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Wednesday, September 23, 2009
Teaching Beginning Flutes, Part 3Once the beginners are playing with a consistent tone and remembering to "spit
rice" when they start their first note, it is time to put the flute together. I always start beginners with B,
A, and G as the first notes. Since these notes can be fingered with just their left hand, I have the students hold the
barrel of the flute to help support and stabilize the flute. (Have students raise their right hand with palm toward
the teacher, and grasp the barrel of the flute. They should be looking at the back of their hand.) This opens
the door to teaching Hot Cross Buns and Mary Had a Little Lamb aurally before the students start reading notes. Phyllis
Louke
4:57 pm pdt
Saturday, September 19, 2009
Starting Beginning Flutes, Part 2Use the following headjoint activites to make headjoint interesting for students.
The longer they practice on the headjoint only, the more secure they'll be when the flute is put together.
1.
Practice echoing 4 beat patterns of whole, half, quarter and eighth notes. The more tonguing the better.
2.
Play glissandos (sliding a finger in and out of the open end of the headjoint)
3. Over the end of the headjoint
with your palm to make a low sound.
4. Combine #1, 2 & 3 for echoing patterns.
5. Show the student(s)
how to play Hot Cross Buns and Mary Had a Little Lamb by creating three scalewise pitches with the headjoint: Pitch
"0" is open, Pitch "1" is created by inserting the index finger almost to the first crease in the finger,
and Pitch "2" is created with inserting the index finger up to almost the second crease.
6. Have the
student create their own song.
Phyllis Louke
10:57 pm pdt
Tuesday, September 8, 2009
Starting beginnersAs the school year begins and you prepare to start beginners either in your private
flute studio or school band programs, set aside time to practice tonguing away from the instrument. Students love to
go outside and practice "spitting rice" with real (uncooked) rice. Encourage students to use fast "birthday
candle" air when spitting the rice so that the rice travels several feet. This practice pays dividends in developing
good tonguing habits, fast air, and beautiful tone. Phyllis Louke
8:50 am pdt
Friday, September 4, 2009
Vibrato speedThe speed in which you vibrate
has a direct relationship to the interior rhythm of what you are playing. Students who do not count subdivisions
will often have vibrato problems. However, the good news is that the better than can count subdivisions,
the better the vibrato will become. Patricia George
Vibrato speedThe speed in which you vibrate
has a direct relationship to the interior rhythm of what you are playing. Students who do not count subdivisions
will often have vibrato problems. However, the good news is that the better than can count subdivisions,
the better the vibrato will become.
Vibrato speedThe speed in which you vibrate
has a direct relationship to the interior rhythm of what you are playing. Students who do not count subdivisions
will often have vibrato problems. However, the good news is that the better than can count subdivisions,
the better the vibrato will become.
Thursday, September 3, 2009
Pinky deviceThe website: www.3pointproducts.com
has a device that you can wear when playing to keep your pinkie in a slightly curved position. You will
need to know your ring size to place an order. Patricia George
Wednesday, September 2, 2009
Get organized to start notes betterWhen chunking, during the rest
say one of the following words: the name of the next note, blow or set. Saying
the next note will get the fingers into position more quickly. Saying blow will help you play on the exhale.
Say set will get you organized for a better attack. Patricia George
Tuesday, September 1, 2009
TonguingWhen tonguing, position your
tongue in the center of the aperture. If your aperture is off to the left, then you will need to move your
tongue to the left. This also applies to flutter tonguing. Patricia George
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