parentspageflute

The Flute
The Flute requires a steady stream of air to produce a quality sound. The beginning student may experience light headedness and even headaches when producing their first sounds and exercises. This is quite normal and as the young flutist adjusts this will go away. Long tones are the best way to learn sound production on this instrument and is often the first examples in the beginning book the student uses. As the student progresses through the book and school instruction they add noted to their skills eventually being able to play full songs.
The Flute requires a steady stream of air to produce a quality sound. The beginning student may experience light headedness and even headaches when producing their first sounds and exercises. This is quite normal and as the young flutist adjusts this will go away. Long tones are the best way to learn sound production on this instrument and is often the first examples in the beginning book the student uses. As the student progresses through the book and school instruction they add noted to their skills eventually being able to play full songs.
To produce sound the student forms an oval opening between the lips (epiture) and directs slightly down passing the stream of air over the tone hole of the upper joint. As the student progresses they will refine the epiture and produce a warm pleasing tone. This does take practice and the student must listen and adjust to make a mature tone on the instrument.
Progress is made as the student learns more fingerings and puts them into practice so that they are comfortable and easily manipulated. This is called technique. As technique progresses and a quality tone is produced the flute will sound like the instrument we are accustomed to hearing. In turn, the student will be able to perform music with greater and greater difficulty.
Practice. Good consistent practice, anywhere from 20 to 30 minutes a day will have a positive result. Obviously more time spent in quality practice will have a deeper and more profound result. Here is a structure for quality practice:
Long Tones:	Holding out pitches for extended length of time will allow the student to listen to themselves and adjust theri playing. This aspect helps to develop tone, control the steadiness of a pitch and develop air capacity. All students in my bands, 6-12th grades begins every rehearsal with long tones. We play long tones from "F Concert" down chromatically (by halfsteps) down to "Bb Concert".
Scales:	A scale is a series of notes (most usually 8) that reflects a type of sound; minor (dark) or major (bright). At first these should be played slow and controlled and then sped up. This allows for muscle memory and allow the student to identify these patterns is an automatic, involuntary way. A good portion of music has scales in their construction this is why the study of scales is so very important. As part of our warm-up at school we use scales daily. The older and more experienced the group the more scales we use. It is also true that every book our students use has a section with scalse for practice.
Technique:	There are studies in the Standard of Excellence Book 1 (red) and Book 2 (blue) that contain technique. A technique study is usually some type of scale that is set to a pattern of ascending notes with an articulation pattern included. This type of work allows encourages dexterity on the instrument and makes the performance of the student's band music much easier. These technical studies need to be performed with care so that student accurately performes the music as marked. Failure to do so will often result in bad habits that will appear in the other aspects of the young musician's playing. The maturing flute player should also challenge themselves to play examples that go into the "altissimo" register. high Bb to high G. This practice will have a strong impact on their skills.
School Assignments:	The completion of the first three sections of this structure makes this section easy. Long tones, scales, and technique can now be applied to the music that the student encounters in the band rehearsal. School assignments at Unit 7 often include chair placement, check-offs and solo try-outs. All too often the students fails to understand that the first three sections help to solidify their school performance. Student should always be careful to pay attention to details when practicing school assignments. When the students plays with the band they often do not hear the small mistakes they are making. The student will continue to make them if they do no pay attention to detail and listen to their own sound.
Melodic Studies:	There are many samples of melodic work in both method books. A high school student may want to ask Mr. Jean for additional help in finding good examples. This is also a time to work on solos in band music, solo & ensemble music and IMEA studies. The importance in this section is to again apply the pervious sections of this plan. This is a time of individual expression. The musician should seek to make the music their own and make an attempt to sound like a professional.
Other Opportunities for the Musician
Solo & Ensemble Contests The school offers students of all ages the opportunity to perform as and individual or in smaller gfoups and be judges on their performance. This performance is beyond normal setting of a band rehearsal and allows the student to get feedback from another music educator.
Festivals A student may have the opportunity to prepare music and audition for a festival. At time a director may nominate a student to participate in a festival. The student prepares specific music and participates in a setting often beyond the scope to their regular band and among student who are the best at their own respective school. This can be a very valuable and fun experience .
Symposiums Our location give our students a wonderful access to the University of Illinois. Evey year U of I and other universities offer special presentations to assist the young musician and give the special instruction on their individual instrument. A symposium gives the student information about the problems and challenges of an specific instrument. A symposium usually lasts a few days and covers specific topics about the instrument featured. Often a student can make plans to attend the most important parts of these lectures or demonstrations.
Band Camps A student may have the opportunity to prepare music and au