November 2019 Archives - The Instrumentalist /category/november-2019-flute-talk/ Fri, 08 Nov 2019 04:17:16 +0000 en-US hourly 1 https://wordpress.org/?v=6.9.4 Robert Stallman (1946-2019) /november-2019-flute-talk/robert-stallman-1946-2019/ Fri, 08 Nov 2019 04:17:16 +0000 https://theinstrumenta.wpengine.com/uncategorized/robert-stallman-1946-2019/       The international flute community was shocked and deeply saddened by the unexpected death of virtuoso flutist Robert Stallman in Boston on May 12, exactly one month before what would have been his 73rd birthday. A familiar name to many because of his publications and recordings, Stallman was an indefatigable transcriber and arranger […]

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    The international flute community was shocked and deeply saddened by the unexpected death of virtuoso flutist Robert Stallman in Boston on May 12, exactly one month before what would have been his 73rd birthday. A familiar name to many because of his publications and recordings, Stallman was an indefatigable transcriber and arranger of great music with 40 titles in the International Music Company catalog and dozens more in the catalogs of Carl Fischer, Doblinger, G. Schirmer, Schott’s Söhne, Edition Svitzer, Edwin Kalmus, and Ludwig Masters. His excellent books on technique include The Flutist’s Handbook (Carl Fischer); The Flutist’s Détaché Book: 88 Studies, Caprices and Solos in the Art of Articulation (G. Schirmer); and Flute Workout: 14 Melodic Exercises for Technical Mastery (International). Among his astonishing 44 original arrangements of Mozart, 39 of which are for flute and strings, over a dozen have already been published.
    Impressive as these accomplishments may be, Stallman’s remarkable gifts as a transcriber/arranger comprise only one facet of his persona and extraordinary international career. After graduating in 1968 from the New England Conservatory as a top prize-winning student of James Pappoutsakis, he moved to Paris, where we first met as 21-year-old fellow Fulbright recipients. I was immediately struck by Bob’s enthusiasm and genuine joie de vivre, and we quickly became good friends. He loved music, he loved the flute, and he loved life.
    We were both studying with Gaston Crunelle at the Paris Conservatory, and at that time Bob was also studying privately with Alain Marion and Jean-Pierre Rampal. Meanwhile he had begun attending Rampal’s summer classes in Nice, where we would later study together in 1969 and 1970.
    Bob’s playing in those classes was fabulous – imaginative, technically brilliant, and always generously communicative. Jean-Louis Beaumadier, internationally renowned piccolo soloist, recording artist and former professor at the Marseille Conservatory writes:
    I met Bob for the first time in 1968 at the Académie in Nice. He was already a truly great flutist, and the exchanges between him and Jean-Pierre Rampal, whom he adored, were extraordinary! He was a master flutist endowed with a beautiful sonority, uncommon technical gifts, and an impressive power of communication.

    Bob impressed Rampal deeply, to the extent that they would later perform together at Boston’s Symphony Hall in 1979, at Lincoln Center’s Mostly Mozart Festival in 1981, and at Carnegie Hall in a duo recital in February 1984. The following year they recorded Luigi Hugues’s Grand Concert Fantasy for two flutes on Verdi’s The Masked Ball with the London Philharmonic Orchestra under Placido Domingo. Rampal recognized in Bob an artist who was able to touch others with his generosity of spirit. That spirit can be heard on his many solo and chamber music recordings for Northeastern Records, ASV, VAI Audio, and his own label, Bogner’s Café, which he launched in 2006. His personal warmth delighted audiences at numerous festivals, including the one he founded in Marblehead, Massachusetts.
    Bob Stallman was also a master teacher who enjoyed working with flutists of all ages. His passion for music and flute playing deeply inspired his many students at the New England Conservatory, the Boston Conservatory, the Aaron Copland School of Music at Queens College, and the Manhattan School of Music, as well as those whom he taught in master classes around the world. In the words of New York-based freelancer Joseph Trent:

    I was fortunate to have Bob Stallman as my teacher for 4 years while at NEC…Before meeting Bob I only played the notes and rhythms from the pages. But from the first lesson, studying with him and hearing him play opened up a whole new world and language of expression…He showed me how to play between the notes and rhythms, and to realize that the notation is not the music, but merely the signposts. For this I am forever grateful for it changed me not only as a musician, but it opened my heart! He was and is still the most fabulous, stunning, sublime player and more importantly a truly remarkable human being who touched the lives of so many with his artistry, grace and humility, an example for us all.

 

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The First 30 Minutes of Practice: Warming Up /november-2019-flute-talk/the-first-30-minutes-of-practice-warming-up/ Fri, 08 Nov 2019 04:14:49 +0000 https://theinstrumenta.wpengine.com/uncategorized/the-first-30-minutes-of-practice-warming-up/       This topic should be an easy one to describe, but as I found myself writing about ten different 30-minute warm-ups, I realized that the warm-ups I used as a student are nothing like what I do now. Since I have gained better time management skills through the years, I design a precise […]

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    This topic should be an easy one to describe, but as I found myself writing about ten different 30-minute warm-ups, I realized that the warm-ups I used as a student are nothing like what I do now. Since I have gained better time management skills through the years, I design a precise warm-up that fits the time I have each day. However, no matter what I always include certain elements.

Basic Ingredients
 
  A student of any level or a non-professional adult should address the following with a warm-up:
    •    good posture
    •    breath control
    •    strengthening overall muscle tone (including the embouchure)
    •    hand/eye coordination
    When you are learning, you must spend a great deal of time practicing and understanding why your teachers encourage and guide you through certain exercises, etudes and repertoire.

Getting Started
    Practicing and warm-ups are two different things, so awakening the body to deal with the day’s tasks is never a substitute for lengthy detailed practice. Most musicians try to do some stretching in the morning as it gets the muscles back into play after sleeping. Your job is to wake up and get all the functions of playing moving forward. If you rush or ignore this, chances are you will be tight, stressed and not feel comfortable. Ordering the body to be on or forcing it to play a tough passage with no warm-up, usually ends in defeat. I have found time and time again from watching others that this forcing causes tightness, lack of focus, and negative thoughts that you are not playing well.

Body and Mindfulness: 1-2 Minutes
    Body: Ease into it and calmly quiet brain activity so you can focus completely on the flute.
    Stretch and Breathe: Put your arms straight up overhead and then bend at the elbows to make a box over your head. Moving at the shoulder and a bit at the waist, stretch 4-5 inches left as you breath in for 5-6 seconds. Then move back to the top as you exhale out through the mouth for about 12-13 seconds. Once back at the top, keep your arms in that box position, but lower your shoulders and do a full inhale for 8-10 seconds. Then exhale for 14-15 seconds. Repeat on the right side. You should do it at least twice per side. Put a metronome on at 60 if you like.
    Mindfulness: You will naturally want to cram too much into this short warm-up. Do not try to run through everything on your schedule for that day. This will leave you feeling totally defeated. Instead, focus on the core objectives. Pinpoint a couple of issues, or passages you want to address. This is key, and you will get better at it in time. Stop any negative mental chatter and start looking at what you need to do and how you are going to get positive results accomplished in the remaining time.

Standing and Sitting: 10 seconds
    Make sure your posture is correct and you are able to play comfortably whether standing or sitting. I change this aspect all the time, as I perform a lot in both positions. When students say they can do some things better standing or sitting, I totally disagree. One can play well either way with practice, so practice both and pick which position to work on today.

Short Version Long Tones: 3 minutes
    I start with short long tones in the middle range, (15-20 seconds), with no vibrato, and mezzoforte. Allow the embouchure to be relaxed and accept the tone of a raw note. Keep your volume just medium. Stop the voice in your mind and just allow your embouchure to wake up. Don’t force it. As your embouchure awakens, you will hear the tone become more refined. Just Listen. Make sure to start the note with a clean attack, and if you want, add in simple dynamics. Let the air flow from the body. Check your posture, and get those shoulders down. In a variation of this, I will work on four or five notes, with no vibrato for about 20 seconds apiece.
    After a minute or so, I add vibrato. Frequently, I move from the note into a harmonic and return to the first note to develop embouchure flexibility. Variations come as you decide if these tones are to be very low, middle or very high. You can vary the dynamic levels and play with or without vibrato. At this point I select something from beginning of the De La Sonorite by Marcel Moyse.

Favorite Books: 10-12 Minutes
    Like many flutists I love etude books. My library is huge, and I welcome the challenges found in each one. I am not in any way pushing one book over another, but I have consistently used two through the years. First is Vingt Exercices et Etudes sur les Grandes Liaisons by Marcel Moyse. The large jumps and arpeggios allow you to do what he says or create your own variations. It is also harder and more challenging to play the exercise backwards – note by note. If you play a lot of contemporary music and want better control of extreme dynamics, you can use this book accordingly to conquer this issue. If this book is new to you, I suggest working on one or two lines separately, starting in the middle register.
    My second go-to book is Andre Reichert’s Seven Daily Exercises. I play numbers one through three from memory. As I progress through the keys, I play them in different ways, including tempos from very slow to very fast, loud and soft, and double- and triple-tongued or slurred. I review what I will need to play for the day in rehearsals or concerts, and then I apply these techniques to the exercises. It might be a tricky rhythm, a quick dynamic change, or a wide leap; be creative as you adapt exercises to your needs.

Technique: One note at a time: 10-12 minutes
    Select one spot in a piece of music you are playing that is really not ready and will most likely fall apart. Look at it closely to figure out where the problem lies. It might be notes, speed, articulation, breath control, or rhythm. Pick one and work solely on that one item. If it is a recurring mess, you probably played it sloppily at first, and it went into your brain incorrectly and now is stuck. It could be something simple such as rushing an interval because you don’t like the notes, sloppy finger and air coordination, or even just a predetermined mindset that these pitches or intervals or rhythms are hard.
    Break it down into small bites and digest them. This way, you are looking at the passage through new eyes. Stop thinking that you cannot play it and create positive mental messages. Demand correct notes so your ears finally hear the correct pitches. Reprogram your fingers to develop the correct pattern, and if you still feel tension as you do this, you are going too fast for your body, brain, and fingers to digest. Make sure you are not tensing up any area of your body, arms, fingers, and take the excerpt way under tempo. Breaking down a spot that has not been consistent or reliable allows it to improve quickly. When you come back to these small spots the  next day, you will find that your brain has digested more than you thought. The key here is to build from ground zero of the real problem and work outward beat by beat on each side.

More Advice
    Very complicated sections will take slow, careful work that is beyond the scope of a 30-minute warm-up, so let them go for now. Instead try to fix just a few beats of the music. Working on even a small section will make you feel more confident when you tackle the larger problem spot later.
    Avoid distractions during your practice sessions. You could have finished, but you looked at your texts. Your phone is not a practicing assistant, but a distraction. 100% of your brain needs to be on the music, so turn it off and get an old-style metronome. One final idea that I do is to sing my parts or do vocal long tones while driving to work. 

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Increasing Studio Numbers /november-2019-flute-talk/increasing-studio-numbers/ Fri, 08 Nov 2019 04:00:32 +0000 https://theinstrumenta.wpengine.com/uncategorized/increasing-studio-numbers/       A subscriber recently wrote, “I’ve talked to more teachers in the last month who have expressed a serious concern about their studio numbers being in steep decline. It’s not that the older kids have dropped – it is simply that they graduate, and fewer young kids are taking lessons.” This is not […]

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    A subscriber recently wrote, “I’ve talked to more teachers in the last month who have expressed a serious concern about their studio numbers being in steep decline. It’s not that the older kids have dropped – it is simply that they graduate, and fewer young kids are taking lessons.” This is not the first time I have heard this although it varies with different areas of the country. Whatever your current status, looking at some of the issues that affect studio size will help you make plans for the future.

Recent Trends
    The birthrate has declined steadily which means there are fewer students. In addition, private lessons may have become out of reach for many families during recent economic downturns. Another change is the focus on STEM classes (science, technology, engineering and math). In many schools a STEM curriculum is emphasized at the expense of fine arts classes. Despite extensive evidence  showing that music students excel in their other classes, parents may not be aware of this. As a result, when it comes to taking private lessons, many select computer camps, sports, or exam prep classes to help their children prepare for college.
    Overscheduling is another pervasive problem as students are involved in too many activities and have no time to practice. With both parents working, getting students to music lessons and encouraging them to practice may feel like one thing too many.
    An elementary music teacher recently told me that flute is perceived as being too hard to learn. She is an excellent teacher and flutist and had no idea why this perception prevailed. I asked what the most popular instrument is, and she replied saxophone.

Some Solutions
    Marketing yourself effectively today means an online presence. Make sure that you have a clear, simple website. I have noticed that the more famous the flutist, the simpler and more direct his or her website is. Ask friends to look at your site and see how easy it is to navigate. Often what seems obvious to you is confusing to the parent of a potential student.
    Be cautious about signing on to money-making programs on the internet, including those that promise an increase in traffic to your web page. Don’t spend money until you are making money. Go to the public library and check out books on marketing. Make business cards.
    Assess the market. Consider adding the option of giving lessons in students’ homes for an additional fee. This is popular in high population areas, especially when both parents work. Check out the possibilities of giving lessons at schools and music stores.
    Contact local band and orchestra directors and offer to give a free masterclass. Prepare a handout of fun, informative warmups to teach. On the handout include your name and contact information. If students feel they learned a lot in your class, they will call. When selecting material to teach, remember that students are action oriented so they will enjoy playing more than hearing you talk or perform.
    To combat the idea that the flute is too hard or practicing is boring, strive to make these classes fun and work on things that students can achieve in this short period to feel successful. You could also offer basic classes at the elementary school level to introduce students to the instrument and drum up interest for the future.
    Get together with other local teachers, both private and in the schools, as well as parent groups to advocate for the benefits of music education. There is a growing push to add an A (for Arts) into the STEM acronym making it STEAM. There is a great deal of research available online, but many school administrators and parents are unfamiliar with the benefits of arts education.


Sponsoring guest artist masterclasses raises interest for the flute studio.

    Contact the youth symphony program in your area. Offer to start a flute choir through them. Most youth symphonies have far too many flutists auditioning for placement and having a flute choir component is a winning situation for the organization, students, and you.
    Fill daytime hours with innovative music classes. Who can come during the school day? Toddlers and senior citizens. For the younger crowd offer music exploration group classes. Seniors – who often have both time and money – may enjoy group lessons at every level from beginning to advanced. Consider giving them at retirement communities and assisted living facilities.
    Offer group lessons for beginners, intermediate level, and high school flutists. Set the fee so it is reasonable, but offer no makeup lessons if a group lesson is missed. This will help equalize your monthly income. Have a special rate if a flutist wants to take both a private lesson and the group class.
    Develop a flute choir component for your studio. Many successful teachers have ensemble programs for each age group from beginners through high school. Let students have the option of signing up for flute choir only. As they enjoy the progress they make, they may decide to add private lessons.
    Students love to play concerts, so schedule them throughout the year. Themed programming, complete with costumes, is particularly fun. Concerts in public venues are also a good marketing tool to draw new students to your studio. Be creative and find opportunities to play where the general public can hear your students.
    Consider developing an online studio using Skype or Facetime. Many teachers find this option to be quite good, although I prefer to have given student several in-person lessons first. 
    Start a summer flute workshop, or, offer group lessons only during the summer. Both of these options will increase income, and students greatly benefit from them.

Improve Yourself
    Assess your skills and curriculum and always work to raise your level of competency. Make a notebook with tabs for topics such as starting beginners, notereading, rhythm games, tone, articulation, technique, vibrato, relaxation, and warmups. When you find a new idea, write it down and file it under the proper tab. This could be done with a physical notebook or on the computer.
    Read, read, read. There are excellent books on flute performance and pedagogy. Some of my favorites are Roger Stevens’ Artistic Flute, Michel Debost’s The Simple Flute, and Marcel Moyse’s How I Stayed in Shape.
    Perform often yourself. This will let you meet other area musicians, improve your skills, and keep you aware of opportunities in the local music community. Join a local symphony, band or flute choir.
    Another option is to organize a chamber music ensemble that can play gigs as well as formal concerts. When performing formal concerts as a group, try to play this concert in as many venues as possible. A chamber ensemble like a woodwind quintet also can go into the schools and offer masterclasses on several instruments which directors often appreciate. 
    Volunteer to perform at a variety of summer church services when the choir is on vacation. Not only will the music director or church organist appreciate it, but the contacts you make may attract students to your studio.
    Even if you have a well-established studio, being aware of changes in society and technology will help it stay vital. This topic is one of great importance to private teachers and music education in general, so we invite readers to share problems they have faced and ideas that have helped.     

Email editor@flutetalkmagazine.com and we will share your thoughts in future issues.

 

 

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Terraced Metronome Practice Method /november-2019-flute-talk/terraced-metronome-practice-method/ Fri, 08 Nov 2019 03:26:56 +0000 https://theinstrumenta.wpengine.com/uncategorized/terraced-metronome-practice-method/       Music students learn early on in private lessons that practicing with a metronome is critical. Generally, students are told by their teachers that speeding up slowly, starting from a quite conservative tempo, is one of the most effective ways to keep challenging technical passages from getting sloppy. My method, which I call […]

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    Music students learn early on in private lessons that practicing with a metronome is critical. Generally, students are told by their teachers that speeding up slowly, starting from a quite conservative tempo, is one of the most effective ways to keep challenging technical passages from getting sloppy. My method, which I call Terraced Metronome Practice, is the most disciplined and organized way I have ever learned. It speeds up technically demanding music while maintaining accuracy and clarity.
    I must give credit to Douglas Humpherys, Chair of the Piano Department at Eastman, who was my piano teacher for six years. Most aspects of this technique came from him. He was – and no doubt still is– an expert at keeping his students’ technique disciplined and clear, serving the music rather than hindering musical expression. While I was a pre-college student, I used the basics of this method regularly to learn my piano music.
    As I witnessed the clear benefits of preparing music this way, I transferred the method to flute practice as well. I still use it frequently for any flute music in which I feel my technique has the potential to get imprecise or drag slower than the composer indicated. A perfect example occurs in the Stravinsky Firebird Variation. Every time I pull it out, I religiously practice using this method.

How It Works
    The first step is to create a list of working tempos:
    1. Determine what the final tempo should be. In the Firebird excerpt, as with many others, this final tempo is provided by the composer. Here it is q.=76. Occasionally a performer, ensemble, or teacher may select a different tempo from what is indicated. In any case, it is important to have a clear, final goal tempo in mind.
    2. Figure out half of that tempo. For the Firebird Variation, half tempo is dotted quarter note = 38 – half of 76. One further consideration is that with each practice tempo, it is important to decide on the most helpful way of counting beats. Here, flutists may practice at dotted quarter note = 38, but it is at least equally useful to practice at eighth note = 114. I know that I want to do both.
    3. Fill in the intermediate tempo between half tempo and the full tempo goal. This is again a matter of simple mathematics. It will be the expected midpoint between the two tempos. With the Firebird Variation, this means the middle practice tempo is dotted quarter note = 57, or eighth note =171. As a side note, I do prefer to round to numbers on a traditional metronome. Here that would mean 56 and 172, but this is optional.
    4. Complete the list of practice tempos by including one more halfway between each of the three found thus far. This generates a list of five tempo goals. Here are five practice tempos for the Firebird Variation:


Put These Five Tempos to Work
    Musicians are accustomed to increasing metronome speed as they practice. However, the terraced metronome practice method creates a much more disciplined plan for doing so. Here is how to prepare music using the pre-determined set of five tempos:
    1. Work up to the initial half-tempo goal slowly and carefully. You may be able to sightread some parts of the piece at this speed, but other sections may be difficult enough that you have to start at one-third or even one-fourth of the final tempo. Be honest with yourself and start where it is truthfully needed to make the technique perfect. Never move beyond half tempo until you can play whole sections and then the entire piece perfectly at this speed.
    2. Once arrived at this point of flawless execution, begin moving towards the second goal tempo (dotted quarter note =48 in the case of Firebird). Remember that not only notes, but everything that should be part of the piece in its final performance version, should be fully prepared. Dynamics, correct articulation, intonation, tone, phrasing, and general expression should all be carefully put in place even at half tempo.
    When you are ready to move towards the second tempo, be careful once again not to play any faster than you can keep everything accurate. The technique should remain perfect. If some notes start to be missed, slow down and get everything in place before continuing towards the second tempo goal.
    3. Once this second tempo goal has been reached, it will become easy to see how terraced metronome practice differs from simply speeding up the metronome in a more haphazard way. When it feels easy to play a piece perfectly at the first and second goal tempos, do not simply leave those tempos behind while continuing towards the final tempo goal. Each day, begin practicing at the first half-tempo goal. Once you have played perfectly at half tempo – and assuming the goal of playing perfectly at the second tempo has already been reached in the past – move straight to that second tempo stepping stone. After the piece has been played perfectly at these two tempos, move forward carefully towards reaching the third tempo goal.
    4. Eventually, it will be possible to play perfectly not just at half tempo, or at the final tempo, but at a range of five tempos. Once perfection (or as near as we can come) is reached at the final tempo, it is crucial to continue checking in with the four slower stepping stone tempos. As familiarity with the piece grows, this does not have to happen every day. However, you should do this at least once or twice every week as you move towards a performance.

    Continuing to practice at the slower tempos will ensure that technique does not degenerate or become sloppy as fingers regularly cope with the fastest tempo. It is also much less overwhelming than starting very slowly and progressing through each metronome speed to full tempo every day. Simply be sure that these five discrete tempos can be played to perfection upon demand. When this has been done for several days and then weeks in a row, rest assured that the technique will remain solid under pressure. 

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Flute Tips /november-2019-flute-talk/flute-tips/ Fri, 08 Nov 2019 03:15:49 +0000 https://theinstrumenta.wpengine.com/uncategorized/flute-tips/ Individual Sound     The sound you make on your instrument is as unique as your image in the mirror. The development of a beautiful sound begins with listening to yourself and making progress on your instrument depends on a willingness to experiment. Compare your tone to other musically pleasing sounds and try to imitate […]

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Individual Sound
    The sound you make on your instrument is as unique as your image in the mirror. The development of a beautiful sound begins with listening to yourself and making progress on your instrument depends on a willingness to experiment. Compare your tone to other musically pleasing sounds and try to imitate and match them. While you are practicing, record yourself and then play back these sessions, listening carefully to find ways to improve. Set your standards high to develop and expressive sound.

Lip Flexibility
    Playing the flute is comparable to playing a bugle; it requires a strong, well-supported air stream, which is the foundation of playing any wind instrument. Lip flexibility and strength are equally important to the quality of sound. If you are to achieve smooth, controlled intervals and extremes of dynamics, the lips need to move. Avoid simply under- or over-blowing to make changes in sound. You should try to play with an even, focused sound throughout the range of the flute and find the best lip placement for each note while controlling the breath.

Vibrato
    Using vibrato is one of the most important aspects of making music expressive and personal. Both speed and intensity or depth and width of the vibrations should be practiced with the aid of a metronome to develop technical control of the vibrato mechanism. Begin incorporating vibrato as soon as you have developed a good tone on your flute. Pulse two, three, or four vibrations to each half note at the metronomic marking of M.M = 72 until your vibrato is under control; then play more freely by changing its speed and intensity as dictated by the style of the music. An unchanging or inflexible vibrato makes music dull and boring. Vibrato will augment the flute sound, but it has to be controlled.

Dynamics
    Dynamics are the personality of the music, and that personality can be either dull or interesting. Although this is an important musical element, flutists often fail to use a wide dynamic range. Developing variety in dynamics is as important as tone color and vibrato to the technique and sound, but most students play only forte to mezzoforte because they have not learned proper lip strength and flexibility for other dynamic levels. Common pitfalls are playing flat in piano passages that are written in the low register and playing sharp in fortissimo third register passages. If you have a tendency to play flat in piano passages, direct the airstream higher and use more breath support. If you play sharp in forte passages, try to relax both the jaw and the embouchure while aiming the air-stream lower.

Technique
    Learning facility of technique is only the first step towards developing excellence in musicianship, but it is the foundation. Using this foundation to express your own ideas and feelings will help you make beautiful music. Every good player spends hours practicing scales and arpeggios.

The Instrument
    Your flute should be in great condition, even if it is a student model, and many excellent brands are available. Not everyone can afford a top-of-the-line professional model, but you should buy the best one within your budget. Compare different headjoints when you select your flute, and check for consistency in the quality of manufacturing. No matter what instrument you buy, improper care and maintenance will waste your money.

The Teacher
    Every student should try to get the most information from his or her teacher. You should go into each lesson prepared to show your teacher that you have done your homework by practicing. In return, teachers will work hard for you, giving you their best ideas to help you improve. After each lesson think objectively about those new ideas, then practice them so that in your next lesson you can show you deserve more ideas.

Musical Influences
    Take every opportunity to hear and see other good players, not just flutists. Go to every masterclass or summer camp you can. Listen to recordings and talk about music with fellow musicians. There are many ideas waiting to be discovered; all that it takes is an open mind and a desire to develop them.

Practice
    The only way to succeed is by putting in hours of practice; there is no shortcut. Developing a good work ethic towards studying your instrument is one of the most important aspects of becoming a musician. Mastering an instrument requires discipline, but that skill will carry over into other life pursuits as well.

Have Fun
    If you are not having fun, then you are missing the point. Too often players become preoccupied with the mechanical and emotional demands of their instruments and forget to find the joy in music. Life is too short to waste precious time on something that is painful to pursue. Although practicing can be painful at times, try to keep the difficulty in perspective so that you can always have fun.

Attitude
    Attitude and drive are more important than talent. Some students are gifted but do not meet their potential because they lack the drive. Sometimes you need to fake a good attitude towards hard work, but before long you will naturally adopt it as you see the results.

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Baroque Flute, Instrument Care /november-2019-flute-talk/baroque-flute-instrument-care/ Fri, 08 Nov 2019 03:07:51 +0000 https://theinstrumenta.wpengine.com/uncategorized/baroque-flute-instrument-care/     Flutists invest money, time, and love, in their instruments. To keep a Baroque flute in good shape and able to play its best, there are things you can do to help preserve its quality. Humidity     Wood is a very resilient material. It can last for hundreds of years and be beautiful […]

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    Flutists invest money, time, and love, in their instruments. To keep a Baroque flute in good shape and able to play its best, there are things you can do to help preserve its quality.

Humidity
    Wood is a very resilient material. It can last for hundreds of years and be beautiful and useful during that whole time. It is also a reactive material that changes with the climate and usage it experiences. It is possible to quickly destroy a flute or use it for a lifetime. The most critical element is humidity. A flute reacts to changes in humidity throughout the year and responds to the climate within a house as well. In addition to this basic state, when a flute is played, it is suddenly being exposed, especially on the interior, to air at virtually 100% humidity. It should also be noted that different woods react more to these changes than others. For instance, ebony might be quick to crack, while boxwood is more likely to warp. A wood like coccus, used in many 19th century flutes, is more stable than ebony or boxwood, which is one of the reasons it was so widely adopted.
    In my house in Ohio, the humidity throughout the year goes from roughly 65% down to 25% in the winter. The outside humidity is made worse by forced air heating. For the most part, high humidity does not create problems although in extreme circumstances it can foster the growth of mold. Additionally, if you have a boxwood flute, for example, that has been quite dry for a long period, and you suddenly expose it to high humidity, it could warp.
    However, the real problems are created by low humidity, which for those living in the northern half of the US, is quite low in the winter. Allowing the wood to get too dry makes cracking more likely, and this is even more likely when a player suddenly blows warm, wet air into the flute.

A Good Humidity Level
    For many years I was the instrument curator for a major music school with 250 Steinway pianos and thousands of other valuable instruments. We used the standard of 42% humidity that is recommended by Steinway. I think this is a good minimum, but for my own collection I am usually at 50-55%. In past years, before I had really cured my dry air problem, I would have at least two to three antique flutes crack each winter. Often these cracks were re-openings of old repaired wounds. This year, I had a modern ebony Baroque flute crack in the midst of a long rehearsal day in a fairly cold church. It was too dry and cool in the church compared to my warm, wet, wind. Sometimes, this just happens.
    Getting an entire house to this sort of high humidity is virtually impossible during the heating season. There are a number of possible solutions. Some people close off a smaller room and use one or two humidification units. Minimizing the temperature – within reason – in the room also helps. If you have a small number of instruments to worry about, you can make an enclosure and keep it at a higher humidity. One successful method for a small enclosed space is to use humidity packages. These are actually designed for keeping cigars (or guitars) at a constant and appropriate humidity, but they work well for flutes too. This is better than using a dampit or wet sponge of some type in your case.
    One solution which I had hoped would work – but doesn’t – is a whole house humidification system attached to the furnace. Companies offer inexpensive ones that just squirt some mist into the out-going air as well as much more costly models that involve the creation of lots of steam into the output of the furnace. I tried the cheap method, and it basically did nothing in my house. I then bought an expensive steam unit which raised the humidity by about 4%, but it was still under 30%. These might make the house more comfortable for people, but they are not going to help wooden flutes. My final arrangement, which works extremely well, was to take a small closet and install a humidifier in the bottom. I cut 1.5-inch holes in the shelves that divide up the closet, to allow the humidity to move around. This has given me a very steady humidity at my goal percentage of 50-55%. I realize this is overkill for most Baroque flute players, but it is a good way to store any wooden instrument.

Mold
    I have never had the problem myself, but I know of others who have. Once you get mold, it is extremely hard to really kill it off, so that it does not reappear. This can affect all types of wind instruments. I often see people storing flutes in plastic boxes with the idea that it will keep the humidity steady. It will do that, but it also makes it possible for mold to grow. You want some air circulation as well as humidity, so be careful if you use those boxes. I do use them in my collection, but generally not with flutes that are in regular use.
    Getting rid of mold is difficult. I have talked quite a bit about this issue with one of my flute restorers, Jon Cornia, and he has come up with a solution of thoroughly cleaning the instrument with a medical-grade disinfectant called Fiberlock ShockWave, used diluted. This is strong stuff and should be used carefully. When the flute has dried, oil it right away.

Joints
    The joints of Baroque flutes are a particularly sensitive area. If a joint is too loose, air will leak, and the flute will not work properly. If a joint is too tight you risk cracking the socket. This sort of crack can cause long-term problems as it takes very skilled repair work to keep the crack closed. These days, Baroque flutes have either cork or string joints. String joints are what would have been used originally and are less likely to crack the flute. Cork joints were introduced in the 19th century once sockets became metal lined. Be sensitive to how tight your joints are. If they are loose, just add some new string. The best way to prepare the string is to pull it through a block of bee’s wax. This will allow the string to stick together and stay in one place on the flute. People use many different types of thread – cotton, hemp, sink, and synthetic. It is best to use a string that is not so likely to shrink.

Breaking In
    New flutes, or flutes that have not been played for a long time, should be carefully broken in. The purpose of this exercise is to help the wood adjust to the right moisture level. When I get a new flute, either modern or antique, I really want to play on it. It takes some discipline to control the time I spend playing the instrument. I think the most important period is the first two weeks. Playing the flute two or three times a day with a good break in between, is ideal. I think the flute adjusts more quickly this way than with just once a day. The first two days spend maybe 15 minutes per session. Then add five minutes per session each day. Keeping the instrument in well-humidified air is especially important during this time.

Storage
    As the joints are one of the most often damaged parts of the flute, it is important to store the instrument disassembled. This lessens the chance of the tenon or socket warping. Always swab excess moisture before storing. It is fine if it retains some extra moisture – just not drops of fluid. Do not leave your instrument out in the sun as this changes the color of the wood. Don’t leave your flute anywhere you might sit on it. This may seem obvious, but I have seen it happen to a number of people.

Oiling
    I have saved oiling for last, but it is one of the most important proactive things you can do to protect your Baroque flute or recorder. When someone asks on social media, “How do you oil a Baroque flute,” there are generally 50 answers and a good bit of disagreement. Following the advice of your instrument maker is always a good idea. They know the wood and how it was prepared. My main Baroque flute maker, Marten Wenner, uses a mixture of three parts almond oil to one-part orange essential oil. These should be top-grade, organic, natural products. The orange oil helps keep the almond oil from growing rancid, makes a nice smell, and adds to the cleaning properties of the oil. I have experimented some with other types of natural essential oils, but orange is a good safe choice. Some makers and player recommend Linseed oil, and 40 years ago this was the standard. In recent years, however, people have shied away from it as it tends to build up like a varnish on the surface of the wood.
    My rule of thumb is to oil a flute at least at each season change. The most important time being the start and end of winter. In practice, it depends on how much you are using a flute. If you play it every day, you may well want to oil it more often. If you sense the wood is getting dry, it is time to oil it.
    To oil, I suggest using a swab stick with a small piece of cloth that does not put off a lot of lint. I often use two different pieces of cloth, one smaller for the RH and foot joint, and a bigger piece for the head and LH joint. It is easy to get the swab stuck in the RH joint if the cloth is too big. On the other hand, if it is too small, you will not have enough contact in the head. I dip about 1/3 of the cloth in the oil and shake off the excess, then swab out the interior of the flute.  Some people believe it is necessary to remove the cork. I don’t do that, and generally unless you really know what you are doing, you might not end up with the cork back in the same position.

    With a 1-key flute, you want to avoid getting oil on the pad or in the mechanism of the key. It is a good idea to put plastic wrap under the key to protect the pad. You should put on enough oil that it is very clear that all surfaces have oil on them, but it should not be dripping oil. Next, I would oil and lightly buff the exterior surface. A flute can get pretty dirty, and this works as cleaning as well as oiling. It is also a good idea to take a Q-tip with a small amount of oil and run it around the interior of the embouchure and tone holes.
    Once a flute has been well oiled, let the parts sit vertically to allow any excess to drip out. I usually leave the flute siting for four to six hours, allowing the oil to soak in. What you see after those four hours is important. Some flutes will soak up every bit of oil and look dry again, while others will still look wet with oil. The ones that look dry should be oiled more often. The ones that remain very wet may have a finish on the wood that prevents the oil from being absorbed. In either case, use a dry, clean cloth to remove any excess. When done, a good bore will look shiny but not really wet. Use a dry Q-tip to remove any excess oil from the embouchure and tone holes.
    I normally let a flute sit for at least four hours after playing before I oil it, and I would wait an hour or so before playing it after oiling. Your flute should now feel very happy. It should look, feel, and smell better. A wooden flute really can last a lifetime if properly cared for. 

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A Conversation with Amanda Blaikie, Detroit Symphony Second Flute /november-2019-flute-talk/a-conversation-with-amanda-blaikie-detroit-symphony-second-flute/ Fri, 08 Nov 2019 02:50:00 +0000 https://theinstrumenta.wpengine.com/uncategorized/a-conversation-with-amanda-blaikie-detroit-symphony-second-flute/ What led you to the flute?     I began my musical studies with the piano at age seven and also sang in chorus and musicals in elementary and middle school. I was inspired to play the flute by my mom’s friend, Kim Haley Small, who trained at Juilliard with Julius Baker in the 1970s. […]

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What led you to the flute?

    I began my musical studies with the piano at age seven and also sang in chorus and musicals in elementary and middle school. I was inspired to play the flute by my mom’s friend, Kim Haley Small, who trained at Juilliard with Julius Baker in the 1970s. I heard her play hymns in Sunday School every week and also perform with local orchestras. I was simply mesmerized. I fell in love with the sound, the shiny metal, and even the way the flute was played. I loved the way it soared over the orchestra in the recordings my parents would play at home. Somehow, I knew it was what I was meant to do, long before I ever played it. I begged my parents for a flute, but they said I had to wait until 5th grade band. Disappointed, I continued on with piano lessons, practiced on empty bottles at my Dad’s suggestion, and counted down the days until I would get a flute. I will never forget the day when I finally opened the case. I began playing it right away, teaching myself the fingerings from the band book. My immediate passion for it confirmed that it was the right instrument for me, and I dreamed of playing in an orchestra one day.
 
Are your parents musical?
    My parents are not professional musicians, but my mom grew up playing the piano, violin, and guitar. My Dad played the trombone through high school but never pursued it to any degree. My sister Heather grew up playing the piano and violin. She was quite good, making it into the competitive Norwalk Youth Symphony. My Greek grandfather, however, was the real musical influence on me. He was a baritone and trained for many years to become a professional opera singer. Despite his passion for music and singing, his career didn’t quite pan out because he was expected to get a real job when my grandmother became pregnant with my mom. They were quite poor and living in Manhattan when my mom was born. He continued to drum up musical concerts and shows throughout the years at his banking and real estate workplaces.
    I actually spent every day after school until I was nine years old at my grandparents’ home while my mom worked. I remember lying under the piano, feeling the vibrations, and being enveloped by his rich voice and wonderful accompaniment. I could sense his passion for music and felt sorry that he had not been able to fulfill his dreams. I vowed that I would take the torch and be the one who made it professionally as a musician. I am forever grateful to my grandparents for buying us an upright piano and other instruments and paying for our weekly private lessons. They enriched our lives by providing us a musical education and exposing us to classical music.
 
Who was your first teacher?
 
  My first teacher was Carol LaRusso, the wife of my band teacher in Weston, Connecticut. She was quite helpful in giving me additional exercises and assignments, as the flute came fairly quickly after having learned piano for three years.  After moving the next year, I studied with Emily Chow, a very advanced high school flutist and the sister of a soccer teammate. I was inspired by her because she was young and talented, and I recall hearing her warm up on jumping harmonics which is something that I integrate into my daily practice to this day. Once she graduated, I studied with her flute teacher, Laura Tittemore Piechota who took me to a new level of playing. She helped me play more confidently and gave me the fundamentals that I needed. She instilled in me a desire to work harder and not rely on my talent alone. Moving to St. Louis for my last two years of high school meant searching again for the right teacher. It took a little while, but I eventually found Marie Jureit-Beamish at Principia College who was exactly what I needed. She was very tough and assigned me a lot of work and motivated me with exercises she learned from James Galway, Thomas Nyfenger, and Frances Blaisdell.
 
Did you go to summer festivals as a student?
 
  I went to a number of summer festivals, but Centre d’arts Orford in Canada was life-changing for me. It was where I first studied with Robert Langevin in 2003 and then returned for nine more summers. I did not know who he was when I was first accepted into his masterclass, but figured he must be good if he was the newly appointed principal flutist of the New York Philharmonic.
    Attending Sarasota Music Festival in 2007 was another wonderful summer festival. I learned some important standard orchestral repertoire and played woodwind quintet music coached by Julie Landsman of the Met. I especially loved learning from Carol Wincenc, Leone Buyse, and Thomas Robertello that summer. They helped take me to a new level of playing and gave me many new ideas.
    In 2009 I attended the National Orchestral Institute (NOI) which focused mostly on orchestral repertoire, and I absolutely loved it. Later in 2012, I attended National Repertory Orchestra (NRO), a truly unforgettable experience in Breckenridge, Colorado. This festival felt like a professional orchestra, performing two programs a week for eight weeks. I loved the intensity and independence there, as well as hiking and running in the mountains.

 
Practicing at her grandfather’s piano

How did you select your educational path?
    Due to moving around so much as a kid and attending a boarding school, I was not quite ready for the conservatory schools as options for my undergraduate degree. My college auditions did not result in what I had hoped for, but deep down I knew I needed to put in more hours of practicing instead of relying on natural talent. I decided to attend Principia College in Illinois to continue my studies with Marie Jureit-Beamish for four more years. It was everything I needed to grow, and it was a wonderful flute studio to motivate me. Although I was accepted at the Manhattan School of Music for my Master’s Degree, but lack of scholarship funding led me to the University of Miami where I was a teaching assistant. I got paid to teach undergraduate non-performance majors and perform in the graduate woodwind quintet. This also led to my first professional job as principal flute with the Miami City Ballet.
    I still wanted so much to study with Robert Langevin weekly, not just in the summers at Orford, and before long I was accepted for a third degree in Orchestral Performance at Manhattan School of Music. Each school gave me invaluable tools. Principia College pushed me towards mastering my instrument and performing frequently; the University of Miami gave me the ensemble and chamber music opportunities I needed, as well as teaching weekly lessons to college students; and MSM pushed me to master excerpts and orchestral repertoire and throw myself wholeheartedly into the audition circuit.

Robert Langevin is considered one of the finest flutists and teachers of this time, what were lessons like?
    Robert Langevin is special not only because of his gorgeous sound, singing vibrato, and heartfelt expression, but also because he is one of the nicest, most humble people you will ever meet. He is the epitome of a world-class musician: confident in talent, yet not egotistical. He teaches by demonstration in lessons but also by example in real life.
    At MSM, our weekly lessons were actually in front of his entire studio, like a masterclass. He did not teach his Juilliard students that way, but felt that he gained so much when he had had these open lessons as a student in Germany, Switzerland, and Montreal. He asked us if we were willing to try it, and we were. We showed up well-prepared and left inspired.
    In lessons, Robert would often start off hearing his scale patterns which extend throughout the entire range of the flute, as well as the assigned etudes (typically Altes and Boehm). Often, he would also reinforce his fundamental concepts with exercises from Trevor Wye Vol. 1 and Marcel Moyse De la Sonorite. Additionally, we were welcome to bring excerpts and repertoire for whatever audition, recital, or competition we were working towards. Robert tells me that he currently teaches some lessons privately (working on scales, tone, and etudes), while the rest are open to the studio, creating a kind of mock audition.


With Robert Langevin


What was your Detroit audition like?

    Auditioning for the DSO was tricky the first time around. Having subbed with the orchestra for a few years, I unintentionally put a large amount of pressure on myself as I was pretty attached to winning the job. It resulted in a no-hire, but I learned from it and changed my approach completely the second time around. Clearly, just practicing the excerpts was not enough. I understood now that I needed to work more on the mentality behind auditioning, especially when it was an orchestra in my own city. About 12 weeks before the audition, before even pulling out the excerpts again, I began working with a coach to break through the mental blocks that seemed to keep me from playing my best when it counted the most. This, combined with Sharon Sparrow’s 6 Weeks to Finals method, and doing many, many mock auditions helped me to arrive at the audition feeling more confident without any attachment to the outcome. I knew I was absolutely good enough to win, and yet I also knew that I had no control over what the committee was looking for or how they would vote. My goal was simply to play my best. This resulted in one of my best auditions ever in the semi-finals, leading to a final round and then an additional round with the DSO flutists. Five months later, I was offered the job after a one-week trial.
    My advice to those auditioning is to not take the psychological aspect for granted. Visualize yourself on stage, work on self-talk, and find a coach if that helps. Read books about it and don’t just bank on practicing alone. Remember that it takes more than just playing the right notes to set yourself apart at the audition. Be musical and take risks that are not offensive. Show that can play ppp in Daphnis and ff in Petrouchka. Have your interpretation of each excerpt, while also striving for perfect intonation and rhythmic pulse. Explore colors and vary the vibrato. Prepare in a way that shows that you can do anything on the flute. Then, let go and just treat it like a recital.

What is different about playing second flute?
    It is a completely different role and skillset than playing first flute, yet both require an incredibly high level of playing. A second flutist has to adjust to whatever the principal is doing, which means being flexible enough to do any type of vibrato speed and depth, any color or dynamic, timing the entrances right, and knowing when to play equal or less, soloistic or blended. As a second flutist, I would often find that my two principals wanted completely different things from me, so it required that I play one way on the first half of a program and then the complete opposite on the second half.

What are your duties in the DSO?
    Piccolo is included in my contract as there are many pieces where two or more piccolos are required. The DSO audition list included a number of piccolo excerpts, and I believe I played them all in the final round of the audition. It is helpful to have a second flutist that is very good on piccolo because if Jeff Zook is sick or needs a vacation week, for instance, I can step in.
    Due to having had a DSO principal flute opening for a while, the past year has resulted in my playing quite a bit of associate principal flute with Sharon Sparrow as Acting Principal. This has been a wonderful opportunity for me to get back to my roots as a principal player and to explore my own musical ideas, colors, and phrasing. I have also played alto flute quite a few times, regardless of the position I have been sitting in. The best advice I have for an aspiring orchestral flutist is to excel at all three of these instruments because you become a more valuable asset and are more likely to win a job.

What do you focus on with college students?
    After teaching at Oakland University for eight years, I have worked with Sharon Sparrow and Jeff Zook to develop a curriculum for a high-level flute studio. All students are expected to attend required concerts, subscribe to Flute Talk, and prepare a solo work for the end of the semester flute studio recital. In addition to other assigned etudes, repertoire, and required degree recitals, my students work through Taffanel and Gaubert’s 17 Daily Exercises, Reichert’s 7 Daily Exercises, and Wye’s Vol. 1 Tone.
     Additional technique books are utilized depending on which of us is leading studio class each semester, such as Paul Edmund Davies’ 28 Day Warmup Book and Geoffrey Gilbert’s Sequences, among many others. In my studio class this fall, students are preparing extended scales to be ready to play in class with an assigned goal tempo to target by the end of the semester. They are also required to perform in studio class a minimum of two times per semester with a pianist, usually followed by the university’s weekly Arts at Noon recital program. Of course, students must also perform a jury at the end of the semester as well.
    I am a firm believer that to get better at performing we must perform as much as possible. This is what helped me to become more confident in front of an audience. Dr. Jureit-Beamish required me to perform weekly as well as give a solo recital each semester at Principia College. She helped me go from a shy kid to a natural performer, and this is what I hope to give to my students as well.
 
How do you stay in shape or warm up each day?
    Due to needing to be able to do anything as a second flutist, I developed my 5 Daily Exercises to keep me in top shape. I did these by ear for many years, but I finally put them into Finale about a year ago after students kept asking for them.

    They are intended to cover everything I would need to play my best. They include two harmonic exercise patterns, a pinky exercise, drone exercises for just-intonation, chromatic repetitive double-tonguing, and triple-tonguing exercises. In addition, I do Moyse Long Tones daily (a la Robert Langevin) as well as rotating through Taffanel and Gaubert 17 Daily Exercises, Reichert 7 Daily Exercises, and  Robert Langevin’s numerous extended scale patterns. I often tailor these to my repertoire and particular needs of the week, and when I have more time, I rotate through the many other technique books I have on hand.
    As a true Langevin student, I believe that fundamentals should take up half of one’s daily practice total. Just like eating your veggies, this provides the nourishment you need as a flutist. Plus, once you get to the dessert (repertoire), it is much easier to play well and learn quickly.

 

What do you think about to produce your beautiful sound?
    For me, tone is the most important aspect of playing the flute and my favorite topic to discuss and teach. Tone always came naturally to me, I am not exactly sure why, but I do know that listening to Kim’s well-trained flute playing in Sunday School gave me a clear model of what the flute should sound like. I also tried to have a clear sound like James Galway, who I listened to throughout my childhood.
    After graduate school, though, and while I was playing principal flute in the opera, I decided to give myself a bit of an embouchure makeover. Nothing dramatic, but I realized that my corners were tighter than necessary, and my aperture could be more round. I thought about how Robert Langevin and many French-speaking people talk, so I gradually brought my corners closer to my canine teeth. I relaxed and dropped the jaw during long tones, opened the throat, and worked to see how relaxed my lip muscles could be without dropping the sound or losing focus. I immediately felt I had much more resonance to my sound and then worked to build that muscle memory. I maintain this today with harmonics, Moyse/Langevin Long Tones, and Trevor Wye Vol. 1 Tone. As I say to my students, “less is more.” Focusing more on support and less on the embouchure is the ideal balance for a beautiful sound.

Is there something that you wish you had done differently in pursuit of a professional career? 
    I have no regrets about anything in regards to my career. However, before I won this job, I was very tempted to feel that if I had practiced more in middle and high school or not done sports, for instance, I could have won a job earlier than      I did. It is tempting to compare ourselves to others, but I am a firm believer that each of us is where we need to be, and if we make the most out of every single experience and learn from it, we will inevitably grow and succeed.
    I was discouraged at times, however. Before graduating high school and finding Marie Jureit-Beamish, I felt very lost at my boarding school without my parents to guide me. For a few months, I considered going into interior design but deep down I knew that this was more of a hobby. Fortunately, my band teacher did everything she could to help me find the right teacher, which was all I needed to remember how passionate I was about the flute.
    Later on while attending Centre d’arts Orford for my first summer, I could see that I was behind the many Curtis and Juilliard flutists who were my age or younger. They were clearly better than I was, but instead of giving up or putting myself down, I used this to gauge my progress. I would go back to Principia College and work hard at my weaknesses. Each summer I came back to Orford and saw the gap between myself and these flutists narrow and eventually disappear.
    I am a very positive person but I still have occasional struggles or doubts. I think it’s important to stay positive and actively choose to look at the good going on in our lives and profession. I also have hobbies outside music that bring balance to my life. I love exercise of every kind, whether it be running, yoga, weight-lifting, or any outdoor sport. It keeps my me strong, fit, and happy. I also love decorating and gardening. I find it incredibly therapeutic to plant new flowers and weed in the garden. I also love traveling abroad with my new husband Brett.      


 
* * *
 
    Amanda Blaikie was appointed second flute of the Detroit Symphony Orchestra in 2016, having previously held the position of principal flute with the Michigan Opera Theatre, the Sarasota Opera, the Miami City Ballet, and the Battle Creek Symphony Orchestra. She is a core member of Detroit Chamber Winds & Strings and also performs regularly with ensembles including New Music Detroit, Great Lakes Chamber Music Festival, and Chamber Players of Detroit, among others. Blaikie has also performed with the Orlando Philharmonic, Allegro Chamber Orchestra, Ann Arbor Symphony, and the New York Philharmonic. Last year, she presented three solo performances at the NFA Convention in Orlando where she was also a judge of the Orchestral Excerpt Competition.
    Blaikie has taught at Oakland University for eight years and also teaches privately, coaches advanced flutists on orchestral excerpts, and is actively involved in the DSO’s Community and Educational Outreach Program. This past year, she was invited to be a flute faculty member at the Pacific Music Institute in Hawaii and has presented masterclasses at Interlochen Center for the Arts, the Hawaii Flute Society, and the University of Michigan. She earned her B.A. at Principia College, M.M. at the University of Miami, and a Professional Studies Degree in Orchestral Performance from the Manhattan School of Music. Her primary teachers include Laure Tittemore Piechota, Mare Jureit-Beamish, Christine Nield-Capote, and Robert Langevin. This summer she will teach alongside Robert Langevin at Centre d’arts Orford in Canada in July 2020.

 

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