AS 705 : Flute
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In this episode, TJ interviews Darcy & and Jenna about all things flutie.
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In this episode, TJ interviews Darcy & and Jenna about all things flutie.
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In this episode we talk about transitioning from music theory to the instrument.
This episode is sponsored by Kaleidoscope Adventures. See how you can travel beyond expectation at mykatrip.com
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In this episode Darcy and TJ talk about how beginner percussion is handled at Stiles without a percussionist on staff.
This episode is sponsored by Kaleidoscope Adventures. See how you can travel beyond expectation at mykatrip.com
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In this episode Darcy is once again in a giant can while Jenna talks about beginner horn, the instrument that isn’t nearly as magical or strange as we’d like to believe.
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In this episode we recap UIL, bus drivers, spring trip drama, and talk about instrument placements.
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In this episode we discuss skills that can be taught by going backwards in the book.
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In this episode we abandon our topic plans to rant about numbers.
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In this episode we talk about way of achieving success without talking about ratings.
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In this episode we discuss what we believe IS the curriculum for a beginner band class, how to recognize what should fit into your official curriculum, and how to use the book for what is actually is – a tool for synthesis!
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In this episode we discuss why it is so important to go through all of “the steps” when teaching beginners new music using fancy edu-speak terms like “differentiation” and “because it works”.
This episode is sponsored by Kaleidoscope Adventures.
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In this episode we talk about a variety of ways to incorporate isolated mouthpiece work into your classes, regardless the level of the player.
This episode is sponsored by Kaleidoscope Adventures.
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In this episode we discuss when a class or a skill is not going well and deciding what your next step should be.
This episode is sponsored by Kaleidoscope Adventures.
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In this episode we talk about checkpoints we should all be watching for not only in our beginner classes but with our advanced kids as well.
In this episode we talk about a bass clarinet neck you can buy to recreate the angle of a regular clarinet on the bass. The one we referenced is called the Charles Bay neck. A quick search on Google tells me they are not as easy to come by as they were 10 years ago, but I also found there are a number of alternative necks available that mean the similar goal.
This episode is sponsored by Kaleidoscope Adventures.
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In this episode we discuss the task that never ends: articulation. We talk about intro’ing articulation to our beginners as well as what we are doing in our full ensembles to address tongue strength, placement, and pressure.
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In this episode we talk anecdotally about the lack of ear training we are discovering through online band.
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In this episode we talk about some of the strategies we use to keep a healthy pace in our classes with students divided across homes and the band hall.
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In this episode (that feels a little more old school) we talk through scheduling and things that need to be on our to-do list for the next couple of weeks with our beginners.
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In this episode we talk about observations we have made during a semester virtually void of competition and the impact it has on our program, our students, and us as directors.
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In this episode we eventually talk about balancing, engaging, and creating a band culture when our kids are split over virtual and in-person settings. We also talk about a lot of other random stuff because #2020.
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In this episode we talk about where our beginners are, along with surprises and disappointments through this all. SPOILER ALERT: Some of the kids are doing really well, and some of them aren’t.
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In this episode we talk about welcoming back out 7th graders and crappy internet.
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In this episode we talk about the questionnaire we are using to place our beginners.
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In this episode we livestream from our band hall office and then talk about the benefits of ability splitting beginners for EVERYONE.
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In this episode we talk about what our beginners are up to.
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In this episode we talk about our goals for the year and soggy pancakes.
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In our last official episode of season 3, Darcy comes back for band auditions and talks about how the semester went with her on maternity leave.
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In this episode we talk about how we utilize the beginner book in our classes.
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In this episode we talk about the point of solo and ensemble and considerations for choosing literature.
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In this episode we talk about how to handle unprepared students.
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In this episode we talk about what beginner fundamentals we are focusing on this semester and planning when to approach them with each of our classes.
Fundamentals to be addressed:
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In this episode we talk about things you can do with your band classes while you are gone to things like TMEA.
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In this episode we talk about recognizing the need for and implementing a change of course.
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In this episode we talk about some easy tools you can instantly employ in your own band hall.
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In this episode we talk about some of the specific do’s and don’ts of the band hall. Much of this episode is about how you present yourself to the kids.
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Slow is the only word we can accurately use to describe the pace of our beginner classes currently. And that’s okay.
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This episode is a podcast edition of our 2016 TMEA clinic entitled “Teaching Rhythm Logically”. If you are interested in this method of teaching rhythm, you can find out more at TeachingRhythmLogically.com.
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In this episode, Darcy, Jenna, and Alex wrap up the year with their greatest failures and successes from 2016-2017.
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In this episode Darcy talks about how she teaches the concept of major vs. minor to the beginner classes ready to handle that concept, and then the ranting begins.
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By popular request, we talk about how we design our beginner instrument placement. In this episode we cover:
Below are the files we discuss in the episode.
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In this episode we talk about kids that are too involved to be in band… or stay in band.
If you enjoy our podcast, take 2 seconds to share it with a friend or 15 seconds to review us on iTunes… Okay maybe a solid minute for the review. Your word of mouth helps band directors like you find our voice with which to commiserate, learn, and just relax.
Thank you for sharing your car, band hall, and earbuds with us. #trypod
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In this episode we talk about sight-reading nerves, The Power of Vulnerability, and how we are using tuners in our classes on a daily basis.
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In this episode, Darcy and Jenna talk about the frustrations that come with “this time of year” and techniques they are using to clean their bands.
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This episode is a recording of our TMEA 2017 clinic entitled Success Through Accountability. We talk about specific methods we use to approach accountability with our own kids and how individual skill leads to program success. You can find the YouTube video from the actual presentation below.
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This episode is another direct window into Darcy’s flute/double reed class from January 2017. This class works:
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In this episode we talk about the touchy subject of recognizing students with awards.
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In this episode we talk about Alex getting good at teaching tuba and mid-90s – early-2000s rap.
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This episode is a direct window into a beginner flute class.
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In this episode Jenna and Darcy talk about FINALLY getting into the book with our beginner classes and the marches we have just started with in our full bands.
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This episode is a recording from my October 6th trombone/euphonium class.
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In this episode we talk about how daily pacing helps your beginners love band.
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In this episode we talk about what’s working and what’s NOT working after 5 weeks with our kiddos.
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In this episode we talk about what we are doing in our beginner classes in Mid-September.
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This episode takes you straight into our beginner saxophone and horn class as they learn changing time signatures and then 8th notes. teachingrhythmlogically.com
For more information about how Darcy structures her rhythm lessons, please visit Teaching Rhythm Logically.
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In this episode we recap week one and talk ice cream.
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In this episode, we talk about our new beginners!
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In this episode, we talk about what we do with our kids starting on the second day of school until that magical moment that we open the cases!
ALSO… if you are interested in Teaching Rhythm Logically – the method for TEACHERS, not kids – you can find it here.
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In this episode, our FIRST of SEASON TWO, we talk about the prep work that leads up to the first week of band.
You can sign up for our “The Right Way, Your Way” clinic sponsored by SHSU, TBA, and TMEA by following this link. 6 hours of CPE credit are offered for attending.
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In this episode, Darcy convinces her (non-band) boyfriend John to take a sax lesson. By the end he’ll either be playing George Michael or Hot Cross Buns. Listen to find out! 😉
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In this episode we talk about recognizing which kids you can save (or maybe should) when they want to drop band.
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In this episode we talk about spring band auditions, final exams, and course expectations.
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In this episode tuba teacher Dusty Steinle joins Alex and Darcy to talk beginner tuba.
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In this episode we talk EASY good ideas that anyone can incorporate into their everyday beginner classes.
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Jenna teaches half of the flute class, and the spring semester is all about vibrato in the flute world! In this episode Jenna expressed her concern about teaching vibrato when (as a horn player) that is not a skill she’s ever had to perform. The beginners are also incorporating octave slurs into their fundamental time, and the flexibility required to slur without over-blowing is not something her brass face has yet. In this episode we cover vibrato techniques and discuss exactly what a good flute face should do when changing octaves. An I-Play-You-Play demonstration is provided! 🙂
CHECK OUT OUR FACEBOOK PAGES FOR A LIVE FEED VIDEO OF DARCY & JENNA’S I-PLAY-YOU-PLAY FLUTE FLEXIBILITY!
Or, watch the same (but less amusing) basic premise on this YouTube Video.
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The last 12 weeks of school is 100% prep time for next year’s bands. While we definitely are still teaching beginner classes, we have split most of those periods amongst the three of us into two speeds: those who who need 12 more weeks to master Essential Elements book one and fundamental skills (ex. one octave scales), and those who are ready to potentially finish most of Essential Elements book two as well as more advanced skills (ex. unmetered vibrato, two octave scales, focus on musicality). Our number one goal is ensuring that 100% of our beginner students are prepared for 7/8th grade band, and that means meeting the kids at the level that they currently are at. Continuing to teach all students at the same pace denies the reality that kids learn at different speeds and sets some up for failure and others for boredom. We speak specifically about what that split looks like in the podcast.
In our full band classes, we are creating next year’s leaders. Whereas 8th graders might have been assign the majority of first parts most of the year, we are now pairing a 7th grade first part with an 8th grader so that they can learn to confidently take on harder roles while still with the safety of their older partner.
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This shortie gives ideas for verbalizing clarinet fingerings with your beginners. If they can say it, they can play it!
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After our TMEA rhythm clinic, a lot of people asked us if we had special counting charts for teaching cut time, and the answer is no.
A few years ago we started introducing the concept of cut time after learning how to play #175 (Egyptian Dance) in Essential Elements. We learn #175 at “normal tempo” (72) and then push the tempo up to 120 over the course of 2 or 3 days. Once we get it to 120, I show the classes how fast the real Egyptian Dance goes and how ridiculous it would be to pat our foot that fast. That’s my lead-in for cut time.
Having the melodic reference helps the kids make the brain transition to cut time since they already know how it sounds in 4/4.
Later, we’ll go back to old rhythm charts (Chart 2, 2.5, 3, 4, and 6.5) and count those in cut time. We do the same thing with old songs in the book as well and specifically #179 (American Patrol)
Every year at the spring concert our beginner band plays the Patrick Roszell arrangement of Shepherd’s Hey, and we teach it in cut time at 60 so that every beginner has a good bit of experience with cut time before they get to 7th grade.
This year in particular, I had one class that really struggled with learning cut time. After a couple of days of frustration on MY part, I discovered that I had one very confident kid (read counts loud) that wrote “1 te” but read “1 ti” and was trying to put the te on the 2nd 16th note instead of the 3rd… It took me forcing myself to be calm and collected to figure out what was actually happening with a class of generally smart kids instead of just getting frustrated over and over again while beating a dead horse. That class is doing just fine now. 🙂
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Every week we have Chair Test Tuesday. I feel like weekly chair tests are positive as it forces the kids to get lots of practice getting nervous in front of each other while simultaneously taking some of the stress away from the potential for a bad playing test… if they happen every week, redemption comes soon!
Periodically I’ll allow the kids to create their own rubric for these chair tests. I guide them as they identify the skills that particular line in the book or fundamental exercise can test, and then the kids get to choose how many points each is worth. In edu-speak we could say that we are empowering student learning and self-evaluation, etc… and while all of that is definitely true, sometimes it backfires(!) which is a lesson in and of itself.
By the end of February, most of our classes are finishing up the beginner book one. We use Essential Elements and then supplement like mad. Book 2 (ye new book two) by spring break might be the goal, but every year brings its own realistic time frame.
Right after Christmas we start working with tuners in all of our beginner classes, actually incorporating “tuner tests” that function like a chair test. The visual aid helps our kids to learn ear training at an accelerated rate, taking some of the mystery and guesswork that we all initially encountered out of the mix. For kids who don’t have naturally sensitive ears, it allows them to learn to manipulate pitch while we introduce concepts that make absolutely no sense to their baby ears.