My Flute and Me consists of fourteen short and
delightful pieces written especially for absolute
beginners up to students at elementary level. The
pieces are intended as supplementary material to your
usual tutor books. The music can be used with any
number of players and the pieces remain in the lower
register. Several early pieces use only the notes B, A
and G and the key of G major predominates. Six of the
pieces use only half notes (minims) and quarter notes
(crotchets). The low C, a tricky ...(+)
My Flute and Me consists of fourteen short and
delightful pieces written especially for absolute
beginners up to students at elementary level. The
pieces are intended as supplementary material to your
usual tutor books. The music can be used with any
number of players and the pieces remain in the lower
register. Several early pieces use only the notes B, A
and G and the key of G major predominates. Six of the
pieces use only half notes (minims) and quarter notes
(crotchets). The low C, a tricky note for many
beginners, has been avoided almost completely. On the
one occasion it appears, the note C an octave above is
given as optional. Although the pieces are arranged in
approximate order of difficulty you can play them in
any order you want, depending on the musical needs of
the student. Your students are sure to enjoy these
pieces, which are both easy on the fingers and easy on
the ear! The music is identical to that in the
companion book My Recorder and Me.
Several pieces have a few measures (bars) rest in the
middle not only to give the player a break and add
musical contrast but also to give the experience of
counting empty bars during the music. When space
allows, piano cues appear in the solo part. Some of the
later pieces in the book have good performing potential
and could be strung together in any order to create a
small suite.
Every piece has a short piano introduction so that the
student can sense the tempo and musical style before
playing. The keyboard accompaniments have been kept as
simple as possible with the minimum number of notes.
Dynamic markings (e.g. piano and mezzo-forte) are used
from the start, but phrasing has been omitted from the
solo part. This is because the teacher is usually in
the best position to suggest phrasing within the
physical capabilities of each student. Slurs have been
employed sparingly and only when necessary.
