Overview Art

Didactical commentary:

The children should become familiar with the various kinds of articulation used in historical recorder literature early on in their studies. By using a variety of syllables, barriers to learning the articulations used in French and early Italian Baroque music are reduced. Therefore the “recorder language” is of central importance. First, the children learn all song texts using spoken articulation syllables (“doo-dee, doo-dee” “doo-de-li” “too-roo” etc. see children’s sheets). These are then whispered without using the voice, and only finally played on the recorder. These kinds of “translations” into “recorder language” become more and more natural for the children and reveal the importance of articulation as the pronunciation of music. See Teacher’s Guide Articulation. From the very beginning, the pronunciation of Tiddelydoo’s name trains the use of different syllables. This happens unconsciously at first, even though the children usually do notice and point it out during the course of the year. Aside from the “translation” of the song texts, the games listed above further the tongue training.

	Articulation Tonga Exploration of the oral cavities/consciousness of the tongue Tongue twisters looseness/mobility of the tongue Words with tongue Conscious using of the tongue Verses articulation syllables Playing on the recorder head experiments Parking structure articulation syllables The green gogo-mobil articulation syllables Pop music articulation syllables Pipe and tabor articulation syllables Balloons articulation syllables Final song articulation syllables Digidongabell articulation syllables Tongue training looseness/mobility of the tongue Dandelions articulation syllables Didactical commentary: The children should become familiar with the various kinds of articulation used in historical recorder literature early on in their studies. By using a variety of syllables, barriers to learning the articulations used in French and early Italian Baroque music are reduced. Therefore the “recorder language” is of central importance. First, the children learn all song texts using spoken articulation syllables (“doo-dee, doo-dee” “doo-de-li” “too-roo” etc. see children’s sheets). These are then whispered without using the voice, and only finally played on the recorder. These kinds of “translations” into “recorder language” become more and more natural for the children and reveal the importance of articulation as the pronunciation of music. See Teacher’s Guide Articulation. From the very beginning, the pronunciation of Tiddelydoo’s name trains the use of different syllables. This happens unconsciously at first, even though the children usually do notice and point it out during the course of the year. Aside from the “translation” of the song texts, the games listed above further the tongue training.