A situation analysis on teaching tongue techniques in flute education

This research aims to analyze the existing situation regarding the instruction of language techniques used in flute education. It was a descriptive-based qualitative study conducted using the "Case Study Pattern," one of the qualitative research methods; therefore, a semi-structured interview form was prepared as the data collection tool. The population of the study consisted of flute teachers teaching in the Departments of Music Education of the Faculties of Education in Turkiye. In the research, a specific sampling method has not been preferred, and an attempt has been made to reach the entire population. Accordingly, all flute teachers teaching in the Departments of Music Education affiliated with the Faculties of Education at the universities that approved the study were contacted, and the study was conducted with 12 flute teachers who voluntarily agreed to participate. Within the scope of the study, the interview technique and a semi-structured interview form were used as the data collection tools. The semi-structured interview forms included questions aimed at determining the methods used and implemented for teaching tongue techniques, as well as the problems encountered during the teaching process. The interview questions prepared in this context were initially consulted with field experts for their opinions. The questions were structured according to the feedback obtained, and the final version of the semi-structured interview form used in the study was prepared. The final version of the form was administered to the flute teachers teaching in the departments of music education affiliated with the institutions, which provided the required official permissions, in a video session, and the interviews were recorded. The data obtained with the interview form were analyzed by content analysis. The study concluded that all twelve participants who voluntarily took part in the study emphasized the importance of tongue techniques. The participants included the topic of tongue techniques in the flute curriculum for eight semesters. Some participants used the "demonstration method" while others used the "lecturing method" to teach tongue techniques. Most of the flute teachers did not utilize teaching materials for tongue technique instruction. Among those who used materials, dental models, mirrors, anatomy atlases, and 3D models were the preferred options. The syllables "tu, tu-ku, tu-ku-tu" were commonly used by flute teachers. The "Taffanel" sourcebook was the most frequently used resource for teaching tongue techniques. None of the teachers employed Turkish methods, and the problems encountered in relation to tongue techniques were often attributed to issues with hand and tongue coordination. It is believed that the study will contribute to the literature in terms of identifying the problems encountered in the education processes for the teaching of tongue techniques, recommendations for the solution of these problems, determining the methods used for teaching tongue techniques, and drawing attention to the importance of tongue practices in flute education in this context.