Your plan isn't very good. It's admirable and noble, but not very good.
And, I say that not to be a jer, but.... because I TRIED to teach like you and it doesn't work. At all.
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I was thinking of starting the first lesson with basic guitar anatomy, guitar settings and configurations, along with amp configurations and the differences between tube amps and transistors.
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Dear God, NO! This is a horrible, horrible first lesson. When you were first starting out, did you care about the 'differences between tube amps and transistors?'
The guitar anatomy/ setting thing is okay. Obviously, they need to know what the neck, frets, headstock, etc. are. So, definitely go into that. You can explain the pickup selector if you absolutely have to. DON'T go into which pickup is being used, just talk about what the sound is each selector makes. Make both of these things very brief -- like, no more than five minutes TOTAL for guitar anatomy/ setting.
Then, what you do is this:
Explain that the strings are numbered backwards (lowest string is the 6th string, etc.). Then, draw six lines vertically on a piece of paper and ask if they know what those lines represent. If they don't know, tell them it's the strings, then number the strings with the 6th string being the left-most line.
Then, draw three lines horizontally through the vertical lines and tell them that the boxes represent the frets and explain that the first group represents the first fret, etc. When they understand that this is now a grid for the guitar and how the lines and boxes represent the strings and frets, do this:
Draw a dot on the third fret C on the fifth string and put a number "3" where the fingering would go above the string. Have them figure out where it would be played and with which finger. Repeat this with all the notes of a C major scale in first position (with the D, G and B being open strings). When they have figured out how to play all the notes, have them play the whole scale all the way through ascending. When they can do that, have them do it descending. You can write multiple chord grids for each note in the scale if it gets too confusing to have the entire scale in one grid (might be a good idea to have multiple grids, actually).
When they can play the scale ascending and descending pretty evenly, then explain the musical alphabet. Draw this on a piece of paper:
A-B-C-D-E-F-G-A-B-C
Explain that the musical alphabet is like the real alphabet, except after G, there's "no H, but instead it goes back to A and starts all over again." Then, explain that the scale they just played is the same thing as above, but it simply starts in the middle of it on the C (rather than the A) and so the notes they just played are: C-D-E-F-G-A-B-C
When they understand this, have them play the scale again, but this time SAYING the notes out loud as they do it -- ascending AND descending. Tell them that this is the first thing you want them to practice: playing the scale ascending and descending, twenty times a day, saying the notes out loud until it's smooth and even. DON'T TELL THEM TO PRACTICE WITH THE METRONOME YET. It's too much too soon at this point, unless the person is REALLY ready for it. It's rare, though, on the first lesson.
You should definitely be able to accomplish all of the above in a half hour lesson. The lowest age I'd do this with is ten. Below that, you'd need an easier approach.
At this point, however, some students might have gotten all of that in a much shorter amount of time and you'll have time to add something -- READING MUSIC. I've had some really sharp beginners who pick all that stuff up in fifteen minutes, which makes time for reading music and gets you started on what you'd normally give for the second lesson. So, if the person is doing really well and you still have time, do this:
On the staff, write whole notes on the five lines. Beneath each note, write the following words: "EVEN-GEORGE-BUSH-DRIVES-FAST" and explain that the first letter of each word corresponds with the letter name of the line. Then, write a 'reading exercise' on another staff (using whole notes) JUST USING THE LINES and have them SAY the notes you wrote out (no playing) to make sure they get it.
Then, on another staff, write the word "FACE" above each space and tell them that 'FACE' spells out spaces. Repeat the 'reading exercise' from above. Next, write out another 'reading exercise' that uses both the lines and spaces and have them say those notes out loud (still no playing). When they really have a good grasp of the staff, add in the D below the staff and the C below that (middle C) and then write out the C major scale (staring on middle C, one octave) and tell them that anytime they see the 'note with the line through it,' they're going to play 'the third fret.'
At this point, I have them open Berklee Modern Method for Guitar volume I (that's the book I work out of) and I have them read just the first line to make sure they get it. Then, I have them PLAY the line to make sure they make the correlation between the notes on the guitar and the notes on the staff. Then, I have them play the second line. Then, the first and second lines together. Then, the third line. Then, the first, second and third lines. I have them do this until they can play the whole exercise (I think it's six lines).
So, all of the above is the first and second lesson -- sometimes only the first lesson, depending on the student.
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The second lesson would be learning how and where to fret, how and where to pick with a pick, and the same for finger picking. This would involve simple open strumming and muted strumming. This lesson would also include working with a metronome and tuner, as well as learning to string a standard fixed bridge.
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Do not, I repeat, DO NOT teach a student how to restring a guitar on the second lesson. As I asked above, did you care about how to change strings when you were first starting out? Of course you didn't, and they don't either. They want to play, not get tech support.
Teaching them how to use the tuner is okay. The metronome might be a good idea. You'll have to judge that for yourself. If they're struggling to find notes or don't know the fingerings to what you gave them, don't even think about getting into the metronome. A huge mistake that many people make is this: developing a plan, then just moving ahead with the plan regardless of what the student is doing. If the person sucks at whatever you gave them to do, you have to FIX it, THEN move on. Be consistent, BTW. If you gave them something last week, make sure they can freaking play it. Don't be one of those teachers that just gives stuff but never checks it. Teachers like that are crappy and shouldn't be teaching.
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The next lesson would be basic chording and a few right and hand left hand exercises.
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This will depend on the student. Sometimes I've gotten into chords on the third lesson and sometimes it takes three months to even begin THINKING about chords. If you give them the above things I mentioned and they can do those things really well by the third lesson, then maybe it's okay to teach them three or four chords. At the beginning, the order I go in is this: C-Amin-G-Emin-E-E7
Have them learn the fingerings, one chord at a time. Then, explain how to switch between these chords with the least possible movement (leaving certain fingers on, etc.). At this point, do NOT get into strumming patterns. Just have them play the chords four times each.
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The next lesson would be various chord study, and maybe a song of their choice (within range) to start working out SLOWLY to a metronome.
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NO. Don't let them pick a song yet. They're not ready for it yet. Trust me. What you want to do is teach them songs that they can easily strum and you can play the MELODY to. Here's what I usually do:
1) Amazing Grace -- just G-C-D; I usually teach them an 'alternate G' fingering (the hillbilly version) to make the G to C switch easier. Get through this perfectly with you playing the melody.
2) When the Saints Go Marching In -- G-C-D and a new G7
3) Pride & Joy by SRV -- this is good because it's open chords and it's their first 'rock song.' Have them play the chords and you play that walking bassline.
4) Minuet in G by Bach -- this song is the culimination of open chords. It pretty much has all the open chords, with a few exceptions. It also has places where chords are played on different beats. If they can play this song while you play the melody, it's time to move onto .....
BARRE CHORDS
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NOTE: The lessons will be two, one hour long lessons every week for each student. None of them have jobs, some have summer school, but for the most part they all have about 6-8 hours a day of practice time, which they seem really dedicated to.
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These people aren't even going to practice for twenty minutes a day, nevermind 6-8 hours. The sooner you realize this, the better. And, BTW, don't tell them to practice for that long. Tell them to start out with fifteen minute a day. Tell them that it's not the quantity, but the quality. Tell them that if they learn to discipline themselves with only fifteen minutes a day for the first week, then they'll get better and actually WANT to do it more.
So, in conclusion.... you obviously thought about your plan a lot, but, trust me, a lot of it won't work. It's too technical and there's too much stuff involved for a beginner. Try out my suggestions and you'll see.
