JuliaDonnelDetailedPrivateLessonPlan

Specific Goals: The student will

1. Open the case
2. Identify the parts of the instrument
3. Handle the instrument properly
4. Assemble the instrument
5. Sit with proper playing position (body only)
6. Inhale and exhale properly
7. Form the embouchure approximation while looking in a mirror
8. Remove the mini-instrument (MI) from the complete instrument
9. Form correct embouchure on MI (teacher holds MI)
10. Perform first vibrations (short) on the MI (teachers holds MI, include many
repetitions)
11. Perform extended vibrations (i.e., long tones) on the MI (teacher holds MI, include
many repetitions)
12. Form correct embouchure on MI independently and perform many long tones while
looking in the mirror
13. Draw and describe note shapes
14. Perform multiple repetitions of excellent note shapes on MI
15. Experiment with tone quality production with at least 3 variables (see E&E sheet)
16. Perform multiple repetitions of a characteristic sound on the MI
17. Re-attach the MI to the rest of the instrument
18. Hold the instrument, hands, and arms in proper playing position (teacher adjusts
instrument playing position)
19. Perform long tones on the instrument independently (using our class first note(s)),
using mirror as needed
20. Review note shape and experiment with tone quality, as needed
21. Perform multiple repetitions of characteristic note shape and tone quality on the first
note, using mirror as needed
22. Perform the normal articulation sequence
a. Say the appropriate articulation syllable
b. Blow on hand
c. Approximate articulation with air only (no tone) on MI (reed instruments
only) or with index finger approximation (flute)
23. Perform repeated normal articulations on the mini-instrument (or on one note played
on the entire instrument, depending on your perceptions of student success)
24. Swab the instrument
25. Disassemble the instrument, return it to the case, and close the latches
JuliaDonnelDetailedPrivateLessonPlan

Materials: Materials: 2 flutes, 2 cleaning rods, a mirror, laptop, 2 stands, paper, pencil,
two chairs.
SequenceofStudentActivities:

1. Open the case: Everyone is sitting on the ground

Identify the label and place the case so that the label is facing up and the latches
are towards the student.
Place left on hand on top of the case and carefully undo one of the latches.
Using the other hand, switch hands and undo the other latch.
Using both hands, slowly lift the lid up and peek at the round silver buttons
(Keys)
Now we will use both hands to gently, and slowly open the case all the way.

What do you notice?

2. Identify the parts of the instrument:

Identify the head joint as not having any keys, but having a lip plate.
Identify the body as being the longest piece having a G# key, a barrel, and many
keys.
Identify the foot joint as being the smallest piece with a pair of keys and a single
key, as well as rods.
Approximate a gentle twist and push.

3. Handle the instrument properly

Make a parallel between the instrument and a baby.
I wouldnt throw a baby (examples)
What wouldnt you do with a baby?

4. Assemble the instrument properly

Take your right index finger and place it inside the hole of the body and carefully
lift out of the case. Hugging it with your other hand by the barrel.
Holding the body of the instrument with your left hand, take your right index
finger and put it in the hole of the head joint and lift it out of the case, one side at
a time.
Approximate then use a gentle twist and push motion, place the head joint into the
barrel and body of the flute. Lining up the embouchure hole with the center of the
keys, allow about two nickels length of the gray part of the head joint to be
showing.
Holding the partially assembled instrument with your left hand, take your right
index finger and place it in the hole of the foot joint and gently lift it out of the
case, one side at a time.
Using a gentle twist and push motion, place to end of the foot joints rods with the
center of the keys on the body.

Place instrument on the ground with both hands, G key facing down. Sit in chair.
JuliaDonnelDetailedPrivateLessonPlan

5. Sit with proper playing position

Stand to sit position.Stand up. Sit down, stand up, sit down. stop and keep that
posture, as if you were about to stand.
No parts of body should be touching, except hands on knees when no instrument
in our hand.
Your head should feel like it is floating, not too far to either side.
Take your right hand and push your back gently towards your stomach, creating a
gentle separation between hips and rib cage.
Make sure that your body is physically soft.

6. Perform normal face

Pretend like you are watching a documentary on TV, make the really bored face
that you would be making. Lips should be slightly separated and face is relaxed.

7. Form the embouchure approximation.Syllable for approximation is pooh

Keep your normal face
Take the index finger of your right hand and place it under your lip where the lip
skin meets fleshtop of the finger, bottom of the lip.
say pooh while looking in the mirror to see how your mouth is shaping.
work on continuous breathing through mouth while blowing air through out
aperture.

8. Remove the mini instrument from the complete instrument

Remind student of the gentle twist and push motion
What is the opposite of push?, having them come up with idea of a Gentle
twist and pull
Demonstrate the removal of the mini instrument.
Have the student remove the mini instrument and have the remaining
instrument in their left hand.
Have the student watch you place your instrument on the ground with the G#
key facing down.
Hold the students mini instrument and have them put the body and foot joint
down on the ground as you did.

9. Form the embouchure approximation on MI (teacher holds instrument)
Lick lips
Make a normal face (or TV watcher/ bored face). Noticing where tongue
sits and shape of mouth.
Part the lips slightly and naturally, keeping face relaxed.
Say the syllable poo or P
Using right pointer finger as MI approximation
The teacher will put MI approximation on students face to explain not reacting,
continuing to say P
The teacher will then put the MI approximation where the actual lip plate will go.
The teacher will hold the MI and then put it in place of the approximation.
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10. Perform first vibrations (short) on the Mini instrument

Have student use their right hand and without covering the opposite end they
hold the MI as you hold the other, closed end.
Move the tone hole so that about of the tone hole is being shaded by their
bottom lip.
Have the student inhale through their mouth and continue to say P
Adjust the lip placement accordingly until the condensation lines up fairly in
the middle and they are able to play a sound.
Repeat having them play and adjust accordingly
When you feel sounds correct, ask them what they felt on their lips so they are
able to try and mimic feeling.

11. Perform extended vibrations on MI

Ask the student what might be a good way to make the note longer. If the air
makes the sound, what might make a longer sound?
Continue to hold the MI to the students mouth while they hold the other end.
Have the student use a longer (not necessarily faster) airstream to perform a
longer sound.
Continue to adjust positions of lip plate as needed.

12. Form correct embouchure in MI independently and perform many long tones while
looking in the mirror.
Once the student has performed many correct extended vibrations with the teacher
holding the MI, inform them that they must keep it the same place as you let go.
Using the mirror on the stand the student will observe where the lip plate is in
relation to their lips.
Have them close their eyes and try to describe to you what they feel and where
they feel the tone hole touch their lower lip.
Then have them take the MI away from their mouths and replace it where they
had just taken it away from.
Once the student and the teacher decide that it is indeed where it goes then they
continue to repeat step 11 while looking in the mirror to observe how it feels and
what it looks like.

13. Draw and describe note shapes (with paper and pencil or with hand) A beginning,
middle and end to the note. Ideally a rectangle.
I play a tone, I draw the shape that I feel resembles what I just played.
I play a tone, They draw what they feel it resembles I just played.
They play a tone, I draw what I feel it resembles they just played.
They play a tone, They draw what they feel it resembles they just played.. (Make
sure several successes have occurred.)

14. Perform multiple repetitions of excellent note shapes on MI

JuliaDonnelDetailedPrivateLessonPlan

Allow them to perform a note shape and continue to draw with their hand or
pencil.
They may be a little harder on themselves so once you feel like they have
performed a successful note shape then tell them I felt that it sounded like
this (while drawing a clear rectangle)
(Teacher) Ask them what they felt was different when they performed an ideal
note shape (steady air, embouchure)
(Teacher) Ask them to emulate the sound and feeling three more times.
Congratulate them on performing and understanding note shapes.

15. Experiment with tone quality production

Using the flute tone variables list test out variables, one at a time that could be
used to improve students tone.
With each change ask the student what they hear is different, or what they feel is
different if anything.
Guide the student by asking them Do you feel like this sounds ideal compared to
what we had heard before we changed it?
Decide whether or not the change is good to keep permanently or if it was a better
tone quality before.
(Repeat 2 more times)

16. Perform multiple repetitions of characteristic sound on the MI.

Have student take the MI away from their lips and place it back on their lips,
where it was ideal.
Continue to repeat this step until the student has gotten 3 characteristic sounds in
a row on their MI
Congratulate them on their success!

17. Re-attach the MI to the rest of the instrument.

With the MI in their right hand, remind them and have them demonstrate a
gentle twist and push motion.
Hold their mini instrument as they point to their barrel of their body joint.
Have them pick up their instrument with both hands and place the foot joints
side on their left knee.
Hand them their head joint and have them demonstrate the twist and push
motion with the grey side of their head joint facing down.
Have them then use the gentle twist and push motion to insert the MI into the
barrel and the rest of the instrument.

18. Hold the instrument, hands and arms in playing position.

Review proper playing position.
I will first model the way that my hands and arms will be while I hold the flute,
reviewing the four points of contact.
o Lips on lip plate
o Left index finger will have a slight arch and touch the side of the flute.
JuliaDonnelDetailedPrivateLessonPlan

o Right hand will keep the shape of a flat C, allowing it to be near by the G
key. The right thumb will be the main support.
o Last point of the contact the Eb key in your right pinkie will be a point of
contact.

After discussing the points of contact, have student repeat them back to you.
Tell the student that not only do we get a certain position to play, but flute players
in particular get a way that they sit in the chair. Taking them through chair
orientation, have them turn their body forty-five degrees to the right so that their
right leg is past the corner of the chair.
Have student begin how they were sitting in step 17, ask them to then walk you
through the four points of contact and case orientation.
Yay! Congratulate them on proper playing position and learning to hold the flute
properly.

19. Performing long tones on the instrument independently.

Teach the student the fingering of an F5 on the flute by wiggling each appropriate
finger (1,2,3,4 Eb)
Remind the student of their success when they were able to do extended
vibrations by themselves on the head joint, explain that we will be doing the same
thing but with the entire instrument this time.
Repeat long tones while looking the mirror, trying to mimic the established lip
position.
Heuristics will be offered to improve tone, and steadiness.

20. Review note shapes and experiment with tone quality.

The student will be reminded of their successful note shapes, ask them to
demonstrate with their hands what that looked like.
We will now demonstrate proper note shape on the entire instrument as I offer
solutions to any sound that isnt pure tone.

21. Perform multiple repetitions on characteristic note shape and tone quality.
The student will then demonstrate multiple correct repetitions of a characteristic
note shape and a good tone quality on a F5.

22. Perform the normal articulation sequence.

I will define articulation as the way that we tongue or slur a note.
I will explain that the syllable that we will use is hoo-doo-doo-doo
The student will blow on their hand to demonstrate the way that the airflow
should feel, I will be listening for any excess tongue movement.
Using finger approximation, we will articulate across our right index finger.

23. Perform repeated articulation.

When the student demonstrates that they can articulate the correct syllable, they
may move to the head joint.
Using their mirror they will watch their mouths as they perform unregulated
JuliaDonnelDetailedPrivateLessonPlan

extended vibrations with articulations.

Add head joint to the instrument and repeat bullet point above.

24. Swab instrument

The student will use a gentle twist and pull motion to remove the head joint from
their flute.
They will then insert the swab with the cleaning rod and gentle swab their head
joint.
Repeat process above with the body.

25. Disassemble the instrument, return it to case and close the latches.
The student will use a gentle twist and pull motion to remove their head joint
from their flute.
After locating head joints place in the case, they will gentle place it back into the
case.
Repeat steps, placing the body and the foot joint in their proper spaces.
Close the case with both hands, without slamming it shut.
Close both of the latches, have the student point to each one to double check that
they are both closed.
Congratulate your student on taking the first steps to becoming a wonderful flute player!