Making the first sounds on a musical instrument is quite a thrill. Learning where to put fingers, how to shape and control the mouth muscles and how to put the reed on the mouthpiece are among the very important questions at this formative stage. It is best to take private lessons for individual attention in addition to class lessons at school for ensemble experience. These two learning environments complement each other ideally. A minimum of thirty minutes a day should be devoted to individual practice. In the beginning two fifteen minute sessions are recommended.

It is extremely important to invest in a good mouthpiece for the beginner. Mouthpieces furnished with beginning instruments are not always ideal. A poor or damaged mouthpiece can defeat every effort to play well.

Students should learn early on about proper care of their reeds, mouthpieces and instruments. The mouthpiece and reed should be cleaned, and the neck of the saxophone swabbed after every playing session before storage in the case.

A special note for beginning saxophone students: Most commercial saxophonists play both clarinet and saxophone; many also play flute. Many teachers feel that it is best to learn the clarinet first because it is somewhat difficult to add later. Consultation with an instructor should include consideration of this question.

There are many class and private study saxophone methods available for early study. Personal preference will vary. The class and band methods used by most schools are compatible with methods designed for private study when used simultaneously.

Technique basics

1. Know the chromatic fingerings from low Bb to high F including alternate fingerings (a total of 32 notes). Learn good finger position and movement.
2. Develop a full round tone that comes from a proper embouchure (mouth muscles), deep breathing, a good reed, and a good mouthpiece. Always listen carefully. Practice making small embouchure and breathing adjustments each day to make the sound better. Listen to good players.
3. Learn the proper use of the tongue. Start the tone by releasing the tongue from the tip of the reed. A common mistake is to strike the tongue to the reed. Instead, blow, then release. Learn both legato and staccato tonguing styles.
4. Practice to control all technical aspects in solid rhythmic contexts.

Theory basics

1. Know the G clef (the names of the notes on the spaces and lines), ledger lines and accidentals (sharps, flats and naturals).
2. Construct and perform the major scales and related tonic chords in the keys of C, F, G, Bb and D. Play one octave in eighth notes at 60 beats per minute.
3. Understand time signatures and the related time values of notes and rests.
4. Learn all the terms and signs encountered in music at this level.
   
   

LEVEL 1 STUDY MATERIAL

Hovey, Nilo: Rubank Elementary Method
Skornika, J.E.: Rubank Intermediate Method
Herfurth, C. Paul: A Tune a Day, Books 1, 2 and 3
Haines & McEntyre: Division of Beat, Books 1A, 1B and 2

LEVEL 1 SOLOS

FOR ALTO SAXOPHONE WITH PIANO

Burkhardt, Joel: Chanson
Haydn-Wienandt: Serenade
Hinton-Howard: Laverne

FOR TENOR SAXOPHONE WITH PIANO

Hinton-Howard: Laverne
Houlik, James: Two Lyric Pieces

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