I’ve had another amazing lesson with Martin Shaw.
We spent quite a long time looking into what we have agreed to call “Ghost” tonguing. Having done a bit of work on it since the last lesson and got somewhere (though by no means anywhere near it yet) it’s now got a little clearer exactly what I have to do. So now I have an exercise I will put into my work-out to teach my tongue to jump in and out of that precise position on my upper incisors which damps the sound. It’s a great effect and I’m chasing after it seriously.
The second half of the lesson was spent trying to find a way of using the ghost tonguing in context. Martin wrote out a couple of little riffs for me, which would work over a 2-5-1 sequence and which contain obvious places to do the ghost notes.
We talked quite a lot about how dificult it is for me actually to hear some of the things that Martin does (he does play really beautifully) well enough to even try to copy him. He worked through a variety of ways of slowing it down, with me listening and copying, but not getting anywhere near it. Mine always sounded clumsy and awkward – his always fresh and alive and perfect.
I think next time I’ll have to bring the minidisc recorder so I can better analyzing exactly what’s going on. I need to do this not just with the ghost notes but with many other aspects of style.
My articulation still needs to be blunter, firmer and more immediate at the front of the notes. I still sound too much like a horn player – shaping everything. Despite this being quite a profound change in style, I’m completely confident it won’t mess up my horn playing , as it seems to me that people who learn to speak French don’t lose their Engish accent in the process. I’m sure it’s exactly the same thing. The parallel with learning a foreign language is very clear to me
Martin also said I need to listen to tons of Clifford Brown. Fantastic! I’ll try to learn some more of his solos.
- Continue the chromatic runs and practise ghost tonguing as workout exercises.
- Practise the riffs Martin gave me.
- Study “Confirmation” by Charlie Parker – from the copy Martin lent me with articulations and other useful pencil marks added.
- Get hold of David Baker’s book on Clifford Brown in the Giants Of Jazz series.
- Get hold of the Charlie Parker Onmibus.
- Tongue firmer all the time.
- Listen to Clifford Brown. Listen to Clifford Brown. Listen to Clifford Brown. Listen to Clifford Brown. Listen to Clifford Brown.
I’ve been practising pretty regularly and, I feel, steadily improving but increasingly feeling myself to be in a musical vacuum. What I need now is fresh air, not my own stale stuff to breathe; so with that in mind I’ve arranged to have a lesson with Martin Shaw, who has been enthusiastically recommended by both John Barclay and Derek Watkins.
I’m taking a trumpet and a flugelhorn but no books or printed stuff of any kind – jazz is supposed to improvised – plus I don’t want to be telling Martin the way I want the lesson to go.
What do I want? Not sure, but I’d like him to get me to loosen up my playing and then guide me towards better ways of doing it. The fact is I don’t know if I’m any good at any aspect of it. John Barclay has been vey encouraging, even flattering, as have Valentin and Dan Newall, but I don’t really know if I’m heading in the right direction, hence the need for a lesson …or several.
Well, that was amazing. Martin Shaw is a terrific teacher, and very generous with his time. He gave me two hours! It felt like half an hour. It seems that I’m basically on the right track and he was very encouraging about my attempts – after hearing me struggling through All The Things You Are, although several things came up which I’m writing down now to remind myself about.
1. General articulation: I’m doing it too softly! My tonguing needs to be more positive, or harder, less “classical” – this surprised me but he demonstrated the difference and convinced me. It’s part of coming from my highly classical horn technique and rounding the starts of the notes. “It’s a beautiful sound but not right for jazz trumpet”, I think he said… So I must try to remember that.
2. Learning the modal flavours: Up and down scales thinking in terms of raised and lowered 2nds, 3rds, 6ths etc.. Make cards or use Psion… Go to the ninth and back down each time. Then learn them from the ninth down then up. Then in broken thirds, fourths etc…
3. Playing Aebersolds using only the chord notes. Up, then up and down the scale notes.
4. Playing Aebersolds up and down the straight simple scales notes – so, for example, when encountering the altered scale Calt, just stick to C7 (for now).
5. Same as above but improvising using only the scale notes first in minims, then in triplet minims, then crotchets, then triplet crotchets then quavers, then, triplet quevers etc…
6. Don’t use double tonguing in the fast stuff – it’s almost never done in jazz. The fast licks seem to all be slurred pairs or threes, across the main beats.
7. Learn the closed-tongue Clifford Brown thingy sound. Like muting the sound by putting the toungue against the teeth so the air has to squeeze around the teeth to get through. This is a new departure – something unheard of in classical technique and I don’t think it’s been analyzed much by jazz trumpet players. They just seem do it. I don’t know what it’s called, even.
8. The timbre can be less bright – Martin’s was considerably smokier, or more lush than mine. No idea how to do this.
9. Chromatic scales: very useful and need to be clean and accurate and fast. Good for warming up. Use a more postive finger action – slam the valves down a bit more !
I’m on holiday with the family in a cottage in Sherringham Park, Norfolk. Nobody lives anywhere nearby so I can practice at anytime and most of what I’ve done so far has been outside.
I’ve brought Kenny’s Benge pocket trumpet with me and I’m doing irregular bursts of modes and jazz-chord arpeggios from an exercise I’ve written called “Lodes of Modes”. See below.
I’ve also had the odd stab at repeat tonguing in the high register – something I find rather difficult. So, I’m not really being very systematic but then this is a holiday. I guess what I’m doing adds up to about 90 minutes or so each day.
The little Benge is perfect for a holiday practice trumpet. It takes up almost no space – it even fits inside my regular horn case, next to my horn, and, most importantly, it’s a serious piece of gear – an excellent instrument by any standards.
With a cup mute in it’s nice and quiet so it doesn’t disturb the kids trying to get to sleep.
Here’s “Lodes Of Modes”:
This evening, I’ve just discovered a good way forward. I sat down with Aebersold’s Turnarounds book and CD (volume 16) and tackled the progressions for what are called “Turnarounds No 3”. It’s basically this progression: DM,F7, BbM,Eb7 repeated three times followed by a variety of unsubtle modulations into another key – and through all the keys.
I started off by playing along with the CD but soon realised I was just deepening previous grooves I had made rather than finding new pathways. I turned off the playalong and started to play just the chord notes of each chord symbol. Difficult! Ken Bartells was right – I must learn to know what notes I am playing and learn play ones I choose rather than playing exclusively by ear.
I’m trying to get a bit of practice in every day.
More books and playalongs have arrived, so there’s no shortage of stuff to work on. The trumpet and the flugel are hanging up next to the piano, and the cornet (and mute) are upstairs next to the bed. Most of the playalongs and tons of other jazz recordings are on minidisc so I’ve always got stuff to listen to or play-along with. Also, my Revo has an ever increasing selection of “Grigson” grids to study.
It’s going quite well, although I detect a certain reluctance to get stuck into any standards. I’m not sure quite why this is but I’m hoping that Kenny might help me work this out when I go to see him this afternoon. He’s reluctantly agreed to see me for some kind of “lesson” although it’s clear he really doesn’t want to be a “teacher”.
I think what I should do is ask him to help me work on Stella – I think I have a bit of a foothold in that one.
What I really need is a tame pianist to help me work on some tunes. I’m going to phone Julian Jacobson (a very good pianist, who dabbles in jazz) in a few weeks, when he’s back from some cruise or other, and I’m hoping we can work up some tunes together.
The “LoadsOfModes” is working well. I think I’ll know them all in a couple of weeks and then I’ll just have to start speeding them up.
I’ve noticed something important. There is a tonguing difference between the horn and the trumpet. It’s a larger mass of air inside the horn so starting it and stopping it takes a bit more clout and steadier air pressure. This is the dreaded “support” but I hate the term it means totally different things to different people. I don’t think the trumpet needs any less of it than the horn but the tongue has to be used in quite a different way. I’m hoping that I’ll be able to switch tonguing styles as I switch instruments – rather like people who play both violin and viola have to learn to switch gears as move from one to the other.
Written by Thomas Allard (horn student at Royal College of Music)
(Year 3 Teaching Skills Assignment)
“It is impossible to teach the horn. It is only possible to teach the students how to teach themselves.”
This is Pip Eastop’s main philosophy, and over the last three years I have gradually come to agree with it. The main reason for this is that it is extremely difficult, if not impossible, to give a totally accurate description of the physical processes involved in tone production. Furthermore, even if the professor can describe accurately what he does, it does not mean that students can do the same thing, simply due to the fact that the physical make-up of the inside of the mouth differs from person to person.
To tackle this problem, my professor has devised a practise method to help students address all aspects of technique and discover for themselves the way to attain an ideal sound and technique. Hopefully this eventually allows them to express themselves musically without succumbing to the technical limitations of the instrument. He calls this method the “workout”. It is a period of intense practise incorporating self-styled exercises for breath control and tonguing at different dynamic levels throughout the horn’s range, slurring over different widths of interval, double and triple tonguing, lip trills and attacks on high notes.
Emphasis is on having a heightened level of awareness of what you play, and on only playing to a level at which you can play everything perfectly. Trying to push past this level too quickly does not help you to improve. However, by playing only what you can play perfectly day in, day out, it becomes apparent that the level at which you can do this is always increasing. Once students have an understanding of how the “workout” works, they can tailor existing exercises and invent new ones to meet their specific needs at any given time.
There can come times, however, when the student has trouble advancing with a certain area of their technique, possibly due to the fact that the exercise they have been using does not quite address the problem or perhaps because they are not quite sure what outcome they are aiming at (e.g. tone, type of attack etc.). In an attempt to overcome this problem my professor has invented a teaching method based less on verbal description and more on the aural perception of both the professor and student.
It is called “horn tennis” and involves the professor and student sitting in such a way that their bells face each other so that they can hear each other as clearly as possible. Then, taking into account the student’s description of their particular problem the professor will play something short, usually from a “workout” exercise, which the student then has to imitate exactly. If the student is unable to do this, the professor will play something easier so that the student can imitate it perfectly. Then he will see how far his student can improve by gradually increasing the difficulty of what he plays (without, of course, allowing them to play anything that isn’t perfect) as they continually bounce these small snippets of exercises off each other.
I have seen many of the benefits of this teaching method. Firstly, when there have been faults in the way I have been practising exercises I have been able to spot them straight away. Often I realise that I have not had enough patience in slowly building up what I am able to do. Other times it has been a case of me not quite having had high enough a level of awareness and thus having allowed mistakes to creep in.
Furthermore, there have been times when suggestions of a new approach to a problem by either my professor or myself have led to the discovery of new exercises which have ended up benefiting both parties.
When I have felt stuck because of being unsure of my aims I have benefited from “horn tennis” simply because I have been able to listen to how my professor thinks something should sound and slowly infiltrate this into my way of playing.
Finally, and perhaps most importantly, “horn tennis” has given me a valuable insight into the way in which my professor practises. This alone can often put my playing back on track. After all, if it can make him as good a player as he is, it can hopefully do the same for me!
Tom - thanks for allowing me to reproduce this on my website!
The Tongue Cut Off!
( This article was published in “The Horn Magazine”, Vol. 5 No. 2, Summer 1997)
Those readers whose quality of repetitive tonguing stays consistently tidy and clear from the quiet and slow through to the loud and fast, will probably find little of use in this article. Please jump directly to the very interesting section on historic brass-rubbings, later in this journal.
For the rest, perhaps you have wondered why it is that, below a certain speed, you can articulate a string of repeated notes with good clean attacks, whereas, at a faster tempo, each tends to begin roughly and muddies your overall clarity of playing. For years this puzzled me, but I think I Have now found an explanation and, even better, a solution. Better still, it’s free.
First, to clarify the problem, let me start with an illustration which everyone knows the first whole bar in the rondo from W A.M.’s fourth horn concerto(see below). Whether it is played on the Bb valve-horn, the F valve horn or the Eb hand horn, the problem is there: you might find that when you play it up to speed, forte, you get six rather rough attacks so you try it slowly and the articulation comes out nice and clean. You do the obvious thing and practise it slowly, a lot, maybe for days, but when you play it up to speed again it has hardly improved it still sounds rough and ragged. Help! What is going on here?
I aim to show that if your symptoms match those I have just described, then a potential solution lies just around the corner. But first we need to home in on the problem and highlight it, so lease follow these instructions carefully:
At a metronome speed of dotted crotchet = 126, take the first whole bar of the rondo; put repeat brackets around it and keep on cycling through the bar at about mezzoforte. Make sure you are playing sufficiently staccato so that there is a detectable silence between each note.
This next bit is difficult, so be very careful and persevere until you can do it and get someone else to listen to you if you are not sure you are doing it right. Begin to lengthen the silences so that the notes get pushed apart and the tempo becomes increasingly retarded until it is down to about dotted crotchet =45. Make sure the notes themselves do not become elongated as they move further apart.Meanwhile, keep an eye on every thing else you are doing, particularly with your abdominal muscles and your throat, to make sure that the only thing that changes from note to note is the speed of events not the way you do them.<
Next, maintaining the silences at the duration you have just reached, start to deliberately lengthen the notes. Again, take care not to change anything but the note lengths. Keep slowing until you arrive at around quaver= 76.
Now, by this point you should find yourself playing a string of very ugly, loud, square-sounding notes, each of which starts with the tongue and is cut off by the tongue to make silences roughly equal in length to the notes you are playing. If not, please try again and persevere until you can do it. Remember; some find this very difficult for reasons I hope will become apparent.
What I hope I have proved to you by putting this little excerpt under what is, in effect, an aural microscope, is that during fast staccato tonguing you stop each note with your tongue, Actually, there is no other way, at high speed, to get the little silences between the notes which produce the staccato effect, so rest assured you are doing the right thing by tonguing off at high speed. Incase you had not noticed this before, you have been breaking one of the fundamental laws of modern horn technique, “NEVER END A NOTE WITH THE TONGUE!”. Good for you, I say it was a pretty daft rule anyway. If, by this point, you are still with me and haven’t skipped in disgust to the brass-rubbings, there are, in the light of this revelation, several things to do. The first is to work out why such a rule exists and is so pervasive in horn playing. Then, having admitted to yourself that you really do, at least sometimes, end notes with the tongue, work out what can be gained from such a discovery .
So, why does this rule exist? Primarily to get novice horn players out of the habit of ending each and every note abruptly, which is the easy thing to do, and to encourage them instead to”tail-off” musically the ends of notes or phrases which is very difficult.
It may be interesting to consider the possible origins of this “classical” shaping of the ends (and to some extent the attacks) of notes and phrases. Tradition has it that a typically horn sounding single note should start more or less abruptly, reach its fullest sonority almost immediately and then taper away to silence. There are probably many reasons why this particular teardrop, or pear shaped “envelope”has become, in our musical culture, the one we default to when none other is specified, but the most compelling one I can think of is that when contrived on; brass instrument it imitates the envelope of a note played in a church-like acoustic. Inside a large resonant building even a staccato hand clap is transformed by reverberation, the proliferation of contained sound reflections, into a longer sound which will be perceived as having the teardrop envelope, i.e. it has a smooth tail off added to it.
Contriving such envelopes in non-resonant environments comes easily to the human voice but is much more difficult for the lips and breath of a horn player. It requires the kind of complex technical facility which is central to horn technique but very difficult to develop to a high degree. Inexperienced players who have not yet acquired the rounded attack and the taper to silence will tend to reveal their lack of both by playing square sounding heads and tails of notes which at least helps to avoid the embarrassment of accidentally slipping up or down a harmonic or two. So the rule: “Never End A Note With A Tongue Stop” can be thought of as a preventative teaching aid, at least in its origin. But time moves on and sometimes rules need breaking, or at least bending, to keep them flexible and to allow advanced players a little more freedom.
Now, to explore what can be gained from having found the bath-plug tongue-stop, alive and well, hiding between the notes of your fast staccato articulation: As I have suggested, cleaning up articulation by practising things slowly may not necessarily work. You play the thing up to speed again and nothing has changed, however wonderful it may have sounded at a slow tempo. My hypothesis, then, is that when we slow something down with the intention of working on the articulation we might inadvertently change not just the tempo but also the method of our articulation. We slow it down and then, without realising it, waste time practising some thing quite different, i.e. because we now have time to fit them in we give each note a nice tail off.
Traditionally, the requirement in horn playing to end all notes and phrases with a taper to silence has been so universal that the abrupt tongue-stop way of ending a note has become redundant, and is widely frowned upon. In contemporary music, however, the effect is often specifically required. 1 must say that I really enjoy playing these backward sounding notes. I like the way they end with a thump similar to the effect of letting the bath plug slam back in the plughole as the water is runningú out. In fact, broadly speaking, the bath plug analogy is not a bad one for explaining the simple mechanics of tonguing in horn playing: you pull out the plug and the water/air starts moving again (this is of course a simplification of what really happens) .
Go back to the WAM example. Does it sound even more ragged played on longer lengths of tube? Try it on the Bb horn, then on the F horn. If you are like the rest of us you will probably find it worse on the longer tubing, which is an interesting clue if we continue comparing the tongue to a bath plug.
When playing our example on the Bb horn a relatively small volume of air is flowing along a relatively short length of tube. This mass of moving air is abruptly halted at the precise moment the tongue plugs the passage of air through the mouth. When doing the same thing on the F horn there is a considerably larger, and therefore heavier, volume of air (travelling at the same speed) which has to be stopped dead. The result is a much heavier yank on the tongue caused by the inertia of all that suddenly arrested air flow which then immediately needs the powerful kick of a tongue-release to get it moving again for the next note. Simply put, this means that a stronger tongue is needed to stop and then release the flow of air in longer tube lengths or, alternatively, the shorter the length of tube, the less ragged and burbly the tonguing will sound. Please note my use of the words “stop and release”. I have chosen these carefully to avoid supporting the common misunderstanding that the tongue in some way catapults air out between the lips and down the instrument as if it were some kind of powerful piston. A similar common misconception is that the tongue accts in a way similar to a piano hammer miraculously striking the roof of the mouth to produce sound. The truth is that the tongue stops the flow of air by blocking its path, or allows it to flow by simply getting out of the way.
Having proposed that a strong tongue might be better than a weaker one at producing clean sounding staccato tonguing, it would be a sensible idea to test this out for yourself by setting up an exercise to strengthen it in the right sort of way. This is simple if you follow the instructions I gave earlier and spend some time working at the slow, rather ugly, square sounding abrupt starts and stops. If you do this exactly as I have explained you will probably find, after some time that the roots of your tongue will be aching with the unaccustomed work load which is a good sign that the tongue, which is nearly all muscle, is responding and will naturally become stronger with the exercise. You should feel this ache approximately half way between the tip or your chin and your Adam’s apple, up in the soft tissue between the bones of your jaw.
In my opinion there are very good reasons why tonguing, rather than merely blowing to start a sound, is a good idea. There are some players who advocate starting notes without involving the tongue at all. Presumably, this is to defend potential listeners from the imagined unpleasantness of abrupt attacks. To my mind this is taking the idea of smoothing and rounding everything off a bit too far. It is somewhat analogous to speaking without consonants (try saying this sentence with only the vowel sounds, omitting all vocal tonguing i.e. all the consonants).Playing just about anything without the added colour brought by at least some tongued articulation will probably sound dull and laboured.
Also there is a danger, when non-tonguing, of sounding late to the beat, particularly within a horn section. Generally speaking, it is almost always necessary to synchronise starts of notes with stimuli coming outside ourselves the flick of a baton, the nod of another player, the click of a metronome or click track. With untongued notes this is precarious as there will inevitably be an element of waiting for your note to get going when it is ready, rather than being in precise control as you are when tonguing.<
However, while I definitely advocate the use of the tongue to begin notes and phrases I must make it clear that it is not my intention to encourage the use of the tongue-stop in general playing this would be awful. I only hope to illuminate its specific usefulness as a technical practice aid. As such I have found it to be very useful in my own playing as have many of my students in theirs.
©1997 Pip Eastop
Note: When first published this article was met with a deafening silence from readers of the Horn Magazine and nearly all of my professional colleagues. So far I only know one professional horn player or teacher who has enthusiastically endorsed it – Anthony Halstead.
I have a suspicion that there may be many closet tongue stoppers out there. What do you think? Please email me with any confessions.