The Flute Books and Toot & Hoot Flute Method Teaching Approach

 Toot and Hoot Flute Method's flute beginners books - The Flute Book 1 & 2, are created for young beginners on flute between 4 - 7 year old, who have no previous knowledge in music and music theory. The method was created over more than 12 years teaching little ones on the flute, and it represents solutions developed iteratively in areas of tone, time, technique and theory.  

The goal of these flute beginners books is that the first approach of the flute students towards music is mostly through experience like movement, feeling, rapping, singing and playing. 

The theoretical explanation of the notes and note values, time signature and other theoretical concepts, are introduced later (book 3), after the student already feels very comfortable with the physical sensations of rhythm.

In this way, theory connects to something that is already familiar. It's similar to learning to read and write in mother tongue, where the child is learning to read or write words already familiar, and not the other way around. 

This is the reason why we don't have time signatures written in the tunes at the start, and we don't discuss note values in their theoretical meaning in the first two flute books, but only create experience of the meter and note values through the movement and rapping. 

Here is how this works:

Rhythm is introduced in pictorial iconic notation at first. Blocks are used to represent different note values, each connected with a unique syllable. We use the blocks and syllables to "rap" and create sensation of shorter and longer notes. We also rap using the lyrics of the tunes, later on. After "rapping" with both syllables and lyrics, they already know the rhythm of the tune very well before playing it.

At the very beginning we start with eight notes, quarter and half notes disguised in shorter and longer blocks. 

It's not easy for the younger student to play for example eight notes, from the very start, if we try to explain to them theoretically what is time, beat, half beat etc. But, if we ask the same student to repeat Du-De Du Du-De Du (or Ti Ti Ta, Ti Ti Ta) it is very easy for them to repeat, and very quickly to play on the headjoint. 
This is why we have delayed the whole theory behind it. 

Later the blocks and syllables  are associated with the note symbols. Slowly the blocks will disappear and students will "rap" the rhythm with notes and syllables only. 

At the same time during this whole phase of going through rhythm, blocks, rapping and moving, we parallelly use the headjoint and do all the rhythmic tunes on the headjoint using different headjoint sounds.  

For one particular sound - closed headjoint, we encourage the students to play in both octaves.

The first flute book starts with the note G, instead the more common start with B, and the reason for this is very simple: getting more stability in the left hand and keeping good hand position at the start. 
Each note is introduced separately, supported with rhythmic tune on that note, few long notes, then short tunes, and at the end games and few activities to support the recognition of the same. As mentioned above, all tunes have lyrics so that the rapping is fun and support the rhythm. 

There are four active steps in these flute books, that we do every time we come to a new tune. Rap it, Move it, Sing it, Play! 

These active steps are with the purpose to enhance the idea of learning through experiences, and also to give the student a richer understanding of the tune before playing it. This understanding sets a good base for later challenges of unfamiliar activities like sight reading.

For the step Move it, any kind of movement can be used, as long as it works for the student or group of students. From dancing, to clapping, tapping, waiving ribbons etc. 
For the step Sing it, it's meant the student to sing using the lyrics and the teacher needs to play the melody with them. 
Singing is related to flute playing in so many ways, therefore here in the steps. From breathing, to phrasing, producing low/high notes and intonation. 

Each new note and new theory information, is supported by games and activities right there in the book. These include association, matching, coloring, writing, card games and more.
There are practicing tips along the book and few encouragements for the young flutist to perform for their family and introduce the idea of playing for audience. 

I hope this blog brings clarity on how to use the flute books as well as the idea behind them. 

Click here to read more about the four active steps in these books

Click here to read about the introduction of rhythm in the books

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