articulation

[clausole]

anybody has a good idea how to teach tounging?

[G-dawg]

Use syllables to describe the action of the tongue - usually a "te" or "de" syllable. Feel and notice what the tongue does when you say the syllable. Use that syllable with the mouthpiece in the mouth. Avoid moving the jaw and throat. I also have students "sizzle" articulations.

[MusicMedic]

My biggest fear is that my students will start anchor tonguing. It's not that a good anchor-tongue is not possible but it's not as easy. Also, once they start anchoring, stopping them is a problem.
With that in mind, I like to ask "What part of your tongue touches the reed" being sure it's the tip. If they don't know what part...it's trouble. I often have a student stick out his/her tongue and I'll touch the tip of it with a pen or the like. Then, when they close their mouth, they can still feel the part of their tongue that is going to touch the reed. I usually get a look of understanding for that one...

Air support and proper tonguing seem to go hand in hand.

[frankbiff]

When you say the "tip" of the tongue, do you mean the very tip? or a spot close to the tip, but a little way towards the back (about how far back?). I cannot possably see how anyone other than those with very short tongues can use the tip of the tongue. You have almost an inch of mpc in your mouth, if you pull your tongue back enough to place the tip on the tip of the reed it ruins the air flow and tone! It either arches too high or you have to keep the back flat and curl the tip up.

[wolfe]

Frankbiff, maybe the "top of the tip of the tongue" (heheh, say that three times fast!) would be more accurate, that is, if it makes any sense.

I think that the syllable approach will probably work for most students. That's how I was taught anyway.