A Comparison of the First Three Flute Lessons with Beginner and Intermediate-advanced Level Flute Students

In flute education there is a wide compass of learning goals. A variety of methods are used to achieve these goals. The consistency of these methods with the learner's age, level, character and cultural background qualities is of utmost importance. Therefore, the flute teacher needs to be qualified in guiding the learners of different qualities through the methods. As an example, a flute teacher is the music notation instructor of a kid-learner however; for a learner of higher level and age, he/she has the conductor role with a great command of music styles. The aim of this paper is to make suggestions of some consistent methods to achieve learning goals of different levels in flute education and spotlight some significant qualities that a flute teacher must work on. The paper is based upon a recorded past experience with two diverse cases: first three flute lessons with a kid-beginner and an adult intermediate-advanced. A matrix of learning goals including both cases is given in the paper. The successful methods applied for achieving the learning goals in the two cases are explained, matched and compared in order to highlight a conclusive overview to the qualities of the flute teacher.