For a difficult passage, change the articulations to slow down
the tempo and learn correctly. The concentration is then on
articulation and not on the notes. An example is in a 16th passage:
1) tongue two, slur two, 2) slur two, tongue two and so on.
-Julia Mynett, Colorado Springs, Colorado
*Start every lesson with aural/tone production warm up.
1) With young students, the teacher can get down on her knees so
that she is at eye level with a student who is standing. This will
give better overall shoulder, arm and hand position for the
2) For good right-hand position, ask the student to pretend to
reach up for an object on a high shelf. Then hold that right-hand
position while holding the flute. This gives a slight curve or arch
in the hand and a straight wrist.
-Betsy Nelms, NCTM, Golden, Colorado
Use the following exercises to help the student learn to place
sound above the mouth/throat, and in the singer's "mask":
Say "mmm-hm" and open to "ah"
Say "mmm-hm" and open to "eh"
Repeat pattern with "ee", "ō," "ō ō"
The three most common problems for English-speaking singers are
tension in the tongue, a jutting jaw and incorrect breathing. Use
awareness works for the tongue, double mirrors for the jaw (so they
can see themselves from the side); and imagining the sound coming
in and down rather than up and out will help correct incorrect
breathing. This can make dramatic change in asthmatics and others
who "can't carry a tune in a bucket."
-Nancy E. Harris, Denver, Colorado