Orbits (76 +4 [or more])

A rare piece was performed at NYC's Guggenheim Art Museum on June 21st.
Orbits by Canadian composer Henry Brant (1913 - 2007).

The work is scored for 80 trombones, soprano and organ.

Here's a link to the New York Times article about it.

There are several YouTube videos, of course. I've embedded two that you give you an idea of the event...

New(er) Building Blocks

Summer months...not much to blog about at the moment.

I have been working quite a bit on my third book and am almost done with a demo version. This one weighs in around 120 pages. I'm quite excited about it.

This morning, I took some time to write out some of the tweaks I've made to the "Building Block" warm-up routine this past year. They include some extensions (faster, higher, louder, softer)that I've been in the habit of adding on as I practice.

You can find the newest version here.

What's the Opposite of Legato

Alright, so we all know about legato (Rochut, Bordogni, etc.)

There doesn't seem to be a catch-all term for articulated playing.

Staccato (well, that seems to be just short)
Marcato (well, that implies weight)
Detache (maybe, but isn't that basically staccato?)

We could be technical and say mezzo-staccato.

What about generic adjectives:
Bouncy? Pointed?

Maybe this alludes to a bigger issue.

Buddy Baker had his articulation numbers to indicate gradations of attack.

I've seen hints of a trend against playing the B-flat 7 chord of the Mozart Requiem in a totally legato style.

Still, wouldn't it be nice if there was one handy word....

Any ideas out there?

Palmetto Posaunen at Spoleto

Last Friday I had a chance to play two performances with the Palmetto Posaunen on the first day of the Piccolo Spoleto festival in Charleston, SC.

We had some guy named Wycliffe Gordon solo with us on two tunes. Here's one of them.
Oh, by the way, the first soloist, Steve Wilson, got his master's at USC. (I can't claim to have imparted any jazz wisdom, however)

BoneSaw?

Hmmm....

IMSLP - a little trombone

OK, this is mildly interesting. I was doing research and ran across the Internet Music Score Library Project (IMSLP).
I noticed, in the categories, a section breaking down all the music by the instrument featured. Clicking on the "trombone" category I found two pieces...free for download..

Rimsky Korsakov, Concerto
Biduo d'ouro, a trombone/tuba duet by Zoltan Paulinyi

(Can't say that I know that second piece.)


The RK was uploaded by Lyle Neff. I haven't met him but I'm guessing he's either a librarian at the University of Delaware. or a hotheaded Canadian nationalist.

Thanks Lyle!

(and, just in case, Long Live Canada!)

The Ripple Effect

Here's something I like to mention to my secondary trombone classes...

Let's say such a class has 10 students. If each student has a career as a band director, let's guess that each year they will encounter roughly 40 new students. Over a career of, say 30 years, each student will directly impact the lives of 1,200 people.

Multiply that by the 10 students in the class and I would guess that what I teach a single secondary trombone class might impact the lives of 12,000 people.

(Not to mention the small percentage of those 12,000 people who, in turn, might do some teaching of their own.)

So, if I teach something dumb like: "Mouthpiece pressure isn't important. Don't worry about it."
Think of how that one bad idea ripples outward over time.

(no, I don't teach that)

Of course, I hope I can pass along something good.

Here's one example which I picked up at en ETW masterclass given by Randy Campora, bass trombonist of the Baltimore Symphony.

Think of the corners of your embouchure as the flagpole, anchored in cement.
Think of your lips as the flag, blowing in the breeze.

I don't know if this was original with Randy but that's where I got it. In other words, the ripple passed from him to me. I include this in my handouts to my secondary trombone classes and sometimes even include it as a quiz question. Rarely do any students miss it.

So, if I teach this class for 20 years, this one idea could conceivably impact 240,000 people.

And now the ripple has passed through me to you....

The Crutch Paradox

Classes have ended and it's the time of year when I turn my thoughts to what I want to get done over the summer and what changes I want to implement next year.

Of course, my list of things I want to accomplish over the summer is wildly unrealistic (as in.....if I could work without break for a year or two, I might get them done).
Oh well....at least I have lots of ideas!

But this posting is about that other list: what I want to do differently next year. To me, teaching is an art form. I am always looking to improve my craft. Sometimes I want to apologize to past students because I feel I have become such a better teacher now then I was for them.

Some questions, though, I struggle with and have yet to find a really good answer. Here's one:
The Crutch Paradox

Basically, this can be summarized like so:

The more I do for them,
the less they do for themselves.

I've seen teachers on both ends of the spectrum.
On one end we have the teacher who doesn't really make assignments but starts the lesson with something like, "What do you have for me today?"

This works well for advanced, highly motivated students who think well for themselves. I often use it with my best students.

On the other end, we have the teacher who precisely lays out everything a student is supposed to do. At my school, I have one such colleague. His students know, walking in the door, pretty much every solo they will work on throughout their college career and in what semester they will work on that solo. The logic has been explained to me in this way: other university classes have clear syllabi and uniform expectations, why not an applied instrument? This approach also offers the advantage of fairness...everyone is held to the same standard.

Still, it isn't the approach I use or plan to use.

I often tell my students that I am trying to get them to become their own teachers-to learn how to think for themselves. With some, this works well. Other flounder-they are so used to being told what to do, it just hasn't occurred to them how to plot their own course.

The basic pillars of my syllabus are: Show Up, Prepare, and Show Incentive.

If I tell you everything you are supposed to do, what happens when you're out on your own with nobody telling you what to do?

But there is always the question of the "other" students. The ones who, for whatever reason, don't get it done.

I tell them to contact their accompanist....they don't.
I tell them to make an appointment to visit the local middle school and teach some demonstration lessons in front of a video camera....they don't.
I tell them to order music, sign up for seminar, mark in breath marks, look up musical terms, record their best take of an excerpt, .........they don't.

Perhaps the solution is obvious: bring down that righteous hammer of "F" upon their heads...that'll teach 'em.
But before I do that, I have to ask myself: am I applying rules fairly to everyone? Have I notified them of this assignment in a timely manner. The last thing I want to do is start throwing out "F's" in a capricious manner.

Yes, I could create an elaborate structure filled with rules and deadlines and appropriate consequences.
But this begs the larger question:
Am I teaching them to do it merely to avoid punishment? Is this right way to get them to show incentive? If I'm not careful it all slips into those questions of "Well, why should I do it if it isn't precisely stated in the syllabus?"

That's like the old joke of the professor who passionately orates on something she cares about only to have a student ask, "Will that be on the quiz?"

Because, if you ask that question, you're missing the whole point!
Future music educators, are you going to be that kind of band director that merely does the minimum to get by? If so, I hope my poor kid doesn't end up in your program!

Future performers....
well, if self-motivation in this insane job market isn't screamingly obvious, then GET OUT NOW!!!

So, I continue to work towards a good compromise of structure and freedom. I'll probably never perfect it but I love the challenge!

For anybody reading this (especially other teachers), I'd love to hear your thoughts.

...and this from the iBone developer

After my last post, I got this email from the iBone developer:
============
The idea was to make something playable by the pro, useful to the student, and still palatable and fun for the complete novice. Thanks to the mobility and accessibility of the phone/ipod, I see it as a useful tool to do things like learn scales and songs, work out alternative positions, practice ear training by playing along with iTunes, etc... all in places and at times when you simply can't use the real thing.
For the complete novice, there's an integrated Songbook which shows you how to play in real-time in a game-like fashion. If we do our job, this could be an opportunity to bring more people to the instrument, and at least raise awareness and appreciation among the video-game playing masses.

Here's a link to the official site: http://ibone.spoonjack.com
And the press relase: http://finance.yahoo.com/news/iBone-Brings-Bone-and-Band-to-prnews-14879239.html

========================

So, one question remains: is that third position E-flat in tune?

An iBone app? Really??

Further proof that some people have way too much time on their hands.

(But I'll confess I'm a little jealous)

(notice the overtone series in the background)
(also, notice that tilting the phone seems to affect volume).

I Can't Play That Lick (that I just played)

Oh, how many times has this happened!

A student comes in, announcing that he/she simply can't play a lick.
I ask, "What lick"
Then (and here's the cool part) they sometimes pick up their horn and play it. *And* they often nail it.

What's going on here?

Well, here's one thought: at the moment they are demonstrating for me, a couple of factors may be true:

1. They have nothing to lose since they just announced they can't play it. Thus, they plunge in with a "no worries, nothing to lose" approach.

2.Their mindset is more focused on the lick itself and how it sounds (since their goal is to simply demonstrate it for me to make their point). In other words, they aren't focused on themselves or the act of trying to play it. Instead their total focus is on the music itself.

So, in demonstrating that lick they can't play, they are often doing the two exact things they should do:

Let go and play
Focus completely on the music, not yourself.

The brain is a funny thing.

Steve Witser: Sad News

I just heard that Steve Witser passed away.

Here's the article.

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.

Berlin in the Arm

Good ol' 5th position.
Sooo many pitch problems to be found.

Here's what I find interesting: even when someone KNOWS that they aren't reaching out far enough, their arm just seems strangely reluctant to reach
all.....the......way.....out....into.....the
.....swamps....of.....fifth.....position

Consider this analogy: when Germany reunified, I seem to recall some trouble bringing those East German factories (and factory workers) up to speed with with Western standards.

Brain = new standards (Western manufacturing)
Muscles = old attitudes (Soviet style manufacturing)

The brain keeps saying, "Get out to 5th position, you're sharp" The factory workers keep replying , "Nope, 5th position isn't out there. It's only out to here!"

Somehow, the memos from management don't always get through.

History: Let's Hear it for Hennequin van Pictre

Have you ever had a "should" book. You know, you buy a book you "should" read but then you don't get around to it.
Well, one of my "should" books is "The Trombone" by Trevor Herbert. I'm finally starting to work my way slowly through it.
I thought I might occasionally post a blog entry about some detail from the book. I don't wish to plagiarize, though.
You should buy this book. Here's a link from Amazon. Here's a link from Hickey's.
Here's a "proper" citation:
Herbert, Trevor. The Trombone. New Haven: Yale University Press, 2006.

Today's tidbit is from page 58.

Who, you ask is Hennequin van Pictre?
Well, according to Herbert, Burgundian court records from the 1410's list him as being employed to play the trompette des menestrals (a slide trumpet or very early trombone).


(no, this picture is not from the book)

In other words: he's one of the first trombone players to
HAVE A GIG!

Go Hennequin!!

Talking Mouthpieces..Buy One Get One Free!!

Another story from a recent lesson:

A student is struggling to play with good technique and also doesn't really perform a convincing phrase. At first we try various tricks to help with tone and clean slide technique (with varying results).

Then I switch gears and address that whole phrasing thing. We try singing it but the tricky intervals get in the way. So I try a trick which I've thought of before but haven't really used:

Talking Mouthpieces

Basically, I ask him to buzz it but not worry about even coming close to the right pitches. What's important is to get a speech-like inflection (like the voice) using the rhythm alone. From that, we went on to play the passage on one note with a nice musical inflection.

By the way, while browsing I once ran across some very nice teaching pages from Carl Lenthe in which, among other things, he uses the phrase "Johnny One Note" and demonstrates inflection for the Barat Allegro using this technique. Give a listen to the sound files. On one of them, he sings rhythms with a nice inflection. What I was doing with this student was essentially the same thing but using this "talking mouthpiece" idea.

Then we moved on to one of my favorite tricks: he played the "one-note" version while I played the phrase. Then we swapped with him playing the phrase and me playing the "one-note" version.

The end result? His phrasing definitely had more feel to it and he reported to me that his mind wasn't so focused on a laundry list of technical things he was supposed to be doing.

And here's the cool part: during all this time he was so focused on the phrasing, his technique was greatly improved!!! By focusing on a convincing musical phrase, it was almost as if the technique was thrown in for free.

(I love it when this happens)

Writing Comments - is there a transparent solution?

I just got back from a Virginia/D.C. trip that included judging the two final rounds of the ETW solo competition.

For me, one of the biggest challenges in judging these things is the not-so-simple process of listening attentively while trying to write intelligently. It goes something like this: you listen, you hear something (good or bad) that deserves a written comment. You try to write with decent handwriting, knowing that your comments might impact the person whom you are evaluating. I always want to write something of value to the eventual reader. But, as you write this, the music keeps rolling along and deserves your attention. The challenge is exacerbated when you are dealing with a score you don't know well as was the case with the Schnyder Sonata and the Amis Preludes.

Here's an idea I've thought of but haven't acted on. What if you laid one of those transparency sheets over a copy of the music and wrote comments directly onto the transparency? Then you could quickly refer to specific sections by simply circling them. When the candidate/student receives your comments, in theory they could lay the transparency right over their music and see your comments.

This reminds me of an interesting technique I first saw used by Eugene Corporan when working with conducting students. He had rigged up something that allowed him to hold a microphone and softly make comments that, I believe, were being overlaid directly onto the audio portion of the student's video tape. Clever but a bit cumbersome for a trombone competition.

One last comment on the ETW judging. This is my third time doing it. It seems that every time we end up with a choice between the more "clean, polished" rendition and the more "expressive" rendition. I will say that, usually (with one significant exception this year), the more expressive version wins the day even though it is often clear that the "clean, polished" player is technically stronger.

I have heard stories of parallels in big-time orchestra auditions.

"Tonguing" with the Fingers

Here's a new thing I've tried in a few lessons.

Buzz a note and, as you sustain a nice mezzo-piano buzz, gently cover the end of the mouthpiece with your finger so the air can't escape.

Do it correctly and the note will stop.

Here's the interesting part, pull your finger away and the note should start right away, sounding like a clean attack.

In fact, I've done this repeatedly creating the effect of repeated attacks. While I'm not wild about how the notes end, I've like the way the buzz begins with a nice clean "pop."

Hopefully, that's the role of our friend/enemy, the tongue: release the air all at once so the lips can pop right into vibration.

The great thing about "tonguing" with your fingers is that it reminds you to deliver a nice supply of air/fuel from the lungs without any throat nonsense. It should be simple:

air flows - lips buzz

Come to think of it. Should we really be calling this "tonguing?" It seems that maybe the tongue had a really good publicist and managed to steal the spotlight.










(yeah, I considered superimposing some image of a tongue onto this picture but then thought better of it)

BoneWeek 6 - done

I've written another BoneWeek fanfare. Like the others, it is available for free download on my website.

BoneWeek Fanfare 6

I'm also happy to report that this piece will be premiered at the Eastern Trombone Workshop by Dr. Bradley Palmer and the Columbus State Trombone Choir.

For anyone going to ETW, I'll be doing a group warm-up on Saturday morning.

Yeah, it's at 8am.

High Speed Film of Embouchures (don't eat while watching)

I've heard about these movies for years but had never seen them. Interesting...and a little disgusting.

Basically, the films show high speed images of the lips vibrating as seen through a clear mouthpiece. Some big name players including Bill Watrous, Stuart Dempster, Larry Wiehe and George Roberts.

Thanks for David Wilken for getting this up onto YouTube.

Part 1: downstream embouchures



Part 2: upstream embouchures



Part 3: multiphonics