Taking Up Space: A Pedagogical History Of Flutists’ Perspectives On Breath And Support

ASU Author/Contributor (non-ASU co-authors, if there are any, appear on document)
Emma Hammond (Creator)
Appalachian State University (ASU )
Web Site: https://library.appstate.edu/
Nancy Schneeloch-Bingham

Abstract: Breathing and breath support are two of the most important elements of flute playing and are therefore discussed in great detail throughout the history of flute pedagogy. Though many ideas are similar between nineteenth century and contemporary flutists, there are extensive differences and developments, particularly across anatomical language and concepts. In the past century, new ideas on how musicians can interact with their bodies have become more prominent, especially through the practices of Alexander Technique and Body Mapping. These areas of teaching have the potential to impact how flutists understand breath and support because of their foundations in somatic awareness. Another crucial consideration for an updated flute pedagogy is the changing socio-cultural environment experienced by students. Female students, in particular, are subject to unrealistic expectations of body image through constant exposure to social media. This issue negatively impacts students’ abilities to navigate stressful surroundings with confidence and also limits them physically, mentally, and emotionally. Flute teaching philosophies have the room to become more empowering and inclusive by acknowledging the importance of lived-in, bodily experiences, especially within the context of gender and space.

Additional Information

Honors Project
Hammond, E. (2019). Taking Up Space: A Pedagogical History Of Flutists’ Perspectives On Breath And Support. Unpublished Honors Thesis. Appalachian State University, Boone, NC.
Language: English
Date: 2019
Flute, Breath and support, Pedagogy, Space, Gender

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