Instrumental Pedagogy and Literature – Flute

MUS 371 – Spring, 2008


Course            This course will be an independent study of teaching methods, historical and

Description    pedagogical texts, and literature for the flute.  There will be a weekly meeting with the instructor to guide the student through the materials and to observe the studentÕs private teaching.


Required        Quantz, J.J.  On Playing the Flute.  1752.  Translated by Edward R. Reilly.  New Texts:                 York:  Schirmer Books, 1966.


Toff, Nancy.  The Flute Book: a complete guide for students and performers.  New York: ScribnerÕs Sons, 1985.  [ML935.T65 1985]


Other              Baines, Anthony.  Woodwind Instruments and their History.  New York:  W.W. References:        Norton, 1963.  [ML930.B3 / 1963]


Bate, Philip.  The Flute: a study of its History, Development and Construction.  New York:  W.W. Norton, 1969.  [ML935.B25]


Boehm, Theobald.  The Flute and Flute Playing in Acoustical, Technical, and Artistic Aspects.  Translated by Dayton C. Miller.  New York:  Dover Publications, Inc., 1964.


Carse, Adam.  Musical Wind Instruments.  New York:  Da Capo Press, 1965.  [ML930.C38.M9 1965]


G.P. Telemann.  Twelve Methodical Sonatas


Instructor:     Dr. Mary Jo White, Assistant Professor of Flute and Theory

CAB 1026; 962-7727;


Course            At the end of this course, the student should have a thorough knowledge of

Objectives:     beginning methods, various theories about teaching flute techniques and styles, and the historical development of the flute (and how that knowledge affects performance).  The student will also have taught at least one beginning flute student all semester under the supervision of the teacher in a hands-on lab experience.


Evaluation:    There will be three projects:  a pedagogy study, an ornamentation project, and a historical study.  Each project will represent 25% of the grade.  The remaining 25% will be based on the supervised lessons.


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I.          Pedagogy Study (due Feb. 28)

            A.        Readings:

                        Baines, pp. 39-44 (to get an older perspective)

                        Toff, chapters 1-3 and 5-13

                        Quantz, pp. 87-90 (breathing)


            B.        Reports (1-2 pages):

(1)       Compare and contrast three beginning method books (including Trevor Wye, Rubank, and one other).

(2)       Interview and observe Becky Falor – summarize findings about Suzuki method for flute.


C.        Comparison paper:  Discuss ideas about tone, vibrato, breathing, technique, tonguing, etc. based on the readings and the reports.  (approx. 3-5 pages)


II.        Ornamentation Project (due March 28)

            A.        Readings: 

                        Baines, p. 279 (study oboe excerpt)

Quantz, pp. 136-179 – pay special attention to Chapter XIII.  (Scan pp. 91-136.)


            B.        Writing:

                        (1)       Ornament two slow movements from the Baroque period.

(2)       Write a cadenza for a Mozart Concerto.  (Listen to several others for ideas; follow theoretical norms.)


III.       History Study (due April 29)

            A.        Readings:

                        Baines, pp. 52-71; 248-251; 273-275; 290-294; 316-324

                        Carse, pp. 81-106

                        Toff, chapter 4; chapters 14-17

                        Bate and Boehm: Scan through these books for general ideas and perspective.


            B.        Outline:

                        Create a large outline with general dates of changes in mechanics of the flute.


            C.        Short Paper:

Write a short paper (3-5 pp. max.) describing the development of the flute over time and the effect of these changes on the literature.


IV.       Observed Lessons


The student will teach at least one young student throughout the semester.  Notes should be kept in a small notebook (to turn in at the end of the term) about ideas and progress.  Every other week, the instructor will observe the lesson and offer suggestions.  (The meeting time on alternate weeks will be used to discuss the other projects.)


All papers and reports should be typed and double-spaced.  The sources listed are a starting point and additional readings are encouraged.