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Many of you are familiar with some of my writing on early childhood education. Here, someone I’ve chatted with explains at some length her process for helping her children acquire absolute pitch. This is something possible for almost everyone during a narrow window of time; it and similar time-sensitive skills are worth serious consideration if you are a parent of a young child.
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While it's great that you're trying interesting things, if you have no prior musical experience this isn't the place to start, unless you're part of the culture in question and already have a deep personal connection to the music. You have to be especially careful with non-Western music (and Georgian definitely counts as non-Western in this context) because they often use alternate tuning systems that don't follow the system of Western harmony that 95% of music does. The best way to get started in music is, of course, the most boring way—get a beginner etude book for the instrument you want to play and start off with very basic stuff meant to familiarize you with the notes and rudimentary music theory before progressing to simple songs of the "Mary Had a Little Lamb" variety. Guitarists try to cheat and play pop songs from TAB right off the bat but they usually just end up being the kind of people whose guitar skills consist solely of strumming the chords in root position, about which this video is the last word: https://youtube.com/watch?v=BEWQNKbXHQk. There are no shortcuts; learning music is hard work, but it's certainly rewarding.
This actually seems backwards. You should start with something that is simple and very familiar, such as "Mary Had a Little Lamb". It should be simple so that it is easy to execute, and familiar so that you can easily tell when you make a mistake when it doesn't sound like you expect it to sound. Then later you might want to look into etudes if you want to work on some technical aspects of playing your instrument.
If the music is already familiar to you then things might be easier, but most likely you will be lost and confused in the beginning, no matter what, and what you really need is the ability to tolerate that. Then you can try out different things and see what happens and little by little the confusion evaporates.
That video seems pretty mistaken overall. He first gives two examples of people playing these so called "zombie chords", then starts going on about how they sound bad because the chords are in root position, when actually in the two examples the C and D chords are not in root position, the C major has a G in the bass and the D major has A in the bass. They would probably sound better if they actually were in root position.
I should clarify that when I said etudes I meant the kind of stuff you assign someone with no prior experience the first couple weeks they have their instrument. The goal at that point is simply to get sound out of it (if it's a wind instrument), familiarize them with where the notes are (and you aren't going to start with more than about five), and learn how to read music. These etudes are basically just lines of whole notes or quarter notes or whatever with some rests mixed in. By the third week, though, most beginning books will shift over to simple, familiar tunes and stay there for a while. For old times sake I pulled out my old method books and my first assignment was on 11/30/94, and I was assigned Mary Had a Little Lamb on 12/8/1994. I finished that book in a little over 2 months and moved on to playing books that were mostly etudes.
The problem isn't so much with root position chords in and of themselves, it's with the "Play the Piano Overnight" style of teaching that has people convinced they can play an instrument because they can play a few basic chords behind a melody, abetted by the fact that when you look up music for a lot of these songs on the internet or elsewhere you get basic chord strumming rather than the original part, which actually takes a decent amount of skill to play in many cases. When I was in college you could take music lessons for credit and covered by tuition. I took trumpet which wasn't a problem but they had strict criteria for who could take guitar because a lot of people would sign up thinking free guitar lessons and then wash out when they found out they actually had to read music and play real stuff and not just strum chords or play basic riffs. Becoming proficient at an instrument takes years of hard work and practice, and there's something kind of cheap about strumming a few basic chords that I can tell you the fingerings for (and I don't even own a guitar let alone claim to be able to play one), and while the effect is democratizing to an extent one can't help but wonder if these people are shortchanging themselves.
A man once wanted to learn to play the bass, so he went to a teacher. First lesson they learned to play the open E string, just plucking the string, nothing else. Second lesson they learned to play the open A string, again just plucking the string, nothing else. The third lesson they were supposed to learn the D string in a similar manner, but the student never showed up again.
The teacher bumped into the man on the street one day by chance and asked him: "Why don't you want to learn the bass any more? Was it not a suitable instrument for you?". The student replied: "No, it's nothing like that. I just haven't had time to come to lessons because I have so many paying gigs now."
Now that is a joke, but it can show a different perspective on things.
You can spend six months learning basic chords on the guitar and afterwards you can sing simple songs and accompany yourself on the guitar. At that point other people might want to listen to you, and there is a small chance you might even get paid doing it. Alternatively you can spend six months learning some kinds of finger exercises, but at that point nobody will want to listen to you, and you have to wonder if you wasted your time. So maybe it makes sense to build the minimum viable product first and then add the bells and whistles later, if you think you need them.
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