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ABCTrumpetClinicI(Matzen)
Intro,ChicagoSchoolIntro,ToneVs.Sound,Buzzing,Breathing,EmbouchureandDiagnostics
MaxMatzenQuickIntro• AssociateProfessorof
TrumpetatUtahStateUniversity
• MMandDMA(PerformanceandLiterature)fromEastmanSchoolofMusic
• BM(JazzStudies)fromUniversityofNorthFlorida
• Groups:RochesterPhilharmonic,JacksonvilleSymphony,EmeraldBrassQuintet,UtahFestivalOpera,USUFacultyJazzCombo
UtahStateUniversity(Logan,UT)
StanFriedman–SOLUS(1974)
TheTrumpet
Intro:ChicagoSchoolofBrassPedagogy
ArnoldJacobs
IntrotoArnoldJacobs• PrincipalTubaofChicago
Symphony1944–1988.• Oneoftheforemostbrass
pedagoguesofhistime,andwasconsideredanexpertonanythingrelatedtobrasswind,woodwind,andvocalperformance.
• MostofhisphilosophiesaredocumentedinSongandWind,acompilationofhisconceptscompiledbyBrianFrederiksen.
BeginningoftheChicagoSchool
• ManybrassmusiciansoftheChicagoSymphonyagreedwithJacobsandhisprincipals.
• Manyofthembegan,oralreadywere,teachingtheseprincipalsintheirstudios(NorthwesternUniversity,DePaul,privatestudios,etc).
VincentCichowicz
ChicagoSchoolsimplified…
• Defined-Havingan***extremely***clearmentalconceptofwhatthetoneofaninstrumentshouldbe,andsimplyallowingthebodytoattempttorecreateit.
FromArnold“Jake”Jacobs:• “Therearetwoinstruments.Oneinthehandsandoneinthehead.Theinstrumentinthehandsisamirrorreflectingtheoneinthehead.”
• -“Ibelievethatitisbesttobesomewhatunconsciousofourphysicalmaneuversbuthighlyconsciousofourmusicalgoals.”
“MusicalGoals”
• They’veheardexamples(Professionalplaying)
• Theyareimitatingsomething(consciously)
• Theyareimitatingsomething(subconsciously)
• Theyarestimulated…
AmbroseAkinmusireMasterclass
ListeningforProfessionals(teachersandperformers)
Listeningformostkiddos…
QuickPause… • Howmanyofour
students’musicalgoalscomeprimarilyfromourverbalinstructions?
• Howmanyofourstudentscannamemultipleprofessionalperformersontheirowninstruments?
• Howmanyofourstudentscannamerecordingsoftheirfavoriteperformers?
MarkusStockhausen
WhenListening,WeShouldallbeHere:
ChicagoSchoolforTeachers• Beforeourstudentsareto
tryandimplementanyadvancedphysicalinstructions(fromateacher)theymustknow,andhaveclearmusicalgoals.
• Ifweattempttomicromanagemusculaturebeforetheyhaveaclearconceptofgreattoneinthefrontoftheirminds,theresultsmaybelessthandesirable.
Tonevs.Sound
“There’snosecrettohowyoubecomegreatagreatbrassplayer.Youlearnwhatagreattoneisandthenyouworkyourbuttoff.”–AdolphHerseth
Tonevs.Sound
Tone• The“nutsandbolts”that
comeoutoftheinstrument.• Tonescanbehealthy,or
unhealthy.• Healthytones(onallbrass
instruments)haveselectcharacteristics.*
Sound• Soundistheartisticeffort.• SoundscanbeBritish,
German,Jazzy,etc…• Aprofessionalplayercan
maskhis/hertonequalityineffortstoplaywithacertainsound(ex.WyntonMarsalis)
Commonphrasesinuse…
• Darkenthetone• Warmthetone• Brighttone(asanegative)...typicallyusedalongside“tinny”or“thin”
• Darktone(asapositive)...typicallyusedalongside“full,dark,rich,”or“big”
NicPayton-Trumpet
Arehealthytonesbright,ordark?
ChrisMartin(NewYorkPhilharmonic)
AdolphHerseth(ChicagoSymphony1948–2001)
NewYorkPhilharmonic(Mahler2Excerpt)
Darkvs.Bright• Brassinstrumentsareborn
toresonate–thisistypicallyabrightquality(yes,bright).
• Frequentlywhenstudentsareaskedtodarkenthetone–theresultistension(oruseofmuscles)inthechops,throat,neckorelsewhere.
“Thatdarkjazzysound…”
RyanKisor(LincolnCenterJazzOrchestra)
LouisArmstrong– WhenYou’reSmiling
Continued… • Manystudents(young
andold)donotunderstandwhentheyareplayingwithorwithoutagoodtonequality.
• Moststudents(youngand
old)cannotverballydescribeahealthytonequality– theyusuallydescribegoodcoffee.
IdealTone:Clear,BrightandResonant
MauriceAndre–FrenchVirtuoso
Whataresomewaysforourstudentstogainresonance?
ThomasGansch–Trumpet,MnozilBrass
SomeAnswers…
• Closelistening*• Practicingfundamentals(longtones,slurs,Clarke,etc.)
• Relaxationinneck,shoulders,embouchure,etc.
• Lipbends(atforff)• Mouthpiecebuzzing
PachoFlores
MouthpieceBuzzing
ThoughtsonBuzzing
• Highlyvariedresults!• Manyproplayersare“antibuzz.”
• Manyproplayersare“probuzz.”
• Manyplayersbuzzindifferentways(sounds,gear,etc).
• Worksbythedropfull.Easytooverdo.
“Berp”
MoreThoughtsonBuzz• Justsimply“buzzing”
leadsto(again…)highlyvariedresults.
• Studentsshouldbuzzinawaythatleadstoincreasedresonance.
• At*this*stage,trytokeepitsimple.Consideravoidingthingslikebuzzingrims,lipsalone,leadpipe,etc.
• ToneChoice:Thick/meatybuzzvs.foggy.
TerryWarburton
Optimal:Sing,Buzz,Play
• Singapassage,buzzit,thenplayit.
• Singingandbuzzingmustbeexecutedwithgoodmusicianship(pitch,rhythm,articulation,expression,etc).
Breathing
Somecommonlyusedexpressionswhenteachinghowtotakeagoodbreath…
1. Breathefromthediaphragm2. Breatheinwarmair3. Fillfromthebottomup4. Don’tlettheshouldersraise5. Breathedeepintoyourstomach,
notyourchest6. Breathetomakeyourstomach
expand7. Expandtobreathe8. Takeahugebreath9. Notahugebreath.Breathing
shouldbeconversationalwhenplayingabrassinstrument
10. Takeabunchofairbecauseit’s“free”anddoesn’tcostanything!
Jacob– SkyviewHighSchoolSenior(Smithfield,Utah)
TheRabbitHole… • Havingauniformbreathing
pedagogyforallbrassinstrumentsmaybeharmingyourtrumpeters.
• Thetrumpetissmall.Ithasasmallmouthpiecewithasmallthroat.Resistanceishigh.
• Whenplayingatrumpet,breathing(andwemoveair)shouldbecloseastoconversationalaspossible.
ExhibitA(TimofeiDokshizer)
OtherCommonThoughts…
• Breathelikesingers…• Breathequietly!• Breathefromthediaphragm!
ExhibitB(AnnaNetrebko)
TrumpetBreathConcluded
• Thisisaninstrumentwhereit’soktomakebreathinga“higher”experience(tothecollarbone).
• “Conversational”breathingistheidea.
• Imagine“suckingin”air,asopposedtotankingupfromthebottomordiaphragm.
ABCClinic1Review
1.Consider:ChicagoSchoolofBrassPedagogy
• Listeningbased• Studentsarepursuingagreattone(consciouslyorsub-consciously)
• Resource:SongandWind(BrianFrederiksen)
2.Tone:Clear,BrightandResonant
• Usecautionwithyouradjectiveswhendescribingtone.
• Brightnessisagoodthing.
• “Darkening”ortryingto“darken”canleadtotensionissues.
• Trumpetsareborntoresonate(Jericho).
3.BuzzingcanIncreaseResonance
• Carefulwithbuzzing.• Canbeoverdone.• Avoidextremes(lips,rims,leadpipes,toomuch,etc).
• Tryhavingthemfogthebuzz.
• Optimal:Sing,buzz,play.
4.Breathing:KeepitConversational
• Trumpetsneedadifferentbreathfromtherest.
• Breathingabithigherandisperfectlyfine.
• Imagine“suckingin”air.• Tankingupwithtomuchaircanbeveryproblematic.
Questions?ContactInformation
• [email protected]• Ifyouhaveideasforthingsyou’dlikeformetocover,feelfreetosendanote.
