Troubleshooting Tone and Pitch Issues

Tags

beginning flute, embouchure, flute embouchure, flute pedagogy, flute tone

Because there are so many variables involved in flute embouchure, there are an infinite number of problems that students can manifest in their tone quality and intonation. And as instructors it might seem we have to virtually be psychic to deduce the problem and offer solutions to our students. This is because so much is affected by things going on in the body that aren’t obvious from looking at a kid. Over the years I’ve been collecting a laundry list, so to speak, of tone/intonation problems and their solutions. Here are some common ones for beginner to intermediate students.

Problem: Windy, airy tone that is sharp

Solution: The aperture is too large and the blowing angle is too shallow. Blow through a smaller aperture and angle the air down more. You can achieve a steeper blowing angle by putting the flute lower on the bottom lip and reaching over with the top lip more, while maintaining the smaller aperture. The Legend of Kiss and Roll, Independence for Lips!

Problem: Dull tone quality, flat pitch

Solution: There is too much bottom lip covering the blow hole, and the flute is probably too high on the bottom lip. Move the flute lower on the bottom lip and roll out. There shouldn’t be more than 1/3 of the blow hole covered by the bottom lip. Also check alignment of the headjoint and balance of the flute. That alone can cause a student roll in and cover too much of the blow hole. It’s All About Balance

Problem: Strangled or pinched tone, can be flat or sharp depending how high or low the flute is on the bottom lip

Solution: This requires some sleuthing on your part because you have to identify the source of the constriction. There are at least four places I can think of that cause a pinched sound: 1) The lips themselves with a flattened and pinched aperture, 2) clenching the jaw with teeth too close together (common with kids who have braces, especially with rubber bands), 3) the back of the tongue is too high, constricting the airway, and finally, 4) the kid can actually be closing off the throat itself, as in activating the gag reflex. It takes some practice and discernment on your part to tell the difference which of these four constriction points are causing the problem. I can tell you that each one has a distinct quality that identifies it from the others, but it does take carefully listening and practice to recognize each one. Getting the Cart Before the Horse

Problem: Trouble producing third octave notes even with the correct fingerings

Solution: Third octave notes seem scary to kids. To them it seems like the natural thing that in order to control the third octave, they should roll in and pinch. After all, who wants to hear screeching high notes? This is precisely why they are having trouble. The solution, paradoxically, is to open up the blow hole a bit, support the air column more from the body core, and relax the grip of the aperture slightly. The speed of the air column itself will ensure the high note speak with ease. Warm Air, Cold Air

As always, if you find these entries useful, please subscribe, share with your colleagues and come back regularly. Feel free to comment. If you have a topic you would like to see explored more fully, you can contact me via IM/Messenger on Facebook or email me at dr_cate@sbcglobal.net. For information about clinics, workshops and performances, click here.

Building Technique

Tags

blowing, flute fingering, flute pedagogy, practicing

There is more to technique than just moving your fingers. In fact, good technique on flute integrates a number skills and types of awareness. This includes:

• Balance of the flute and hand positions – if the flute isn’t properly balanced, then students develop all kinds of compensating behaviors to keep the flute from rolling back.
• Blowing – without steady air speed and pressure, the greatest finger technique is not of much use because we won’t hear what is being played.
• Coordinating fingers and tongue – have you ever heard a student try to play a fast passage while their fingers and tongue are out of phase? Even with decent finger technique, it isn’t very effective to be tonguing behind the ictus of the note.
• Knowledge of scales and arpeggios in all 12 keys – make it a priority that your students get beyond the keys of F, Bb and Eb. Help them learn to think in sharps for sharp keys and flats for flat keys.

Get your flute students technical exercises just for them, or at least for woodwinds rather than brass. The venerable band technique books are either more focused on brass skills like lip slurs and/or are limited in scope in their technical exercises for flute. There are many excellent technique books specifically for flute that target the developing flute player, including books by Trevor Wye (The Practice Books) and Patricia George and Phyllis Avidan Louke (The Flute Scale Book). There are also great scale and arpeggio exercises in all keys and different patterns and note values (quarter, eighth, sixteenth notes) in the PC/Mac version of Smart Music. In Smart Music, you can assign scale exercises for assessment, set it to loop through the circle of fifths and change articulation patterns.

Tone work is a vital part of technical practice. Please note that brass style lip slurs and Remington exercises may be useful in an ensemble setting, they are not particularly helpful in developing characteristic flute tone. For developing flute tone there is no better exercise than practicing octaves slowly. Students can focus on directing the air properly and pay attention filling the space between the notes with steady air. I recommend waiting until high school to introduce the Moyse long tones. The younger kids usually don’t have the maturity to understand how to explore tone, focus and continuity with the Moyse long tones.

The important thing is to help your students develop good home practice habits that include regular tone and technical work. If kids are practicing 30-40 minutes a day, 10-15 minutes focusing on technique will make a huge difference in their skill set.

If you find these entries useful, please subscribe, share with your colleagues and come back regularly. Feel free to comment. If you have a topic you would like to see explored more fully, you can contact me via IM/Messenger on Facebook or email me at dr_cate@sbcglobal.net. For information about clinics, workshops and performances, click here.

Shaping a Flute Aperture

Tags

beginning flute, embouchure, flute pedagogy, flute tone

It seems to me that understanding how to shape a flute aperture with your lips is likely the biggest mystery for non-flutists who teach beginning flute players. Surprisingly, this is one of the simplest concepts to grasp if you know the trick. The trick is to shape your lips as if you are saying the sound of the letter “W”, as in “what” or “wonderful”. Notice a few things when you do this:

• Your awareness is focused on the middle of your lips, almost as if you are gripping a drinking straw
• The corners take care of themselves and seal themselves. No attention needed
• Your lips naturally form an elliptical opening
• The perimeter of the resulting aperture is actually rather firm

For yourself and your students, try starting out without a flute headjoint. Put an index finger under your lip and say, “what” or “water” a number of times. Then shorten it and say “waaaa”. Then just shape your lips for the “W” sound and blow through the resulting opening. Voila! Flute aperture 101.The next step is to shape your lips and tongue behind the teeth where gum and teeth meet on the top while blowing through the aperture, “too, too, too……”, keeping a steady air stream. Finally, go through the above process with a flute headjoint on your chin.

Of course there is more to getting a characteristic sound than just shaping the aperture. And there are seemingly more variables than specific immutable features to making a good sound. Pretty much the headjoint itself is the only constant. People, their lips, size of their teeth and oral cavity are unique to themselves. Remember to:

• Bring the flute up to the bottom lip from below to rest where the chin and lip meet. Adjust up a little for a very full bottom lip, adjust down for a thin bottom lip. Avoid the so-called kiss and roll because this puts the flute too high on the bottom lip for everyone. It’s a one size fits all solution that fits no one. The sound will be thin, light and probably sharp.
• Keep the blow hole open approximately two thirds. This is easier to do if the flute is a little lower on the chin than higher for most people. Having any more of the bottom lip in the blow hole than 1/3 will make a stuffy, dull and flat sound.
• The corners will take care of themselves, provided your lips are shaped as if to make the “W” sound. Really! Try for yourself.
• Roll your bottom lip (not the flute!) out a little to go up the octave or raise the pitch. Reach over a little with your top lip to play low notes or lower the pitch.

As always, if you find these entries useful, please subscribe, share with your colleagues and come back regularly. Feel free to comment. If you have a topic you would like to see explored more fully, you can contact me via IM/Messenger on Facebook or email me at dr_cate@sbcglobal.net. For information about clinics, workshops and performances, click here.

Some Ideas for Teaching Legato

Tags

flute pedagogy, legato

One of the most important exercises in my teaching toolbox is playing octaves through as much of the range of the flute as the student knows. As soon as we broach the topic of low and high notes using the same fingering, I introduce the octave exercise, usually within the first month of starting to play. We expand it as the student learns more notes. We start out by tonguing all the notes, but then progress to slurring up and down when the students gain enough breath control to blow continuously through three notes.

I also model the exercise out with them by playing each octave first and having the student play it back to me. What’s great about doing it this way, is the student learns to blow through intervals almost unconsciously. It just becomes how they naturally play. You can play octaves in a group or one-on-one.

If students start doing octaves early on in their development, it isn’t necessary to spend a lot of additional time helping them transition to playing in a more legato style. As they mature, the types of exercises change, but they are already well poised to understand that the air moves between the notes and not just on them. By the time kids are in high school, they are ready for Moyse style long tones because they are already in the habit of listening to and evaluating their tone. By playing half steps slowly, it is possible to really focus in on the connection between the notes, as well as issues of the blowing angle, quality and focus of the tone, size and shape of the blowing aperture, along with the smoothness of the fingering combinations.

There is a long precedent for adapting a melody that inspires you in order to work on expression, blowing through intervals, tuning, tone color and other facets of interpretation. The 20th century flutist, Marcel Moyse, wrote an entire compilation of his favorite melodies (Tone Development Through Interpretation) from opera arias, flute repertoire, string and piano repertoire to explore all aspects of his playing. He used these melodies in his woodwind seminars with not only flutists, but every other wind instrument. You can use popular melodies as you find in the play-along anthologies available from popular movies and artists. Examples of good contemporary melodies to practice blowing through the line and through intervals include the Titanic love theme, Hedwig’s theme from Harry Potter, Over the Rainbow, Let it Go from Frozen, Princess Leia’s theme from Star Wars. Any melody that has long lines, sweeping intervals and has an strong emotional appeal makes a good choice for working on legato blowing. 

To make a legato exercise from a melody, take one or two phrases. Play it in the written key. Then modulate either up or down a half step and play the phrase again in the new key. Modulate again in the same direction and play it in that key, and so on. The response of the instrument changes as you move through the different keys. The student learns to be consistent in their blowing and legato regardless of the key or interval. It’s important to keep the phrase short in order to have an easy basis for comparison from one key to the next. Once you have created an expression exercise on one melody that speaks to you, it is easy to find other tunes that can likewise be adapted in the same way.

If you find these entries useful, please subscribe, share with your colleagues and come back regularly. Feel free to comment. If you have a topic you would like to see explored more fully, you can contact me via IM/Messenger on Facebook or email me at dr_cate@sbcglobal.net. For information about clinics, workshops and performances, click here. 

Some Thoughts on Vibrato

Tags

blowing, breath control, flute tone, vibrato

Once you have started your students on playing with vibrato and they are starting have some control over the speed of the vibrato, you will want to introduce other exercises to help with control of the speed and amplitude of the vibrato.

After you students have learned to pulse the air column in eighth notes, triplets, sixteenth notes and sextuplets, introduce this exercise. This way they have to repeat each pair of notes at different speeds before going on to the next pair. This sample has only a few pairs, but be sure to continue up at least an octave.

The choo-choo train exercise links the parts of the exercise above so students learn to accelerate and decelerate their vibrato within the span of one breath. Pick a low register note. Make sure to take a full breath. Over  eight beats at mm=60, start out slowly, accelerate to around 6 pulses/beat and then decelerate to approximately eighth notes.The point is to seamlessly get faster and slower without a definite number of pulses per beat.

Vibrato in the high register requires some extra effort beyond what it takes to incorporate vibrato in the low and middle register of the flute, especially at the fuller dynamic levels from mezzo-forte to fortissimo. Because of the higher frequency of the sound in the third octave, you have to engage the abdominal muscles more to make the vibrato noticeable. You could even say there is an additive quality to playing forte with vibrato in the third octave, meaning you have to physically push into the pulse from your abdominal muscles. This is different than lower on the flute, where you are letting up to generate the vibrato. The extra push is needed to widen the amplitude while maintaining a faster speed vibrato. If you don’t pulse with the abdominals, you will get an essentially straight tone. A light, shimmery vibrato for piano and pianissimo playing is created more similarly to vibrato in the other registers by letting up, very fast and with a shallow amplitude.

You are going to want your more advanced students to learn to incorporate vibrato on sustained notes. In band literature, there are numerous examples of the entire flute section hanging on a pedal point in the middle of the texture or floating above the ensemble. You will want to have them play with more than just a steadily pulsing vibrato through the duration of the note. This isn’t very interesting for either the flute players or the audience, not to mention that is isn’t very musical. See if you can have your flutists vary the speed and amplitude of the vibrato through the duration of the note to match the phrasing in the other sections. That way the flutes can provide more support for the other sections and help the rest of the band shape their phrases with more sensitivity. It will also help your flute players feel like they are making more of a contribution how the entire ensemble sounds.

If you find these entries useful, please subscribe, share with your colleagues and come back regularly. Feel free to comment. If you have a topic you would like to see explored more fully, you can contact me via IM/Messenger on Facebook or email me at dr_cate@sbcglobal.net. For information about clinics, workshops and performances, click here

Building Flute Technique

Tags

flute balance, flute fingering, flute pedagogy, flute students, flute technique

Technique is one of the more straightforward aspects of playing the flute, and relatively easy to teach. As with every other aspect of playing, it does need to be monitored carefully as students develop. Probably the most important thing to monitor regarding technique is the student’s set up  with regards to balancing the flute and left and right hand positions. This makes all the difference to long term success for building useful flute technique for kids. And, of course, that the students are using the correct fingerings, i.e., 1st finger up for middle D and Eb, using right hand little finger for everything except D, right hand third finger for F#, correct high note fingerings (they are all different, see The 5 Most Common Fingering Mistakes)

We all know scale and arpeggio exercises are essential. In my own studio, I introduce scales and arpeggios as soon as the student knows Bb and can play all the naturals from low F to middle F. Depending on what flute method I’m using, the first scale students learn is either F or Bb major. I prefer to use method books that introduce flats and sharps equally. (My favorites for working with band kids are the Gekeler Flute Method and the Flute Student books by Fred Weber and Douglas Steensland. There are also really good flute specific methods available now, notably by Kathy Blocki, inventor of the PneumoPro, and Patricia George/Phyllis Louke). So the order of learning scales becomes F, C, G, Bb, D, Eb, A, Ab, E, Db, B, Gb/F#. As students learn the scales, we always review them in circle of fifths/fourths order so kids get functional harmony in their ear, even if they haven’t got a clue about music theory. So, for example, if we are learning Bb, we will play G, C, F and Bb so our ear is grounded in Bb for all the melodies we will play at the lesson in Bb. Likewise, if we are working on the key of D, we will review scales starting on Bb, F, C, G and then D, which nicely sets us up for the D major tunes we are studying.

If you have an organized way of introducing both flat and sharp keys, students can be playing all twelve major scales and arpeggios one octave within the first year of playing. I also strongly encourage you to have students read notes rather than just note names when practicing scales and arpeggios. It really reinforces key awareness to have them also play simple melodies in the keys they study. Depending on how quickly the students assimilate the third octave fingerings, you can expand scale and arpeggio practice to two octaves. It might take two to three years to get to the point where they can play all twelve scales two octaves, but when the students have that kind of technical mastery, they will have tools for dealing with more advanced band/orchestra literature, MEA audition etudes and solo repertoire.

If you find these entries useful, please subscribe, share with your colleagues and come back regularly. Feel free to comment. If you have a topic you would like to see explored more fully, you can contact me via IM/Messenger on Facebook or email me at dr_cate@sbcglobal.net. For information about clinics, workshops and performances, click here

Reviewing “Teaching your Students to Play with Vibrato”

Tags

flute pedagogy, vibrato

Beyond the new weekly posts on this blog, the old article that has been getting the most attention this month is from January 2015, “Teaching your Students to Play with Vibrato“. Since there isn’t time to write a full article this week, please enjoy this oldie, but goodie. I’ll be back next week with a fresh tip for you.

If you find these entries useful, please subscribe, share with your colleagues and come back regularly for more flute tips. Feel free to comment. If you have a topic you would like to see explored more fully, you can contact me via IM/Messenger on Facebook or email me at dr_cate@sbcglobal.net. For information about clinics, workshops and performances, click here.

Solutions for Common Third Octave Problems

Tags

embouchure, flute balance, flute embouchure, flute fingering, flute intonation, flute pedagogy, flute students, flute technique

The third octave on the flute is an interesting phenomenon because of the embouchure issues it presents and because of the technical and acoustic properties of the instrument. It is definitely not as straight forward as the lower two octaves in terms of the mechanics of the flute. The reason for all the cross fingerings and venting in the third octave is because each note is combining the harmonics of two lower pitches to reinforce the sound of each note. One of the easiest to conceptualize is the fingering for high E: T12|12(Eb) It is combining the overtone series of both E and A. In fact, if the air speed is insufficient, an out of tune A will sound below the intended pitch with this fingering. You can get to the high E by playing harmonics on either E or A. For E it will be the 4th partial and for A it will be the 3rd partial. The two combined make the standard fingering for third octave E (among flutists it is generally agreed that the E is better in tune without the Eb key).

Be sure your flute students know the third octave fingerings. It isn’t enough for them to just overblow a 1st/2nd octave fingering. They will be playing harmonics rather than the correct third octave fingering. The real fingerings will always sound more solid and will be easier to play in tune. Give them a way to practice these fingerings and test them on the practicing you assign. The kids need concrete ways to build their facility in the third octave.  Here is one way to practice third octave technique.

Then there are the common embouchure issues you see with kids. It is common for students to struggle with buzzing rather than playing the desired pitch in the third octave. What causes the buzzing? Their lips are stretched laterally, from corner to corner. If your kids are pulling their corners, there is a really high probability that they will buzz in the third octave. Have them pay more attention to how they are shaping the aperture in the middle of their lips (like how your lips are shaped to blow a kiss or to drink through a straw), and forget about the corners. Remember to blow!

Another common problem is trying to control the third octave by flattening the aperture, rolling the flute in and pinching. Usually what goes with this is insufficient blowing. Oh no! High notes! Cue the Psycho shower scene music! The results are going to be really sharp and likely unsuccessful beyond high E or F. They will be lucky to get to a G. You have to help unwind them. Flute lower on the chin, roll the flute out a bit, relax the corners, shape the aperture (think of saying “W”) and blow more. Make sure the flute is aligned properly, check hand positions and balance. It seems paradoxical that rolling the flute away from you a little bit would improve the response and intonation of the high notes, but it works like magic. Check out this device (Flute Tutor) that can help enforce this positioning with your students.

If you find these entries useful, please subscribe, share with your colleagues and come back regularly for more flute tips. Feel free to comment. If you have a topic you would like to see explored more fully, you can contact me via IM/Messenger on Facebook or email me at dr_cate@sbcglobal.net. For information about clinics, workshops and performances,  click here.

Getting the Cart Before the Horse

Tags

beginning flute, dynamics, flute embouchure, flute pedagogy, flute students, flute tone, vibrato

And the unintended consequences

There is no question that developing a wide dynamic palette and intelligent use of vibrato are essential skills for any aspiring flute player. Dynamics and vibrato add dimension and polish to the playing of individuals and within a flute section. However, I advocate waiting a bit before introducing these skills with your youngest players. Why? Because it is so critical for beginning flute players to master good embouchure and blowing skills first. Keep in mind that flutists don’t have a mouthpiece per se. We are relating to a simple hole that sits under our bottom lip. Our lips are our mouthpiece. Lips need to be trained to provide proper resistance, as we have discussed in other entries on this blog. And strong, supported blowing is an issue for any wind instrument beginner. Give your students the opportunity to solidify these skills before you introduce dynamics and vibrato.

When you ask your flute students to play with dynamics before they have mastered the basics of blowing and embouchure, the consequences can be quite dire, even to the point of them quitting altogether. Short of quitting, kids get into all kinds of compensating behaviors in order to do what you are asking of them. The kids resort to various kinds of constriction of the air stream, all of which sound really bad. They include pinching or biting down on the aperture (think about the sound of letting the air out a balloon while stretching the opening of the balloon), clenching of the teeth (also a tight and constrained sound, in extreme cases can lead to TMJ problems), and closing the throat. Once kids form the habit of constricting the air to play more quietly, it is a huge task (and often unsuccessful) to convince them that there is a better way to control their dynamics by controlling the amount of air and the blowing angle. Kids are smart. If it sounds bad and feels bad (which is how any kind of constriction feels), why continue? It is discouraging and frustrating for them. They will find other outlets for their creativity that are more rewarding.

There are similar problems that occur when you try to start kids playing with vibrato too soon. It has been shown that flute vibrato emanates from the epiglottis, the flap of tissue that blocks our wind pipe for us to swallow. It pulses but doesn’t completely close off the wind pipe when we play the flute. Again, it is absolutely essential for a student to develop a strong, steady, supported air column before introducing vibrato. If they don’t, the vibrato will be the most noticeable thing about their tone and it will not be possible to control the speed or amplitude of the pulse. Too heavy a vibrato is definitely worse than playing with a straight but supported air column. Teaching vibrato too soon is also a distraction and discouragement to ever learning steady blowing. Why set kids up for failure and disappointment?

Teach your students to blow and how to develop a flexible, sensitive embouchure first. This can take a year to two years of playing. Then adding in dynamic control and vibrato is a relatively simple job. In fact, there’s a good chance that these skills will just magically appear in your flute players if they are well grounded in the basics of sound production and musical phrasing.

If you find these entries useful, please subscribe, share with your colleagues and come back regularly for more flute tips. Feel free to comment. If you have a topic you would like to see explored more fully, you can contact me via IM/Messenger on Facebook or email me at dr_cate@sbcglobal.net. For information about clinics and workshops click here.

Everything You Ever Wanted to Know About Trills

Tags

flute fingering, flute pedagogy, flute technique

Your flute students (and other woodwinds) are usually going to be asked to trill by the time they have been playing a year or so. Trills provide the flutes and other woodwinds the opportunity to add brilliance and excitement to a score. Forgive me for stating the obvious, but a trill is a rapid alternation between adjacent pitches, up either a half step or whole step from the notated pitch (never down). The next question is how does one know whether it’s a whole or half step? One word answer – context. Here are the basic rules for trilling:

• Trill to the next note above the notated pitch in the key except….
• If there is an accidental next to the tr sign, then trill to the accidental indicated or….
• If the note being trilled is itself an accidental, again trill to the next note in the notated key unless there is an accidental next to the tr, as previously noted.
• Anything bigger than a whole step is considered a tremolo, not a trill.

In the absence of direction, kids will come up with the darnedest things, especially in the case of trills. They know they need to wiggle something, so they do….any adjacent finger will do. Doesn’t matter if it is up or down. They think because they are wiggling a finger, they are trilling. And it sounds just awful.

Here are some pointers about trill fingerings. Many trill fingerings are obvious like F to G, G to A. No special fingering chart needed. However, a large proportion of trill fingerings are not “normal” fingerings. Trill fingerings are a collection of cheats, hacks and other tricks you would never use to play a regular note. They idea is we are trying to simplify the fingerings to be able to wiggle as few fingers as possible, with only one finger being ideal (but not always achievable). The alternation is rapid enough that the listener won’t hear it’s a cheater fingering. Some notable examples include C to D (first trill key), Db to Eb (second trill key), E to F# (finger E and wiggle the right first finger). Trills that include Bb almost always require using the thumb Bb. Third octave trills require using harmonic fingerings. Having a good trill chart is not just a good idea, it is essential. I recommend the Woodwind Fingering Guide (It’s available on the web. You can see it on your phone in your pocket. No excuses.)

One small performance practice caveat regarding trills in music written before 1800. It is considered correct to start the trill on the auxiliary pitch rather than the notated pitch (except when approached from the scale degree directly above the notated pitch). If you are interested and have time, check out the Quantz treatise, On Playing the Flute. There’s an entire chapter on trills in the Classic, Pre-Classic and Baroque periods.

Lastly, for trills to sound good, you need to remember to blow. You can be furiously wiggling your finger, but without sufficient blowing, there’s no point. In this respect, trilling is like tonguing. It is very easy to get distracted by the wiggling finger or the tonguing and forget that the very foundation of flute playing (indeed any playing any wind instrument) is blowing, keeping the air column moving and energized.

If you find these entries useful, please subscribe, share with your colleagues and come back regularly for more flute tips. Feel free to comment. If you have a topic you would like to see explored more fully, you can contact me via IM/Messenger on Facebook or email me at dr_cate@sbcglobal.net. For information about clinics and workshops click here.