| Teaching the Recorder is very rewarding. It is a | | | | - note names: a note is a sign to tell you what sound |
| simple instrument and you reap the rewards when | | | | to finger and play.There are line and space notes.You |
| students make progress and are stimulated to move | | | | teach the student how to read these notes on the |
| forward. | | | | page and the use of words to help remember them |
| First of all the recorder is a woodwind instrument of | | | | eg use F A C E for the 4 space notes and Every |
| ancient lineage made without a reed. It is a | | | | Good Boy Deserves Fruit for the 5 line note taking |
| forerunner to the flute but is end blown through a | | | | the first letter from each word as the notes of E G |
| whistle mouthpiece. It is highly recommended as the | | | | B D F. You tell students to start from the bottom |
| instrument for children to commence formal music | | | | and go up. |
| tuition on as its simplistic design allows young | | | | - note lengths: notes have different time lengths and |
| students to master its basic technique with ease. | | | | students generally learn them in the order of |
| Often people begin on the recorder before moving | | | | (1, 2, 4, 3, 1/2, 1 1/2) counts or beats plus more as |
| onto another instrument. This makes learning that | | | | one progresses. |
| next instrument an easier task as the musical | | | | This can vary depending on the tutor book. |
| knowledge you learn on the recorder applies to | | | | - bar lines: these are the vertical lines seen on the |
| whatever instrument you learn. The recorder comes | | | | stave. |
| in different sizes with the most common one being | | | | - double bar line: signifies end of piece. |
| the descant recorder. Other recorders are the | | | | - bar: this is area of music found between two bar |
| sopranino, treble (alto), tenor and bass. | | | | lines. |
| As a teacher you need to: | | | | - key signature: this is the sign shown by sharps, flats |
| 1. give the student regular lessons either privately or | | | | or nothing telling you the key of the piece. |
| in a small group eg a half hour weekly lesson. | | | | Students start learning pieces in the key of C major |
| 2. recommend a suitable tutor book to learn from. | | | | (no sharps or flats) and the move onto pieces in G |
| There is a variety of tutor books to choose from so | | | | major (1 sharp) and F major (1 flat) |
| pick one to suit the age of the student. You can add | | | | - time signature: this is the numbers found at the |
| other material as the need arises. | | | | beginning of the piece after the clef sign and key |
| 3. show the following on how to play the recorder to | | | | signature.b. musical terms |
| the student:a. a suitable standing and sitting posture | | | | - dynamics (loud and soft playing): you teach the |
| whilst playing.b. a good position for holding the | | | | student to read the terms and to play them on the |
| recorder.c. where to put the mouth on the end piece | | | | recorder |
| to produce a good sound.d. how to produce a good | | | | - speed indications like Allegro (fast), Andante |
| sound - many beginners blow too hard, thus | | | | (walking pace), Lento (slow) plus more |
| producing a raucous and too highly pitched sound.e. | | | | Please note 3 and 4 will be taught step by step |
| the position of the hands - the left hand should be on | | | | following the tutor book and to meet the need of |
| top, just like other wind instruments.f. finger positions | | | | the student. |
| - fingers should be just above the holes- not several | | | | 5. inspire students of all levels (slow to fast learners) |
| inches, or worse still, below the instrument.g. the | | | | and learning styles (visual, auditory, kinesthetic) You |
| notes and how to finger them.h. tonguing the notes - | | | | can play duets with private students and for groups |
| each note should be tongued to give a clear | | | | tuition use duets, trios, quartets. Flashcards and |
| beginning to the sound. To tongue anote you place | | | | games like dominos are interesting too. |
| the tongue on the roof of the mouth immediately | | | | 6.encourage group playing especially for the private |
| above the back of the front teeth as inpronouncing | | | | students. They may have friends who play an |
| 'doo' or 'too'. | | | | instrument. |
| 4. teach the student musical theory which includesa. | | | | 7. encourage regular practise starting with 5 minutes |
| musical notation | | | | day and increasing it as more notes etc are learnt. |
| - treble clef sign: this is placed at the beginning of | | | | 8. encourage performance: the student can do this |
| every line of music you play.Some instruments like | | | | gradually by performing to 1 person first and then |
| the recorder use this sign. | | | | family and friends and then in a concert situation. |
| - stave: this is the 5 horizontal lines the music is | | | | Have an annual concert and combine with other |
| written on. | | | | teachers if you wish. |