Recorder Karate
Learning targets are the classroom teacher’s way to convey to students the destination for the lesson in student friendly language—what to learn, how deeply to learn it, and exactly how to demonstrate their new learning. The intention for the lesson is one of the most important things students should know to prevent mystery learning.
I can read music with my recorder by using what I have learned in music class (treble clef notes, rhythm, tempo, ties, repeat signs and much, much more).
Scanned from CVE.pdfThe recorder method we will be following to learn the recorders, student led! At the heart of this method is a positive reward system in which students receive colored "karate belts" to hang from their recorders for each progressively more difficult tune.
Scanned from CVE (1) (dragged).pdfUse Warm, Gentle Air
Students can hold their hand in front of their mouths (palm facing the mouth) and try to gently blow onto it as if they are going to steam up the car window without their parents hearing them. (Saying it this way helps kids to not over blow.) Next, students blow as if they were blowing out candles on a birthday cake. Ask them to notice that it was cool air and was much stronger. This is the wrong way to blow into their recorder. At this point, I usually demonstrate this type of blowing for them. I make it loud and squeaky, and they all quickly agree that this does NOT sound good.
Avoid the Squeaks
If students hear a squeak, it is usually caused by one of two things. First, they could be blowing too hard or with cool air. The “steamy window” trick fixes this. Secondly, they could have leaks. I instruct them to use the “flat, fleshy part” of their finger pad – not the tip of their finger – to cover the finger hole. I also tell them that when they are pushing in the correct spot on their fingers, they will see “warts” on their fingers in the same place as they are on mine. I have students compare their “warts” with mine. (“Warts” are the round indentations caused by pushing hard on the holes.)
Tonguing/Articulation
On the first day, all I say about tonguing is that there should be a slight separation between each note. I demonstrate the difference for them by playing two passages – one with tonguing and one with all of the notes slurred together. I have them all say “tu.” I ask them what happens when they say “tu.” I am looking for the answer that their tongue touches the roof of their mouth right behind their two front teeth. We say “tu” several times while they get the feeling of their tongue touching the roof of their mouths. I now tell them that the correct way of playing is to separate the notes by saying “tu” (causing the tongue to touch the roof of the mouth and to cut off the airflow which makes the sound) each time they switch to another note or just to simply stop a note. I also tell them that I can tell the difference when they play for me and that after the first couple of Recorder Karate belts, they will not pass and receive their belt until they are able to tongue properly.
Any sound files below a song are for the student to practice with while listening. The some top sound files are a slower practice track to work on first, some are regular speed. The second sound file is a faster version when the student is ready, or a fast accompaniment with no recorder playing along.
08 Merrily We Roll Along - Slow Accompaniment.mp307 Merrily We Roll Along - Full Performance.mp34 - Green Belt
01. Au Clair De La Lune - Concert.mp302. Au Clair De La Lune - Concert Acc.mp3
6 - Blue Belt
49. Dance Of The Jesters.mp350. Dance Of The Jesters Acc.mp3
Black Belt
Practice this song in parts over and over, from floating comma (breath mark) to floating comma, then put the parts together, and finally all at the same time. When you are ready play along with the accompaniment. You can do this! Look at all the belts you have earned thus far!
16 When The Saints Go Marching In - Full Performance.mp317 When The Saints Go Marching In - Accompaniment.mp3