Saxophone teaching questionnaire
Thank you for participating in this survey conducted by the European project VEMUS (Virtual European MUsic School). Your help is highly appreciated! Please read more about the project on our website, www.vemus.org.
Please make sure to fill in all questions!
(Kindly do not submit answers if you never have been teaching saxophone...)
1. Which instrument(s) do you mainly teach?
Clarinet
Saxophone
Flute
Trumpet
Other:
2. Please specify your country:
Estonia
Greece
Romenia
Sweden
Other:
3. Name and/or email/phone (this field is OPTIONAL)
Please estimate how much time and attention you devote in teaching the following 15 elements to saxophone beginners. You can assign the same priority to several elements. Make an estimation for year 1, 2 and 3.
Notice: interpret ”year” as the level the typical student has attained during the first, second and third year!
Please make sure you fill in for each year!
4. Air/finger coordination (synchronization of attack and grip changes)
Highest priority
High priority
Some priority
Low priority
No priority
Year 1
Year 2
Year 3
5. Airflow and breathing (control of airflow, correct breathing techniques)
Highest priority
High priority
Some priority
Low priority
No priority
Year 1
Year 2
Year 3
6. Articulation (staccato, portamento, legato, using the tongue)
Highest priority
High priority
Some priority
Low priority
No priority
Year 1
Year 2
Year 3
7. Attack (correct blowing technique and tone attacks)
Highest priority
High priority
Some priority
Low priority
Year 1
Year 2
Year 3
8. Embochure and mouth (lip pressure, mouth piece position, teeth)
Highest priority
High priority
Some priority
Low priority
No priority
Year 1
Year 2
Year 3
9. Grips (motoric skill, changing grips)
Highest priority
High priority
Some priority
Low priority
No priority
Year 1
Year 2
Year 3
10. Intonation (keep an even intonation, find the right pitch)
Highest priority
High priority
Some priority
Low priority
No priority
Year 1
Year 2
Year 3
11. Note and fingering (associate fingering grips with notes and note names)
Highest priority
High priority
Some priority
Low priority
No priority
Year 1
Year 2
Year 3
12. Phrasing (play with natural and musical phrasing, breathing in correct places)
Highest priority
High priority
Some priority
Low priority
No priority
Year 1
Year 2
Year 3
13. "Postura" (body posture and holding/handling the instrument)
Highest priority
High priority
Some priority
Low priority
No priority
Year 1
Year 2
Year 3
14. Rhythm (correct rhythmic performance according to score)
Highest priority
High priority
Some priority
Low priority
No priority
Year 1
Year 2
Year 3
15. Score reading (reading notes [rhythm/melody] other symbols [accidentals, breath marks, articulation] and extra information in the score)
Highest priority
High priority
Some priority
Low priority
No priority
Year 1
Year 2
Year 3
16. Squeaks (how to prevent squeaks with different methods)
Highest priority
High priority
Some priority
Low priority
No priority
Year 1
Year 2
Year 3
17. Tempo (Stable and correct tempo)
Highest priority
High priority
Some priority
Low priority
No priority
Year 1
Year 2
Year 3
18. Tone quality (timbre, dynamics, vibrato)
Highest priority
High priority
Some priority
Low priority
No priority
Year 1
Year 2
Year 3
Please check again that all rows have been answered before submitting!!!
19. Feel free to leave any comments:
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