Other Instruments, Including Voice


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.

With young students, the teacher can get down on his or her knees so that they are at eye level with a student who is standing. This will give better overall shoulder, arm and hand position.

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