basics exercises expression practice

The Radiant, Gradient Way: Color Practice

No one can watch the inside of your mouth when you play the flute, thank goodness. However, when talking to students about color changes, an X-Ray machine might come in handy. You could demonstrate how the position of the tongue, the jaw, and so many things come into play when you change the sound of the flute from loud to soft, harsh to light, bright to dark. Using such words is usually the best we can do when trying to describe musical timbres. That can be tricky though, one flutist’s dark can be another’s bright. Words are not always sufficient.

Thank goodness for imagery. Here is a collection of ideas to help stimulate the aural imagination. I was inspired by Photo Shop’s gradient tool to make the following images.

Let’s take one note and see what kind of spectrum can be produced. I chose B natural because it is the Moyse thing to do, but choose a note that is good for you. The purpose is to take a full breath, play a single note while going from one aural extreme to another. What happens in the middle can be quite interesting, I find. You can also practice these exercises backwards.

Some people work well with color imagery, so an exercise like this might work:
Another exercise could be to imagine a trumpet-like sound, then go to the extreme of complete air noise. I thank Harrie Starreveld for this suggestion.

You can also consciously control the position of your tongue by producing different vowel sounds. For example thinking a deep, open O sound, to a rather closed I (think of the word “eye”). I spelled it “aye” in the example. In preparation for this, I like to sing the exercise first to get a feel for how the tongue moves and how it changes the harmonic components of the sound.

Peter Lukas Graf also has an interesting approach. He describes different categories of sounds starting with those that are rich in overtones, think of the opening of the second movement of Cesar Franck’s Sonata in A, to those that are poor in overtones, think of the opening of Debussy’s L’Apres Midi. Of course it is a simplification, the music of Franck and Debussy require a variety of colors, but these are the associations that stick. If such imagery is useful, here is an illustration:

Any other ideas?

feedback humor practice teaching

Newsflash for Teachers: Being an Asshole is Ineffective

Every time I pick up a science news magazine or book I end up smacking my head in disbelief that science goes to such lengths to prove what everybody else knows already. So being an Asshole is an ineffective approach to teaching. Really, a Nobel Prizewinning scientist said so!  I read it in a random book on randomness: The Drunkard’s Walk by Leonard Mlodinow. The author tells the story of Daniel Kahneman, a psychologist who won the 2002 Nobel Prize in Economics (!). I’ll retell this because here is an interesting twist on “what everybody else knows already”.

While working as a psychology professor at Hebrew University in the 1960s, Kahneman lectured  a group of Israeli air force flight instructors on behavior modification. As a well-read mother of an almost-three year old, I know about behavior modification: rewarding positive behavior works, but punishing mistakes does not. Almost every other parenting book will tell you this. My husband does not agree, but that is another story.

When I read the following passage though, my first connection was not to my son, dear as he is, but to teaching flute. I listen to some teachers brag about how tough they are, and now believe they are driven by a misconception. Perhaps more importantly, this will give us a lesson on how not to talk to ourselves, as we practice for hours on end, give concerts, and play auditions.  I’ll begin quoting from page 7, just mentally replace the word “flight” with “flute”:

Kahneman drove home the point that rewarding positive behavior works but punishing mistakes does not. One of [the pilot instructors] interrupted,…”I’ve often praised people warmly for beautifully executed maneuvers, and the next time they do worse,” the flight instructor said. “And I’ve screamed at people for badly executed maneuvers, and by and large the next time they improve. Don’t tell me that reward works and punishment doesn’t work. My experience contradicts it.” The other flight instructors agreed. To Kahneman the flight instructor’s experiences rang true. On the other hand, Kahneman believed in the animal experiments that demonstrated that reward works better than punishment. […] And then it struck him: the screaming preceded the improvement, but contrary to appearances it did not cause it.

How can that be? The answer lies in a phenomenon called regression toward the mean. That is, in any series of random events an extraordinary event is most likely to be followed, due purely to chance, by a more ordinary one. Here is how it works: The student pilots all had a certain personal ability to fly fighter planes. Raising their skill level involved many factors and required extensive practice, so although their skill was slowly improving through flight training, the change wouldn’t be noticeable from one maneuver to the next. Any especially good or especially poor performance was thus mostly a matter of luck. So if a pilot made an exceptionally good landing – one far above his normal level of performance – then the odds would be good that he would perform closer to his norm – that is, worse – the next day. And if
his instructor had praised him, it would appear that the praise had done no good. But if a pilot made an exceptionally bad landing – […] then the odds would be good that the next day he would perform closer to his norm – that is, better. And if his instructor had a habit of screaming “you clumsy ape” when the student performed poorly, it would appear that his criticism did some good. In this way an apparent pattern would emerge: student performs well, praise does no good; student performs poorly, instructor compares student to lower primate at high volume, student improves. The instructors in Kahneman’s class had concluded that their screaming was a powerful educational tool. In reality it made no difference at all.

So the next time you or anyone else crash and burn, it’s fine to mull it over and figure out what went wrong, but it doesn’t pay to be an asshole about it – especially to yourself. And besides, apes are higher primates, not lower primates.

but I was going for that high D!
basics exercises injury prevention practice warm up

Finger Exercises Based on Tai Chi

 This entry is cross posted on the musikFabrik blog

Anyone who works with their hands can benefit from the energy flow these exercises provide. I am no expert or student of Tai Chi, but I have had to work a lot at injury prevention. You can do them at the beginning of your warm up, then as necessary during the breaks. Breaks are very important in injury prevention. Any exercise that stretches or gets the energy flowing during your break will allow you to practice more in the long run, and keep your money in your own pocket and not the doctor’s.

I don’t mention the pacing of the exercises in the video. For me, they take four to five minutes to complete. This is a good investment of time when I have a long practice session, especially if there’s much to be done on alto or bass flute. Enjoy!