Lining up the Flute Foot Joint

What do you tell your students about how to line up the foot joint on the flute body? After all, there isn’t a clutch, as with the clarinet middle joints, linking the two parts together that dictates how to line them up (well there can be a clutch, but it’s a really rare option on handmade flutes, if there’s an extra left hand pinky lever for the foot joint keys). My approach is super simple and seems to me like a common sense approach.

There are two types of flute foot joints that are standard, a C foot (most beginner instruments, as well as common on higher level flutes in Europe and Asia) and a B foot (which is generally preferred for step-up and handmade flutes, at least in North America). The width of the foot joint cluster is wider, front to back, on a B foot than on a C foot, which changes the standard alignment slightly.

This is a C foot joint. Notice how the rod and ball of the foot joint post is aligned with the middle of the D key on the body.

With this B foot joint, line up the rod and ball of the foot joint post with the ring around the open hole of the D key. Notice how much wider the cluster is from front to back because of the extra roller (and yeah, the roller on the Eb key of my Altus is pretty sweet).

Keep in mind that this is a place to start with lining up the foot joint with the body. You also have to consider the size and shape of the player’s hands and fingers. People with long fingers will be fine with this set up. If the student is small or has short fingers, you need to advise them to turn the foot joint back a bit beyond the alignment shown in these photos. What is important is that the right hand is behind the flute, the fingers are gently curved and the pad of the little finger rests squarely in the middle of the Eb key.

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.

The Antidote for Fake-arando

Simply put, the antidote is to have a long term strategy for your ensemble so that your woodwinds develop the necessary technique to play fast passages and runs with accuracy and clarity. Then they won’t need to fake. What this means in practical day-to-day terms is to have technical warms ups for your flutes and other winds to incorporate into your daily rehearsals. It also means, at least in terms of your flute players, that you will need to monitor and evaluate their hand positions and posture on an ongoing basis. It’s really important to note that developing facile technique is so dependent on having the flute balanced in your hands rather than holding the flute. See drcatesflutetips.wordpress.com/2016/01/17/flute-balance-and-the-left-hand/ and drcatesflutetips.wordpress.com/2015/10/11/flute-balance-and-the-right-hand/

For the newest flute and woodwind players, a completely realistic goal for the first year is to make it a priority that they can play five note scales, one octave arpeggios in all twelve keys in quarter notes and eighth notes, and F and Bb chromatic scales one octave in quarter notes. You can make this part of your assessment testing with SmartMusic or any other method you choose.

By their second year of playing, they should be learning full octave scales, tonic and dominant arpeggios in all twelve keys, as well as be able to play a one octave chromatic scale starting on any note. At this point I think it is really important to introduce material for solo and ensemble that is in keys other than the traditional band keys for flute, i.e. F, Bb, Eb, Ab. Have them play solos and duets in C, G, D, A. The kids will be able to play harder music sooner with a foundation of playing in more than just band keys.

When students have been playing for three years, they are ready for the well-known band technique books like Williams and King Foundations for Superior Performance, and Rush and Moon Habits of a Successful Musician. Both these books are in SmartMusic, so you can gradually increase the speed on these exercises while monitoring for clean technique and balanced hand positions. Especially important for developing good technique are scales two octaves in all keys, arpeggios two octaves and chromatic scales in eighth notes and triplets. Teach the students to listen for clean combinations like C to D, C# to D, Eb to F, E to F#, Ab to Bb (using thumb Bb or 1 and 1 Bb). Then there are larger intervals, especially G to Bb, F to A, F# to A, F to A (pretty much any interval that is using fingers from both hands at the same time), D to F, D to F#.

By the time wood students are in high school, they should have a personal practice routine that includes technique practice, tone studies and articulation exercises. Both the Foundations book and the Habits book are a great basis for this personal practice. I also strongly recommend practicing fast five note scales through the entire range of the flute. See the link below. These are great preparation for the kinds of fast scale rips that are common in ensemble music. It is also great practice to play one octave scale rips as fast as possible, starting on each note of a scale in all keys.

five-note-scalesDownload

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.

The Secret of Tuning Db (C#)

The truth is that if your students can learn to correctly place Db (C#), their overall tone will improve exponentially and they will be able to play with better intonation throughout the range of the flute. The obvious question then is how to teach this to your flute students?

Start with making sure your students have a good physical set up with the flute:

• Make sure the flute is properly lined up, with the headjoint turned so the blow hole is aligned between the keys and the rods (not with the keys or even the outside edge of the keys. https://drcatesflutetips.wordpress.com/2014/11/30/its-all-about-balance/
• Ensure that the student knows the balance points for the flute in their hands, i.e. right little finger, right thumb, between the bottom two joints of the left index finger, chin – in line with or just slightly below the bottom lip. https://drcatesflutetips.wordpress.com/2017/05/14/you-wouldnt-think-it-makes-much-difference-but/
• The left hand and wrist should be under the flute, supporting the instrument and the right hand should be behind the flute, with the thumb under and slightly behind the flute, supporting it (right knuckles should never be in contact with the rods). https://drcatesflutetips.wordpress.com/2016/01/17/flute-balance-and-the-left-hand/ https://drcatesflutetips.wordpress.com/2015/10/11/flute-balance-and-the-right-hand/
• The vertical plane through flute should be at about a 45 degree angle to the vertical plane through the body. The intersection of the two planes should be around the left shoulder. The student should be able to see the footjoint end of the flute in their peripheral vision. Another way to say this is that the end of the flute should be aligned in front of your nose rather than back by your ear. You have to extend your right arm out from the shoulder to accomplish this.

Next, have your flute students finger the lowest C and play the harmonic one octave higher. The harmonic is at correct pitch. Now match the pitch of the normal fingering to the pitch of the harmonic. Do the same with the Db/C#. First play the first harmonic of the low Db/C# and compare the pitch to the open/standard fingering for Db/C# on the staff. You will notice that the pitch of the normal fingering will be quite a bit higher than the harmonic. The tone will likely sound thinner and more airy. The way to get the pitch between the harmonic and normal fingering to match is reach out with the top lip and direct the air down more into the blow hole. Keep the blowing aperture small. Practice going back and forth between the harmonic and regular fingering slowly and learn to adjust the blowing angle until the harmonic and regular fingering are at the same pitch. You should notice that the tone will develop more body and be more focused.

A word about older scale flutes (read older mainline American band instrument brands). The scale (placement of the tone holes) is calibrated lower than A = 440-442 Hz. The headjoints were shortened to make the A in tune at 440 or 442. Consequently, the low register is flat and the third octave is sharp. The exercise above is helpful on any flute, however, there are some old tricks that you will want to try to see if you can improve the pitch even further on these old scale flutes. 1) Pull the footjoint out a couple of millimeters. 2) Add right hand fingers to flatten the C and Db/C#. You can do one, two or three, starting with the D key, so it would be D, E and F, in that order. Just see what works. Neither of these tricks should be necessary on modern scale flutes.

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.

The Top 10 Blog Posts of 2017

It’s been a banner year at Dr. Cate’s Flute Tips, nearly doubling the number of views of the previous three years just this year alone. There are now 100 different articles on all aspects of embouchure, tone production, hand and body position and teaching beginners. There are more new posts coming up in the new year. Your suggestions and comments are always welcome. With no further ado, the top ten posts for 2017 are:

1. Flute Embouchure and a Teardrop Top Lip – It’s great that this is the number one post. My hope is that it means more kids will have the opportunity to play the flute rather than being talked out of it because they have a prominent teardrop and need to shape the aperture off-center.
2. Teaching Your Students to Play with Vibrato – I believe in waiting a year or two before introducing vibrato to young students. The most important thing is the kids are blowing strongly and have a well shaped embouchure before attempting to learn vibrato
3. Helping Your Students Adjust to Playing with Braces – Always a big issue for junior high and high school kids. Not as big a deal as if they play a brass instrument. It’s just a matter of reevaluating the blowing angle to re-establish their characteristic tone
4. The Legend of “Kiss and Roll” – This teaching “method” needs to disappear. If there is any one thing that is an obstacle to developing a rich, characteristic sound, it is learning to blow on the flute by rolling it down into place rather than bringing it up from below. Ask your resident flute teacher/player
5. About the Third Octave – If you teach your students to maintain the size of the aperture and keep the blow hole sufficiently open, 60-75%, and blow fast enough air (different than quantity of air) at every dynamic, the third octave will be easy
6. To Roll or Not to Roll: That is the Question – If students learn to change the blowing angle rather than rolling the flute, flute players around the country and the world will play more easily in tune. Rolling has such a negative impact on tone quality, as well as pitch
7. The Very First Notes – The truth for flute players is that if you develop a strong, focused low register first, the second and third octaves will be a breeze to learn and playing in tune will happen more naturally. I’m well aware that the major band methods start in the middle and work outwards, but the flute is a different beast than the other winds and brass
8. Finding the Sweet Spot – There isn’t a one size fits all solution for embouchure and tone production with the flute. Teach your students how to experiment with the parameters of blowing angle and placement on their lip and they will develop a characteristic sound more quickly
9. Everything You Ever Wanted to Know About Trills – When I do sectional rehearsals and clinics, it makes me nuts that kids will just wiggle whatever rather than go through the process of understanding what note is being trilled to which note, either a whole or half step, depending on the key. Teach them to use a trill chart
10. Warm Air, Cold Air: Sense or Nonsense – Along with rolling to correct intonation and the “Kiss and Roll”, the warm air/cold air explanation for low and high notes is one of the silliest and least true thing we tell kids about how blowing on the flute works. It’s simple. If the aperture is open enough for the air to be warm, the air is moving too slowly to make a good sound. It will be fuzzy and unfocused.

Thank you for reading Dr. Cate’s Flute Tips. It is so gratifying to hear from all of you that you find the blog useful to you. New things in development include some more posts on pedagogy, products I endorse and use in my teaching and playing, a book of tone and technique exercises just for band flute players that can be used in sectionals and individual home practice, and industry sponsorship. Dr. Cate’s Flute Tips would not be possible without the support of KHS America and their flute brands: Altus, Azumi and Jupiter flutes.

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.

Thank you!

It is so exciting to share the amazing news that Dr. Cate’s Flute Tips has reached 100K views in less than three years.

What’s coming next? More great content, including more video demonstrations and a flute exercise book for school flute students.

Thank you for reading Dr. Cate’s Flute Tips!

You Wouldn’t Think it Makes Much Difference But……..

Tags

dynamics, embouchure, flute pedagogy, flute posture

There are a number of seemingly insignificant habits your flute students can get into that make a bigger difference than you might imagine to intonation, tone quality and technique. Some of these are more visibly obvious than others. All of them can negatively impact your flute players, both individually and as a section. Keep an eye and ear out for these things in your flute students for a better sounding section.

• Pressing the flute too hard against the chin – This makes a big difference. If you can’t move your bottom lip, you are pressing too hard. When the flute is resting on your lip, make sure you can move your lip to be able to say a “W”. If you can’t make the “W” shape, back off on the pressure against your lip. If you can’t move your bottom lip, controlling dynamics and play high notes will be too difficult.
• Flute too high on the chin – Affects both tone quality and pitch. Sound will be small and probably sharp. If you have to pull the headjoint out more than 5/8″ (1 cm), the flute is probably too high on the bottom lip.
• Covering too much of the blow hole – There shouldn’t be any more than a 1/3 of the hole covered by the bottom lip. Any more than that and the tone will be dull and likely flat
• Angle of the lower end of the flute in relation to your head – This means that you get the best sound from your instrument when you can see the lower end of the instrument in your peripheral vision. If you have the end of the flute in line with your right ear, you won’t be able to get maximum resonance from your instrument
• Balance of the flute in your hands – Position the headjoint on the body so the weight of the rods is more on top. That way your fingers are free to move and you won’t be having to “hold” the flute to prevent it from rotating backwards.
• Resting right knuckles against the rods – Just bad for the flute and for technique. Bad for the flute because sweat and body oils can work into the mechanism causing binding and even rust. Bad for technique because you can move your fingers much more quickly from the joints at the base of the fingers than from the second joints.
• Thumb position on right hand – For best technique and hand position, thumb should be under and behind the flute, more or less under the F key. Thumb should never be in front of the flute (check the headjoint alignment and balance) or up under the F# or G key.
• Thumb position on left hand – For best technique, left thumb should be open in relation to the rest of the hand, straight and relaxed. Let the thumb fall on the key wherever. This can be anywhere from the thumb knuckle to the the tip, depending on size and length of the thumb. Top joint should not be bent. The Bb key arm is intentionally recessed around the B key on flutes to accommodate different size and shape thumbs.

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.

If You Can’t Hear It, It Doesn’t Count

When I was a grad student, my flute professor said to me, “It’s obvious you have a very active inner musical life. The problem is, I can’t hear it.” To say that this was a light bulb moment for me would be a bit of an understatement. This observation really shook me to the core and completely reordered my priorities in my practicing and performing from that time forward. What I realized is that there is a big difference between what I thought I was doing and how it was coming across to my audience. It was when I devised a simple, somewhat tongue-in-cheek rule for myself that has proved to be really useful as a way to monitor my playing and face the truth about how effectively I’m communicating the composer’s intention through my playing. “If you can’t hear it, it doesn’t count.” As I’ve reflected on my “rule”, I’ve discovered there are as many corollaries as there are parameters to playing. There is seemingly an infinite number of things I can hold myself accountable for in my performing including technique, articulation, tone quality, phrasing, inflection, tone color, expression, etc.

When I lead sectional rehearsals and flute choirs, one of the biggest issues I run into all the time is how to handle repeated notes so they sound like repeated notes. They can appear a number of different ways:

• repeated notes under a slur
• repeated notes under a slur with either a tenuto or staccato
• repeated notes marked with tenutos or staccatos
• repeated notes marked with accents
• repeated notes marked with no designated articulation

More often than not, repeated notes come across as a sustained note, maybe with barely perceptible bumps for the individual repeated notes. And this is just with one player! Compound that by the 6, 10 or 12 kids in your flute section and I guarantee it sounds like a single, sustained note to your audience. What to do to make the repeated notes sound like distinctly different from each other? Here are a few thoughts to consider:

• Whether or not there is a slur, repeated notes must be tongued. How else can we delineate the same pitch which is repeated? No tongue, no separate note
• A so-called breath pulse isn’t a solution either. That’s more like vibrato and when utilized by multiple flute players in a section/ensemble, it basically sounds like nothing but a bumpy long note
• Along with tonguing the repeated pitch, let up ever so slightly on the blowing at the end of the first note before tonguing the second note. It gives a little more definition. The type of articulation mark determines the length, but there should always be a slight lift for definition.

It takes a special effort to define and delineate repeated notes on the flute because the nature of the flute is to sound legato. Other wind instruments with a legato character include the clarinet and the horn. They face some of the same issues with regard to repeated notes as flute players. As the great French flutist, Marcel Moyse, said, “Play the music, not the flute.” In other words, figure out how to get the flute to meet the demands of the music rather than acquiescing to the nature and inherent weakness of the instrument. You can hear me demonstrate playing repeated notes here.

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.

A Few Words About Piccolos

There is a lot of variation in types of piccolos available on the market today, maybe more variation than for any other band instrument. There are all metal piccolos, plastic piccolos, combination plastic body with metal head piccolos, wooden piccolos, plasticized wood piccolos…….the list goes on. So how do you know what kind of piccolo to either buy for your instrument inventory or recommend when students decide to buy their own piccolo? 

First of all, there are two basic kinds of bore configurations: conical head/cylindrical body or cylindrical head/conical body. In general, metal piccolos are conical head/cylindrical body and plastic or wood piccolos are cylindrical head/conical body. 

You can make a case that different types of materials the piccolo is made from dictates the type of playing it is designed for. Here’s a quick run down of materials and purpose:

• Metal – strong, bright sound. Best for marching band and pep band. Somewhat weather resistant, but pads are vulnerable to water damage
• Metal head/plastic body – somewhat warmer sound, but still strong. Wide application from marching band, to concert band and even orchestra. Somewhat weather resistant, but pads are vulnerable to water damage
• Traditional plastic body – warmer, rounder tone. Strong enough for outdoor playing but suitable for concert band and orchestra. Somewhat weather resistant, but pads are vulnerable to water damage
• Guo New Voice and grenaditte piccolos – all the benefits of all plastic piccolos, plus weather proof silicon pads. The grenaditte also has the added benefit of having more wood-like qualities because the material is a plastic/wood composite with grenadilla. Wide range of applications from marching band to concert band to orchestra. 
• Grenaditte or plastic/wood composites – the sweetness and warmth of wooden piccolos without the need for strict temperature/humidity control. Wide range of applications. Traditional pads that need to be protected from water damage
• Wood body and head – sweet, warm sound. For indoor use only. Important to protect from extremes of temperature and humidity to avoid cracks. Traditional pads. 

Like flutes and other woodwinds, piccolos need regular maintenance. Yearly maintenance is what is recommended to keep piccolos in top playing shape. Keep in mind, because of the small size, you may not be able to detect mechanical problems as easily as on a flute or other woodwind. The player can certainly hear and feel the problems. It is also extremely critical that the headjoint cork be placed correctly. Even half a millimeter can make a difference in being able to play in tune. The correct distance should be 13mm. A side note is that in my experience, school piccolos are more often than not the worst maintained instruments in the band inventory. They often haven’t been properly serviced in many years. Imagine how disheartening that is for the kids that have to play them. I frequently counsel students to just go buy their own if they want a good experience playing piccolo. 

Teaching High Note Fingerings

How soon do you introduce your flute students to notes in the third octave? If you are using the standard band methods, probably not until the second year, at the earliest. Personally, I think this is a mistake that impacts the students for a long time. When you wait so long to introduce anything higher than C or Db above the staff, the students often wind up equating the third octave with being extremely difficult or even impossible. Another problem I encounter fairly often with young students coming from a band program is that they are trying to play in the third octave with regular first and second octave fingerings, essentially harmonic fingerings (which are more difficult to produce than the real fingerings).

By the time a student can play from low E or F to the C or Db above the staff, they are certainly ready to start learning the third octave fingerings. I introduce them one at a time using the old tried and true Octaves. That way I can show the students how the third octave fingerings are related to the lower and middle octave, as well as how they differ. Here are a couple examples:

•  D above the staff T023|000Eb compared to middle D T023|123. They left hand is identical in both octaves and the right hand switches from 123 in the middle to 000Eb above the staff
• Eb above the staff T1234|1234Eb, all your fingers on all the keys vs. middle Eb T023|123E with left first finger and little finger off the keys

It is possible to relate all the third octave fingerings to the fundamental fingerings from the first two octaves, though at the top of the third octave the fingering become more about harmonic fingerings of the note a 5th lower rather than a fundamental fingering (eg. the highest C is essentially a modified F fingering).

Once your flute students have some high register fingerings in hand, it’s important to get them to use the fingerings in the context of music they are playing. This means in band literature, technique class material, solo and ensemble literature and in exercises. Here’s an exercise I made up for practicing adjacent third octave notes in pairs and in groups of three. Feel free to tailor this exercise to the notes your students are learning in as many key signatures as possible. A little of this goes a long way. 

The granddaddy of third octave technical exercises is Top Register Studies for Flute by Thomas Filas. Though not for beginners, these can be used with advanced intermediate and high school students. They are short, melodic, in every key and really help students get comfortable navigating the third octave. This book would be a great tool for a high school technique class.

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.

Teaching Great Flute Sound

Tags

flute embouchure, flute pedagogy

If there is a secret to helping your students develop great flute tone, it is that you have to teach your students how to discover the optimal blowing angle. Once a flutist is able to define and understand the blowing angle for themselves, they will have it for as long as they play the flute. Since there is no such thing as an absolute one-size-fits-all solution for every flute player, experimentation is essential to developing a characteristic sound. Here are the parameters that need to be examined and experimented with:

• Placement on the chin/relation to the bottom lip – this is as variable as each of us is from another. Bring the flute up from below and feel the edge of the blow hole at the edge of the bottom lip for most people. People with a full bottom lip may need to put the flute up on the bottom lip itself. Conversely, if someone has really thin lips, it may need to be slightly below the lip. See The Legend of Kiss and Roll
• Aperture formation – whether the aperture is in the center of the lips or off to one side depends on the shape of the top lip. If the top lip is relatively straight, a centered aperture works well for most people. Otherwise, if there is a prominent teardrop in the top lip, an off-center aperture is the best choice. In most cases, it is better to have the aperture to left of center (toward the headjoint crown), but I have seen it work successfully with an off-center aperture to the right as well. See Flute Embouchure and a Teardrop Top Lip
• Help your students direct their attention to learning to use the aperture to focus and direct the air. Honestly, it isn’t necessary to give any thought to the corners of your mouth. Any attention on the corners causes the flute player to stretch their lips laterally, whether smiling, grimacing or frowning. It takes attention away from shaping and refining the aperture. Flute isn’t like other instruments where the issue is about interacting with a mouthpiece. For flutists, our embouchure is also our mouthpiece. The size and shape of the aperture is very similar to the opening in an oboe reed. Understanding the aperture is everything. See Our Lips are our Mouthpiece, “What do you do with your corners?”
• Give your students the tools to develop mobility and flexibility between top and bottom lips. The back and forth between lips gives control over register changes, pitch and dynamics. Of course you also need good control of air speed and pressure, but the flexibility is what makes the control of register, pitch and dynamics possible. A great place to start is with basic Octaves. See Independence for Lips, To Roll or Not to Roll: That is the Question
• Dealing with braces – the student who gets braces after playing for a while needs to reevaluate their blowing angle. The hardware in their mouth necessitates finding a different blowing angle. Experiment with placement on the chin and how open or covered the blow hole is. It will be different. It’s just a matter of finding a new angle. As treatment progresses and teeth move, this will continue to need reevaluation. It is an ongoing process and there isn’t a final solution until the student is done with the braces. See Helping Your Students Adjust to Playing With Braces

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