Other Instruments, Including Voice
Flute
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
Voice
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
Teaching TipsThe Teaching Tips section of the MTNA website offers members an opportunity to hear how colleagues across the country have addressed various areas of music study. Teaching Tips shared are the opinions of the writer and are offered only as ideas. If you have a teaching tip that you would like to share, please send it to . |