89 leaves : ill. ; 28 cm.
Contents:
Introduction
Content analysis of selected pedagogical texts
Hand position and finger technique
Air stream and embouchure placement in the production of tone
Articulation
A supplement for teachers and beginning flute students.
Lehmann and Davidson (2002) indicate that “experts already show those cognitive and psychomotor adaptations that non-experts are still trying to acquire, and therefore looking at experts might lead us to better understand where the novice’s development is heading” (p. 544). For this study, I identified experts’ flute pedagogy texts and conducted a content analysis. The aim of the analysis was to establish which skills of flute playing, if practiced deliberately, might lead to expert performance. Principles of expert pedagogy were deduced.
In the second phase of the research, I considered that many children in the United States have their initial exposure to the flute as a result of school music programs. I wanted to determine the extent to which beginning flute method books, which are common resources used by school music teachers, incorporated principles of expert pedagogy.
Throughout the comparative analysis, I found that some principles of expert performance were represented in the flute method books for beginners, yet no method book comprehensively enveloped the principles. Therefore, this document concludes with a supplement to beginning flute method books, based on the principles of hand position, finger technique, embouchure, tone, and articulation that were found in the content analysis of expert pedagogical literature.
