Focus on the Fretting Hand Exclusively
When learning chords, students should not worry about strumming.
Chord formation must become automatic before adding rhythm.
Quality First, Speed Second
Chords are complex. Teachers must set realistic expectations:
Chords requiring multiple fingers are difficult for beginners
Early success comes from starting with one-finger chord shapes
Confidence grows when transitions are smooth and controlled
Checklist Tempo
On the student checklist, chord changes include a tempo marking.
Example: C → D at 60 bpm means the student must strum once per beat and change chords without hesitation.
This tempo is the minimum standard — not a goal for advanced players.
Stage 1 — Independence
Pick each note of the chord one at a time to ensure every finger is placed cleanly.
Stage 2 — Combine the Fingers (“Juggling” Analogy)
Begin with one finger, build confidence, then add the next finger — the same way jugglers master one ball before adding more.
Stage 3 — Remove the Hand Completely
Take the hand off the fretboard, rest it on the knee, then return to the chord as quickly and accurately as possible.
This trains recall, accuracy, and speed simultaneously.
You cannot learn two new things at once — only one at a time
Beginning with multiple fingers overwhelms a beginner’s brain
Mastering one finger at a time builds confidence and coordination
Starting too hard leads to frustration and quitting
Start simple → Build competency → Add complexity gradually.
The goal is to build finger independence, accuracy, and chord recall by developing each finger in stages.
Always progress from one finger → two fingers → full chord using the same structured approach applied in the G4 Method Book.
General Rule for All Chords
Regardless of whether the chord uses 1, 2, 3, or 4 fingers, follow these four steps:
One finger at a time
Two fingers at a time
Full finger sequence (3 or 4 fingers)
All fingers down together
Below is how this applies to each chord type.
1-Finger Chords
These are the starting point for beginners.
Step 1 — One Finger at a Time
Place the finger on the correct string/fret, then strum all allowed strings.
Repeat 10 times, ensuring:
Clear tone
Correct fingertip placement
No string buzz
(Only one step is needed because the shape uses only one finger.)
Step 2–4
Not required for 1-finger chords.
2-Finger Chords
Step 1 — One Finger at a Time
Place finger 1 → strum.
Place finger 2 → strum.
Repeat each 10 times.
Step 2 — Two Fingers
Place the fingers in sequence:
a) 1 → 2
b) 2 → 1
Repeat each sequence 10 times.
Step 3 — Both Fingers Together
Attempt placing both fingers simultaneously.
Step 4 — Remove & Replace
Lift hand to knee, return to chord shape quickly.
3-Finger Chords
(Directly aligned with the example you provided)
Three-finger chords require more time and daily practice.
Step 1 — One Finger at a Time
Place each finger individually and strum.
Repeat 10 times for each finger:
a) Finger 1
b) Finger 2
c) Finger 3
Step 2 — Two Fingers
Place two fingers in sequence:
a) 1 → 2
b) 2 → 3
c) 3 → 1
Repeat each combination 10 times.
Step 3 — Three Fingers (Sequences)
Follow the same idea as Step 2, adding the third finger:
a) 1 → 2 → 3
b) 2 → 3 → 1
c) 3 → 1 → 2
Repeat each pattern 10 times.
Step 4 — All Fingers Together
Attempt placing all three fingers simultaneously.
Strum and check clarity.
4-Finger Chords
Use the same four-step G4 sequence:
Step 1 — One Finger at a Time
Place each finger, strum, repeat 10 times:
a) Finger 1
b) Finger 2
c) Finger 3
d) Finger 4
Step 2 — Two Fingers
Use pair combinations (not all needed at once):
a) 1 → 2
b) 2 → 3
c) 3 → 4
d) 4 → 1 (optional depending on chord)
Repeat each 10 times.
Step 3 — Three-Finger Sequences
Use relevant 3-finger sequences based on the chord shape:
Examples:
a) 1 → 2 → 3
b) 2 → 3 → 4
c) 3 → 4 → 1
Step 4 — All Fingers Together
Place all four fingers down simultaneously.
Strum and check clarity.
4-Finger Chords
Use the same four-step G4 sequence:
Step 1 — One Finger at a Time
Place each finger, strum, repeat 10 times:
a) Finger 1
b) Finger 2
c) Finger 3
d) Finger 4
Step 2 — Two Fingers
Use pair combinations (not all needed at once):
a) 1 → 2
b) 2 → 3
c) 3 → 4
d) 4 → 1 (optional depending on chord)
Repeat each 10 times.
Step 3 — Three-Finger Sequences
Use relevant 3-finger sequences based on the chord shape:
Examples:
a) 1 → 2 → 3
b) 2 → 3 → 4
c) 3 → 4 → 1
Step 4 — All Fingers Together
Place all four fingers down simultaneously.
Strum and check clarity.
Bar Chords
Bar chords follow the same sequence but include the bar (finger 1) as part of every step.
Step 1 — One Finger at a Time
Start with the bar only, then add individual fingers:
a) Finger 1 (bar)
b) Finger 2
c) Finger 3
d) Finger 4
Step 2 — Two Fingers
Common two-finger entries:
a) 1 (bar) → 2
b) 1 (bar) → 3
c) 1 (bar) → 4
d) 2 → 3
e) 3 → 4
Step 3 — Three-Finger Sequences
Add the third finger in structured order:
a) 1 → 2 → 3
b) 1 → 3 → 4
c) 2 → 3 → 4
Step 4 — Full Bar Chord
Place all fingers at once and strum for clarity.
Students usually place fingers in order (1 → 2 → 3).
To build true mastery, practise placing fingers down in every possible order.
Examples:
3 → 2 → 1
3 → 1 → 2
2 → 1 → 3
2 → 3 → 1
This develops finger independence, speed, and shape memory.
Like learning to putt:
Start close to the fret for clean tone
Play each note of the chord individually
Slowly reduce pressure
Squeeze the chord back down
Increase the distance your fingers travel away from the strings
Eventually move the whole hand to the knee, then return instantly to the chord shape
This method builds accuracy and confidence while introducing controlled movement.
Occasionally (1–2 times per week):
Squeeze the chord firmly
Hold until the “burn” begins
Stop before fatigue causes strain
This builds the necessary strength for bar chords and extended playing — but must not be overdone.
String Buzz
Move finger closer to fret
Increase pressure slightly
Correct finger arch
Eliminate collapsing knuckles
Slow Chord Changes
Break the chord down to individual fingers
Practise removing and replacing the hand
Use metronome at very slow tempos (40–50 bpm)
Finger Pain
Check thumb pressure
Ensure hand/wrist is relaxed
Keep fingernails trimmed
Avoid over-squeezing in early lessons
Losing Confidence
Return to 1-finger shapes
Remind students that chords are one of the hardest early skills. The effort put in now you may not see for up to 14 days.
Celebrate small wins (cleaner notes, small speed increases)
Chords take time but with daily practice they will eventually become second nature.
A student has “Level 1 Chord Competency” when they can:
✔ Form basic chords cleanly (1-finger & 2-finger shapes)
✔ Change between chords at the checklist tempo
✔ Play 3-string chords without buzzing
✔ Place fingers down in any order (Folded Corner)
✔ Remove and replace hand efficiently
✔ Stay relaxed with correct finger curvature
Picking
Clean chord playing requires clean picking.
Accurate down–up picking, string targeting, and consistent tone all support smooth chord changes.
Students should first isolate picking, then combine it with fretted chord shapes.
Rhythm
Rhythm brings chords to life.
Strumming patterns are built on down–up motion, and weak chord transitions are exposed immediately when rhythm is added.
Reading
Chord diagrams and single-note reading reinforce left-hand awareness.
Students learn to interpret shapes, finger numbers, and string relationships through reading.
Arpeggios
Arpeggios are chords broken into individual notes.
Good chord fretting increases arpeggio clarity, and arpeggio practice strengthens finger accuracy used in chord shapes
Scales
Chords and scales share many of the same notes.
Understanding chord shapes makes scale navigation easier and helps students identify chord tones when playing melodies.
Aural (Ear Training)
Chords develop essential listening skills.
Students learn to hear:
Major vs minor quality (happy vs sad)
Buzzing vs clean notes
Balanced tone and string clarity
Better listening leads to better chord playing and faster progress.
Songs
Songs combine chords with rhythm, strumming, timing, and ear training.
Songs are the practical application of chord skills and motivate continued practice.