Windy Pitch

I'm returning to a topic I've hit before...distance and pitch. Here's my older post, Speaking of the Devil.

There seems to be this misconception out there that, the farther away the instrument, the flatter the pitch.

Not true.

I've even debunked years ago by going outside with a trombone, two tuners and some observers. At one spot, the trombonist played an in-tune B-flat while watching a tuner.

About 20 yards away, some observers also held a tuner and guess what, IN TUNE!

OK, let me address some of the comments in advance:

• Neither party is moving so there is no Doppler effect.
• Some have pointed out that maybe the higher overtones of the note don't project as far, causing the perception of a lower pitch. Hmm, maybe but it seems like a stretch to me.
• What about the wind?

Ah, now that last one is interesting.

Let's say a trombonist plays an in-tune A=22o. That means 220 vibrations per second are leaving the bell and travelling out for all the world to hear.

What if there is a strong wind blowing from behind the player. Does the wind accelerate those sound waves, creating a higher pitch?

What if the opposite is true: wind blowing in the player's face, lowering the pitch from a distance.

After all, that wave is using air as its medium and now the air is moving.

So, the next time we have an intrepid reporter talking about all the winds and rain and storm surge, hand 'em a trombone and let's check some pitch!

The (evil) Tuning Slide Game

Have you ever heard that nasty viola joke?

The teacher walks in for the string quartet coaching and finds the violist in tears. "What's wrong?" asks the teacher.

The violist cries, "The violinists turned one of my tuning pegs and won't tell me which one!"

Here's a game I played in a recent lesson. I had a student play the tune, Barbara Allen, on trombone while I played the chords on the piano. Then, while they couldn't look, I moved the tuning slide but didn't tell them whether I had moved it in or out. I even handed it to them from behind so they couldn't see the position of the tuning slide. We played through the song again and they had to tell me which way it had been moved.

We did this several times (once I handed it back but actually didn't move the tuning slide at all..muhaha).

This speaks to a larger issue: situational awareness. I'm talking about many factors: pitch, rhythm, blend, interpreting the conductor's beat, etc. Under pressure, we need to focus in and concentrate but not develop tunnel vision, losing situational awareness.

Typically, it's harder to do this under pressure.

Try this game with your students/friends and let me know what you think. Here's an odd effect I've seen: sometimes people can hear and correct more easily when it's relatively close. When it's wildly out, I've seen people get confused and hear the opposite. Don't know why...

(shameless plug: the tune "Barbara Allen" is in my book Simply Singing for Winds)

The Gliss Finder (Ear v. Arm)

OK, I may have blogged this one before but....

Sometimes, when working on intonation with my students, I find that they are unconsciously lipping notes up or down.
Recently, when a student struggled to lock in the high G-flat, I played the chord on the piano and asked him to gliss around before stopping on the note. Essentially, I wanted him to play with a very wide and slow slide vibrato before settling on the note.
Here's my thinking: when we gliss around, we are less likely to lip notes. Instead (hopefully) we focus on getting a full-centered sound. Then, when we try to lock in the correct pitch/position, we are truly tuning with the slide as opposed lipping the notes up and down.
The psychological power of muscle memory is quite amazing. Even in my own playing, I find my ear arguing with my arm.

EAR: Dude, you're sharp. Bring it down.
ARM: No way, man. Second position is never that low!

And thus perhaps the lip begins to take matters into his own hands (don't think about that concept too much, it's just an analogy) and bend the notes.

Maybe they bend into "tune" but they also bend out of resonance.

Hey, we're playing a big tuning slide here...might as well use it.

Maybe if the arm had an ear of its own...

I prefer gStrings

Hey, get your mind out of the gutter. I'm talking about the Android chromatic tuner app.

OK, so here's the story. This is a busy week I'm having:

Saturday - Verdi Requiem

Monday - Stravinsky Octet and Soldier's Tale

Tuesday - Kroeger Tres Psalmi Davidis for Trombone and Soprano (Tina Stallard rocked!)

Friday/Saturday - I'm playing bass trombone (yes, Russ, bass trombone) with Charlotte Symphony (the two Romeo and Juliette's ... Prokofiev and Tchaikovsky).

I'm also the happy new owner of a Droid X, which I love. So today I downloaded two tuner apps for my droid: Cleartune and gStrings.

Cleartune cost me $3.99 and gStrings was free (ad-supported). I tested both during the rehearsal break with my phone on the music stand and other people playing (but not right next to me).

Cleartune, which looked prettier had two significant drawbacks: the needle was too twitchy and it couldn't read low notes. Around low F (an octave and a 5th below middle C) the tuner couldn't read me.

gStrings, while not as slick-looking, had a steadier needle and, amazingly, was able to read my instrument down to a pedal F. And that was before I discovered that it has custom tessitura settings for instruments ranges (I've never seen that in a tuner before).

Both apps had customizable temperament settings (I suspect this isn't much of a programming challenge). With respect to just intonation, I was confused. I always think of just intonation as tempering notes with respect to a given tonic pitch. So..what pitch is it scaling to?

[OK, you can set it to tune to one specific pitch as opposed to auto chromatic tuning so maybe that's where the just tuning comes into play. Not clear, however.]

Oh yeah, gStrings doesn't appear to be available for iPhone. I'm sure you guys have a lot of great choices as well.

Just be careful about using the search term "gStrings."

Part #2 Slippery Slopes

OK, here's that other blog posting based on a recent coaching of the lyrical trombone solo in Appalachian Spring.

It's the old question of alternate positions. You have the choice of using B-flat in sharp 5th, D-flat in flat 5th, or even F in 6th. So why the 'slippery slope' title? It's the mental train of thought that starts after you've used one alternate position and the little voice in your head says,

"You know if you're going to use alternates,
you could also play that D-flat in 5th.
I'm just sayin'..."

By the way, you face a similar set of choices with the more common excerpt: St Saens 3. And while I'm sliding down that slope, what about starting Bolero in 3rd and using the A and G in 4th? Or how those arpeggios in Tuba Mirum? Or, also in Tuba Mirum, starting that pretty tune on the F in 4th??

(and down the slope I go..)

My undergrad and master's teachers were both great teachers but, when it came to the subject of alternate positions, I could not have chosen two more opposite viewpoints.

Ron's (paraphrased) idea:

You have seven positions; use them.

Tony's (paraphrased) idea, expressed when I used an alternate:

You should stick to the real positions.

Learning from these two opposite viewpoints was good for me. I can honestly say that I tried it both ways.

So where do I end up?

Do what sounds best.

Of course, that answer isn't quite so simple. Perhaps a fictional debate would help here.

Let's call these two schools of thought the "Use All 7" camp (UA7) and the "Closer is Better" camp (CIB).

Please note: This is in no way an attempt to 'quote' my former teachers. This is a fictional discussion representing the viewpoints of lots of people.

Here comes a fictional debate:
CIB: Don't use alternates. They don't sound as good.

UA7: That's because you avoid them. If you practiced them more, they would sound fine.

CIB: I don't think so. Notes farther out on the slide are inherently less stable because, the farther out you go, the the more out-of-proportion your instrument is.

UA7: The difference is too small to be noticeable.

CIB: Well, what about intonation, then? Playing those alternates is always more risky when it comes to pitch.

UA7: Only because you haven't practiced them enough.

CIB: Practice all you want but when you're sitting on the hot seat and pitch is a little funky, I bet you'll go running home to those original positions with your tail tucked between your legs.

(and we'll stop there before it gets nasty).

Alright so where does this leave us?

1. Practice both ways and strive to make them equally strong. Then, after you've devoted enough time to both: choose the option that sounds best.
2. Record yourself or play for others to make sure you aren't imagining things. Maybe record a large number of takes where you randomly switch between versions and, after playing the lick, call out to the recorder which version you just did.

I would like to think that, with a superior player, the sound concept is so powerful that it essentially overrides the limitations of either choice of positions.

In other words, be so good that...

...those alternates are in tune with a centered sound
or
...your slide is so fast that you can make the longer shifts sound good.

Instant-On Radar...and maybe a new kind of tuner

As I listen to a student play, I'm listening to a variety of things and usually forming a strategy of how to proceed next.

Sometimes when the student finishes, they sometimes ask me about something other than the thing(s) I was focusing on. For example, maybe I'm really focused on their rhythm and they ask me about intonation.

For some reason, this makes me think of police speed traps. If I understand correctly, the radar gun can be in an "instant-on" mode where it sits there silently until some unlucky driver comes by going faster than some preset speed.

As I listen to a student play, I think I must have something analogous to that radar gun. Even if my attention is on phrasing or rhythm, a really out-of-tune note can come along and set off that radar gun in my mind.

That reminds me of a different tuner design that could be useful. The SmartMusic software has a feature in which the program listens to your note and plays it back ('in-tune' at least in the equal temperament world).

So, if we combine that SmartMusic feature with the notion of instant-on radar, we get a tuner that sits there silently as long as you are close enough to the desired pitch. If you stray beyond a certain amount (maybe 10 cents) the tuner starts playing the note.

I'd buy it.

Boomerangs for Pitch

Here's a trick I like to use in teaching.

When a student is struggling to lock in the right pitch, I sometimes have them purposely start out of tune with a given note (such as a tuning drone) and then slowly gliss towards the right pitch.

Sometimes, as they approach the right spot, they aren't sure if they've quite gone quite far enough. I tell them, "Keep going until you know you've gone too far, then turn around and go back to the pitch. Like a boomerang."

Somehow, going beyond and coming back seems to help a great deal.

This drawing represents a boomerang from below the pitch...
Of course, you can also do boomerangs from above.

Memorization and pitch

Here's an interesting experience from lessons this week...

I had a student memorize the beginning of a standard solo. He devoted a fair amount of time to it and returned with it (mostly) memorized. Here's the interesting part..

His intonation was better.

So let's think this through:

• Learning from memory means listening to determine if you're playing the right notes.
• Your focus of attention turns away from the print on the page to the sound in your head.
• Boom, instead of focusing on the mechanics, perhaps you are now focusing on sound.
  

What if I sent each incoming freshman a simple recording (mp3) with accompaniment and asked them to learn it by ear to play in that first lesson?

In other words: Give lessons on a piece where no printed music is involved.

Might be an interesting start to the semester.

"Ironing Out" those intervals

Here's a way to think of tuning.
Take one of those simple tunes (somebody should come out with a whole book of those things!) and really work it over, listening carefully to the intervals. Don't just play it in sequence from beginning to end. Go back and forth. Pause on a lot of notes.

Listen, listen, listen.

Have the tuner on but don't stare at it. Use it to check what your ear is telling you.

Think of an out-of tune melody like a wrinkled shirt. Just as you would work over the wrinkles carefully with an iron, you need to work out those wrinkles in your tuning. Back and forth, be patient. Get everything to line up.

The Fearsome Five

The Beatles were the Fab Four

In basketball we have the Final Four (and Sweet Sixteen)

In school we learned the Three R's

On the evil side of the equation, we could think about the Seven Deadly Sins

or maybe the Four Horsemen of the Apocalypse

Here's a new one to consider:
THE FEARSOME FIVE









Why these notes?

(if it isn't obvious, which it should be)

They represent that perfect storm of of "out of tune" and "shows up a lot in your music"

I wonder, what percentage of our tuning troubles would go away if those five notes were always in tune.

Gliss Finding

Hello Everyone
Sorry I haven't blogged in a while. I just got busy with other things.

So, here's an idea that I've been using with some of my students. I've started calling it "gliss finding"

The Problem: trying to lip the notes into tune instead of finding the pitch with the slide. I believe this can cause a loss of centering and resonance.

The Solution: by glissing around the note while listening carefully for a resonant full tone, then stopping in the position, you can find the right pitch while your center of resonance stays "in the pocket."

Droning On....Droning Out

Tom Gibson just posted that video podcast of us messing around with the drone CD. Plus he loaded up the whole CD onto his website for download (warning: BIG files)

Here's a link.

(kinda wish he didn't ask me to sing...yow)

Accepting Dissonance to Find Consonance

Here's an idea that came up in a lesson a while back...

A student was playing along with the drone, working on locking in pitch. He was close but not right on the money. He seemed reluctant to make larger adjustments (I see this a lot).

I got him to purposely bend farther out of tune and just listen to the beats. Once he had "permission" to play the note out of tune, he seemed to relax and hear the pitch in a more non-judgmental way. In other words, he was simply hearing his intonation without any extra moral connotations.

Sure enough, he quickly "locked in" the tuning.

That's when I noted,

"Maybe you have to accept dissonance in order to find consonance."

Maybe that could a be life lesson as well.

Why is this so hard?

Here's a simple little tuning exercise that's not as easy as it looks...










Some players, once they own that trigger, begin to believe that all positions beyond 4th are alien territory. Thus a simple gliss to 6th seems to give trouble.

After finding 6th, you would think it a simple matter to gliss back to 5th accurately. Nope!

I think there are several reasons for this..
1. When we do our beloved Remington long tones, we are always measuring out from 1st position. Accurately "measuring out" is something we do a lot, but "measuring in" is something we don't practice. Maybe we should do that famous Remington pattern inverted.






2. (disclaimer, this is pretty speculative, I may have it wrong)
Beyond 4th position, the elbow begins to have to extend beyond a right angle and seems to be less accurate.

Anyway, try those glisses out with a tuner (look first, then listen), see what you think.

Letting Bruckner Bark

Here's an entry from today's trombone master class.

We did an orchestral excerpt class focusing on the finale to Bruckner's 8th symphony.
Here's that opening passage:




Everybody starts fortissimo on an F-sharp out there in that treacherous 5th position.

Perhaps you've heard that, if it is in tune, a note will sound louder.

Why? How?

Sound waves can either reinforce each other or cancel each other out..








Here's a picture of two waves that are slightly out-of-sync.
Of course, if they were out of tune, you would see the peaks of one wave closer together than the other so this picture isn't perfect but hopefully you get the idea.

Here's the thing: when out of phase, the waves partially cancel each other out. Here's a great link explaining this concept.

In fact, I once saw a dog wearing collar that used active noise cancellation to cancel out the bark.
Something like this:














So, if I understand it, the collar has a microphone that records the bark and a speaker that plays it back out of phase, canceling the original sound.

Of course, we don't want to use noise cancellation in Bruckner!

Play it in tune and it will not only sound louder, it actually will be louder.

13 Good Minutes

On my website you can find drone tone files.
12 files, each 65 seconds, droning on pure perfect fifths

(3:2 ratio, top note raised 2 cents, all that jazz)

Played back to back, the files last 13 minutes.

Put them on your ipod and spend those 13 minutes playing along with the drones, making things up as you go. Long tones, melodies, lip slurs. Just play beautifully and listen carefully.

Here's a link to the drones..

Here's a link to a summary of pitch adjustments needed for certain intervals.

The E-flat "Re-education camp" (Gulag)?

Oh that pesky E-flat.

sharp, sharp, sharp.

Play it sharp often enough and it starts to sound right.

How could that tuner be right? It sounds so wrong!

Maybe we should spend some time playing it flat on purpose.

Actually, I've heard of a trumpet teacher who made his freshman play F (on a B-flat trumpet) using it 1st and 3rd valves. This would be like playing the E-flat in regular 6th position...nice and flat.

After a semester of this, perhaps the ear is retrained?

Maybe trombonists need to spend a similar period of time in an E-flat "gulag," or "re-education camp" playing the note flat to retrain the ear.

Perhaps as the camp commandant reviews the trombone prisoners during their "re-education" they could play the "Ruffles and Flourishes" fanfare with the E-flats getting lower and lower.

Like this

(ouch)

Alessi Seminar Notes, Day 9, ...the Last Day

Please note:

These entries from the Alessi Seminar are not a literal transcript. I took written notes and then typed them up. I have made every effort to be accurate but, as you might expect, each blog entry is a meager substitute for actually being there.

Remember that many of the things Mr. Alessi says in these masterclasses are in the context of addressing the needs of a particular student and should not be seen as universal mandates to be mindlessly followed.

If you are serious about pursuing musical excellence on the trombone, there is no substitute for actually attending one of Mr. Alessi's seminars. You'll be glad you did.

On this final day of the Alessi seminar, we had the usual morning warm-up (it was my turn to do the warm-up for the participants), the last masterclass and, in the evening, a great party at an area restaurant.

I should note that I have been describing the schedule for the participants. Each afternoon the auditors had masterclasses running, I believe, from 2:30-5:00. These classes were run by Pete Ellefson
Although I didn't attend any of Pete's classes (hey, I need to practice sometime!) I spoke to a number of auditors and they said he did a great job!

This morning's schedule was:
Adam Johnson - Jongen Aria and Polonaise (2nd half)
Daniel Brady - excerpts
An auditor - Mahler's 3rd
An auditor - Rota Concerto
A final chat with Mr. Alessi

Here are my notes:

• When you perform, don't put the stand in front of you. "The audience wants to see you, not the stand."
• For a rapid dotted-eighth, sixteenth rhythms, he again suggested pulling the tongue further back in the mouth.
• He talked about the importance of focusing your practice both on the technical side and the musical side. "You have to pay homage to each one and then they become one." He doesn't believe that, if you only focus on musicality, the technique will come.
• "I think that air flow and relaxation comes from good musical decisions."
• He talked about the need to perform more than just the orchestral repertoire. "Where do we get to express ourselves in the literature? Maybe once every three years."
• He talked about trombonists being "a little bit lazy" in not getting together often enough to work with pianists. It really bothers him to hear any trombonist play out of tune with the piano.
• He reminded the student to always keep things interesting, dynamically.

The Creation

• After the student's momentary false start, he said "Once you commit yourself to that first note, it has to come out." (no matter what it sounds like)
• At one point, he asked the student, "Would you vote for that?" (in an audition) Later, after the student had made a few adjustments he commented that he would have voted for that last performance in a professional audition.
• Don't ever play tentative. Just go for it.
• If you get nervous and start to hear those voices in your head, "replace the voices with musical things." Start thinking about the tune and then just start playing. He demonstrated by singing a passage then breathing and playing in time.
• For the rests in this excerpt, he advised the student to breathe through the whole rest, not just at the very end.

Fountains of Rome

• Be sure to start your breath early enough so you are ready to fire on time.
• He used the phrase "always three to one" to describe beat groupings:

• He suggested that, in this excerpt, perhaps the breathing should not be symmetrical and predictable.
• To improve intonation consistency, he suggested playing this excerpt (and others) very slowly at least once a day to "sweep the area for pitch."
• He cited a quote from virtuoso violinist Itzhak Perlman, "The slower you practice, the faster you progress. The faster you practice, the slower you progress."
• Concerning how many breaths to take in these sostenuto passages he advised, "You have to be a magician and figure what you need and what you don't need."
• Don't lose time on the half notes in an effort to "make them as big as a house."
• All these details, (especially rhythm and intonation) separate the 2% from the other 98%.
• Concerning an early breath taken in the passage shown above, he said, "When you get to the main event, why would you want to breathe after that first note?" He pointed out this was the time to show off your stuff.
• Regarding your sheet music, he advised us to save everything we ever play. Then, in the future, you can take the music back out and restart where you left off.
• Don't be late after taking breaths. The time has to be solid when you come up to breathe.
• Concerning the process of fixing an out-of-tune passage by identifying a problem note he said, "What's the main culprit? Find it."
• Concerning keeping the low brass section rhythmically tight in one section he advised placing the sixteenth note directly on the downbeat:

• Get an ipod and make a collection of the orchestral repertoire. Get three of four versions of the same piece. "It's kind of a monumental task but start with one piece and build from there."
• He noted that a lot of bass trombonists don't bother to learn the score. They just know the excerpt passage.

Mahler 3

• He noted that this is a tricky solo to play. "With this solo, you have to go for it but not go out of control."
• Make sure the air doesn't get too fast. He recommended, "A nice big sound, nothing more than that." He also advised, "Don't blow yourself out of the pocket."
• Building on this idea further he advised us to retain our good sound. He pointed out, "There's a slot where every note goes. Are you in that slot?"
• He talked about remaining calm even though the music can become very intense, even threatening. He advised us to separate ourselves from the music somewhat so we don't become too involved and lose control.
• As a demonstration of relaxed air, he held up the student's hand and blew warm air against it.
• In describing the ideal attack, he raised the analogy of a stereo system already playing music with the speakers turned off. You flick the speaker switch on and you get "immediate sound."
• He also advised that the notes should "sound like bricks" and not become distorted.
• He doesn't feel that alternate positions have much value here. "Go for the best possible sound, not convenience."
• In playing loud, he said, "Less, sometimes, is more." He gave an analogy of great golfers and their effortless approach.
• He also suggested that one might practice this excerpt in the manner of a Bordogni etude noting that, "we forget that these things are melodies."
• For younger players, he suggested not starting out trying to play too loudly and then add volume over time rather than trying to hammer away at it.
• He demonstrated the excerpt, observing, "You see, I'm using a lot less energy than you but it's twice as big."
• He broke one passage down into its component intervals stressing the importance of correctly hearing these intervals.
• He noted that a lot of young players tend to play sharp. He cited two possible causes: blowing too fast and measuring off the bell with the finger.
• For younger players, he said that now is your chance to get the notes in tune. Then it will sound bigger later.
• When going to the low A, you're not supposed to increase your air speed. Decrease it.
• In trying to get the student not to move the bell around so much he suggested, "try to make your amplifier more consistent."
• "Things sound better when it feels easier. There's a direct correlation."
• In not crossing that fine line between exciting and out-of-control, he suggested the "2% solution." I believe he meant playing a loud passage 2% softer. Just back off a bit.
• When you see the music get exciting, don't lose control. He used the phrase, "fortissimo with some intelligence."
• Peter Ellefson observed from the audience that, as he watched the waveform of the audio software recording the masterclass, it was possible to actually see the difference in tone between Mr. Alessi's tone and the student's. Pete also noted that more effort doesn't necessarily translate into more sound.
• Joe advised that student to "take a snapshot and ask yourself, 'Is this best sound I can play with?' "

(end of Mahler coaching)

• Concerning tongue placement in the high range, he noted that, the higher you go in the scale, the more tongue placement is important.
• He pointed out that, as a general rule, when you play louder, use less tongue. The opposite is true for playing softer.

At the end Mr. Alessi came out to sit in the audience and field more questions. He had many more stories to tell and wonderful pieces of advice but I opted not to take notes at this point.

I guess you just had to be there.

This is the end of my written notes for the Alessi seminar.

A Final Comment:

I would like to thank Mr. Alessi for conducting this seminar. I was consistently impressed not only by his spectacular playing but his consistent work ethic and clear commitment to helping each student.

I had heard stories of Mr. Alessi's intensity and was quite nervous about playing for him for the first time. As one former student put it, "He sets the same expectations for you that he sets for himself." Throughout the week, I found him not only intense but very positive. When a student played well, he was quick to praise them. On many occasions, he would say something like, "That was perfect," or "Very nice playing." You knew that this wasn't hollow praise of the "atta- boy" variety. If he praised you, you had earned it.

If something wasn't up to standard, he wasn't going to let it slide. But I never found any of his criticisms throughout the week to be anything less than fair and professional. If his own playing wasn't up to his personal standards he would try again and sometimes apologized to the audience if he didn't feel he was playing well enough. (I should have such bad days!)

Mr. Alessi was consistently hard-working, polite, highly focused and completely sincere in his efforts to help everyone who attended this seminar. This set a tone of mutual respect and professionalism that made the seminar a very positive learning experience for everyone involved.

As Pete Ellefson put it at the beginning, some students say they can't afford to attend this seminar. He added that, if you are serious about making it as professional musician on the trombone, you can't afford not to.

I agree.

Alessi Seminar Notes, Day 8.."Jaw Droppers"

Please note:

These entries from the Alessi Seminar are not a literal transcript. I took written notes and then typed them up. I have made every effort to be accurate but, as you might expect, each blog entry is a meager substitute for actually being there.

Remember that many of the things Mr. Alessi says in these masterclasses are in the context of addressing the needs of a particular student and should not be seen as universal mandates to be mindlessly followed.

If you are serious about pursuing musical excellence on the trombone, there is no substitute for actually attending one of Mr. Alessi's seminars. You'll be glad you did.

Today began with the usual warm-up sessions (ours was led by Paul Compton) followed by trombone choir rehearsals. After lunch, we boarded buses and traveled to St. Paul's Lutheran Church for our second concert which consisted of soloists, chamber groups and both trombone choirs.

In the evening, Joe gave another masterclass. The performers were:

me - a maestoso etude followed by Mahler's 3rd
Casey Thomas - Castereded Fantasie Concertante
Miguel Rivera - Morales Fantasy for Trombone and Piano
Josh Bynum - excerpts

Once again, I don't have notes to share from my own coaching. Here the notes I wrote down from the remainder:

• Joe discussed the problem of excessive tension in slide technique. He suggested that, sometimes, you need to just let go. Just play it.
• He noted that many times he tells his students to do something and they tend to overdo it, going too far with a suggestion.
• He gave the analogy of great athletes and how they stay so loose.
• He referred again to the idea of a "dead man's float" (floating in pool, completely relaxed) as he discussed staying relaxed in a performance.
• He suggested, "Try to wean yourself from the music." Don't be so dependent on the music as you perform. For a demonstration, he moved the music stand farther and farther from the student. "I think that's a good test as you learn a piece. Do you have to be so dependent on the music?"
• In faster passages, relax the slide more. Don't try to stop the slide in each position. "It becomes more of a glide." He demonstrated, playing a repeating chromatic scale at faster and faster tempos to show how the slide action becomes smoother as you speed up.
• To free yourself up while tonguing rapidly, let the tongue come back. Don't try to spit out every note. "Start thinking 'dah' "
• When killing time with colleagues from the NYPO, they chat about everything and sometimes talk shop. His colleague Phil Smith (Principal Trumpet) likes to use the term "the gully" to describe that spot on the roof of the mouth where one should place the tongue when tonguing rapidly.
• Some passages you should know so well that you can wake up in the middle of the night and play them. While the student was playing a challenging, fast passage, he also suggested that one should make phrases out of the notes.
• He demonstrated a scale exercise he likes to do, suggesting that we do this every day with the metronome:

• When a student played a rhythm that wasn't accurate, he said, "You cannot lie about rhythm." He gave the analogy of someone who cheats on their golf score.
• He praised the UNM Wind Ensemble Conductor, Eric Rombach Kendell, because he makes his students sing their parts. He then gave a short demonstration singing and conducting in strict time.
• He talked about playing a Bordogni vocalises in 5 ways:

1. As is
2. Tenor Clef
3. An Octave Down
4. An Octave Up
5. In Tenor Clef Down Two Octaves

• He began one vocalise and expected the student to be able to play along with him from memory.
• He pointed out that, in particular, there were two Bordogni etudes that everyone should have memorized and be be able to play in those five ways without using the music. This, I believe was the one, he was playing with the student:
  

In a humorous moment, after playing the first etude with the student, he asked audience to sing the other Bordogni every trombone player should know. Sure enough, we all started singing:

• In talking about high range he said, "The higher you go, the sweeter you play. That's my motto."
• He suggested that a good way to develop the high range was to get a fake book and start learning some of the standard jazz ballads. Be able to play them in the high range.
• He observed that, when he goes into the high range, it's easier if he eases off a bit. "Let the note go up there by itself." He also said, "I almost try less."

Although I have been trying not to interject my own opinions into this blog, I do want to point out that, as he was making these comments, he was demonstrating some of the most beautiful, effortless high playing I have ever heard. I think it's fair to say that a lot of jaws were dropping.

• Concerning long practice sessions, he said, "You can play ten hours a day but I don't think it's going to do you any good." He went on to note that he doesn't get his endurance from playing ten hours a day.
• As you descend into the low register, be sure to maintain an embouchure. There should be no air escaping.
• If you rely on single tonguing for too long, the tongue is going to get tired. He sometimes will alternate between single and double tonguing.
• He gave another demonstration of tonguing while accenting the KAH syllable (tah-KAH). He pointed out that if you really want to develop strong double tonguing, you need to practice it very slowly. He also pointed that you can practice it while walking down the street.
• He pointed out that, at faster tempos, the syllables "da-da-ga" worked better (than "ta-ta-ka")

Mozart Requiem

• In the opening figure, he talked about 'air management' suggesting that one option was to go a little faster.
• Many people have the problem of using a different tempo for half notes and the quarter notes.
• Concerning intonation, he said that you have to microtune. Every partial is in a different place.
• On the legato arpeggios (beginning on low B-flat) he advised the student to let the last note of each arpeggio relax a bit. I believe he meant to not clip those notes off.
• He advised the fourth position D as passing tone in the legato lines to avoid 'sawing.' He demonstrated repeatedly jumping back and forth between first and third positions as a sawing motion.
• At one point, Joe and the student played through the excerpt together for pitch. This was a common practice with many of the excerpts presented at the seminar. With other students, he would sometimes play along playing from one of the section parts from memory.
• With this excerpt, the pitch has to be right on. You just have to listen more.

Hungarian March

• On the ascending quarter notes, he suggested starting with the trigger B instead of 7th position for better intonation.
• To help with timing, he had the audience sing the opening tuba arpeggio right before the big run. After we did it, he joked, "You guys are late."
• Since he had already worked on this excerpt with the student in a private lesson, he had the student recall some of the concepts presented in the lesson:
• Joe had suggested "symmetrical breathing," meaning taking breaths in the same places rhythmically.
• In the ending of the excerpt, he had suggested using the D in the alternate 4th position.
• On the opening scale, Joe had noted that most people tend to use too much tongue and not enough air.

The Ride

• He praised the student for playing the excerpts from memory.
  
• He noted that, when playing this excerpt, he hears rhythms from the piece in his head. He sang the rhythm pattern of the accompaniment and one of the singer's lines.
• He suggested these slide position choices for the opening of the ride (the minor version):

Someone asked if, in a live hall, would he bring down the pitch of the last A-sharp (given that it is effectively the third of a major chord). He said that he would bring it down a bit.

He suggested a sequence for working out this excerpt with respect to intonation.

First, play the long notes (beat 2 and 3 of each measure):

Next, practice the excerpt without the dotted rhythm, using straight eighth notes:

Or, if this is giving you trouble, you could practice it this way:

He suggested also practicing the excerpts using subdivisions:

As a demonstration, he had the student play the original excerpt while he played the subdivided version.

Another practice technique was to isolate portions beginning at each 16th note.

Concerning breathing, he suggested two-bar phrases.

That's all for now.

Alessi Seminar Notes, Day 4 (part 2) ... Singing in the Fast Lane

Please note:

These entries from the Alessi Seminar are not a literal transcript. I took written notes and then typed them up. I have made every effort to be accurate but, as you might expect, each blog entry is a meager substitute for actually being there.

Remember that many of the things Mr. Alessi says in these masterclasses are in the context of addressing the needs of a particular student and should not be seen as universal mandates to be mindlessly followed.

If you are serious about pursuing musical excellence on the trombone, there is no substitute for actually attending one of Mr. Alessi's seminars. You'll be glad you did.

The evening master class featured the following:

Adam Johnson - Jongen Aria and Polonaise
Daniel Brady - Vaughn Williams Tuba Concerto
Quartet (me, Josh Bynum, Sam Schlosser, Casey Thomas) - Apon, First Quartet
Orchestra Section - (Lange, Abissi, Rodriquez, Bremer and tuba, of course) -
Nielsen Great Symphony, Smetena The Moldau, Respighi Fountains of Rome

A lecture and Q&A session with Mr. Alessi.

Here are some observations. As before, I wasn't able to hear Danial Brady's performance and couldn't take notes when our quartet was playing.

• When you have a repetitive figure, do something different on each repetition.
• When sitting, place the stand so the slide isn't under the stand.
• Joe held the student's fingers as if he were holding a trombone slide and then moved his hand to demonstrate a smoother slide action.
• He described jaw vibrato as looking like a fish. Later he humorously that perhaps you could go out and buy a fish to help with jaw vibrato.
• How to practice vibrato. I'm not completely sure I got this right but I think he said: practice undulating your jaw with a clear rhythmic pulse. (he demonstrates starting with quarters and then eighths and so on). Do a "mini-crescendo" on the quarters and eighths. When he gets to triplets, he starts undulating the jaw. By the time he gets to 16ths, it's just the jaw.
• The most out-of-tune notes are the F and A-flat partials. (I believe he means the 6th and 7th partials. He would refer to partials by note name rather than number.

• On syncopated passages he warned against the beat counting getting into the sound. He demonstrated, swelling the sound on each downbeat.
• "We carry around this bag of silly stuff" In other words, we all have these bad habits that tend to stick around.
• He again warned against "flaring" on the trombone. (A flare, is a sudden swelling in volume as a note is sustained, often as one is about to lead to another note. )
• "If you want to show beauty, let it resound through the hall. Don't rush."
• "Try to play in a simpler way."

Mr. Alessi finished the masterclass with a lecture and a question and answer session.

He began by reminding us that "Rhythm controls everything."

He told a great story about his early career and auditioning. What follows is a paraphrase, not a verbatim quote. I'll try to be as accurate as I can. Any other people who heard the lecture can correct me if I got something wrong:

He spoke about the time he began to get serious about winning auditions. After early success with the San Francisco Ballet while he was in high school (once he even asked the personnel manager if he could be excused to attend his prom) he described himself as "spoiled," believing that it would be easy to win the next audition.

He took a number of auditions in which he was not successful. In New Orleans, 120 people showed up. They had everyone warm-up in this big room. "The sound was like a nightmare, like a B-52." He went on to list a number of other auditions which were not successful.

Then he decided to get serious about winning an audition. He started recording myself. "That's when I discovered about rhythm and pitch." He observed that, if you go to a disco, you'll hear a strong beat (he demonstrate thumping a rhythm on the stage). He pointed out that you need that kind of strong internal rhythm. He demonstrates singing "Stars and Stripes" with perfect rhythm. He recalled that his father drilled that into him, tapping a pencil on the stand. He suggested that we all need to connect to something familiar (in other words, familiar music that has a clear pulse).

"At Juilliard, I make my students sing in lessons." He asked if you can't sing convincingly, how can you play convincingly. He recommended that we should conduct and sing. He feels that this kind of practice, without the instrument, is not done enough.

"For the brief time I was in Montreal (preparing for the New York Philharmonic audition), every day I would go down to the hall with my tape recorder and work on my rhythm."

He pointed out that preparation is the most important. Absolutely be prepared for anything you're going to do...an audition, a recital, whatever.

Concerning pitch:

He began by reminding us that, first, we have to understand the pitfalls, to understand the pitch tendencies of our instruments. He observed that, all around the world, he has to tell people the same notes are out of tune. He asks the audience, "Do you know why?" After a number of failed attempts at an answer, he provided the answer, "Finger on the bell."

He shared that another problem with pitch is that there's not enough singing that goes on. We don't sing enough. "I grew up in a house where everyone was singing."

He also suggested playing duets with yourself. Tape one part and then play with it.

He described the ideal pitch as being like "a train going down the track."

I raised my hand and got a chance to ask one of my "deep questions:" "When you play alone, should you temper notes like you do when you are playing chords in a section.

He thought for a moment and then replied that this question ran the danger of becoming paralysis by analysis. He pointed out that when he's playing, he just wants to sing and make it in tune. He doesn't want to analyze it that much.

He went on to point out that, if you have one note in a passage, like a D, that keeps coming back again and again, you need to return to the same note. Sometimes, he draws brackets in his music connecting pitches so he can make them in tune.

Going on...

He reminded us that if you're in high school or college, now is the best time to practice. When you get out, you're going to have to make living and that will cut into your practice time.

He recommended that, every day, you should visit the standard books: Arban, Schlossberg, Remington. In other words, visit the fundamentals every day.

"There's no point in practicing when you're not focused." 45 minutes is a good amount of time. While resting, he used to practice the piano. After visiting the studies, he recommended that we practice etudes. He mentioned playing Bordogni vocalises in 4 registers and Blazhevich etudes. He suggested we might follow etudes with work on solos and excerpts.

He recalled that the most fun he had listening to repertoire was when he was very young, maybe 13. His father had albums he would listen to. He got the Chicago Symphony excerpt record and would dream of doing that. He observed how now Jay Friedman calls him and wants to get together to play golf. "I never imagined when I was looking at those record covers that that would happen someday. It's like a dream come true."

He stressed the importance of learning the repertoire. The best way to do that now is iTunes. "Put all your favorite things on an ipod and listen all the time. "

When he was in San Francisco and Philadelphia, he would go to orchestra concerts every single week. "We were enthusiastic." After the concert was over, he would always go backstage and congratulate the section.

About jazz:

"I'm listening more and more and finding out what jazz players do rhythmically." Recently Robin Eubanks called him and wanted to get together to play. "That's the great thing about New York, there are all these great players." He told a story of how he and Robin Eubanks got together and played along with the Aebersold accompaniments. He quoted Eubanks, "Jazz is like a language. You have to learn the language." For Christmas he received the Columbia JJ Johnson collection and keeps it in his car. "I love JJ Johnson. That is pure jazz." He observed that he would like to start transcribing solos.

He feels that practicing jazz does help his playing, especially in the brass quintet. On a recent NYPO brass quintet tour, they played a number of pop tunes. He shared with us that Phil Smith loved playing the Johnson Rag. When he got back, he couldn't get it out of his head.

With respect to recital programming, he said the he looks for a great opener. He also shared that you don't want a recital to be too long, especially a trombone recital. He recommend an optimal length of 1 1/2 to 1 3/4 hours.

About finding time to practice in a busy schedule:
Every year, he takes time to clean up his studio. During the year, rushing to and from gigs, he doesn't have time to put his music away. So once a year, he resets, puts everything away and gets organized.
Every piece he's doing, he puts into a blue bound folder which he carries with him. He noted tht sometimes he is carrying around several of these blue folders in his case. This way he has the music available to practice whenever there is time. "Being organized with your music is important." He pointed out that orchestra tours are a great time to practice because there's so much downtime. He pointed that sometimes they all are fighting over good spaces in which to practice while on the road.
He ended with a great quote (I hope I got it right)

"It's just sing, sing, sing, sing, sing. That's life in the fast lane."