This thesis deals with pedagogical shortcomings encountered by contemporary guitar students and players, which have been further exacerbated by what is shown to be teaching syllabi that hamper a deeper understanding of the theoretical underpinnings of the guitar fretboard. The thesis is structured in two halves. The first half discusses deficiencies in current guitar teaching methodologies, as identified by the candidate, and through a survey of leading South Australian guitar teachers. The second half addresses those deficiencies by means of a series of structured exercises and original short compositions designed to imbue the guitar student with a deeper understanding of the harmonic and melodic capabilities of the instrument. These, it is argued, should form the basis of a revised pedagogical approach to the guitar, its fretboard in particular.
University of Adelaide, Elder Conservatorium of Music, 2009 https://digital.library.adelaide.edu.au/dspace/handle/2440/63717
Replacing patterns : towards a revision of guitar fretboard pedagogy.