{"id":676,"date":"2017-05-10T14:18:37","date_gmt":"2017-05-10T18:18:37","guid":{"rendered":"https:\/\/www.esm.rochester.edu\/community\/?page_id=676"},"modified":"2025-08-08T13:49:41","modified_gmt":"2025-08-08T17:49:41","slug":"flute","status":"publish","type":"page","link":"https:\/\/www.esm.rochester.edu\/community\/faq\/student-curriculum\/flute\/","title":{"rendered":"Flute Curriculum"},"content":{"rendered":"<p>Sophia Gibbs Kim and Yuting Liu, Instructors<\/p>\n<hr \/>\n<h2><span style=\"color: #61812a\">Level I<\/span><\/h2>\n<p><span style=\"text-decoration: underline\"><strong><span style=\"color: #000000;text-decoration: underline\">Musical\/Tonal Skills<\/span><\/strong><\/span><\/p>\n<p>Sound production on the head joint<\/p>\n<ul>\n<li>Formation of embouchure\/aperture and placement of flute on lips<\/li>\n<li>Learning to breathe correctly<\/li>\n<\/ul>\n<p>Correct assembly and cleaning of the flute<br \/>\nIntroduction of music notation with corresponding fingerings<br \/>\nUnderstanding key signatures and their relationship to major scales<br \/>\nIntroduction of long tones<br \/>\nUnderstanding time signatures and basic note values<\/p>\n<ul>\n<li>Begin to verbalize rhythmic patterns<\/li>\n<\/ul>\n<p><span style=\"text-decoration: underline\"><strong><span style=\"color: #000000;text-decoration: underline\">Technical Skills<\/span><\/strong><\/span><\/p>\n<p>Good hand position as well as good posture when standing or sitting<br \/>\nIntroduction of basic articulation (single tonguing, slurring, staccato, accent)<br \/>\nRange: D1 to D3 (to G3 if able)<br \/>\nScales, thirds and arpeggios in the major keys of C, F, G, Bb, D, Eb, A, one octave, memorized<br \/>\nChromatic Scale C2-C3<br \/>\nConsistent fingering of D2 and Eb2 with no left hand first finger<br \/>\nUse right hand pinky consistently on all notes but D1 and 2<br \/>\nUse of Thumb Bb<\/p>\n<p><span style=\"text-decoration: underline\"><strong><span style=\"color: #000000;text-decoration: underline\">Ensemble Skills<\/span><\/strong><\/span><\/p>\n<p>Introduce concept: Be able to count independently and stay with a conductor<\/p>\n<p><span style=\"text-decoration: underline\"><strong><span style=\"color: #000000;text-decoration: underline\">Suggested Methods<\/span><\/strong><\/span><\/p>\n<p>Anzalone \u2013 <em>Breeze-Easy Method Books 1<\/em><br \/>\nPatricia George \u2013 <em>Flute 101<\/em><br \/>\nRubank \u2013\u00a0<em>Elementary Method<\/em><br \/>\nWye \u2013\u00a0<em>A Beginners\u2019 Book for the Flute, Part One<br \/>\n<\/em>May Introduce: Marcel Moyse \u2013 <em>De la Sonorite<\/em><\/p>\n<p><span style=\"text-decoration: underline\"><strong><span style=\"color: #000000;text-decoration: underline\">Sample Solos<\/span><\/strong><\/span><\/p>\n<p>Billingsley \u2013 <em>Morning Mist<br \/>\n<\/em>Burgstahler \u2013\u00a0<em>Flutella<\/em><br \/>\nHahn \u2013 <em>Night Winds<br \/>\n<\/em>Lewallen \u2013 <em>Petite Poem<\/em><br \/>\nMendelssohn \u2013\u00a0<em>On the Wings of Song<\/em><br \/>\nL. Moyse \u2013\u00a0<em>Forty Little Pieces<\/em><\/p>\n<hr \/>\n<h2><span style=\"color: #61812a\">Level II<\/span><\/h2>\n<p><span style=\"text-decoration: underline\"><strong><span style=\"color: #000000;text-decoration: underline\">Musical\/Tonal Skills<\/span><\/strong><\/span><\/p>\n<p>Continued attention to the mechanics of tone production<br \/>\nContinued close attention to good body, hand (curved fingers) and head position<br \/>\nLearning to hear and produce a focused tone<\/p>\n<ul>\n<li>Understanding the aperture and the angle of the air stream and its relation to producing a clear and projecting tone<\/li>\n<li>Understanding related diaphragmatic\/abdominal breathing and breath control<\/li>\n<\/ul>\n<p>Introduction of harmonics and their role in playing high register notes<br \/>\nIntroduce the concept of pitch and musical shaping through crescendo\/diminuendo<\/p>\n<p><span style=\"text-decoration: underline\"><strong><span style=\"color: #000000;text-decoration: underline\">Technical Skills<\/span><\/strong><\/span><\/p>\n<p>Begin removing corks from open hole flute as student\u2019s hand position allows<br \/>\nRange: C1 to Bb3<br \/>\nScales, thirds and arpeggios in major keys up to 4 flats\/sharps<\/p>\n<ul>\n<li>2 octaves in quarters notes<\/li>\n<li>Memorized<\/li>\n<\/ul>\n<p>May introduce minor scales<br \/>\nChromatic scale<br \/>\nUse of the thumb Bb (continue)<br \/>\nIntonation of C#2<br \/>\nMay introduce double tonguing (and triple tonguing)<\/p>\n<p><span style=\"text-decoration: underline\"><strong><span style=\"color: #000000;text-decoration: underline\">Methods and Etudes<\/span><\/strong><\/span><\/p>\n<p>Anzalone \u2013 <em>Breeze-Easy Method Books 2<\/em><br \/>\nGaribaldi \u2013\u00a0<em>32 Instructive Studies for Flute<\/em><br \/>\nRubank \u2013\u00a0<em>Intermediate and Advanced Volume 1<\/em><br \/>\nGeorge \u2013 Continue Flute 101; Flute 102<br \/>\nKohler \u2013 Etudes, Op. 15<br \/>\nWye \u2013\u00a0<em>A Beginners\u2019 Book for the Flute, Part Two<\/em><\/p>\n<p><span style=\"text-decoration: underline\"><strong><span style=\"color: #000000;text-decoration: underline\">Sample Solos<\/span><\/strong><\/span><\/p>\n<p>Burgstahler \u2013\u00a0<em>Spinning Wheel<\/em><br \/>\nGossec \u2013\u00a0<em>Gavotte<\/em><br \/>\nHandel \u2013\u00a0<em>Sonata in g minor<\/em><br \/>\nMasson \u2013\u00a0<em>March of the Buffoons<\/em><br \/>\nL. Moyse \u2013\u00a0<em>40 Little Pieces<br \/>\n<\/em>Mozart\/Steensland \u2013 <em>The Magic Flute<br \/>\n<\/em>Pessard \u2013 <em>Andalouse<\/em><\/p>\n<hr \/>\n<h2><span style=\"color: #61812a\">Level III<\/span><\/h2>\n<p><span style=\"text-decoration: underline\"><strong><span style=\"color: #000000;text-decoration: underline\">Musical\/Tonal Skills<\/span><\/strong><\/span><\/p>\n<p>Begin setting performance goals (ECMS recitals, NYSSMA solo festivals)<br \/>\nDiscuss good practice habits and performance mindset; address healthy ways to approach nerves and stress<br \/>\nSight reading practice<br \/>\nSuggest joining an ECMS Flute Choir or other community ensemble<br \/>\nFocused work on tone production using T. Wye:\u00a0<em>Tone<\/em> and Moyse: <em>De la Sonorite<\/em> (each level)<br \/>\nConcentration on building smooth, even finger technique<br \/>\nUnderstanding simple phrase structure<\/p>\n<ul>\n<li>Use breathing that clearly communicates the phrase<\/li>\n<li>Use articulation that helps shape a phrase<\/li>\n<\/ul>\n<p>Introduction of vibrato (measured)<br \/>\nHarmonics, whistle or whisper tones<\/p>\n<p><span style=\"text-decoration: underline\"><strong><span style=\"color: #000000;text-decoration: underline\">Technical Skills<\/span><\/strong><\/span><\/p>\n<p>Range: 1C to B3 (C4 if able)<\/p>\n<ul>\n<li>Facility with foot joint notes<\/li>\n<\/ul>\n<p>Scales, thirds and arpeggios in major keys up to 5 flats\/sharps<\/p>\n<ul>\n<li>2 octaves in quarters notes, eighth notes as able<\/li>\n<li>Memorized<\/li>\n<li>Played with varied articulation groupings<\/li>\n<\/ul>\n<p>Begin memorization of minor scales<br \/>\nChromatic scale<br \/>\nDouble tonguing and triple tonguing<\/p>\n<p><span style=\"text-decoration: underline\"><strong><span style=\"color: #000000;text-decoration: underline\">Methods and Etudes<\/span><\/strong><\/span><\/p>\n<p>Cavally \u2013\u00a0<em>Melodious and Progressive Studies, Bk 1<\/em><br \/>\nMoyse \u2013 <em>24 Little Melodic Studies<br \/>\n<\/em>Reichart \u2013\u00a0<em>Seven Daily Exercises<\/em><br \/>\nRubank \u2013\u00a0<em>Advanced Method Vol. 2<\/em><br \/>\nTaffanel\/Gaubert \u2013 <em>17 Daily Exercises<br \/>\n<\/em>Wye \u2013\u00a0<em>Practice Book for Flute, Tone, Volume 1<\/em><br \/>\nZachert \u2013\u00a0<em>Melodic Studies<\/em><\/p>\n<p><span style=\"text-decoration: underline\"><strong><span style=\"color: #000000;text-decoration: underline\">Sample Solos<\/span><\/strong><\/span><\/p>\n<p>Gaubert \u2013 <em>Madrigal<br \/>\n<\/em>Godard \u2013 <em>Allegretto and Idylle<br \/>\n<\/em>Handel \u2013 S<em>onatas in F Major and G Major<\/em><br \/>\nTelemann \u2013\u00a0<em>Sonata in F Major<\/em><br \/>\nContinuation of Voxman \u2013 C<em>oncert and Contest Pieces<\/em>\u00a0Ex: Anderson, <em>Scherzino<\/em>; Gluck,\u00a0<em>Menuet and Spirit Dance<\/em>; Bach,\u00a0<em>Polonaise\u00a0<\/em>or Cavally \u2013\u00a0<em>24 Short Concert Pieces<\/em><\/p>\n<hr \/>\n<h2><span style=\"color: #61812a\">Level IV<\/span><\/h2>\n<p><span style=\"text-decoration: underline\"><strong><span style=\"color: #000000;text-decoration: underline\">Musical\/Tonal Skills<\/span><\/strong><\/span><\/p>\n<p>Develop good practice habits<br \/>\nKnowledge and application of musical terms<br \/>\nContinue vibrato work<br \/>\nDevelop tone through use of crescendo, diminuendo<br \/>\nTone bending and intonation work<\/p>\n<p><span style=\"text-decoration: underline\"><strong><span style=\"color: #000000;text-decoration: underline\">Technical Skills<\/span><\/strong><\/span><\/p>\n<p>Memorization of all major scales, thirds and arpeggios, 2-3 octaves<br \/>\nMemorization of minor scales, 2 octaves<br \/>\nChromatic scale, 3 octaves<br \/>\nFacility in using various articulations<br \/>\nDevelop speed and evenness of double tonguing; triple tonguing<br \/>\nDevelop facile finger technique<\/p>\n<p><span style=\"text-decoration: underline\"><strong><span style=\"color: #000000;text-decoration: underline\">Methods and Etudes<\/span><\/strong><\/span><\/p>\n<p>Continue previous studies.<br \/>\nBerbiguier \u2013 <em>18 Studies for Flute<br \/>\n<\/em>Taffanel et Gaubert \u2013\u00a0<em>17 Daily Exercises<\/em><br \/>\nW. Kujala \u2013\u00a0<em>Vade Mecum<\/em><br \/>\nMaquarre \u2013\u00a0<em>Daily Exercises<\/em><br \/>\nCavally \u2013\u00a0<em>Melodious and Progressive Studies, complete Book 1; Book 2<\/em><br \/>\nHugues \u2013\u00a0<em>40 Studies<\/em><\/p>\n<p><span style=\"text-decoration: underline\"><strong><span style=\"color: #000000;text-decoration: underline\">Sample Solos<\/span><\/strong><\/span><\/p>\n<p>Bach \u2013\u00a0<em>Sonatas in Eb Major and g minor<\/em><br \/>\nDebussy \u2013 Syrinx<br \/>\nFaure \u2013 <em>Morceau de Concours<\/em><br \/>\nSelected sonatas by Blavet, Handel, Quantz, Vivaldi<br \/>\nMolique \u2013 <em>Andante in D Minor<br \/>\n<\/em>Mozart \u2013\u00a0<em>Andante C Major, Rondo in D Major<\/em><br \/>\nQuantz \u2013\u00a0<em>Concerto in G Major<\/em><\/p>\n<hr \/>\n<h2><span style=\"color: #61812a\">Level V: Diploma Level<\/span><\/h2>\n<p><span style=\"text-decoration: underline\"><strong><span style=\"color: #000000;text-decoration: underline\">Musical\/Tonal Skills<\/span><\/strong><\/span><\/p>\n<p>Focus on the development of critical faculties<br \/>\nLearn to diagnose musical and technical problems<br \/>\nEncourage the evolution within students of their own concepts of musical expression, style and tone (refining the interpretation of musical terms)<br \/>\nMaintenance of vibrato, developing different speeds as musically appropriate<\/p>\n<p><span style=\"text-decoration: underline\"><strong><span style=\"color: #000000;text-decoration: underline\">Technical Skills<\/span><\/strong><\/span><\/p>\n<p>Range development with greater facility, incorporating C#4, D4<br \/>\nMaintenance of scales and arpeggios played the entire range of the flute<br \/>\nMaintenance of facility with articulation groupings<br \/>\nMultiphonics and \u201csinging and playing\u201d<\/p>\n<p><span style=\"text-decoration: underline\"><strong><span style=\"color: #000000;text-decoration: underline\">Methods and Etudes<\/span><\/strong><\/span><\/p>\n<p>Continuation of previous daily exercises.<br \/>\nM. Moyse \u2013\u00a0<em>Exercises Journaliers<\/em><br \/>\nM. Moyse \u2013\u00a0<em>De La Sonorite<\/em><br \/>\nAnderson \u2013 <em>24 Studies Op. 33<br \/>\n<\/em>Berbiguier \u2013\u00a0<em>18 Studies<\/em><\/p>\n<p><span style=\"text-decoration: underline\"><strong><span style=\"color: #000000;text-decoration: underline\">Sample Solos<\/span><\/strong><\/span><\/p>\n<p>CPE Bach \u2013 <em>Sonata in a minor<\/em><br \/>\nBach \u2013 <em>Sonatas:\u00a0E Major, C Major<\/em><br \/>\nBoccherini \u2013\u00a0<em>Concerto in D Major<\/em><br \/>\nL. Moyse \u2013 <em>Flute Music by French Composers<br \/>\n<\/em>Morlacchi\/Wilkins \u2013 <em>Swiss Shepherd<\/em><br \/>\nMuczynski \u2013\u00a0<em>Three Preludes<\/em><br \/>\nTelemann \u2013\u00a0<em>Suite in A Minor<\/em><br \/>\nHonegger \u2013 <em>Danse de la Chevre<br \/>\n<\/em>Hoover \u2013\u00a0<em>Kokopeli<\/em><\/p>\n<hr \/>\n<h2><span style=\"color: #61812a\">Level VI: Honors Level<\/span><\/h2>\n<p>Preparation for potential conservatory education<br \/>\nPreparation of a compelling college audition (if applicable), including four contrasting works including a major concerto, sonata, French Paris Conservatory Piece and contemporary work<br \/>\nFamiliarity with the piccolo<br \/>\n<em>If ECMS diploma student: Prepare for Honors Jury to be played in January of senior year.<\/em><\/p>\n<p><span style=\"text-decoration: underline\"><strong><span style=\"color: #000000;text-decoration: underline\">Musical\/Tonal Skills<\/span><\/strong><\/span><\/p>\n<p>Development of musical style and artistry<br \/>\nDemonstrate the highest musical potential, pushing boundaries of technique and musical expression<br \/>\nDemonstrate facility in entire range of instrument with greater ease<\/p>\n<p><span style=\"text-decoration: underline\"><strong><span style=\"color: #000000;text-decoration: underline\">Technical Skills<\/span><\/strong><\/span><\/p>\n<p>Continue all scales, major and minor, 3 octaves incorporating C#4, D4<br \/>\nAll arpeggios \u2013 major, minor, diminished, augmented<br \/>\nChromatic and whole tone scales including C#4, D4<br \/>\nDemonstrate facility with all articulation groupings including double and triple tonguing<br \/>\nAlternate fingerings for intonation and facility<\/p>\n<p><span style=\"text-decoration: underline\"><strong><span style=\"color: #000000;text-decoration: underline\">Etudes and Studies<\/span><\/strong><\/span><\/p>\n<p>Mastery of Daily Exercises<br \/>\nContinuation of the previous studies<br \/>\nGilbert \u2013\u00a0<em>Sequences<\/em><br \/>\nGilbert \u2013\u00a0<em>Technical Facility<\/em><br \/>\nAltes \u2013\u00a0<em>26 Selected Studies<\/em><br \/>\nAnderson \u2013\u00a0<em>24 Studies, Op. 15<\/em><br \/>\nKarg-Elert \u2013\u00a0<em>30 Caprices, Op. 107<\/em><br \/>\nBaxtresser \u2013\u00a0<em>Orchestral Excerpts for Flute<\/em><\/p>\n<p><span style=\"text-decoration: underline\"><strong><span style=\"color: #000000;text-decoration: underline\">Sample Solos<\/span><\/strong><\/span><\/p>\n<p>Bach \u2013\u00a0<em>Sonatas\/Partitas in a, e, b minor<\/em><br \/>\nDoppler \u2013 <em>Hungarian Fantasie<br \/>\n<\/em>Dutilleux \u2013\u00a0<em>Sonatine<\/em><br \/>\nHue\u00a0<em>\u2013 Fantasie<\/em><br \/>\nMartinu \u2013\u00a0<em>Sonata<\/em><br \/>\nL. Moyse \u2013\u00a0<em>Music of French Composers<\/em><br \/>\nMozart \u2013\u00a0<em>Concertos in G and D Major<\/em><br \/>\nPoulenc \u2013 <em>Sonate<br \/>\n<\/em>Varied solo literature of all periods<br \/>\nNFA commissioned works for the high school competition, e.g.<\/p>\n<ul>\n<li>Brown \u2013\u00a0<em>Trillium<\/em><\/li>\n<li>Dick<em>\u00a0\u2013 Lookout<\/em><\/li>\n<li>Offermans \u2013\u00a0<em>Honami<\/em><\/li>\n<li>Colquhoun \u2013\u00a0<em>Charanga<\/em><\/li>\n<\/ul>\n<p><strong>The student will be expected to exercise initiative in gaining orchestral and chamber music experience, both in school and in the community.<\/strong><\/p>\n<p>The student may wish to enter one or more of the following competitions:<\/p>\n<ul>\n<li>Rochester Flute Association Recital or Master Class Competition<\/li>\n<li>Penfield Symphony Concerto Competition<\/li>\n<li>Hochstein Recital Competition<\/li>\n<li>Geneseo Concerto Competition<\/li>\n<li>Greer Young Artist Competition (Rochester Philharmonic League)<\/li>\n<li>National Flute Association High School Flute Choir or Soloist Competitions<\/li>\n<\/ul>\n<p>In addition, students may wish to attend various summer festivals and workshops for flute or piccolo performance.<\/p>\n<hr \/>\n<p><em>Last updated: 2\/5\/25<\/em><\/p>\n<p align=\"left\"><a href=\"https:\/\/www.esm.rochester.edu\/community\/handbooks\/student\">Student Handbook Table of Contents<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Sophia Gibbs Kim and Yuting Liu, Instructors Level I Musical\/Tonal Skills Sound production on the head joint Formation of embouchure\/aperture and placement of flute on lips Learning to breathe correctly Correct assembly and cleaning of the flute Introduction of music notation with corresponding fingerings Understanding key signatures and their relationship to major scales Introduction of [&hellip;]<\/p>\n","protected":false},"author":42,"featured_media":0,"parent":617,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"advgb_blocks_editor_width":"","advgb_blocks_columns_visual_guide":"","footnotes":"","_links_to":"","_links_to_target":""},"coauthors":[],"class_list":["post-676","page","type-page","status-publish","hentry"],"acf":[],"mb":[],"author_meta":{"author_link":"https:\/\/www.esm.rochester.edu\/community\/author\/rita-coulter\/","display_name":"Rita Coulter"},"relative_dates":{"created":"Posted 9 years ago","modified":"Updated 8 months ago"},"absolute_dates":{"created":"Posted on May 10, 2017","modified":"Updated on August 8, 2025"},"absolute_dates_time":{"created":"Posted on May 10, 2017 2:18 PM","modified":"Updated on August 8, 2025 1:49 PM"},"featured_img_caption":"","featured_img":false,"series_order":"","mfb_rest_fields":["title","coauthors","author_meta","relative_dates","absolute_dates","absolute_dates_time","featured_img_caption","featured_img","series_order"],"_links":{"self":[{"href":"https:\/\/www.esm.rochester.edu\/community\/wp-json\/wp\/v2\/pages\/676","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.esm.rochester.edu\/community\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.esm.rochester.edu\/community\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.esm.rochester.edu\/community\/wp-json\/wp\/v2\/users\/42"}],"replies":[{"embeddable":true,"href":"https:\/\/www.esm.rochester.edu\/community\/wp-json\/wp\/v2\/comments?post=676"}],"version-history":[{"count":7,"href":"https:\/\/www.esm.rochester.edu\/community\/wp-json\/wp\/v2\/pages\/676\/revisions"}],"predecessor-version":[{"id":32705,"href":"https:\/\/www.esm.rochester.edu\/community\/wp-json\/wp\/v2\/pages\/676\/revisions\/32705"}],"up":[{"embeddable":true,"href":"https:\/\/www.esm.rochester.edu\/community\/wp-json\/wp\/v2\/pages\/617"}],"wp:attachment":[{"href":"https:\/\/www.esm.rochester.edu\/community\/wp-json\/wp\/v2\/media?parent=676"}],"wp:term":[{"taxonomy":"author","embeddable":true,"href":"https:\/\/www.esm.rochester.edu\/community\/wp-json\/wp\/v2\/coauthors?post=676"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}