I am now in my fifth year of teaching at the elementary level, having survived the transition from secondary teaching…as well as a global pandemic.
I teach recorder to my students over two years (Grades 3 & 4), with several guiding thoughts:
- Students are learning how to read notation and make music on a wind instrument from written notation.
- It is a pre-band experience, allowing students to experience playing a wind instrument.
- It is an affordable instrument, where every student can buy their own—or we can provide one for them.
- It backs up all of the foundation we have laid in previous years, combining pitch, rhythm, and expression.
- It can be incredibly fun.
My first year, I used our existing literature, which was Recorder Karate. Though I still use songs from Recorder Karate, I don’t use it exclusively. I wanted to expand upon what I taught, and there was a request in our district to not use “Karate” as it may be considered cultural appropriation. I don’t want to get into a debate about that, but as I wanted to add to Recorder Karate, it was a good time to expand what I was doing.
I also didn’t like dealing with the tears and anger when I couldn’t “pass” a student on a belt level. That was brutal, and it didn’t need to happen.
I have been buying every recorder method I can, particularly those with video and audio resources, and making play along videos with that material, as well as tapping into the resources offered by many teachers on YouTube. No, I cannot share the videos I make for recorder from existing content—it is for my use only (sorry!).
I do know there are some recorder methods that start with E above middle C (well, actually an octave higher…but in written notation at any rate), but most methods start with B, add A, and then G. From the amount of resources on the market, I assume that many music teachers do not progress beyond BAG.
The methods, however, do go beyond BAG, and while there is some difference in what notes come next, I have been adding E, D, then C’ (high C), then D’ (High D). And my students haven’t really gone past those notes, though I have content for E’, low C, F, F-sharp, and B-flat as well.
For this post, I thought I would simply report on the methods which my students find most enjoyable. I am not looking to criticize any method, and at this point, I have been working with at least a dozen methods plus some other resources.
In the category of “old school” recorder, but not really “old,” is the Ed Sueta “Be a Recorder Star” method. The accompaniments are excellent, and the web application is a joy to play with. My only criticism is that the online version does not indicate the current note or measure while the song is played/performed—and should the method ever be updated, that is what I would like to see added. My students really enjoy the songs and the accompaniments. You would have to visit Macie Publishing for pricing—but it is an excellent resource. They do offer a trial period if you want to see what it is all about. I would also like to see a digital book 2, but then again, if most teachers are not going past BAG, that is a lot of work for a very small number of sales.
The second method I would suggest, in combination with Be a Recorder Star (or any other method) is the YouTube Channel Music With Mr. Gray. Mr. Gray has created a series of videos for recorder (ukulele, percussion, etc.) that are completely newly composed pieces of music (No “Hot Cross Buns”) that my students love to play. They are incredibly well done, and are free—though I strongly encourage buying some of the other resources that Mr. Gray offers (e.g. sheet music, or just making a donation). By itself, he has created a sequence of recorder literature that can stand on its own.
The final method is brand new, and offers levels in a different way than Recorder Karate. Rob DelGaudio, a wonderful music teacher in the United States (whose “Dance of the Sugar Plum Fairies” is an annual experience with my Kinder and 1st Grade Students) has come out with a new Recorder method called Recorder Scouts that has videos, printed materials, and more, for $25 (see his website, robdelgaudio.com), and students earn badges along the way. So if you NEED a level/reward system and have to stay away from “karate,” then consider Recorder Scouts.
I am starting to work with Recorder Monster’s materials this year, and have yet to try them with students—I have a feeling that students will enjoy the monster/gross aspects of that method as well. I will be sprinkling those resources in with other resources. My only complaint thus far is the same as Be a Recorder Star—the online version of Recorder Monster doesn’t show the student where they are during the song. On a positive note, students can play some songs that might be “on the edge” in some schools (e.g. Spirituals and Christmas Songs) as the lyrics and accompaniments have NOTHING to do with the original songs.
The other methods are fine—but I can attest that students are not as interested in the audio accompaniments that come with them—and that’s fair. Why shouldn’t recorder be fun and interesting to play? I suppose there is an argument that they won’t be playing to such “fun” accompaniments in band or orchestra (particularly as a beginner, as band and orchestra BECOME the accompaniment and full instrument over time)…but I think even that has changed with software like MakeMusic Cloud, Practice First, and even Sight Reading Factory.
At any rate, if you teach recorder and are looking for some excellent resources, at this point, I highly recommend Be a Recorder Star, Music with Mr. Gray, and Recorder Scouts…and I think Recorder Monster will be a hit. If it’s okay with you, I would like to NOT list the resources that aren’t quite as popular.
If you know of a recorder resource that you would like me to check out, or work for a recorder resource that you would like me to review and/or provide feedback, please let me know (my contact information is on this website). Please be aware that I am a tech-minded educator, so I am interested in solutions that involve technology, can be used with a large group at one time, and that interest students through the content, whether it be topical or special features such as excellent audio.
Technology in Music Education 