Chapter 12: Outline of the structure for a new method book
After conducting this research, I developed a plan that outlines the structure and range for my own method. In the following, you can read about my approach and the reasons behind my choices.
I prefer not to imply to the student that they need to complete the method book within a specific timeframe. Therefore, instead of adhering to the traditional concept of chapters, where a set number of songs/exercises must be finished each week, I opt for a more flexible approach with individual exercises.
Students can take as long as necessary with this. A faster learner may complete more songs/exercises on a weekly basis than someone who requires more time, and that's perfectly fine. In the method book there will not be an expectation set for the children that they have to complete a certain number of songs in a week; the teacher using the method can assess the homework for each student individually, so that every child can proceed at their own pace.
However, I do have a plan for myself. I believe that as the author of a method, it is essential to estimate how long a student might spend on each aspect, to provide enough material. In this regard, I tend to overestimate rather than underestimate the time required. Teachers have the flexibility to skip exercises if needed. This plan serves as a guideline for me, not as an expectation imposed on the student.
While I will provide a broad outline of what I intend to cover, I will not dictate every lesson step by step.
Introduction:
In this part, I will write a bit about the horn's history and how it is used today.
I want to include a picture of the horn with labels for all its parts. Also, I want to explain how to safely take the instrument out of the case and how to insert the mouthpiece. I want to emphasize that you should never tap on the mouthpiece, as it can get stuck.
After that, I will show the right way to hold the horn and have pictures of two hand positions. The normal position and another one where the player is still too small.
I will not overload with lots of info about reading notes, counting, and such. Those things will come up later in the book, because the student probably wants to start playing!
Discover the horn (in testing material, you see how Alexander his first two lessons went. I want to continue in this way.)
I want children to be able to explore the French horn in a way that maximizes their chances of success while establishing a strong foundation. I believe this has been achieved well in the first two lessons with Alexander. I see this as an example.
The initial lessons start with lip buzzing, mouthpiece buzzing, listening and replaying, and attempting familiar songs in relative notation.
I want to maintain this approach for a few weeks. There is some existing material of songs with only three different notes. I want to supplement this with exercises I have written myself.
The goal is for them to learn three different notes, whole notes, half notes, and quarter notes during this time, in graphic notation. (See examples here)
I would like to add accompaniment tracks in different keys so that students can start on the key that suits them best, whether it's a C or an F. I did this during Alexander's lessons as well; I prepared various chord progressions. Additionally, I would like to incorporate improvisation. I find this important for exploring the instrument.
End goal of discovering the horn:
I would like to work in this way for around four weeks. In this period, the students have already been able to get used to playing the French horn.
Is more time needed for this? If so, that is fine too. The goal is to ensure that these exercises are carried out well and confidently, without rushing, and certainly not to gloss over them if more time proves to be necessary.
From this point onwards, I want to let go of relative notation and transition to learning how to read notes.
Exploration of rhythmical notation
First I want to introduce to read rhythms but not yet the pitches.
These rhythms should be the same as learned so far (whole note, half note, and quarter note) but will now be written in music notation.
A link can be provided here based on one of the songs or exercises played so far.
Due to time constraints, I have not been able to test this yet, but the previously played Clair la lune could look like this, for example:
At the end of these (in total) 5 weeks, I think every student is able to comfortably play the note C. (If this is not the case, then among other things, the above exercises can be repeated for a longer period)
The low starters began on C and descended from there (C-Bb-Ab), and the high starters played F-Eb-Db. So, they are all close enough to C that it should be well within their ability to play.
The building of the range
By now, the student should have been playing for about 7 weeks (or more or less, depending on their pace).
They can read C, D, and E, but in terms of playing, they can do more considering the first weeks without traditional notation.
I want to expand the range, both upwards and downwards. During the expansion of the range, I want to add additional rhythms, flats, and sharps.