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ERIC Number: EJ877026
Record Type: Journal
Publication Date: 2010
Pages: 9
Abstractor: ERIC
Reference Count: 0
ISSN: ISSN-0027-4321
Revisiting Teaching Strategies for Woodwinds
Koster, Keith
Music Educators Journal, v96 n3 p44-52 2010
Although music educators in training complete a battery of courses pertaining to the playing and teaching techniques of the instruments that will be found in their future classrooms, the intricate details of learning to play and teach the five Western woodwind instruments successfully are at times overlooked in teacher preparation programs. Unfortunately, it is not until instrumental educators begin to teach that they face series of unique challenges that beginning woodwind students also face when they, too, enter the classroom. Treating a student who happens to play an instrument with which the teacher has had limited experience no differently than other students may be a good way to show consistency. Music educators can explain that one learning objective in their instrumental music class will be for students to become proficient in managing the core aspects of their instrument, such as tone, intonation, and fingerings. At the expense of other pressing matters, such as preparing an ensemble for upcoming performance, the learning experiences pertaining to the core aspects of playing an instrument may be sidelined. This article provides instrumental teachers with classroom-tested strategies that can enhance their ability to provide high-quality learning experiences for their students. While the exercises and discussion included in this article are geared specifically toward woodwind students, many can be easily adapted for teaching other wind instruments. (Contains 1 table, 2 figures, 3 notes, and 10 resources.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A