Say "mm", then place lips only (no teeth) around the mouthpiece gently. Begin making sounds with articulation exercises and gentle air streams.
Say "mm", then place top teeth on the mouthpiece and seal lips around the mouthpiece. Begin making sound with articulation exercises and gentle air streams.
Place lips around the mouthpiece, and gently blow air into the recorder.
Do not describe the embouchure; simply have students start echoing articulation exercises.
Grading is necessary for school and standards documentation; it is not as helpful to students and teachers.
The primary reason for grading is to guide instruction, with additional and important reasons including: to provide feedback to the child and his/her parent, to provide documentation for learning, to meet assessment expectations for schools and the community.
The primary reason for grading is to provide documentation for schools; other reasons which are still important include giving feedback to students and guiding instruction for the teacher.
Grading became necessary in order for schools to document their ability to meet national standards and to justify instruction.
Students are very focused during the first lesson.
Students will establish long-term habits during the first lesson.
Previously established habits are harder to break than forming new ones.
All of the above.
Students should begin by playing simple 3-note songs, such as "Hot Cross Buns", by reading notes out of their method book.
Students should begin by playing long notes only to build breath support.
Students should begin by playing articulation exercises and echoing simple 2-3 note patterns, as well as simple songs by ear, like "Hot Cross Buns."
Students should begin by playing articulation exercises and echoing patterns only; they should not learn to play songs in the beginning.
Too, Too, Too, Too, patterns for separated style and Doo, Doo, Doo, Doo patterns for connected style.
Taa, Taa, Taa, Taa patterns for separated style and Daa, Daa, Daa, Daa patterns for connected style.
Too, Doo, Too, Doo patterns for building flexibility with articulation.
Do not teach articulation at all; let students learn it for themselves.
The test can be taken by students of the age group we are assessing (i.e. no reading required for students too young to read).
The assessment should yield the same results regardless of which teacher administers the test (reliability).
The assessment needs to accurately test what we want to learn about our students (validity).
All of the above.
Students should complete music theory worksheets until they know their music staff well enough to read music.
Students should learn to read simple songs.
Students should learn what familiar notes, patterns and rhythms look like, and then learn to read simple songs that they have already learned by ear.
Students should get a method book and go through it page by page until they are successful.
Because students will not learn anything unless we motivate them.
Because some students will not want to work hard unless we provide incentives for their success.
We don't need to talk about motivation; students will learn what they want to and we can't change that end result.
Only good teachers talk about motivation and we want to be a good teacher.
After students have learned how to play at least a few songs on their instrument.
At their first lesson, after they learn how to hold the instrument and make a sound.
Students should learn how to read music before they learn to play an instrument.
Students should learn how to play intermediate level sonatas and concertos before they learn to read music.
Thumb, top hand first and second fingers.
Thumb half-holed, plus top hand first and second fingers.
Thumb and first finger on the top hand.
First and second fingers on the top hand.
Students will internalize the musical aspects of the song, thereby being able to play the song with greater understanding.
Students will likely make fewer mistakes while playing because they are more likely to "sing the song in their head" while playing.
Students are more likely to play with better intonation because they have internalized the melodic content of the song.
All of the above.
Nothing, it will clear out on its own.
Blow hard, fast air through the instrument or suck out the moisture.
Don't play the recorder for at least 15 minutes.
Throw the instrument away.
Primarily, the tone is sweeter on a wooden recorder, and it plays with better intonation.
Price and sound quality, with the wooden recorder providing a better sound.
There isn't a difference other than price.
The wooden recorder lasts longer.
Half-hole the thumb.
Half-hole the first finger on the top hand.
Use forked fingerings.
Blow a harder air stream.
Recordings of student performances, rating scales documenting a student performance, pictures of students performing on their instrument, written tests, written classwork, and teacher's notes about the student's learning process and skill development.
Written tests, pictures, recordings, and notes from the teacher and other students.
Electronic versions of student performances.
Videos of school concerts and recordings of student performances.
The instrument will last longer if it is cared for properly.
Cleaning the instrument prevents mold growth and spreading of diseases.
Maintaining an instrument properly will help ensure it plays easily and with better intonation.
All of the above.