Silver Flute Carrying

Silver Flute Carrying

The model 3S offers the resonance and tone quality of a solid silver head-joint and body tube combined with the durability of a plated French key mechanism (open hole keys), an option ofttimes requested on an intermediate student instrument. The 3S features stainless steel springs that are very lasting yet tolerance to provide a light, smooth feel to fabricating flutists. This package likewise includes FREE Cecilio 92D, battery powered (two AAA batteries included) chromatic tuner. The tuner features a big 2 1/4 inch LCD display screen and may be used to tune any instrument. When using the Metronome function an audible beat is provided for an easy to find downbeat in any of the compound or duple meter settings. With an adaptable note value and tempo range from 30bpm to 230 bpm setting mastering complex beats is achieved for any level musician.

Teaching the Flute is outstanding as you are passing on your passion to others and support students make progression and move forward. So what is the flute?

The flute is a popular, versatile, affordable, long-slender-pipe-like, woodwind instrument, without a reed. There are dissimilar sizes of flutes with the more mutual ones being, from little to huge ~ the piccolo, concert flute, alto flute and bass flute. The concert flute is the flute we learn on and is 67cm long and weighs 400 – 600g depending on what it is made of. Materials include silver and other metals.

Superstar James Galway is known as the “Man With The Golden Flute” as his flute is made of solid gold. Some student flutes have a curved head-joint which makes it more comfortable for the younger players.

The flute is played by blowing all over a hole on the side near one end. Different notes are made by covering the holes along the sides with the fingers or keys.

The word flute comes from the Latin verb flare which means to flow. So when the air flows down the instrument, a clear bell-bird like sound with expressive colour is formulated ranging over three octaves from low C (middle C on piano) upwards. Some flutes have a special B foot end piece, in which case the lowest note played is B beneath middle C.

The teachers occupation is to commend suitable book(s) to learn from. A beginner will commence with a tutor book plus any other material as the need arises.There is a assortment of tutor books to choose from so pick one to suit the age of the student. If the student is not a beginner, there is a wide range of music to suit all levels, musical tastes and goals. So find out what the student likes and wants to do and then suggest suitable music. If a student wants to sit an examination there will be a list of music choices to choose from.

THE LESSON:

Lessons are in general given once a week and may be given privately or in little groups with students at a similar level. A teachers goal is to give hope or courage to and inspire students of all levels, abilities and learning styles. Students vary in the rate they learn depending on age and how fast they pick things up. Some students prefer hearing the music basi before learning, others are comfortable using their musical cognition to just read the notes and other musical terms to learn a piece. Some students like the use of flashcards and games like musical dominoes, whilst others are keen just to learn a piece a week. Some students are driven and like to take practical examinations and others are more relaxed learning the music they like and what the teacher recommends.So there is a huge variation in the way a lesson will run, all depending on the needs of the student.

Beginners:

A teacher needs to show the student how to play the flute by instructing them

1. a suitable standing and sitting posture whilst playing

2. how to hold the flute with left and right hands.

3. where to put the mouth on the embouchure hole on head piece to give rise to a good sound.

4. a suitable mouth hole size to create a good lower octave sound

5 good breathing proficiencies to give rise to a good sound.

6. finger positions – fingers ought to be just above the holes or keys – not assorted inches, or worse still, underneath the instrument.

7. the notes and how to finger them.

8. tonguing the notes – each note must be tongued to give a clear beginning to the sound. To tongue a note you place the tongue on the roof of the mouth without delay above the back of the front teeth as in pronouncing ‘doo’ or ‘too’.

9. musical theory which includes musical notation and terms as set out in the tutor book.

A teacher will follow the tutor book and give out other material if required like extra rhythm or tone exercises, or other pieces to clarify a point.

Please note that if the student has learnt another instrument then the rate of learning is in general quicker.

Non Beginners:

A lesson could go as follows:

1. A warm up exercise eg simple sight reading in the form of a solo or duet, follow the leader ( teacher plays a good deal of notes and student copies and vice versa ), creating a little tune after being given a good deal of note names.

2. Go over material the student has practised.

3. Teach a good deal of new material eg next portion of a piece, new note, new rhythm, ornaments, new exercise.

4. Finish up with something the student wants to play eg favourite piece or exercise.

As a variation you could interchange 1 and 4

Examination Students:

There is set criteria for examinations as set out in the applicable guidelines which may be received from music shops.

If a student wants to an examination they may have to do the following:

~ Three Pieces

~ Technical Work : either scales and arpeggios or exercise and study

~ Supporting Tests: two tests to be chosen from sight reading, aural, improvisation, musical knowledge

The lessons for these students will implicate working through the material required for the examination such that it is well prepared. However do not start out instructing the material too early as the student could become bored.

PRACTISING:

It is necessary for the teacher to give hope or courage to the student to practise and then the student to genuinely do it. Teachers provide a set of ears for listening and to give positive and constructive comments. It is up to the person to use this counsel and train at home. Progress is quicker and hence motivation levels.

Beginners will have to commence off with five minutes/day and as their muscles around the lips get applied to the embouchure position and more notes are learnt the the time may be increased. As you get passed the beginner level practise time may be thirty minutes or more. Examination students will need to practise regularly with the practise time increasing as the grades increase.

It is likewise better to practise ‘lots of little amounts’ as opposed to one more spectacular amount per week.

PERFORMANCE:

A teacher may give hope or courage to performance. The student may do this gradually by performing to 1 person initial eg teacher and then family and friends and then in a concert situation.

Have an annual concert and combine with other teachers if you wish.

Encourage group playing specially for the private students. Students may have friends who play an instrument. Playing with other instrumentalists is a outstanding way to have fun and often gives you more selfassurance to get up and give performing a go. I am a group performer rather than a solo performer.

This is a road map at instructing students how to learn the flute. It is a step by step process; the students will vary in their learning rate and the instructing may vary among students. Your inspiration will rub off onto the student who in turn may carry on to to very well in examinations, i orchestras or as solo artists.

Silver Flute Carrying Photo

Silver Flute Carrying Pic

Silver Flute Carrying Pic

Silver Flute Carrying Pic