If you are teaching a woodwind methods course, you might be interested in my book.
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I’ve taught college-level woodwind methods courses for a few years now. This is a course primarily for instrumental music majors, who will go on to become school band or orchestra directors, and who need a crash course in the playing and pedagogy of each instrument that will be in their future ensembles. At the places I’ve taught, it means taking students from zero to playing a little bit of flute, oboe, clarinet, bassoon, and saxophone, all in one semester. It’s a semester-long sprint.
There are a handful of textbooks available for these types of courses, most of which I own, and none of which I use in class. I’m continually surprised by the material that is and isn’t covered in these books.
I try hard to keep my courses focused on core concepts, like position/posture, breath support, basic embouchure, voicing, and finger technique, and I try to keep those concepts as simple and clear as possible. I have students observe each other’s playing of these instruments, identify things that don’t look and/or sound right, and put their observations into terms of those basic concepts. (“So-and-so’s pitch sounds unstable, and his embouchure appears to be moving a lot. Perhaps keeping the embouchure still and increasing breath support will help to stabilize his intonation.”)
I find discouragingly little discussion (or even understanding) of these concepts in many of the published texts. Instead, I find what appears to be a lot of filler—not bad information, necessarily, but information that’s far from mission-critical. The students in these classes will mostly end up teaching beginning or intermediate students in large-group settings. They need to understand the fundamentals in ways that will help them problem-solve efficiently.
Don’t get me wrong: I’m certainly not opposed to knowledge for knowledge’s sake. I’m just saying that for an already too-short woodwind methods class, that 300-page book could perhaps be trimmed down to 100 or even 50 clear, concise pages, for significant savings of money, trees, class time, shelf space, and brain cells. Here are some examples of things that I’ve seen in actual classroom-intended woodwind methods textbooks, that just plain don’t need to be there: Read More “Things you don’t need to cover in woodwind methods class”
Great post! I think there’s probably a lot of flutists out there who have tried saxophone briefly and noticed that their flute tone would diminish right after playing saxophone so they dropped the saxophone and are left with the impression that the instruments are not compatible. Coming from a flute background originally, I have discovered this could not be more false. Initially I had similar issues, but as I developed better saxophone technique the effect lessened substantially. At this point there is very little impact on my flute tone, even if I’m playing flute immediately after the saxophone. And of course given some time between instruments there is absolutely no negative effect. I actually believe there are some great benefits to doubling. I often liken it to athletes cross training. It works the same concepts in different ways and prevents overuse of muscles. My lungs are getting the same workout but my arms, hands, and facial muscles move differently for each instrument which prevents fatigue from overuse.