1. The Physical Foundation (The “Big Three”)
Before a student can play with expression, they must master the physical relationship with the instrument.
- Breathing and Support: Teach diaphragmatic breathing (not shallow chest breathing). Use “long tones” to build stamina and a steady air stream.
- Posture and Balance: The flute is an asymmetrical instrument. Focus on a relaxed, “tall” spine and the three points of balance: the chin, the base of the left index finger, and the right thumb. Avoid “the claw” (tension in the right hand).
- Embouchure Flexibility: Instead of a “tight” smile, encourage a supple, relaxed embouchure. Practice “harmonics” (playing overtones) to help the student learn how to move the air angle without squeezing the lips.
2. Technical Proficiency
This provides the “tools” for the student to handle more difficult repertoire.
- Finger Dexterity: Use scales (Major, Minor, Chromatic) and arpeggios. Focus on keeping fingers close to the keys to minimize wasted motion.
- Articulation: Work on “Tu” vs. “Ku” tonguing. Ensure the tongue is light and doesn’t disrupt the air stream.
- Intonation: Use a tuner or a drone (a sustained pitch) to help students hear when they are sharp or flat. Teach them how to adjust pitch by rolling the flute or moving their jaw.
3. Musicality and Artistry
This is where the student learns to “speak” through the flute.
- Tone Color: Encourage the student to experiment with different “shades” of sound—dark, bright, “fluffy,” or “focused.”
- Vibrato: Introduce vibrato once the student has a stable, straight tone. It should be a shimmer that enhances the music, not a “wobble” that hides poor intonation.
- Phrasing and Dynamics: Teach students how to “shape” a line. The flute naturally gets sharp when loud and flat when soft; mastering the physical compensation for this is a hallmark of an advanced student.
4. Personal and Mental Development
A private teacher is also a coach who builds a student’s confidence and work ethic.
Performance Mindset: Use studio recitals or “flute parties” to normalize performing. Focus on the “story” they are telling rather than just playing the notes perfectly.
The Socratic Method: Instead of telling them what’s wrong, ask, “What did you hear in that passage?” This builds critical listening and self-correction.
Effective Practice Habits: Don’t just assign “30 minutes a day.” Teach them how to practice—breaking hard spots into small chunks, using a metronome, and setting specific goals for each session.