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Hornmasters on Mouthpiece Placement

I changed my embouchure twice in college, the first time right after my sophomore year and the second during my Doctoral studies. It is never easy to make a big change and I have done more than my fair share. This photo is my placement today. Note that it is somewhat more than 2/3 upper lip, it is not quite over the top fleshy mound due to my heavy upper lip, and also it is not centered over my natural lip opening. Is it wrong?

Conventional thinking

Of course the standard thinking is 2/3 upper lip, a point emphasized by Farkas in The Art of French Horn Playing. To review, this is his central point on the topic:

The placement of the mouthpiece which is vitally important is its up-and-down position on the lips—that is, the proportion of the lower lip to upper lip in the mouthpiece. For this placement there is no hard and fast rule and probably no two horn players have exactly the same setting. The locating of each individual player’s exact, ideal spot has tremendous bearing on his playing ability…. There is one general placement which most horn players agree on…. The setting of the mouthpiece on the lips seems to result in “2/3 and 1/3” remarkably often in all brass teaching. It appears to be necessary to use this approximate proportion of one lip to the other in the mouthpiece.

Farkas goes into the topic in a lot of depth in this volume and in The Art of Brass Playing, and pretty much every book after Farkas addresses the topic to some degree.

What about placement side to side?

I’ll just state this before going any further: I don’t think it matters much. Many players have their embouchure off center, and most likely off center to the left side of their face. I have never personally run into a situation where moving the placement to a more centered one gave really any benefit. Which is to say …

You are an individual, one size does not fit all

Reading resources on this topic can be helpful, but you have to be careful of dogma that may sound right on paper but in reality may not work for you. In my own case I really can’t quite set up my embouchure as Farkas describes in print, with my heavy upper lip. I think a lot of players struggle to try to make their embouchure look like his description — they would be better to focus on the results.

As a principal goal of this Hornmasters series is too look more deeply at other classic and more recent resources, what is their take on this dogma?

Practical approaches

Gunther Schuller in Horn Technique passes this topic quickly but with the goal of simply finding the most natural placement possible. “Take the mouthpiece and place the upper half of the rim on the upper lip so that the rim catches” on the fleshy mound of the upper lip. The uppermost area of the rim will be into the white above the lip “and will guarantee that the mouthpiece is more or less well centered.” He also notes, however that few players are exactly centered in their placement and that this, “while generally desirable,” is not a prerequisite to the formation of a good embouchure. He also notes that an embouchure where the rim of the mouthpiece sits outside the red of both lips is “problematic and unsuccessful in a majority of cases.”

Harry Berv in A Creative Approach to the French Horn merely notes that

Once the embouchure position is set, it is time for the crucial mouthpiece placement. A slightly off-center mouthpiece placement is not necessarily incorrect. The formation of the teeth has a great deal to do with this….

With the embouchure in a semi-puckered position, the mouthpiece is placed on the lips. The mouthpiece should be placed in the center of the lips with two-thirds of the mouthpiece on the upper lip and one-third on the lower lip.

Douglas Hill in Collected Thoughts on Teaching and Learning, Creativity, and Horn Performance recommends to

…position the rim of your mouthpiece to rest with two-thirds to three-fourths of its circle on the top lip. The exact proportions depend on the shape of your own particular lips and the exact formation of your teeth. Wiggle the mouthpiece around within those proportions and find the most comfortable position. Once you get somewhat comfortable, remember that feeling and memorize what it looks like through the consistent use of a mirror. With the mouthpiece ready near the lips, form and create that clear and open buzz at the aperture. Hold that feeling and replace the mouthpiece on the lips while allowing the texture of the lips to relax just enough to absorb the rim of the mouthpiece. The pressure of the mouthpiece against the lips should be only enough to seal the leakage of air through the sides of the mouth.

More detailed accounts

William C. Robinson begins his discussion of the embouchure in An Illustrated Advanced Method for French Horn Playing with advice on placing and establishing the embouchure. In terms of how to establish the correct positioning, Robinson explains that “The outside edge of the mouthpiece should be placed no lower than the line at the bottom edge of the soft inner part of the lower lip.” His description of how to find the most natural aperture is rather detailed (too detailed to quote in this post, with illustrations) and involves daily setup of the aperture as part of your warmup with a mouthpiece visualizer.

Farquharson Cousins in On Playing the Horn has several items to consider on positioning the mouthpiece. He starts with the idea that you first make sure you are forming a good lip aperture with this valuable nugget included in his longer description.

The aperture is made as if to sound the French “rue” rather than the English “feet”. Within this aperture as much of the rosy inner lip is revealed as the tautness of the surrounding muscles allows.

Cousins also points out something to watch for with young students, and a solution.

A common fault made by beginners is to place the mouthpiece on the lips and then, at the moment of starting the note, to ‘buckle up’ the surrounding muscles as though to seize the mouthpiece in case it should run away. This is a negation of the stretched membrane and the result is a strangled and halting sound…. A good cure is to form the correct embouchure and place the thick end of a pencil between the lips. Then, without using the tongue, ‘hoof’ it out as though it were and orange pip, at the same time withdrawing the pencil with the hand. This should be done several times while watching in a mirror to see that there is no alteration in the muscle set-up.

When satisfied with what you see, place the mouthpiece and blow as before, but this time sustain the note. If the muscles are now properly conditioned, there will be no ‘buckling’, though probably at the first touch of the mouthpiece the embouchure will still buckle to some extent. However, perseverance will guarantee that ‘buckling’ can be ironed out. Here our mirror is most useful.

The big picture

Most sources that get into details focus on their own approach. Sources that actually look at the “big picture” are rare. This is one of the reasons why we will conclude this post with several quotes related to this important topic from Thoughts on Playing the Horn Well by Frøydis Ree Wekre.

One aspect of this publication that makes it especially valuable is that she openly recognizes that there is not just one valid approach to mouthpiece placement. She notes that most teachers agree that the mouthpiece should be placed horizontally in the middle of the mouth and approximately 2/3 upper lip, which may vary up to ¾ upper lip and down to ½ upper lip. Turning to the lower lip specifically Wekre continues,

The first major disagreement in this regard is how the lip should be set under the mouthpiece as it is being place, and how the teeth (jaw) should be positioned….

Some teachers recommend that the part of the lower lip should be rolled in under the upper lip, thus becoming invisible in a “normal” playing position. Other teachers, myself included, recommend that the mouthpiece should be placed directly on the lower lip without altering the position of the lip from its natural position.

The rolled-in lower lip is problematic in her view because it creates a large break which impacts flexibility, the sound can be “less homogeneous and centered,” and it is difficult to manage soft dynamics. She then lays out a problem that she has seen in her teaching.

There is, in addition, a philosophy that the embouchure will “blow itself in,” and the end justifies the means, as long as it sounds good. This philosophy….. is based on the fact that many successful horn players have an unorthodox, self-taught or random playing technique. Their talent has permitted them to find a technique with which they can manage the music and one that works. This way of thinking is also due to a wide-spread and understandable fear of how drastic an embouchure change can be. It is usually quite difficult psychologically to have one’s playing ability reduced, even for short periods, while one undergoes an embouchure change. Those who ascribe to this philosophy are there for willing to accept, for example, the rolled-in lower lip or an asymmetric mouthpiece placement if the technique functions well, seemingly without major problems.

To conclude our post with more on the topic of upper lip placement, Wekre offers a bullet list of questions to complete the sentence “To what degree should the upper lip” and concludes that

a kind of combination of the natural and the slightly rolled in feel is what I recommend.

Continue in Hornmasters series

Rock Horns

Rock and roll Finlandia horns.

See their web site.

* * *

UPDATE 2021, JE. The above is a portion of a former “Random Monday” article — the Golden Horns website is no longer there, but the videos still are. Below is my personal favorite of theirs, very cool, and also featured on a subsequent “Random Monday.”

Resource: The Brass Players Cookbook

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In the previous post I noted Lesley Howie was a featured endorsing artist in the Woodwind & Brasswind catalog. It caught my eye as she is an E-flat tenor horn player, our cousin in the middle brass range. In her bio at Besson it also caught my attention that “Recently Lesley was asked to write a chapter for ‘The Brass Players Cookbook’ which is currently storming America.”

Having not even heard of the book that was “storming America” I checked online and found that Arizona State does not own it but also quickly found it on Amazon. It was published in 2006. The basic scenario of the book is that they asked 57 well known brass players to write chapters which were compiled into a collection of articles. There are, as expected, excerpts on Amazon and also some reviews. The four reviews at Amazon range from the glowing to the less-than-glowing.

With my Doctorate in brass pedagogy I am curious but also a tough customer for books of this type. Looking at the Amazon excerpts and the table of contents it hits a lot of famous players, several of whom are only rarely seen in print, but in a format that is at the least confusing. I have not seen the full book [see UPDATE] so I won’t pass judgment, and I am sure there must be some great tips sprinkled in over the book, but the comments from “bibliobob” sound like they ring true as valid criticisms. In part he notes,

Someone came up with the thought of formatting it as a cookbook. Each contributor was asked to write a brief article on whatever they want – an extreme case of editorial abdication which resulted in the predictable redundancy and inconsistency. When the articles came in, you would hope someone would notice the cookbook idea wasn’t working and either drop that format or hire a copyeditor to make it work. Unfortunately, they soldiered on and published them as written, in alphabetical order by author.

Why this comment rings so true to me is I know it would be quite difficult to maintain a consistent style and to cover things completely in a book of this type without an editor actively molding the content.

There are a number of horn players represented and one is actually singled out by bibliobob in his review in relation to the format problems of the book. Rather than repeat it (you can read his full comment on Amazon) the main thing to note again is it takes editing to make a publication flow. Many of the articles look interesting based on the titles but the ones available in the online copy for review are really not particularly strong articles.

If you are looking for a book of tips for brass playing from a number of famous brass players this is certainly a book to look into. I would probably check to see if you had library access to a copy first though to see if there is enough there for you to feel it worth the price. We welcome further comments on The Brass Players Cookbook from those who have actually read it.

UPDATE: I have a copy now. It is an interesting book, worth reading, but as noted above and without being specifically critical of anyone, the content is a bit uneven.

6 Survival Tips on Dealing with Criticism

College is starting up again and for students new to college, this means a brand new environment and an unfamiliar horn teacher.

As with anything new, there is a period of adjustment required. Declaring yourself as a collegiate major in music is a significant choice. It indicates that you intend on being a professional and that you are now accountable to a higher standard in order to improve and hone your craft.

For music performance majors this means hours of practice – the method to improve and meet the challenges presented in weekly lessons. These lessons in turn are the mechanism to diagnose and test the efficiency of the practice.

Under pressure

For some, this can be a big change from previous learning experiences. If you are not accustomed to a higher level of scrutiny and accountability, you might find yourself crumbling under the pressure.

The first semester of college music lessons can end up being a series of random trials and errors. Mine certainly was, and I imagine that this is not an uncommon experience.

Six tips on how to deal with criticism

1. Don’t make it personal

Sometimes it might feel as though a comment in a lesson is a direct criticism about personal style and beliefs. It is important to keep in mind that learning is subjective and that the teacher is there to help you improve and see that you graduate, ready for employment.

2. Develop a thicker skin

It can be difficult sometimes to take criticism on something we have worked on for a long period of time.

When presented with your work, only rarely will your teacher be 100% satisfied with it. This is a good life lesson too – we all should surrender to the fact that we will always receive criticism – both positive and negative. (Ultimately, this is a good thing of course!)

3. Ask questions and seek advice

Teachers and counselors exist to help you succeed in solving problems. If something is not clear to you, ask questions. If your first round of questions feels unanswered, keep searching. Use the resources readily available on most campuses – other faculty, campus advisers or the library.

In college, the time for lazy thinking and spoon-feeding is over. Student comprehension is no longer the direct responsibility and duty of the teacher. In college, students are now young adults; their academic quest for knowledge and a career demands taking charge, asking questions and taking responsibility.

4. Act like a professional

College is a good practice field for testing out basic tenets of professionalism and teamwork. This includes acceptance of methods and beliefs different than your own. Be confident in what you do, always keeping in mind that the goal in college is to be a professional and handle yourself accordingly.

5. Stand up for your musical choices

If you feel overly criticized for some reason, speak up for yourself. As a teacher myself, I like it when a student makes a firm musical choice, even if it runs counter to my own.

6. Journal your experiences

I will probably write about the value of journaling until my fingers wither to the bone.

Bad Audition=Quit Horn? (Updated with a short story)

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A post from the archive of the original HTML Horn Notes Blog dated 9/4/06. With a 2021 UPDATE and story at the end

Every fine horn player has experienced some poor audition results. These experiences are an essential part of how we learn to play a good audition, both by learning how to better prepare the elements we can control and recognizing better the elements we can’t control.

As the semester begins college students all over have taken or are taking seating auditions for chairs in ensembles at their schools. For a wide variety of reasons some will have bad auditions or for reasons out of their control get poor seatings.

Do less than desired audition results mean you should quit horn? I would say no. Horn students who succeed are the ones who when they fall down get back up and keep trying to do their best. Over time you learn preparation tactics that will work for you and also the audition situation itself gets more and more familiar and comfortable.

Unfortunately, there are players who find it hard to keep going for whatever reasons. To varying degrees I have seen it in most every audition I have ever been a part of as a student or as a professional.

For some players I do recognize that a change of direction career-wise would be in order; talking everything over with mentors is very important. But, without getting into any specifics, I would just encourage those out there that have had bad audition results, don’t over react. Pick yourself up and try to figure out what you need to do to have a better result next time.

UPDATE: Working through the site in the summer of 2021, looking over articles, I was thinking this one would have a bit more context of my thinking. There is a story.

Years ago, the person in line to audition for Eastman right before me was a trumpet player who was the brother of someone I knew. That person told me that if they did not get into Eastman they were going to quit trumpet. 

That moment has stuck with me forever. I did not see them at Eastman the next year. I hope they did not absolutely quit trumpet. It clearly was a bad mindset to have, and I hope no matter what bad results you have had you can go forward and still enjoy making music.

What Motivates Horn Players?

The question of motivations has long been of interest to me and closely relates to topics on which Bruce has written as well. Bruce and I are both alumni of the Eastman School of Music of the University of Rochester. The July-August issue of their alumni magazine Rochester Review contains an article titled “Self-Determined” with the subtitle “What motivates you? Two Rochester experimental psychologists are challenging some cherished assumptions.” An online version may be found here.

This article by Karen McCally on the work of professors Edward Deci and Richard Ryan is the sort that can give any reader much to ponder. The bottom line is we are not motivated by the things we may think we are.

…after several years of collaborative research, Deci and Ryan emerged with Intrinsic Motivation and Self-Determination in Human Behavior (1985). In their pathbreaking work, they articulated self-determination theory, a comprehensive repudiation of behaviorist orthodoxy regarding human motivation.

In the broadest sense, the theory, as it has developed over the past quarter century, maintains that motivation develops from within us, grounded in our basic human needs to develop our skills and capacities, to act of our own accord, and to connect to others and to our environment—needs Deci and Ryan refer to as “competency, autonomy, and relatedness.” Self-determination theory, known among psychologists as SDT, holds that we are most deeply engaged, and that we do our most creative work, when we feel that we are acting according to our own will on behalf of goals we find meaningful.

Deci’s and Ryan’s most startling finding was that rewards such as prizes and money were not only less effective than behavioral psychologists had long supposed, but under some circumstances could actually diminish people’s feelings of engagement and motivation.

“We were out of the mainstream,” Ryan says of the early research. “The idea that rewards would sometimes undermine motivation was anathema to behaviorists. There was a lot of resistance to looking at this set of ideas about motivation.”

As is the case with any challenge to long-held wisdom, resistance—or skepticism—endured. But in 1999, Deci and Ryan could point to over 100 studies that confirmed and extended their findings.

The case studies offered in the article are very interesting. Traditionally we think that we are motivated by rewards of some sort, especially financial, but actually we are motivated by “self-determination.” Later in the article this section gets at this point that while rewards may motivate some tasks, they actually are not what motivate us in a larger sense.

Of course, critics point to evidence to the contrary. Indeed, it’s not hard to find grade-schoolers who ace more tests when promised candy. Or teenagers who obey curfews when threatened with the loss of driving privileges. Or adults who continue to work at jobs they hate because the pay is lucrative.

In a 1990 book on goal-setting, psychologists Edwin Locke and Gary Latham, two persistent critics of self-determination theory, disputed the theory on conceptual grounds while noting that if rewards proved detrimental to motivation, “it is doubtful that [self-determination theory] has much application to real life.”

In fact, Deci and Ryan maintain that rewards can be effective and appropriate for simple and rote tasks. But in the context of the complex tasks that make up most of our lives in the professions, the trades, as athletes, artists, or as parents, the motivation that rewards generate is shallow and short-term. More importantly, adds Ryan, people who focus on rewards “miss out on the inner resources of intrinsic motivation and volition that are the wellsprings of true engagement and creativity.”

All of which points to the daunting challenges the theory poses: Just how do you create the conditions in which intrinsic motivation can flourish? And more specifically, how do you guide that motivation toward specific outcomes—at work, at school, or even at the fitness center? Says Deci, “control is easy.” Creating an atmosphere in which people feel free to act autonomously and creatively toward shared goals, he says, “is much, much harder.”

In the sidebar of the article Karen McCally outlines the original study that inspired their research which involved the use of a Soma cube puzzle.

In brief, Deci divided college students into two groups and placed each group in a room with a Soma cube and an assortment of magazines. He instructed the participants to work on the puzzle, but he offered to pay the members of one group for each design they correctly assembled. After a period of time, Deci told the students that puzzle-solving time was up, adding that he would leave for about 10 minutes to record data and would return with a questionnaire.

But rather than record data, he observed the groups from outside the rooms. He saw a noticeable difference: To a significant degree, paid participants were more likely to put down the puzzles and pick up the magazines. Participants who weren’t paid, on the other hand, were more likely to continue to work on the puzzles.

It was an instance, as Deci later explained, of “no pay, no play”—and an inspiration for decades of research on human motivation.

Finally, in another sidebar, we learn that a boss can apply self-determination theory by emphasizing “shared commitments and responsibilities.” The heart of this section is this series of four points.

1. Share decision making. It’s not practical in all circumstances, but it is in more cases than we often assume. If goals are non-negotiable, allow people to determine how they will get there. The more people participate in the decisions that affect them, the more engaged they will be.

2. Explain the reasons for goals and rules. Unless you’re dealing with a small child, explaining why a rule exists, or how a task is important to a larger objective, is almost always useful in promoting engagement.

3. Adopt the other’s perspective. Once you understand another’s perspective, it’s easier to work out—together—how you might help achieve valued aims.

4. Foster an alliance. Hierarchical relationships have their place. But work-related or behavior-related goals are often shared. The manager is not responsible for an employee’s mistakes, but she is responsible for the final product. Make your mutual interest clear—as well as your offer of support.

Again, the entire article is an interesting read, and more can be found on sources such as the Wikipedia, a dedicated site at the University of Rochester, etc . The whole topic of motivation and motivations is an interesting one as it gets at why for example some horn players achieve a high level and others don’t. Teachers who try hard to motivate students run the risk of doing the opposite by only tapping into rewards strategies rather than building self determination. The four strategies above are clues as to how to apply this theory to teaching and how to keep ourselves interested and moving forward as well. For sure the motivation for most of us is not money; as I say perhaps too often there are a lot of things we could do that are easier than horn playing.

Hornmasters on Opening the Corners to Breathe

Another brief topic in the embouchure chapter for Farkas in The Art of French Horn Playing was that of breathing in relation to the corners. It is something that he realized that some students would have to practice to make completely comfortable.

Open those corners

Farkas notes “When we breathe while playing we properly keep the lips on the mouthpiece and quickly stretch the mouth into a wide smile, at the same time opening the corners of the mouth and inhaling deeply through those open corners.”

For sure this is topic some players need to think about, as you can hear the sound of the air going in through the too-small opening of the lips at the corners of the embouchure. But how to best achieve a bigger opening?

The relaxed inhale

Frøydis Ree Wekre in Thoughts on Playing the Horn Well makes a point of stating a somewhat opposing view to Farkas on this topic which for some players is certainly the answer. She feels that the corners are not stretched into a smile, but rather are relaxed on the inhale.

RELAX your face quickly and totally in every possible mini-second of a rest, especially whenever you inhale. No smiling when inhaling! Fear of not re-finding the right lip position for the next tone keeps many players away from this type of super-quick-relaxing. In my experience this fear is without reason for the most part. You will find your position for the next tone very quickly if you trust that you will find it…and of course if you do practice quick lip-relaxations regularly.

Guppy breathing

Worth mentioning also at this point is a topic I don’t think is mentioned in any classic method but some teachers advocate for. I have heard it called “guppy breathing,” it is where you drop the jaw — and fully disengage it from the mouthpiece! — on the inhale. Advocates would note (correctly) that you can get in a very large quantity of air in quickly and quietly by this method, if you are comfortable with it.

Continue in Hornmasters series

Hornmasters on Puffing the Cheeks

Next Farkas in The Art of French Horn Playing briefly presents notes on puffing out the cheeks.

Conventional wisdom

Farkas felt it was to be avoided because it is “an indication that something is seriously wrong with the way the embouchure is being formed. …the student can be sure that he is not bringing the proper muscles into play.”

Gunther Schuller in Horn Technique also recommends that hornists “should also guard against letting his cheeks puff or allowing air pockets to form behind either the upper or lower lips.”

Reality is, it can be OK

However, after years of teaching I am really unconvinced that slight puffing out the cheeks is a problem. It may in fact help get your embouchure in the right position to play a given note in a given range at a given dynamic, thinking especially of the low range. If it sounds good, the approach is correct for you. If it does not, then you have to explore options. Keep an open mind.

Put another way, can you puff out your cheeks at all? If you can’t your face may just be too tight.

Every rule has an exception

And I am not the only one to note this. Frøydis Ree Wekre in her great book Thoughts on Playing the Horn Well correctly explains that

Froydis-Thoughts…every rule has an exception. Some have discovered that a little (controlled) air in the cheeks can be useful in special situations.

Continue in Hornmasters series

From the Mailbag: What Horns do Professionals Play?

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A question that comes in often in various ways is something along the lines of “What horns do professionals play?” Bruce Hembd and I have both answered this question a few times over the years in our older blogs and in Horn Matters. One of my recent versions of an answer is here, where I began by saying,

A question a lot of people wonder is who plays what horn and also the related, larger question of what is a professional quality horn? My standard answer is a professional quality horn is a horn that a professional would seriously consider playing. In other words, it is not something determined by marketing but by the market.

To briefly expand on the thoughts expressed in the post linked above the idea is, especially if you aspire to be a pro, to find a horn you think you can win a job on; a horn that produces a professional sound.

Part your homework as a student of the horn is to look around and see what professionals actually play. This may involve getting beyond the advice of your teachers who may have strong opinions on the matter that don’t necessarily bear out in the real world or don’t work well for you.

An aside I would offer is a story. Back now some years ago Bruce and I worked together on the IHS Online and one proposal we put into practice was a horn for sale area (which still is in operation). When we were testing horn listings before the service went public Bruce I believe put up listings for “Fischer-Price” and “Crayola” horns (with a “colorful tone”). They were just place holders, of course, but ever since that time I have used a line with students something along the lines of there is a time to move on from the Fischer-Price horn to a horn a professional would consider playing.

If you are in doubt, try some other horns and try to get some honest feedback. In fact, even if your are not in doubt try some horns! You need to get a clear idea what a professional horn feels and sounds like. With the very serious note being while you have to try to work out your playing also it could be your problems with the low and high ranges and volume are very much horn related. Keep your eyes open and be willing to make the jump to a better horn, it can make tons of difference.

Getting Rattled

Actually you never eyeball a horn player. That’s one of the real rules. You just don’t. They’re stuntmen. You don’t eyeball stuntmen just before they’re about to go near death.

That’s really true. You also never tell a horn player you played beautifully last time just before a concert. You see that look. They look at you and they’re always thinking, I could die now. And you know there’s something else behind the eyes.

That’s really a truth. And so you have to let them do their very difficult thing without too much disturbing.

[Edited from a Random Monday article 2021, JE]