Which octave to start

[BigGuns]

Hello everyone,

I am a teacher for a public elementary school, and currently am working on writing my own "method" for the instruments. I have a question on which note is best to start flutes on. Most methods I've seen start on Bb, C and D, which I hate because students have a very hard time grasping the C to D switch so early (especially since my school system starts kids in 3rd grade). I am starting the method on the note 'G' but am wondering which octave they should start on.

Should I start them on second line G, and progress in this order: G, A, B, Bb, C, D, Eb, F, G, A, Bb? This could get us the g minor scale and Bb scale right after that, while having 5 notes under their belt before having to make the switch.

Or, the other thing I was thinking was start on G above the staff, and work their way down in this order: G, F, (possibly E), Eb, D, C, Bb. This way gets them using more fingers in an easy progression without having to make the "big switch" until later on. This way could also get them playing in thirds with the rest of the band at the end of the year concert in case the switch is too hard (they don't start until January so it's not a lot of time).

Any opinions on this?

Thanks!

[Kraken]

Salud!

Trevor Wye starts from B1, and from there he goes down to G1, then C2, then down to D1, then D2-up. He says the low register is the basis for obtaining a good tone. This is his order of presentation (Beginner's book for the flute, Part One):

B1
A1 G1
C2
G1 sharp
F1 E1
B1 flat
F1 sharp
E1 flat D1
C2 sharp
D2
E2 F2
E2 flat
F2 sharp G2

[fluttiegurl]

I tend to start students a little higher. The reason is that the mid range notes (F2, E2, Eflat2, etc.) seem to be a little easier to produce at first. I like to add the lower octave as I go, more as a reference, teaching students the differences, and add on the higher octaves above the staff (up to D3) fairly quickly after the student is playing with a consistent tone. Of course, all students are different, but this is how I approach teaching beginners for the most part. The reason, practicality. The majority of the music we play is not in the first octave. I feel that it takes a fairly accomplished player to play in the range with a good sound and projection. Also, I have students who come to me from one of the local schools that have never played above the staff at all after two years and they struggle with anything off the staff at first. I also like to teach the concept of octaves early on, often demonstrating three E-flats (for instance) so that the students understand that they have different fingerings. My students play five major scales in the first year (C,F, Bflat, Eflat & G). Some students play at least four of these two octaves. We also touch on relative minors after the concept of the scale is understood.

I have yet to find a method book that works for me across the board, though I have used several. I tend to stray away from the books fairly quickly and use Finale as my main source for teaching after the first six months or so until students are ready for some of the more advanced etude books. I also like to print the same song on one sheet in several keys (something else I teach very early). Rhythm is also something that I see a problem with in most books I have used. It seems like the books make such a deal out of compound note values that the student becomes overwhelmed. I also have a very unconventional method for teaching rhythm to beginners utilizing many note values very quickly, but that is not the question here, just something to consider for a new method book.

As of now, the majority of my students are first and second year students as I had a whole generation of students graduate within a two year period and basically started over. I designed my method of teaching so that the students I have who are not old enough to be in band will have opportunities to play very early on, and since they do not have to rely on the ranges of other instruments, they can play a great deal of standard rep fairly quickly while producing a good sound and having a solid concept of the differences between octaves.

[Kraken]

Salud!

My teacher also thinks the 2nd octave should be incorporated much earlier, and so do most beginner's books. There I am now, trying to get a clean midrange tone (I have no problem with the lower octave).

Wye also introduces a lot of scales and time signatures early on, to avoid "calcifyng" the C, F, G 4/4. This approach seems to me like a definite bonus.

[ed97643]

flutiegirl (quote): "We also touch on relative minors after the concept of the scale is understood."

Props to you for that. I am often amazed at seeing 5+ year students not able to grasp the notion that E minor is the same as G major, etc. Something that I suspect is grossly undertaught (...the theory angle, that is), as I see so many players (of all instruments) who seem to have been taught notes & reading by rote, with little emphasis on "how it all connects together". So cheers to you,
Ed

[fluttiegurl]

Thanks. My philosophy is that teaching an instrument goes beyond just teaching someone to play the notes. Anyone can do that. Students should not only know how to play, but know why they do what the music calls fro and be able to read music fluently. Piano teachers generally teach theory, so why not flute teachers?

[Phineas]

Thanks. My philosophy is that teaching an instrument goes beyond just teaching someone to play the notes. Anyone can do that. Students should not only know how to play, but know why they do what the music calls fro and be able to read music fluently. Piano teachers generally teach theory, so why not flute teachers?

This is a problem that horn players face period. Not just flute players. When I teach, I even take it a step further. Not only do I teach theory, but I also teach my students how to hear it. What does a major or minor passage SOUND like. What a given style/genre sounds like. Even teach some sight singing if time allows.

IMHO, I so not think ANY musician can reach their full potential unless they listen the the type of music they wish to play.

Phineas