This blog entry is quite a large one. It’s taken from a much earlier version of my website (8 years ago) and I’m re-publishing it here because lots of people have requested to read it again since it disappeared a year or two ago in the re-write and re-design of my website.
Teaching my first beginner
I’ve often thought that, for a change, I’d like to teach a complete beginner rather than taking over, as I always have done in my horn teaching, from where the previous teacher has left off. I’ve relished the possibility of having a big influence over the setting up of a brand new embouchure, a new playing posture, new habits of breathing, sounding, listening, thinking – the whole player. Even recently I’ve been wishing for it without realising that already I have that very thing sitting so closely under my nose that I hadn’t noticed it. It, or he, is in the form of my youngest child, Zachary, now aged four [now aged 12!], who is learning to play the Eb tenor horn.
First, a bit of background: when Zak’s older brother, Mordecai, was about one year old I constructed a playable toy horn for him using a length of garden hosepipe, a plastic kitchen funnel, an old crook from a military band piston horn and an old horn mouthpiece.
It’s was more or less the right length for a horn in F but, due the acoustic properties of hosepipes, did not have an in-tune harmonic series. Suffice to say that it has roughly the same number of playable harmonics as a horn in F. This kind of instrument is robust enough to be kicked around the floor and left in a toy box rather than needing a case. Another advantage is that it’s not loud enough ever to become irritating. Well, maybe sometimes…
Mo enjoyed playing it, made a reasonable sound and soon had a range of almost an octave. However, it was Zak, his younger brother, who a couple of years later really took to it and seemed to spend a lot of time carrying it around the house with him, blowing it, really enjoying the sounds and sensations. By the time he was three years old he had stopped puffing his cheeks out (nagging parents) and had refined his technique to the extent of being able to articulate notes by tonguing. The most amazing thing, though, was that by the time he was 4 years old he could play recognisable tunes, the first of which was “Jingle Bells”.
When he was four years old we began thinking that Zak needed something a bit more like a real musical instrument to play. What would be good, we thought, was some kind of three-valved brass instrument which would be light in weight, easy to hold, relatively easy to play and would not require a very strong embouchure (i.e. not a trumpet). It should also have a well cushioned mouthpiece to spread the load of any pressure applied so as not to distort a child’s growing teeth. There seemed to be only one choice – it had to be the Eb tenor horn.
I phoned Gale Lawson (the man I get to do all my instrument repairs – and the managing director of the PipStick factory) and asked him to look out for a cheap old wrecked tenor horn which could be patched up and made to play reasonably well and would be suitable for hurling into a toy box at the end of each day. A couple of weeks later we heard back from Gale that he found the very thing. Fifty quid and it was Zak’s – a very fine Christmas present indeed!
Since then he has played it quite a lot, encouraged somewhat by the fact of his big brother having weekly violin lessons and practising a bit each day. However, Zak would often forget about it for a week or two and so there was little chance of much progressive development of embouchure strength or of building up technique from one day to the next. Don’t get me wrong – we were really not pushy, ambitious parents – it’s just that we felt Zak would enjoy it even more if he could notice himself getting better at it and that could only happen if we could get him to practise a bit every day.
So, how do you motivate a four year old to practise on a tenor horn every day? A very persuasive “sticker chart” combined with carefully set cash incentives is what’s behind Zak’s current burst of progress (I still don’t think we were pushy parents!). At the time of writing Zak’s chart (identical to his brother’s) was set up 28 days ago and now has a sticker, awarded for having done an acceptable amount of good practise, in every square representing each day since then. There are lots of ways to set up a sticker chart but the way we chose to do it goes like this:
A week is represented by a row of 8 squares – that’s one square for everyday of the week plus a bonus square for putting in an 8th sticker if all seven of the day squares get filled. Each Sunday, we add up all the stickers for the week and hand over cash to the value of 5 pence for each one of them. The presence of a bonus sticker doubles the sum, so o a full week of stickers gets Zak (and his brother Mordecai, violin) a massive 70 pence. It has to be good practise, not just going through the motions, and so far neither of them have missed a day.
I’ve already said that we got him to tongue quite early on but it would be fairer to say that he worked this out for himself. Zak was an early whistler, learning to do it rather well while he was only 3 and very quickly worked out how to whistle tunes, including “Happy Birthday” with even some slurs in. One day his mother noticed that he was using some tonguing in his whistling and she had the presence of mind to ask him if he could do the same trick while playing the tenor horn. He certainly could – and that was that – he didn’t really need teaching how to do it.
Then the sticker chart started and I found myself doing his daily practise with him, just as my Dad did with me from when I was 9 years old. There were definitely echoes of that happy scene – my dad sitting by my side exploring and mapping with me the rugged terrain of horn technique. The way my Dad taught me to play the horn (and the recorder for a couple of years before that) was pure genius and I still think of him as the best horn teacher I ever had, even though he was not a horn player (he was an oboist and marching bass-drummer in a military band). Clearly, it was a more difficult task for him teaching me than it is now for me to teach Zak and yet the things he taught me about learning to play the horn were so pithy and essential that I still work on my playing in the same way he taught me all those years ago. His and my only guide at the time was that excellent and inspiring book, “The Art of Playing French Horn”, by Philip Farkas. My clever Dad was able to extract from that book many essential nuggets of expertise and pass them on to me in an exciting and meaningful way.
Something that may surprise some readers of this journal is that I am not planning to link Zak’s learning of his instrument to teaching to read music – at least not yet. Shock horror! Why not? Read on:
When I was seven I started learning to play the recorder and the first thing I was shown in my school recorder class, along with about eight other kids, was that I had to cover certain finger-holes and blow in order to get certain notes. I walked home from school that day working at those notes and kept on playing them while doing just about everything else that seven-year-olds do …for years.
The next lesson was the one which taught me that the notes I was playing were actually not just musical sounds but were in fact black dots on a printed page. This is confusing at first but young kids soon get the hang of it – just as certain words you say are the same as printed written words on paper. A problem arises in reading music, though, when this idea is turned around and fixed so that the dots on the page become the notes – they literally become the notes.
It happens like this: typically, a teacher will point to a black dot on a page and say “Now, this is a B. Left hand index finger and thumb – play it”. The learner stares at the black dot and executes the note while still staring at it. The black dot becomes the sound, the note.
The drive to learn to read music in this way – simultaneoulsy with learning to play – has become so entrenched in our culture of playing pre-composed music that, for most musicians, the “permission” to play a particular note seems to come only from printed commands rather than directly from musical the imagination of the player.
I was lucky. I escaped from school with my brand new recorder and played it all the way home and all the way back again for the next lesson before anyone had time to tell me I couldn’t play anything unless I was reading it in the form of black dots from a music book. Many were not so lucky. I know this because in all my career as a dot-reading horn player (one who subversively always made music up when nobody was listening [insert link to improvisation page] I have been amazed at how most of my colleagues seemed chained to the printed pages. Like slaves to someone else’s music these exclusively dot-reading musicians seem happy to play only what is written down for them.
Maybe you, the person reading this, are a dot-reading-only musician. Do you refer to a sheet of dot-covered printed paper as “The Music”? Could you play something you never heard or played before to an audience, without reading it from a page of dots and symbols? You might like to think seriously about this.
I don’t want my son to be musically imprisoned so that he can only play written notes. Similarly, his mother and I haven’t taught him to speak only when there are written words to read – he can say anything that comes into his mind, and usually does! In fact, he is quite a vocal improviser, as are most people.
When you think about it, it’s quite a bad state of affairs. Most so-called “Classical” (or Western European Art Music) music is created by non-performing people – Composers – with pens and sheets of paper or computers. Other non-playing people called Conductors keep control of the herds of dot-readers and even coach them through rehearsals to check that they are reading the dots correctly and – worse – make them play the the dots the way THEY want them played. Not really much room here for any creative input from the dot-readers – that is all controlled by the Composers and Conductors. And guess who gets most of the money? Ho-ho! Yep, it’s those silent folk, the Conductors and Composers. Hey, the bastards have stolen our music!
Thankfully there’s still jazz and other forms of improvisation.
Zak can learn to read music when he can play without it first. Just like he could speak before we started teaching him to read.
This rant is now over. Phew!
27th July 2002
Zak and I have been working on his tonguing. In particular getting clean, accurate starts to every note by trying to get six good ones in a row and turning this into a game to make it fun. He’s 4 years old so everything has to be fun. I have also been trying to prevent Zak from ending notes with his tongue by getting him always to diminuendo quickly away to nothing. A diminuendo requires skillful control of the air pressure and both the size and muscle-tone of the aperture so we do quite a lot of work on long notes, starting quiet, getting louder then getting quiter again.
Sometimes we turn this into a competition, which Zak likes. We start playing the same mid-register note together – me playing my horn, him playing his tenor horn – and we see who can hold it the longest. Of course he always wins, so he wants to do it over and over again. His record is 20 seconds. That is very long! Try it yourself and imagine you are the size of a 4 year old. If you don’t play a brass instrument try singing a 20 second note.
I suppose 4 years old is a bit young for an embouchure change and I’m pretty amazed by what Zak has managed to achieve. His natural tendency is to get down into the lower half of his range by tipping his lower tip forward a bit into the mouthpiece. I think it’s the way many beginners first try to descend in pitch – by instinctively opening the aperture and forming it with a softer and slower-vibrating part of the lip. Having found moderate success with it many then stick with that until either they decide to change it or learn to live with the fact that they are never going to have a really good low register. I’m sticking my neck out a bit here, I know, but it’s what I have observed and I believe it to be the case.
Seeing that Zak was indeed doing this I decided to try to get him to do it in a different and, I hope, better way. I showed him how to put his top lip a little in front of his lower lip, rather than the other way around, and hold the centre of the bottom lip back and a little puckered. I combined this with the idea of blowing the airstream “down your chin” a little. Once it looked and sounded better, which it did almost immediately, I got him to think of a name for the new setting and he immediately came up with “Nitwit Lips!”
A later tweak, to tone up the corners of his mouth a little and ensure that no bits of his lip were protruding, became known as “Whistling Nitwit Lips”.
The new setting is certainly more difficult for him so he quite often reverts to his original embouchure. However, whenever he forgets, just by saying “Whistling Nitwit Lips” I can conveniently and quickly get him to switch back to the new improved setup. I just have to keep an eye on how it looks when we are doing his practise but as you can see in the follwing photos it’s quite easy to see the difference.
The first of these two embouchures gives Zak much greater control of diminuendo and crescendo, a wider range and a much warmer and fuller sound.
Here’s a close-up of what I reckon is an almost perfect embouchure.
The overlap is perhaps just a little too exaggerated.
Here’s Zak doing a bit of practice.
The tenor horn is a very comfortable instrument for a small person.
1st August 2002
I’m not bragging or anything but Zak played a very high note today. He was trying to get a concert G (E on the tenor horn) when he overshot and out popped a high Bb, clear as a bell, and a bit flat, it being a 7th harmonic. (Db on the piano, more than one octave above middle C). He used a very nice embouchure and quite a lot of effort but he is only four so I think this proves what I’ve believed for a long time – that success in the high register is a more to do with getting the chops set up right rather than having very powerful muscles.
We found this for Zak in a car boot sale near Nottingham – for twenty quid!
It’s qite a nice instrument, a Weltklang, in much better condition than his first one and makes a slightly more refined sound. Now that we have the two instruments it’s much easier for me to illustrate things for him as we go along
26th August 2002
I think what’s needed now is a glossary of teaching terms (funny words) which Zak and I have come up with to help us.
- Whistling Nitwits:
As described earlier on this page: this is a short code word for a slightly puckered embouchure with the lower lip held slightly behind the upper so it feels as if the airstream is aimed slightly downwards. It is used to correct that very strong urge to roll the lower lip forwards – which is a very common fault among beginners particularly in trying to get down into the low register. The aim here is to get Zak set up with a fully integrated (no breaks across the enitre range) embouchure right from the start so he’ll never have to go through any major embouchure overhauls.
This word means “Get the fingers of your right hands on top of those valve buttons so they are ready for action”. Zak got into the habit of swooping his right hand away from the instrument in an extravagant flourish whenever none of the valves were needed, for example moving to a C or a G. It looked quite cool but meant that he was always late with the valves when they were next needed. The DiddyEds seems to be correcting this, although his third finger is quite lazy and often curls up next to the valve casing.
A chime is a note lasting a couple of seconds which starts with a bell-like accent and then fades evenly to silence. It’s very good for developing a lot of things: Clean, accurate tonguing, control of pitch during a diminuendo and adjustment of the aperture to cope with extremes of dynamic range, from ff down past ppp to nothing. It’s an attractive sounding note and Zak seems to like doing it. Most days we do a few of these. They soon developed into…
- Double chimes:
This is like a miniature fanfare and is the same as a single chime apart from having a very short fast note just before it, slightly quieter than the main note – like an upbeat 16th, or semiquaver. This gets his tongue working and it’s fun.
Ghosts is our name for a twilight sounding note whch you can produce if you fade into our out of a note without using the tongue. It’s a sort of sonic glow. We use it to warm up on sometimes. Very often Zak can get a ghost to appear out of a gentle breath-flow sound and then control this perfectly as it grows into a real solid note. He can often do it in reverse too, fading to nothing so that it’s not possible to hear precisely when the note stops. I’m amazed a four year old can do this as I’ve only been able to do it myself comparatively recently.
- A hill chopped in half:
This is a long note which starts quietly then crescendos towards its middle where it is suddenly cut and then immediately restarted with a loud accent. This is then followed by a long diminuendo to nothing. This exercise is totally brilliant as it exercises all of the following:
Control over pitch steadiness through changing volume.
Control over the timing of the breath delivery through changing volume.
Control over timbre variation through changing volume.
Starting and ending very quietly
Getting a clean, polished loud end to the first part of the note (the “chop”) and a clean, polished loud attack just after it.
The chop itself is particularly important as the air pressure must be kept up to challenge 1) the tongue in resisting air pressure prior to loudly tonging the second part of the note and, 2) the glottis (vocal cords) in suddenly blocking the flow of air in order to stop the first part of the note without an audible “tongue-off”.
(Sorry if that sounded a bit technical!)
- Horn Tennis:
Horn Tennis* is a game I’be played a lot with my college students. It is pure non-verbal form of teaching by example. The server (usually me but not always) plays something fairly simple and short (the ball) which has to be returned as accurately as possible. If the return is perfect a slightly more complex ball can be served etc. This is a great game because it’s fun and develops so many skills in both participants. The server has to pitch the ball with care not just to play it perfectly but so that it is finely judged for the other player to be able to copy it but not find it too easy. Zak loves this game, so I’m using it to get him to learn how to play simple rhythmic patterns with uncomplicated note changes. As soon as he can copy something easily I make things a little more difficult.
Whether with Zak or with any of my students I’m always amazed by the steepnes of their learning gradient during this game.
*One of my students wrote about his experiences with Horn Tennis. Please click here [insert link to Tom Allard’s article] to read it.
28th August 2002
We tried some jazz today. I put on one of the tracks from the Aebersold series of playalongs. The particular one I chose was of a swing accompaniment which stays on the chord of Eb – it’s a few minutes long. It worked a treat. Zak was able to play any of the notes of his C major (except the F, which is an “avoid” note, F# sounds better, making it a Lydian mode).
Zak was very reluctant to do his practise this morning, saying very gloomily, “I hate horn practise!” Still, I managed to cajole him into it by offering that we skip it today and leave a gap in his sticker chart. No! he didn’t want to do that and lose his bonus.
I must admit now, after my recent rant, to have buckled under pressure from his mother to start showing him how to read music. I feel slightly unhappy about this but she has a point because in a couple of weeks I’m going to be away for nine days and she wants to do Zak’s practise with him during that time. She doesn’t feel she can keep it going without having some musical dots to point at. Fair enough, I suppose.
So, I gave him a nice big book, the Arban Cornet Tutor. Never do things by halves. And I wrote his name on the front and opened it where the endless ghastly egg-notes exercises start. Before doing this I had drawn for him a stave (staff?) with a few notes on he knew to show him how easy it is to figure out which ones they are. He seemed quite excited by it.
Today, Zak completed nine weeks of practicing without missing a single day! I find this quite incredible – he’s still only four years old. He’ll be five in October.
Everything has improved. He now has a lovely full and rich sound which is very well controlled. He can crescendo and diminuendo without any pitch change over nearly all of his range. He’s pretty good all the way up to top E and has a remarkably good fruity pedal C. He can tongue any note or creep into any note from silence and then creep back away to silence. Some of these things I’ve only recently learned to do myself, after 34 years of serious study!
Parental bias aside, I am totally amazed by what he has been able to master in such a short time. However, it must be born in mind that he has had a 63 lessons in the last 63 days, with a very careful and focused teacher! Also, he started with no preconceptions or bad habits.
Started actually playing from the Arban Cornet Tutor today. Zak didn’t have much trouble with the first exercise although I think he was reading from the letters I’d pencilled in above each note. In a few days I’ll erase them and see how he gets on. We didn’t spend too much time in this, however, and got on with some slurring practice instead. Starting on C (2nd space down) I got him to play a chime start, hold it for four finger clicks (at about 100 beats per minute) and then slur down to a B. No problem, so next a slur from C to Bb. Again, no problem, so a slur from C to A, then C to G, then C to F… all the way down to C to C. The last one was a bit tricky for him but only inasmuch as he found it hard to prevent the G from sounding briefly on the way down. I got him to repeat that downward slur and then slur directly back up to the higher C. This he did amazingly well – in fact the upwards C-to-C was absolutely perfect. Great chops! We finished off with some high E chimes and then some quietly held long ones. It’s a truly beautiful sound he makes.
Here are some sound files recorded on 24th September. I just want to show what Zak can do. I recorded these direct to my PC with a normal cheapo computer microphone.
Zak’s bell note
Zak’s bell note 2
Zak’s bell note 3
Zak’s cresc and dim
Zak’s Harry Potter snippet
Zak’s Harry Potter snippet 2
Zak’s little fanfare
Zak’s long bell note
Zak’s long bell note 2
This last clip was recorded a few months later on Christmas day 2002. A duet of Silent Night played by Zak (5) and his fiddle-playing brother, Mordecai (7)
19th April 2003
Here’s Zak with his new tenor horn – very generously given by Jim Gourlay, Head of Wind and Brass at Royal Northern College of Music.
It’s a Besson “International”, from about 1975. Since receiving it from Jim we’ve had it completely renovated and silver plated, by Gale Lawson. Gale also made the telescopic leg which, as you can see, supports the horn for Zak perfectly.
This picture was taken today just after we gave the new instrument to Zak for the first time. He loves playing it and he sounds great on it. He’s still only 5.
3rd January 2004
Hmmm…. I’ve not been very good at keeping up with this teaching journal, but now here’s an update:
Zak is now 6 years old and has been practising the tenor horn every day – without missing a single day – for just over 18 months. The sticker chart with cash incentive has proved to be extremely effective. Total cost to us in weekly seventy pences has is now about £57. What’s he being doing with all that money?! In truth, he has missed about three days due to illness – and earned himself crosses on the chart instead of stickers – these, however, he has made up for by occasionally doing double practise and converted the crosses back to stickers. You can’t lose with this system. There’s always a cunning way around.
We’ve been doing a lot of work on scales. Zak likes scales more than anything else – something I am very pleased about because it proves that anything, no matter how arduous, can be made fun, if enough care is taken. So, how can you make scales fun for a 6 year old? Well, the rule seems to be that you have to make it as easy as possible and constantly to show clear proof of improvement – and also dangle rewards along the way.
To make the scales easy you need good graphics. Here is what I have been using – for many months now – with Zak. It’s in pencil, on a large piece of card and has taken quite a battering as it has travelled with us to various holiday places and moved around the house.
It’s a “circle of fourths” with one octave of the relevant major scale drawn in at each point. Zak and I are working towards the “ultimate” goal of him playing all twelve of these one-octave scales in one day, up and down at 120 notes per minute. Step by step we have worked on each scale carefully, patiently, a little each day, to get each one up to speed. A tick is earned when it’s completed perfectly (and I am the judge, and a tough one at that) and eventually all twelve have become ticked. We have been around the circle three times now and if you look you can see that each scale has been ticked three times already. My next plan is to get him to do four scales in a day over three days. He can have as many attempts as he likes – he just has to get them all done once perfectly in the same day. When he’s done this we’ll do six per day and then, eventually, and I’ve no doubt quite soon, he’ll manage to play all twelve in one day. He knows that when he achieves that he gets a BIG prize. He wants a minidisc player but we’ll see a bit nearer the time. Perhaps just a minidisc….
He’s pretty excited about starting work on the minor scales after that. I’m going to do all twelve of the Dorian modes (jazz minor scales) with him rather than the stupid “harmonic” minors that nobody knows why you have to learn at music college! The nice thing about the Dorians is that they use the same notes as the majors, but starting on the 2nd of the scale so, in effect, he already knows them. They won’t take long and after that he can get into some pretty interesting improvisation – using real chord symbols.
It hasn’t been all major scales – quite… we’ve had brief respites from them, looking at wholetone scales, chromatics and diminished arpeggios, all using the cirle of fourths. I’m not kidding – Zak finds these things fun! Is he abnormal?
I try to encourage Zak to improvise each day, as far as possible in the key of the scale we have been working on. Slowly, this is building up his ability to traverse the keys freely as he improvises. It’s a massive job but he’s onto it.
4th January 2004
If you look back at Zak’s circle of fourths again you’ll see that the scales have coloured patches at the end of each one. Zak successfully played all the blue ones today – with a metronome at 120 notes per minute. That’s Db major, A major, D major and Eb major. Progress.
5th January 2004
Oh dear! It’s all gone wrong!
Today Zachary decided he hated practise and didn’t want to do any. Furthermore, he never wants to play the tenor horn again and seems perfectly happy with the idea that it might get sent back to where it came from – AND he’s not even bothered about not getting a fabulous prize. (he did do a bit of practise in the end but nothing to do with scales)
7th January 2004
Zak has still decided against practising scales. And it was a little difficult persuading him to get started this morning (before school – groan! It’s the best time to do it, though). So today’s dangling carrot was the “Band In A Box” program. I told him that we could make up nice pieces – which indeed he did. The program provides an instant backing for your improvisations – all you have to do is type in the chord symbols you want and which bars you want them in. I set up something quickly (all automatically transposed into Eb – tenor horn pitch) with C major, Eb major and G major over a sort of slushy Latin style backing. What did he do? He played up and down the scales and found it all fitted very nicely. He seemed pretty pleased. I didn’t say anything about how useful scales seemed to be and just pointed the relevant scales on his circle of fourths scale chart as an indicator of which notes would sound good. After that I showed him that he could use the notes of C major to improvise over D minor chords. This is a nice feature from jazz musical theory – it’s modalness – D minor uses exactly the same notes as C major – and G7 for that matter (…and a whole bunch of others, like B7-9 or F+11…)
So, he continues. I think it’s time I bought him a book of tunes. I think he’d like to be able to take his hooter to school and entertain his classmates with themes from Harry Potter or Shrek …or perhaps I should write some tunes for him.
9th May 2004.
Zak is doing incredibly well. It’s now seven weeks short of two years that he has been practising regularly and he still hasn’t missed a single day. An incredible acheivement for a 6 year old, I think.
Last week he played all his major scales in one day, something he’d been working towards, a little each day, for the best part of a year. He did them all perfectly, one octave, up and down, at two notes per second. This won him a prize: a Sony CD Discman.
He’s lost one of his upper incisors. This could be a problem but I’m playing it down for the moment. It’s altered his sound a little and I think he’s got one or two pressure points from the remaining tooth on his inner upper lip which is uncomfortable for him. I’m keeping him out of the upper register for a while to see what happens. I’d be pretty sad if he had to stop for a while but I’m not going to make him play if it hurts or if it means he has to invent some weird temporary embouchure.
The photo looks okay, doesn’t it? And he sounds really great. A full bodied, warm and satisfying sound. I’d have been really glad to have a sound like that when I was 12. He’s 6.
For several years after this Zak and I continued in much the same way and at some point he switched to trumpet. He learned ALL the scales and modes and we started working more on jazz improvisation. The sticker chart continued to be a great success. His sound and his chops were absolutely perfect and he could improvise freely in all sorts of ways and was making good progress with the mundane skill of reading printed musical notation (please note my resistance to calling it “music”). In 2007 I bought him a wonderful Yamaha Custom trumpet – the Wayne Bergeron model. A stunningly good instrument which is powerful but light in weight and thus suitable for a young and growing player.
By this time I had been expelled from my family home and, tragically, was not able to keep up regular work with Zak. He still works on his trumpet playing, although without my supervision. He spends each Saturday at the excellent Junior Department of Guildhall School of Music and Drama where his obvious musical skills are being nurtured and developed in a wonderful environment teeming with similarly motivated kids.
I’m am extremely proud that I was able to give so much to Zak, in the way that my Dad gave so much to me when I was starting off. I hope that in a few years, when he’s well into his teens, he and I will be able to continue the work we started together…
It’s now early 2015 and Zak is 17 and he is know by many to be an outstanding young trumpet player. Just yesterday he asked me for a trumpet lesson.
100% happiness 🙂
I’ve been working recently with The Orchestra of the Age of Enlightenment. We played Mendelssohn’s, “The Elijah Monologues“, in Paris and Birmingham.
One of the regular hornplayers for O.A.E is my friend and colleague, Martin Lawrence. He is not only a marvellous hornplayer, in both the early and modern music scenes, but also held in high regard for his ongoing research into the highly specialised area of hornplaying known as Extreme Embouchure.
Not only has he developed many new and unique forms of his own, but he is also reintroducing some old nearly-extinct ones which he has discovered in old hornplaying manuals from the classical and romantic periods. Many old English ones have interesting names and descriptions so he has continued this tradition by naming many of his new ones.
Here is a list of just a few:
- Winch’s Pouch
- Mr. Cato’s Tuck
- The Badger’s Postern
- Sporck’s Pucker
- King George’s Cramp
- The Brave Explorer Encounters A Raging Bear Whereupon He Flees
- Biting The Stoat
- Mobius Lip
- Captain Merrywether’s Cock
- The Right Honourable Michael Portillo
- The Gudgeon
Martin is working on his new study book which will be published next year: “Count von Sporck’s Almanac – Extreme Embouchure For The Gentleman Hornplayer“.
The photographs below (extracted from his book and used with kind permission) show Martin demonstrating some of these fascinating forms:
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Oct 16, 2008 | Categories: hornplaying | Tags: embouchure, Extreme Embouchure, Gudgeon, Martin Lawrence, Michael Portillo, OAE, Orchestra of the Age of Enlightenment, photo, Sporck | Leave A Comment »
On the way back from taking the kids to nursery this morning I bumped into the great Sir Kenny Wheeler – who lives just around the corner.
It was a great bumping into. As soon as I got home I wrote this letter to him:
It was great to see you this morning. Here, as promised are the two minidisk copies of the concert at “The Wardrobe” in Leeds with Peter Erskine and the Creative Jazz Orchestra, 25th May 2001. It’s as good a recording as one can get, I think, being digital copies direct from the master. It was very kindly copied for me by Steve Shepherd of “Somethin’ Else” who engineered the recording for the BBC. I pestered the poor fellow for weeks, by email, until he finally cracked under the nervous strain and sent me a copy.
For me, that little tour was a great musical event. It’s not often one gets to play with one’s musical heroes (that’s you, and Peter and John Taylor) so I couldn’t rest until I had a copy of the recording. And talking of pestering… You did say this morning that I should come over sometime and play with you and we talked about arranging a date in October. I’m back from Japan around 4th October and I have put a note in my diary to phone you up and harass you until we fix up a date. I’ve been doing a lot of practice on my cornet and things are beginning – just beginning – to take shape. I’m very much a novice, though and I hope you won’t be too appalled at my efforts, or my shaking legs (I’ll probably be very nervous).
I’m very serious about learning to play jazz. I’ve been hard at it for a couple of months now, on my cornet (and I’ve ordered a flugelhorn) and my fingers are getting to know the scales. Luckily, it hasn’t completely screwed up my horn-playing embouchure, or confused the fingers of my other hand. I wrote a letter to you a few weeks ago but in the end never sent it because I thought it would be too much of an imposition on you, and that you would be too busy, etc. What my letter said was that I’d love to have a jazz cornet lesson with you sometime and was wondering if you ever did any teaching and if you would consider taking me on, even for just one lesson, etc…
So you can imagine my delight on seeing you this morning and hearing you actually invite me over to play. Incredible! Today, I will do sixteen hours of practice.
I hope you enjoy the recording – and I’ll give you a call in early October.
All the best,
Kenny Wheeler – trying a Schagerl trumpet
The following text is extracted from “The Cambridge Companion to Brass Instruments”
Edited by Trevor Herbert
The Open University, Milton Keynes, 1997
(ISBN-13: 9780521565226 | ISBN-10: 0521565227)
Reproduced here with the permission of Cambridge University Press.
Breathing (page 201)
Although the acquisition of good breathing technique is essential to brass playing, and bad habits which are acquired early are difficult and time-consuming to overcome later, very few teachers speak about it in an exact way and many teach it and describe it using only blurred imagery. One of the reasons for the persistence of what might be called folk-theories about breathing is that in practice they often work, simply in terms of learning to play something better, or at least differently. However, because these theories are mostly based on incorrect physiology, they are not often not useful outside the specific context for which they were contrived and can cause difficulties and confusion when applied elsewhere. In any discussion of breathing, the word diaphragm will occur, and along with embouchure is one of the most common words used by brass players.
The following text is extracted from “The Cambridge Companion to Brass Instruments”
Edited by Trevor Herbert
The Open University, Milton Keynes, 1997
(ISBN-13: 9780521565226 | ISBN-10: 0521565227)
Reproduced here with the permission of Cambridge University Press.
Embouchure (pages 199-201)
The word embouchure is important to brass players. It is used to describe the precise arrangement, in the playing position, of an individual player’s mouth in relation to the mouthpiece. Because of the demands placed upon the modern orchestral brass player, there has evolved, for each instrument, and ideal embouchure model, which the beginner would do well to emulate. There is a form of natural selection among embouchures, where only the fittest can survive the demands of the repertory expected of the present-day player. The difficulty of achieving such an ideal embouchure (and thinking on this is still in the process of evolution) can be judged by the variation of embouchures seen among beginners and amateurs. In more advanced players, for example full-time students, it can be seen that the range of variation in embouchure structure has narrowed; and this range is further reduced among professionals to the point where, with a few rare exceptions, most use a similar model.
Ideally, a good embouchure should be able to produce any note at any dynamic. It should then be able to change to any other note without compromising its structure. And ideal embouchure has minimal visible movement. On instruments with larger mouthpieces, trombone and tuba especially, producing deeper notes requires the jaw to be lowered to vibrate at lower frequencies. This action also helps the lower register by increasing the resonating space inside the mouth. Jaw position and more obviously visible adjustments between registers are more evident on the larger brass. In general, however, the embouchure should allow the player to roam from high to low without pausing to re-seat in an embouchure “break”.
An embouchure break occurs when, for example, the beginner who has established a foothold in the middle register establishes another in the upper register, with a different embouchure seating, and perhaps yet another in the lower. And experienced teaching will guard against this, encouraging the gradual development of range by incremental degrees – perhaps a semitone at a time – to slowly build up strength and to ensure that the entire range is integrated under one well-formed embouchure. Most methods follow this incremental approach, building strength in the facial muscles through a cycle of play-rest-play-rest. Patient repetitive practice of basic embouchure foundation and maintenance exercises has to be built into a disciplined routine for any achieving brass player. A regime of self-training invariably includes ong tones; adding crescendo and diminuendo to these to learn and maintain dynamic control; slurring between notes on the same harmonic series at first slowly, then gradually quicker. These last, commonly and somewhat misleadingly called “lip flexibility” exercises, stimulate the development of the many embouchure muscles as does exaggerating the vibration of the lip to form a buzz. This last has been a central tenet of much twentieth-century brass teaching, on lips alone, or with the mouthpiece, away from the instrument. Although there is some controversy about its ultimate usefulness, it would seem to be a useful tool in embouchure forming, and in habitualising minimal frontal pressure of the mouthpiece on the lips.
The tuba amplifies many of the problems which beset brass players, not the least of which is control of the air supply. A large amount is needed, especially to play loudly in the low register. The tuba player has to become a more efficient breathing machine than other brass players, among whom there exists a tremendous amount of argument an confusion about breathing and blowing. Arnold Jacobs, former tuba player with the Chicago Symphony Orchestra, was one of the first to point out that brass players were not helping their playing by jumping to false conclusions about breathing. Nevertheless, some players perform very well without a thought about breathing, whilst others excel despite adhering to bizarre theories.
Sep 21, 1997 | Categories: hornplaying, hornteaching, publications | Tags: amateurs, Arnold Jacobs, beginners, buzz, embouchure, embouchure break, harmonic series, jaw, lip flexibility, mouthpiece, natural selection, range, trombone, tuba | Leave A Comment »
My Small Organ.
(first published in The Horn Magazine – Vol 3, No. 2 Summer 1995)
The way I play the horn has been greatly influenced a by a small organ in my lower back – my right kidney. It first started causing me grief and pain when I was fourteen, on a residential course with the National Youth Orchestra. I woke up at half past three one morning with an awful incapacitating pain in my lower back. I had been sleeping in a draughty dormitory on a canvas camp bed so at first I imagined that the pain was somehow brought on by that. By mid-morning, pale and enfeebled with pain, I was sent to be examined by Sister Body, the medically trained member of staff, who made an immediate diagnosis of Scrofula and gave me three oranges and three small bottles of concentrated orange juice, all for immediate consumption. Despite my scepticism this citrus-deluge-therapy seemed to do the trick and I was back in the horn section within a few hours, jumping through Lutoslavski’s flaming hoops.
Unfortunately, the problem didn’t stop there and a month or two later I suffered another attack of the same pain, which this time lasted for a few days. My G.P., noting that the pain was in the area of my right kidney, took a urine sample and later felt able to tell my parents that nothing was wrong with my kidneys and that I should pull my socks up and get some exercise. >From then on the problem got worse with attacks on average about ten times each year, each lasting typically five or six days. The pain of this backache was intense, to say the least; I could not eat, I could hardly face drinking anything and I could not ignore the pain even enough to watch TV. These intermittent attacks went on for fifteen years, during which time I was confident, because the doctor had said so, that the pain coming from the area of my right kidney was not actually indicating anything wrong with that particular organ.
Why am I telling you all this? Partly, I admit, to generate sympathy for my years of dreadful suffering, but also because it was this pain which led me, indirectly, to some fairly important work on the way I play the horn.
A pain free future.
To continue: eventually, someone had the common-sense to take me to a hospital casualty department where I was given a wonderful shot of Pethedine which sent the pain off down a long corridor to bother someone else. I was examined with an ultrasound scanner and it became apparent that I had a blocked and bulging right kidney. They told me it was a recognised congenital condition and that it could be fixed up by some fairly routine surgery. After having been through fifteen years of perplexity in trying to fathom the cause of all this pain, the relief at being told, and even shown on a screen, exactly what was causing it all was enormous and I felt a surge of joy and excitement at the prospect of a pain-free future. This confused the scanner operator who was used to patients being very upset when told of massive internal malfunctions.
Seven years in a Tibetan Monastery.
In seeking an end to my suffering, during the fifteen years leading up to the Great Kidney Discovery, I did the rounds of all the available alternative therapies: I put myself through years of self denial on a stone-age Japanese ‘Macrobiotic’ diet; I sought initiation into the ascetic secrets of yoga and Tai Chi; I visited several different homeopaths, a chiropractor, at least six different osteopaths (including a cranial one), a Chinese herbalist, several yoga teachers, a couple of acupuncturists, numerous masseurs, a reflexologist, an iridologist, several spiritual healers, a herbalist (and some would have it that I spent seven years in a Tibetan monastery, although I cannot confirm this). This army of willing helpers had three things in common:
1) They all thought they knew what the problem was and gave me several sessions of their appropriate treatment.
2) They all took plenty of money from me.
3) None of their treatments cured, or even made the slightest difference, to my backache. Understandably, such total failure has left me with an extremely low, verging on bitter, opinion of all the so-called holistic, alternative, complimentary health mumbo-jumbo techniques. In future I’ll take my chances with a bottle of brandy and a hacksaw.
At one point somebody suggested I try the Alexander Technique, so I read a couple of books on the subject and proceeded to take some lessons. It is usually taught individually in a one-to-one situation, but I was lucky enough get a place on an introductory residential course taken by Don Burton, a pioneer in group teaching of the Alexander Technique. It seemed as though at last I had found something which had a beneficial effect. Don’s inspired work and its profound effect on my breathing, the way I moved, my posture and inevitably my horn playing, led me to the decision to train as an Alexander teacher myself, this seeming to be the best way to explore the Technique as deeply as possible. Many books are now available on the subject and, for anyone interested, these will provide the best introduction to an understanding of the Alexander Technique. However, a brief outline here may be useful:
The Alexander Technique – a brief outline.
Nearly everyone has muscles or groups of muscles in their body which are habitually clenched or at least held under more tension than is really necessary. There are various causes of this, the most obvious being the mimicking of role models with poor habits of posture and movement parents, pop stars, Rambo, Norman Fowler etc.) and chronic muscle-knotting through fear. Over a long period of time this misuse of one’s muscles leads to a distorted posture, to idiosyncratic styles of walking, and to inefficient breathing. These conditions usually become more entrenched with age and eventually lead towards physical deterioration. Broadly speaking, the Alexander Technique provides a sensible way out of these harmful tensions, and thereby prevents the associated long term ills. A particularly favoured area of focus for the various mental visualisations (known as ‘directions’ in Alexander Technique jargon), is the neck, which is of great importance, posturally, because of its crucial job in carrying the head.
Having triumphed over his own detrimental habits of posture and movement (known by the noun, ‘use’, in Alexander Technique jargon), saving his career in recitation in the process, Alexander developed a gentle but persuasive way of using his hands to teach better use and found that he could bring about long term improvements in the posture and movement of those who sought his help. His revolutionary style of body work gradually became known as the Alexander Technique.
To put it simply, the idea is that by reminding your body over and over again to lengthen and widen, rather than to shorten and narrow, you will undo existing tensions and not simply replace them with new ones. Given time this can change ingrained habits and improve posture and styles of movement.
It is not a therapy in the sense of it being a treatment given by a therapist. It is learned from a teacher and then used, with occasional ‘top-up’ lessons, from then on to help keep your body structure in good order. The only trouble is that it can work out to be rather expensive.
Teaching the Alexander Technique for four years gave me some interesting insights into how it works better for some people than others. It depends on a particular quality of attention. For example, it was always very clear to me that instrumentalists were able to pick up and apply to themselves the principles of the Technique more effectively than could non-musicians. I think this must be because there are clear parallels between learning the Technique and learning to play an instrument so, in a sense, instrumentalists have a head-start. In playing any instrument, whether wind, string or percussion, the best sounding tone you can get is when your body has learned how to work in co-operation with the instrument, not by oppressing it or forcing it – something that instrumentalists learn naturally as they go along. So it is with the Technique, which in a sense is a series of lessons in how to play one’s body to get the best array of muscle tone – analogous to striving for the best sound tone when playing an instrument.
Other people quick to pick up the subtleties of the Technique were those motivated, as I had been, by pain. It always seemed to me that these people were the most attentive during lessons and the ones who thought about it and worked on themselves the hardest between lessons. To stretch further the parallel with learning an instrument, it should be understood that work on the Alexander Technique is something requiring an enormous amount of concentrated inward-looking physical observation over a long period of time. It has to be so to penetrate and change such deep-rooted habits of basic movements as walking, breathing, speaking etc… The challenge set us by F.M. Alexander is to bring our previously unconscious habits out onto the brightly lit stage of our conscious minds and keep them there permanently while we work on them. This can never be an easy task.
During my three years of training, when I had lessons from at least fifty different Alexander teachers, I discovered that there are as many different interpretations of the Technique and ways of teaching it, as there are teachers of it. If, after you have done some further reading on the subject (in my opinion ‘required reading’ for any instrumentalist) you are tempted to try some lessons, it is a good idea to visit several different teachers before choosing one, as a successful outcome really depends on finding a teacher with whom communication and rapport is good.
After queuing up for my (very unpleasant) kidney operation the job was done and my lower back has since felt wonderfully comfortable. Without the kidney pain, which had provided my motivation for going so deeply into the Technique, I soon began to loose the keen edge of my interest in it and found increasing difficulty in teaching it wholeheartedly. Within a year I had given it all up and found myself again directing my energies at my horn playing – which had been profoundly changed by the foray into my alternative career as a teacher of the Alexander Technique.
The Ins and Outs of Breathing.
As part of the training course, while studying anatomy and physiology, I discovered some very interesting facts about breathing which I had not seen explained in any horn or brass tutor. As I intend in the near future to devote a whole article to explaining the ins and outs of breathing I will not go far into it here; suffice for now to say that the diaphragm is not located where the vast majority of wind players think it is and does not do what they think it does. In teaching the physiology of breathing to the brass students at the Royal Academy of Music I have found universal confusion about the simple mechanics of sucking in air and then blowing it out down a tube. As I say, all will be simply explained in a later article.
I had not been on the Alexander training course for long when I began to realise that, from a physiological point of view, playing the horn in the traditional manner puts some pretty unreasonable demands on the human body. For one thing a degree of flexibility in the rib cage is needed if a large capacity breath has to be taken. Sadly, a very effective way of hampering this is to hold out a heavy weight in front of the body, for example a French horn, so that the shoulder-blades have to be firmly anchored by muscles in the back, reducing the freedom of movement of the ribs. Something which nearly all of us do, leaning against a chair back while seated, although tempting and comfortable in the short term, encourages the lower part of the spine to curve outwards (the opposite way to its natural concavity) which assists in the drooping of the upper chest and the forward drift of the head. Pernicious postural habits acquired while practising in this collapsed posture are generally retained even when playing standing.
In order to breathe well and have easy control over large amounts of air, the rib cage needs some freedom to expand and contract. It can only do this properly if the whole back is kept reasonably straight, but not rigid, with the head balanced up on top of the spine, not stuck out in front. The reason for this is that the muscles which elevate the ribs originate in the skull and cannot do the job of lifting them if they are pulling from a position in front of the chest rather than from directly above it.
As a result of my discoveries I set myself the challenge of adapting my horn so that I could play it in a way which would satisfy all of the following criteria:
a) I should not have to support any of the weight of the instrument using my arms – so that I could keep my breathing as free as possible.
b) It should encourage me to sit upright with a straight back and my head balanced on the top of my spine – like a good Alexander person.
c) It should still fit into its case despite the extra attachments.
Now, after twelve years of development from the original design, I feel I have the gadget, the PipStick, more or less perfect. It is a single telescopically extendable leg attached by a couple of small removable brass plates to the centre of the underside of the horn. At the bottom of the leg is a curved bar which transfers comfortably the entire weight of the horn onto my right thigh about four inches from my knee-joint. All my arms have to do is keep the horn balanced on its leg while I play it. The height is simply adjustable by means of a couple of wing nuts and I generally leave it set quite high so that I have to sit with a straight back in order to reach the mouthpiece. In all the time I have been using it I have not once had an aching back or aching shoulders from playing. There is also a major, and totally unexpected benefit: while I am doing my daily practice I never have to put the instrument down to rest my arms and shoulders. Consequently I reckon I can do a whole hour of practice in only half an hour! Of course there are a few minor disadvantages:
a) if I want ever to play standing up (I don’t, but sometimes I am made to) I have to go into training weeks in advance.
b) It does not allow for an embouchure which pivots up and down. Luckily mine doesn’t.
c) I can’t give very good nods and leads in chamber music or musically wing my horn around while I play.
d) It looks pretty whacky (but only to other horn players).
Nowadays, despite these disadvantages I would never want to play without my gizmo – and I just can’t imagine how anyone can, or why they would want to.
© Pip Eastop 1995.
Aug 3, 1995 | Categories: publications | Tags: acupuncture, air, Alexander Technique, anatomy, back pain, breathing, chiropractic, Cranial Osteophaty, embouchure, herbalist, Homeopathy, hornplaying, iridology, kidney, Lutoslavski, macrobiotic, National Youth Orchestra, physiology, PipStick, reflexolgy, ribcage, ribs, spine, Tai Ch'i, tension, tube, yoga | Leave A Comment »