Recorder Method Books

Soprano Reorder in the Music Classroom: A Comparative Analysis of Recorder Method Books for

the Beginning Recorder StudentDanielle C. Economy

Introduction

The Soprano RecorderThe soprano recorder is great to use because… generally inexpensiveeasily transportable“easy” to play (sort of…)traditional

Why RECORDER?Students may use Orff, Boomwhackers, and other UPP in the classroom – why recorder?1)Absolute note names2)Play an instrument (students don’t consider Orff instrumentarium to be instruments)3)Practice reading standard notation 4)Introduction of unknown rhythms5)Preparation for band…?

How recorder is taught in a general

music setting• 3-5th grades• rote, improvisation?• method book?• Combination?

Recorder Method Books

• Variety of recorder method books available

• Some are modeled after the beginning recorder books or a methodology

• Options?• Personal experience

Purpose of studyNeed of study

The purpose of this study is to provide a content analysis of beginning recorder books.

Need for study: resource for

teachers

Questions explored…• Do beginning recorder books introduce

rhythms and notes in the same sequence?

• Do all beginning recorder books use the same range and variety of literature?

• What types of notation do beginning recorder books use?

Limitations• Though there are many beginning

recorder books, this analysis focuses on just these recorder books. Any conclusions drawn from this study (e.g. rhythm sequences used) only refers to the books analyzed for this study.

Related Literature

Related Literature• Hash (2011) • Byo (1980)• Hawkins (2007)• Sheldon, Reese, and Grashel (1999)

Methodology

Methodology• This study is a content analysis of the

following recorder books:1) Essential Elements Book 1: Recorder2) Do it! Play Recorder Volume 1 by James Froseth3) Complete Recorder Book by Denise Gagne 4) My Recorder Book by Sandy Feldstein 5) Recorder Excellence (Standard of Excellence)6) Recorder Express by Artie Almeida

Data Collection and Analysis

1) Analysis of rhythm sequences and note sequences

2) Aesthetic qualities/other content areas3) Rate in which new concepts are

introduced4) Range and variety of material5) Supplemental resources

1) Analysis of rhythm sequences and note

sequencesNotes (measure number) Rhythm sequence (measure number)

B (m. 1) quarter note (m. 1)eighth notes (m. 1)quarter rest (m. 5)

A (m. 6) half note (m. 6)half rest (m. 14)

G (m. 15) whole note (m. 17)whole rest (m. 19)

E, (m. 27) Split eigths (m. 26)

D, (m. 39) Tie (m. 40)

C’ (m. 55)D’ (m. 55)

none

 

Example Book 1

2) Aesthetic qualities/ Other content areas(sampl

e)Book 1 Book 2 Book 3 Book 4 Book 5 Book 6

# of pages 30

# of measures 353

Clarity of pages

GOOD

Fingering chart

NO

Explanation of new material: notes

YES

Explanation of new material: rhythms

NO

Explanation of new material: other concepts

NO

Counting System

NUMBER SYSTEM

Glossary of Terms

NO

Instrument care

NO

Reproducible NO

Teacher Manual

YES

3) Rate in which new concepts are introduced

Narrative description for each book

4) Range and Variety of Material

• Folk Songs (American)• Folk Songs (multi-cultural)• Holiday• Original composition• Other (popular)

5) Supplemental Resources

SAMPLE Book 1 Book 2 Book 3 Book 4 Book 5 Book 6

Orff Arrangements

SOME

CD accompaniment

YES

Piano accompaniment

YES

Powerpoints NO

Interactive White Board Features

NO

Video/DVD features

NO

Online resources NO

Questions?