played together
   c. A type of guitar pick
   d. The name of a guitar string

Section 2: Reading Tablature

Guitar tablature, or TAB, uses six horizontal lines. The top line represents the thinnest string, and the bottom line represents the thickest string. Numbers show which fret to play. A 0 means play the string open.

Example:

e|---0---1---3---| B|---------------| G|---------------| D|---------------| A|---------------| E|---------------|

This example plays the open high E string, then the first fret, then the third fret.

3. Answer the questions about this TAB.

e|---0---0---1---3---| B|-------------------| G|-------------------| D|-------------------| A|-------------------| E|-------------------|

1. Which string is played? __
2. What fret is played third? ___
3. How many notes are played? __

4. Play or decode this short melody.

e|---0---1---3---1---0---| B|-----------------------| G|-----------------------| D|-----------------------| A|-----------------------| E|-----------------------|

Write the fret numbers in order: ____

How would you describe the melody: rising, falling, or mixed? ____

Section 3: Chord Knowledge

Use these simplified chord shapes. An X means do not play that string, and a 0 means play the string open. The numbers are listed from the thickest string to the thinnest string.

5. Match each chord to its string-position pattern.

1. G major _____
2. C major _____
3. D major _____
4. E minor _____

• A. X–X–0–2–3–2
• B. 0–2–2–0–0–0
• C. 3–2–0–0–0–3
• D. X–3–2–0–1–0

6. Chord-change practice

Set a timer for two minutes. Slowly change between the two chords shown. Count how many clean changes you can make. A clean change means every intended string rings clearly.

Hint: Keep your fingers close to the strings while changing shape. Move slowly enough that the strings do not buzz.

Section 4: Rhythm and Strumming

Count steady quarter-note beats as 1, 2, 3, 4. A common beginner strumming pattern is:

Down, down, up, up, down, up

One way to count it is:

1, 2, and, 3, and, 4, and

7. Choose the best answer.

1. The steady pulse in music is called:

   a. Tempo
   b. Beat
   c. Chord
   d. Pitch

2. A faster tempo means the music is played:

   a. More slowly
   b. More quietly
   c. More quickly
   d. With fewer strings

3. The symbol or word upstroke tells you to move the pick:

   a. Toward the floor
   b. Toward the ceiling
   c. Away from the guitar
   d. Into the sound hole

8. Rhythm performance task

Tap or strum four steady beats. Then try the pattern below while counting aloud.

Down – Down – Up – Up – Down – Up

Circle your result:

• I kept a steady beat.
• I completed the pattern but lost the beat once.
• I need to practice counting and strumming separately.

9. Complete the rhythm organizer.

Section 5: Real-World Guitar Mission

You are preparing a short performance for a school event, campfire, social gathering, or online video. You have ten minutes to create a reliable eight-beat accompaniment.

10. Choose a chord progression.

Circle one:

• G – C – D – G
• C – G – E minor – D
• E minor – C – G – D

11. Plan your performance.

• Chord progression: __
• Strumming pattern: __
• Starting tempo: _____
• Number of beats per chord: __
• What will you do if a chord change is difficult? _____

12. Performance reflection

After playing your progression at least three times, answer these questions.

1. Which chord change felt easiest? Why?

   ---

2. Which chord change needs more practice?

   ---

3. Did you keep a steady beat? Give evidence from your playing.

   ---

4. What is one specific improvement you will try next time?

   ---

Section 6: Build a Practice Plan

Create a realistic 15-minute practice session. Include warm-up, technique, rhythm, and review.

13. Explain your practice choice.

Why is your plan realistic for your schedule?

Optional Challenge: Create a Mini Song

Use at least three chords from the worksheet. Write a four-chord progression and decide how many beats each chord receives.

Add one creative choice:

• Change the dynamics from quiet to loud.
• Add a single-note melody from the TAB section.
• Change the tempo.
• Use a different strumming pattern.

My creative choice: __

Answer Key

Section 1

1. C
2. A
3. B
4. D
5. E

Circle the correct answers:

1. b. Low E
2. b. Just behind the metal fret
3. b. Several notes played together

Section 2

3.

1. The high E string, shown by the top line.

2. The first fret.

3. Five notes.

4. The fret numbers are 0, 1, 3, 1, 0. The melody is mixed because it rises and then falls.

Section 3

5.

1. G major — C

2. C major — D

3. D major — A

4. E minor — B

5. Answers will vary. Students should record the number of clean chord changes they actually completed. A clean change should be counted only when the intended chord rings clearly.

Section 4

7.

1. b. Beat

2. c. More quickly

3. b. Toward the ceiling

4. Answers will vary. A successful performance keeps a steady pulse and follows the sequence down, down, up, up, down, up.

5. Answers will vary. A complete response should include a tempo, a counting method, a chord or chords, and a strategy for gradually increasing difficulty.

Section 5

10. Any of the three listed progressions is acceptable.

11–12. Answers will vary. Strong responses include a specific progression, a consistent strumming pattern, a manageable tempo, and a practical solution such as slowing down, practicing one chord change at a time, or simplifying the rhythm.

Section 6

13. Answers will vary. A strong plan totals approximately 15 minutes and includes all five areas: warm-up, chord shapes, chord changes, rhythm, and review.

Optional Challenge

Answers will vary. The progression should use at least three recognizable chords, include beat counts, and show one deliberate creative choice.