Ball State University College of Fine Arts / School of Music / Music Education

MusEd 252: WOODWIND TECHNIQUES

Monday & Wednesdays : 2:00-2:50; MU405

Dr. Frederick Burrack

MU409c; Office hours : M/W 9:00-10:00 or by appointment

email: fwburrack@bsu.edu

Phone: 285-5405 (office) or 285-5400 (School of Music)

Course Description:

This course is focused around the development of fundamental performance and teaching skills on three families of woodwind instruments. Included in the course will be examination of student performance problems, diagnostic techniques, teaching strategies, basic woodwind repair and other specialized topics related to woodwind instruction in school settings.

Resources:

• School-maintained brass instruments will be used for this class. See MU101 to arrange for use of the necessary instruments.
• VHS Video Tape for taping micro-teaching
• Navarre, Instrumental Music Teachers Survival Kit, Parker Publications, ISBN 0-13-017821-7
• Pearson, (et al), Essential Elements 2000, Hal Leonard Publications,

Flute, Alto Sax, & Clarinet books 1, ISBN 0-634-00314-3

Goals and Objectives:

At the conclusion of this course, the student will:

• demonstrate or describe proper assembly techniques, embouchure formation, tone production, hand position, body posture, body-instrument relationship, and correct fingerings for the flute, clarinet, and saxophone.
• perform on selected woodwind instruments to at least the level of a beginning student with one year of instruction to the satisfaction of the instructor.
• discuss intonation tendencies of the instruments.
• diagnose problems and prescribe possible solutions for common errors with woodwind embouchure formation, technique, tone production, fingerings, intonation, hand position, body posture, and body-instrument relationship.
• discuss maintenance and repair for the instruments.
• describe techniques for producing vibrato appropriate for each instrument.
• demonstrate growth in teaching skills.
• articulate the advantages and disadvantages of using the selected method book for elementary woodwind instruction.
• discuss the acoustical nature of woodwind instruments.

Note: If you need course adaptations or accommodations because of a disability, if you have emergency medical information to share with me, or if you need special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible. My office location and hours are listed on the first page of this syllabus.

Expectations:

Practice: Student must devote adequate practice time to the instrument(s) they are studying in order to build the necessary playing skills required for the course.

Attendance: Prompt attendance is expected as a demonstration of professional commitment. 1% deduction from overall course percentage for each absence. This includes all absences, regardless of reason. Two tardies = 1% deduction from grade. Significant absences will be reported to the Registrar’s Office.

Professional Development: Commitment to professional growth and development will be exhibited by completing 4 professional development hours through at least 2 different activities. Events that can be used to fulfill this requirement include MENC, NBA, ASTA, and ACDA meetings, and Career Services workshops. You may also serve as a music education research participant and count this for one hour (even if your participation involves only 15 minutes of your time, for example).  Other events may be discussed in class.  To receive professional development credit for any event that has not been discussed in class, students should obtain the prior written permission of the instructor.

Please note:

• A music teaching experience (for example teaching a private lesson or directing a church choir) can be used for one of the four required professional development hours.  A reflective essay on lesson content and how your teaching is evolving needs to be stapled to the professional development log.
• Fraternity or sorority events and meetings do not count toward this requirement.
• A BSU faculty member or the speaker of the event must sign the professional development log for you to receive credit for the event.

MENC: It is required that all students enrolled in this course are members of the MENC chapter. This will be 50% of the professionalism grade. Assigned readings from the Music Educators Journal or Teaching Music may be assigned in addition to other assignments already prescribed.

Class Participation: You will be evaluated on the quality, quantity, and appropriateness of contributions to the class. Subjective judgment will be used in the determination of borderline final grades.

Assignments: All assignments are due during class on the date specified. Grades on late assignments will be lowered by 10% for each day they are late (this includes weekends, After class is late) All assignments must be satisfactorily completed in order to receive a passing grade (C or higher)

Lesson Project: Students will be assigned a peer from this class to give one lesson on each woodwind instrument. For each lesson, a teaching log must be completed summarizing the lesson content. {A combination of checklist and narrative will be used to describe each lesson: Describe the teaching/learning process as completely as possible. •Include the student’s name and instrument, problems analyzed, remedial solutions, and what you learned as a teacher through this experience.

Pedagogy Article Reflections: Locate and read an article on each instrument dealing with the woodwind pedagogy of: (articulation, breath control, reed care, tone production, or alternate fingerings) selected from professional journals such as the Instrumentalist, Bandworld, Flute World, an internet source, etc. Provide a summary of the content of the article, and then give a personal reaction. Each summary (125-175 words) and reaction (125-175 words) should be word processed, double-spaced at a 12 point font. Be sure to give the complete citation for each article at the top of the page in this form:

Author Last Name, Author First Name in initials. (Year of publication). Title of article [only the first word of the title is capitalized]. Journal Title, Volume Number (Issue Number), Pages.

Example:

Single, N.A. (1991). A summary of research-based principles of effective teaching. UPDATE: Applications of Research in Music Education, 9 (2), 3-10.

Correct spelling, grammar, punctuation, sentence structure, etc. will be considered in the grade for each summary/reaction. The reaction part of this assignment is extremely important. Provide reasons for you response to the article, not just “I like this”, or “I agreed with this article.” Be prepared to present the primary issues from your article to the class.

Performance Observations: Attend 2 different woodwind performances, two of the three woodwinds instruments included in this course. Following the performance, write a 1-2 page critique of the performance focusing on the observed techniques of woodwind performance (tone, timbre, articulation, range, vibrato, etc.) Be sure to provide the printed program that includes the date, location, and name of the performer(s)/ensemble.

Microteachings: Each student will be responsible for teaching a portion of class on one instrument. (1) Select a skill or concept to be developed consistent with the goals and activities of a beginning woodwind class. (2) Prepare a lesson, including a complete written lesson plan using the format discussed in class. This lesson plan must be provided to Dr. Burrack prior to the microteaching. (3) Teach the lesson. Each lesson will be videotaped so don’t forget to bring the tape. (4) View the videotape at home. Complete and hand in the self-critique the following class period. Grade will be lowered 5% for each day late. All microteachings must be completed with 80% or higher If grade is lower, you must repeat the micro-teaching. (these second microteachings must be videotaped outside of the class period)

Class Notes & Practice Journal: You are expected to keep a practice journal for each instrument documenting the amount of time practicing, the content of your practice, accomplishments achieved in each practice session, and goals for the next practice as well as the important issues you have learned from class. This is to be in the format that you would expect your students to document practice and encourage critical analysis and goal setting in reference to their proficiency. Turn in each journal at your playing exam.

Starter Program Interview: Interview a band director who is involved with the beginner program asking about the following: (a) process used to contact parents and gain interest in students; (b) student instrument selection process; (c) working with and presenting music store rental programs; (d) instrument choices for beginners; (c) other important issues involved in the beginner program. Turn in a summary of your interview typed in 12 pt font and double-spaced. Be prepared to share your findings with the class on April 25.

Assignment Grading Criteria Percentage

Professionalism Participation and MENC membership 5%

Professional Development 4 events through out the semester 5%

3 Article Reflections Clarity, depth of reaction, grammar, spelling 10%

punctuation, neatness

Lesson Project Clarity of log, thorough description, 5%

(3 logs) grammar, spelling, punctuation, neatness

2 Performance Observations Clarity of critique, grammar, spelling 5%

punctuation, neatness

Micro teaching Preparation (including lesson plan), teaching, 10%

Completion of self-critique

3 Playing Exams Tone Quality, technical accuracy, rhythmic 30%

accuracy, expressive performance

3 Journals Clarity, depth of reaction, grammar, neatness 5%

3 Written Exams Assigned for each instrument 10%

Start Program Interview Clarity, depth of reaction, grammar, neatness 5%

Final Exam Percent of correct answers, depth of thought, 10%

Grading Policy/Percentage: Grade letters are based on the following percentages and in accordance with the university + and - system.

A : 94-100% A- : 90-93.9% B+ : 87-89.9% B : 84-86.9% B- : 80-83.9%

C+ : 77-79.9% C : 74-76.9% C- : 70-73.9% D+ : 67-69.9% D : 64-66.9%

D- : 60-63.9% F : 0-59.9%
Schedule of Classes and Topics (this is subject to change)

January 10	Introduction to the Clarinet
January 12	Embouchure & Problem Identification {bring Clarinet with reeds and book} Numbers 1-26 Notes: C, D, E, F, & G	Read Clarinet Chapter (be prepared with a list of important issues to discuss) Learn with DVD
January 17	MLK day: No Class
January 19	Playing the Clarinet: Learn Fingering q Numbers 27-58 Notes: A & B	Begin Peer Teaching
January 24	Tone Quality / Intonation q Numbers 59-72 Note: G
January 26	Micro Teaching q Ayriole Frost: Numbers 73-81 Notes: Bb low & high q David Hughs: Numbers 82-104 Notes F & F#	Share and hand-in article review: q Braswell, Derrick q Carnagua, Matthew q Bryan, Kelly q Crane, Elizabeth q Driscoll, Stephen q Etienne, Adrienne
January 31	Micro Teaching q Kelly Bryan: Numbers 105 – 122: Eb, E, D q Elizabeth Crane: Numbers 123 – 136: F, F#, C	Share and hand-in article review: q Frost, Ayriole q Hughes, David q Irish, David q Keenan, Rosemary q Lambert, Courtney q Mason, Nicholas Don’t forget concert obervations
February 2	Micro Teaching 1. Stephen Driscoll: Numbers 138-145 Notes G, E, & B 2. Adrienne Etienne: Numbers 165-173 Notes: Ab, G#, Eb/D#	Arrange Play Exam times Share and hand-in article review: q Miller, Daniel q Patrick, Sean q Perry, Allison q Richardson, Kent q Robbins, Sarah q Sternberg, Martha
February 7	Micro Teaching 1. Derrick Braswell; Numbers 175-181 Note: B 2. Matt Carnagua: Pages 40 & 41 (learn for playing test)	Playing and Written Exam Hand in Practice Journal Share and hand-in article review: q Vanpatten,John q West, Michael q Whitecotton, Seth q Yoder, Benjamin q Young, Kathryn
February 9	Instrument Repair: Muncie Music	Clarinet Written Test Due Clarinet Peer Teaching Due
February 14	Introduction to the Alto Sax
February 16	Embouchure & Problem Identification {bring Alto Sax and book with reeds}	Read Sax Chapter (be prepared with a list of important issues to discuss) Learn with DVD
February 21	Playing the Sax: Learn Fingering q Numbers 1-27: D, C, B, A, G	Begin Peer Teaching
February 23	Tone Quality / Intonation q Numbers 28-65: E, F#, D
February 28	Micro Teaching q David Irish: Numbers 66-85: F, G q Rosemary Keenan: Numbers 86-109: C#, F#, Bb	Share and hand-in article review: q Braswell, Derrick q Carnagua, Matthew q Bryan, Kelly q Crane, Elizabeth q Driscoll, Stephen q Etienne, Adrienne
March 2	Micro Teaching q Dan Miller: Numbers 110-131: A q Sean Patrick: Numbers 132-145: alt C	Share and hand-in article review: q Frost, Ayriole q Hughes, David q Irish, David q Keenan, Rosemary q Lambert, Courtney q Mason, Nicholas Don’t forget concert observations
March 7	Spring Break: No Class (interview the director at your home school)
March 9	Spring Break: No Class
March 14	Micro Teaching q Courtney Lambert: Numbers 147-164 q Nick Mason: Numbers 165-177: Eb. D#. Bb. A#	Arrange Play Exam times Share and hand-in article review: q Miller, Daniel q Patrick, Sean q Perry, Allison q Richardson, Kent q Robbins, Sarah q Sternberg, Martha
March 21	Micro Teaching q Allison Perry: Numbers 178-187 q Kent Richardson: Pages 40 & 41 (learn for playing test)	Playing and Written Exam Hand in Practice Journal Share and hand-in article review: q Vanpatten,John q West, Michael q Whitecotton, Seth q Yoder, Benjamin q Young, Kathryn
March 16	Sax Repair: Muncie Music	Sax Written Test Due Sax Peer Teaching Due 1^st Performance Observation Due
March 23	Introduction to the Flute
March 28	Embouchure & Problem Identification {bring flute and book to class}	Read Flute Chapter (be prepared with a list of important issues to discuss) Learn with DVD
March 30	Playing the Flute: Learn Fingering q Numbers 1-26 (Bb, C, D, E, F)	Begin Peer Teaching
April 4	Tone Quality / Intonation q Numbers 27-58 (G, A)
April 6	Problem Identification / Improvisation q Numbers 59-85 (Ab, Bb)
April 11	Micro Teaching q Sarah Robbins: Numbers 86-109: E, A, E, Db q Martha Sternberg: Numbers 119-137: C	Share and hand-in article review: q Braswell, Derrick q Carnagua, Matthew q Bryan, Kelly q Crane, Elizabeth q Driscoll, Stephen q Etienne, Adrienne
April 13	Micro Teaching q John VanPatten: Numbers 138-153 q Michael West: Numbers 154-168: Gb	Share and hand-in article review: q Frost, Ayriole q Hughes, David q Irish, David q Keenan, Rosemary q Lambert, Courtney q Mason, Nicholas Don’t forget concert observations
April 18	Micro Teaching q Kathryn Young: Numbers 169-181: Gb/F#, Db/C# q Ben Yoder: Numbers 182-187	Share and hand-in article review: q Miller, Daniel q Patrick, Sean q Perry, Allison q Richardson, Kent q Robbins, Sarah q Sternberg, Martha
April 20	Micro Teaching q Seth Whitecotton: Pages 40 & 41 (learn for playing test) Exam Overview	Arrange Play Exam times Share and hand-in article review: q Vanpatten,John q West, Michael q Whitecotton, Seth q Yoder, Benjamin q Young, Kathryn
April 25	How to organize the Starter Program	Playing and Written Exam Hand in Practice Journal Starter Program Interview Due
April 27	Flute Repair: Muncie Music	Flute Written Test Due Flute Peer Teaching Due 2^nd Performance Observation Due Professional Development Due
May 2	2:15-4:15 Final Exam