Instrument Selection Process
How do we decide which instrument is the BEST FIT for a child?
What is the determining criteria for initial and long-term success on any particular instrument?
Brass Considerations:
Establish a calm approach to a focused air stream.
Look for at least two partials on Trumpet, Trombone, Euphonium & Tuba.
Three partials on French Horn.
What is the determining criteria for initial and long-term success on any particular instrument?
Brass Considerations:
Establish a calm approach to a focused air stream.
Look for at least two partials on Trumpet, Trombone, Euphonium & Tuba.
Three partials on French Horn.
Introducing the Concept of Managing Air
Before we open up the instrument case we tackle the concept of utilizing AIR efficiently.
Posture:
Sitting Positions - Relaxed/Ready (reinforced through Musical Alphabet Games, Rhythm Rockers, etc...)
Inhalation of AIR:
How are we breathing in?
Where is the AIR going?
What does this look like?
What does this feel like?
Exhalation of AIR:
How are we using our AIR?
Where is the AIR going?
What does the AIR feel like? (palm of hand is target)
What does this look like?
Embouchure and Aperture Formation without the Mouthpiece. Focus on Speed of Air & Amount of Air.
Balloons are fun. (Good Visualizer... Great reinforcement activity)
Posture:
Sitting Positions - Relaxed/Ready (reinforced through Musical Alphabet Games, Rhythm Rockers, etc...)
Inhalation of AIR:
How are we breathing in?
Where is the AIR going?
What does this look like?
What does this feel like?
Exhalation of AIR:
How are we using our AIR?
Where is the AIR going?
What does the AIR feel like? (palm of hand is target)
What does this look like?
Embouchure and Aperture Formation without the Mouthpiece. Focus on Speed of Air & Amount of Air.
Balloons are fun. (Good Visualizer... Great reinforcement activity)
"To Mouthpiece or Not to Mouthpiece..."
(There seems to be a debate among strong experienced beginning brass teachers. Do what works for you and your teaching environment!)
Initial Steps On the Mouthpiece:
Placement of Mouthpiece
Be particular with HOW you HOLD the mouthpiece
Managing AIR with the Mouthpiece:
Take previous knowledge that has been established and now apply with mouthpiece.
How do we breath in?
What does the AIR feel like during the exhalation? (sensory awareness - palm of hand is target)
What does the AIR sound like during the exhalation? (ear training/awareness)
Call & Response Activities:
The most natural way to learn an aural based activity is through imitation. (i.e. the act of learning to speak)
Echoing 4-count structure on AIR... progressing toward AIR to SOUND (2-counts, 2-counts)... evolving to 4-count SOUND.
AIR to SOUND (or "Vibration")
Focus on maintaining steady & consistent Air Stream throughout.
Continue to reinforce staying relaxed and using as little tension as possible while moving AIR.
Initial Steps On the Mouthpiece:
Placement of Mouthpiece
- Be specific! 50/50? 55/45? 60/40? Most likely every student will be ever so slightly different, but stick with a ratio of top/bottom lip to teach generally to your class. Individual monitoring and adjusting will be needed!
Be particular with HOW you HOLD the mouthpiece
Managing AIR with the Mouthpiece:
Take previous knowledge that has been established and now apply with mouthpiece.
How do we breath in?
What does the AIR feel like during the exhalation? (sensory awareness - palm of hand is target)
What does the AIR sound like during the exhalation? (ear training/awareness)
Call & Response Activities:
The most natural way to learn an aural based activity is through imitation. (i.e. the act of learning to speak)
Echoing 4-count structure on AIR... progressing toward AIR to SOUND (2-counts, 2-counts)... evolving to 4-count SOUND.
AIR to SOUND (or "Vibration")
- Start with 4-counts Air
- Go to 2-counts Air, 2-counts Sound
- Then 1-count Air, 3-counts Sound
- Finally starting with Sound for 4-counts
Focus on maintaining steady & consistent Air Stream throughout.
Continue to reinforce staying relaxed and using as little tension as possible while moving AIR.
- Trumpets on Leadpipe. Aim for the "F"
- French Horn on Mouthpiece. Aim for the "G"
- Trombone, Euphonium & Tuba on Mouthpiece. Aim for the "F"
SIRENS for Flexibility
On the Mouthpiece or Leadpipe students should demonstrate:
Focus is on maintaining a consistent AIR stream, as little movement in the embouchure as possible and no tension.
Use Call & Response/Echoing activities to reinforce this development.
On the Mouthpiece or Leadpipe students should demonstrate:
- Steady Horizontal Sound
- Steady Descending Sound
- Steady Ascending Sound
- SIREN: "Valley"
- SIREN: "Mountain"
Focus is on maintaining a consistent AIR stream, as little movement in the embouchure as possible and no tension.
Use Call & Response/Echoing activities to reinforce this development.
Introducing the Instrument
How do we open up our case?
Where do our hands go when we lift up our instrument (or parts of instrument)?
How do we put our trombone together?
How do we hold our instrument? (Details count!!)
Bring the INSTRUMENT to YOU. Focus on keeping everything the SAME (embouchure, posture, AIR)
Use familiar procedures on the instrument initially as we did on the Mouthpiece.
Focus on keeping all concepts the SAME: Inhalation & Exhalation of AIR, No Tension.
Where do our hands go when we lift up our instrument (or parts of instrument)?
How do we put our trombone together?
How do we hold our instrument? (Details count!!)
Bring the INSTRUMENT to YOU. Focus on keeping everything the SAME (embouchure, posture, AIR)
Use familiar procedures on the instrument initially as we did on the Mouthpiece.
- AIR only
- AIR to SOUND
- SOUND
Focus on keeping all concepts the SAME: Inhalation & Exhalation of AIR, No Tension.
Continuing to Develop Beginner Brass
Establishing 5 Notes!
Focus on 5 Notes only.
Initially building note relationships diatonically help bridge prior knowledge through simple melodies.
Trumpet: C-D-E-F-G
French Horn: C-D-E-F-G
Trombone, Euphonium, Tuba: Bb-C-D-Eb-F
Games to Reinforce Notes
Pick & Play!
Match the Note!
Introducing Articulation
tU (Thank you Jon Bohls)
10% Tongue, 90% Air
Placement of Tongue
"One row of taste buds..."
Focus on 5 Notes only.
Initially building note relationships diatonically help bridge prior knowledge through simple melodies.
Trumpet: C-D-E-F-G
French Horn: C-D-E-F-G
Trombone, Euphonium, Tuba: Bb-C-D-Eb-F
Games to Reinforce Notes
Pick & Play!
Match the Note!
Introducing Articulation
tU (Thank you Jon Bohls)
10% Tongue, 90% Air
Placement of Tongue
"One row of taste buds..."
Range Development
Introducing notes and building range CHROMATICALLY
Using simple songs/melodies to initially reinforce new notes.
Flow Studies to continue to reinforce range.
Introducing notes and building range CHROMATICALLY
Using simple songs/melodies to initially reinforce new notes.
Flow Studies to continue to reinforce range.
Natural Slurs/Bugles (aka Lip Slurs)
What is the purpose of Bugles?
Why do we put an emphasis on Bugles?
When do we put an emphasis on Bugles?
Start with light articulation (assists with correct air speed... makes it easier...)
Graduate to slur when next extended partial is reached. (i.e. slur 2nd partial to 1st partial when 3rd partial is reached)
What is the purpose of Bugles?
Why do we put an emphasis on Bugles?
When do we put an emphasis on Bugles?
Start with light articulation (assists with correct air speed... makes it easier...)
Graduate to slur when next extended partial is reached. (i.e. slur 2nd partial to 1st partial when 3rd partial is reached)
Introduction to Scales
Scale DONUTS or Scale BLOCKS
Introduce scales based on range: Typically... Bb, F, G, Ab, A, C, Gb, B, Db, D, Eb, E, then move to second octave of F, Gb, G...
Chromatic Scale:
Scale DONUTS or Scale BLOCKS
- Consider learning scales initially through Note Name before having students "read" music.
Introduce scales based on range: Typically... Bb, F, G, Ab, A, C, Gb, B, Db, D, Eb, E, then move to second octave of F, Gb, G...
Chromatic Scale:
- One Octave
- One & 1/2 Octave
- Two Octave