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Hornmasters: Yancich and Robinson on Right Hand Position

Milan Yancich in A Practical Guide to French Horn Playing offers a practical approach to finding a good hand position.

There are many hand positions that result in a range of sound from a closed or covered one to an open sound….

There is no one correct position for the hand or the horn. A great deal depends on the sound one wants to produce. To aid the student in finding a good hand position, I instruct him first to hold his hand flat, fingers together, and slightly cupped, as if scooping water out of a brook to drink. I then tell him to insert the hand into the far side of the bell, far enough in so that if he were supporting the bell while standing, it would rest on the thumb and forefinger. He should then play a note with the hand wide open, and as he sustains the sound he should slowly close the hand until the tone becomes muffled. At that point he should open the hand slightly by moving the hand out a bit. That will be his approximate hand position.

Most great horn players feel quite strongly about hand position in the bell. One of my colleagues told me that if his students were errant in keeping the hand firmly in the bell he had them place adhesive tape inside the bell to make sure that the hand remained quietly in the bell in the same position. My cure … is to stand while playing. Since the hand must then support the weight of the bell, it cannot easily be moved.

Yancich does not suggest adjusting the bell from note to note as it “can lead to an uneven scale.”

A critical factor: the stopped horn/open horn relationship

William C. Robinson suggests in An Illustrated Advanced Method for French Horn Playing that to find the best right hand position one first find a good stopped position for the right hand in the bell.

When a good stopped position is attained, the heel of the hand should be swung open, with the seal maintained near the ends of the fingers. This should result in a good right position; the hand can be opened or closed slightly, according to individual tonal preference.

Personally, this is the angle I most often take with adult students to find a good hand position; you want to ideally be able to go quickly and easily from open to stopped and back to open by just closing and opening the door of the hand in the manner Robinson describes. Of course this won’t work with every student, especially if they have small hands and a large bell, but it is an ideal if it can be achieved.

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3 Stages of Beginning Music Lessons

Summer time is here – this is prime time for savvy music students to acquire music students of their own. This is a great thing to do, for profit and for personal learning.

While the process of recruiting private students is fairly easy to figure out, the process of retention may be less obvious.

In my own teaching experience it boiled down to a broad, three-level process:

  • The introductory phase
  • Organization and planning
  • Achievement

The beginning student’s learning curve and retention in your studio are directly connected. Think of it as a code – like the Hippocratic Oath. This, over and above short-term desires for personal profit.

Introduction

With the exception of home-schooled students, the one-on-one learning experience for beginning music students is typically brand new. In most classrooms in America today, personal attention is rare.

Think about activities to break the ice. Here is a starter list:

  • ask questions about their horn playing
  • show them all the parts of the French horn
  • ask questions about school
  • get to know the parents
  • play something

Look for body language, visual and verbal cues to see if the student (or parent) is tense or relaxed. This phase might go on for a few lessons before a comfort zone is found.

A big part of this process at first is the fundamentals – buzzing the mouthpiece and holding the instrument.  Discovering a good, comfortable playing position for each individual child is absolutely tantamount to retention.

Be careful about direct touch – in the classroom teaching field, this is a big no-no. I use a baton or pencil sometimes, to both conduct and point attention.

Organizing and preparing

One can never presume that a young student knows how to practice. A checklist to think about:

  • where to practice in their home
  • where to start
  • how to plan for lesson assignments
  • how to troubleshoot and fix problem areas

This process translates into a useful work ethic in adult life. In this stage a parent can be a very helpful and vital resource.

Achievement

Once the student gains some ability and confidence in their playing, they will naturally want to have some fun with it.

This can be a delicate stage. A child’s confidence can be like an uncooked egg. Handle it with care.

Here is an achievement checklist to help get you started:

  • assign materials of increasing difficulty
  • play duets
  • encourage participation in contests
  • encourage youth ensembles outside school
  • support solo opportunities
  • seek recognition and feedback from parents to the student

Overall, students need praise for their hard work. Even if the improvement seems slight, it never hurts to point out and recognize the work that went behind it.

Pithy Quotes from Sir Thomas Beecham on Music

The grand tune is the only thing in music that the great public really understands.

The humor of Sir Thomas Beecham, though tinged with cynicism, is something that I have always enjoyed reading about. Beecham was a major influence in the musical culture of Britain in the early 20th century, founding both the London Philharmonic and the Royal Philharmonic Orchestra.

Beecham and Brain

Though a bit of a rift developed when Dennis Brain left the RPO, he is often described as being a prodigy of Beecham. Indeed, Beecham was an active impresario in addition to being a world-renowned conductor.

After Brain’s untimely death, he was noted as saying “we all felt that he came to earth just to show us that it could be done – and then he was spirited away.”

The message behind the humor

Behind the cynical wit of the quotation featured at the top of this article lies some deep truth.

While in practice we focus on finer details, audiences really wait for the big moments – or as Beecham puts it, the grand tune. Whether it is a whisper or a shout, the big tune is something to think about in every piece you perform.

And when you get there, make it grand.

Other quotes from Sir Thomas Beecham may be found here, but here is a list of some personal favorites:

  • All the arts in America are a gigantic racket run by unscrupulous men for unhealthy women.
  • Brass bands are all very well in their place – outdoors and several miles away.
  • Composers should write tunes that chauffeurs and errand boys can whistle.
  • There are two golden rules for an orchestra: start together and finish together. The public doesn’t give a damn what goes on in between.

Nickel silver and horns — construction, look, and sound

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One question that comes up periodically is that of what nickel silver is and why some horns are made of nickel silver and some of brass. Silver musical instruments are seen fairly often outside of horn actually but normally they are brass that has been plated with silver. Nickel silver is a different material that in brass instruments is not often seen outside of the horn world.

To understand nickel silver you have to first know what brass is. Brass is an alloy or mixture of copper and zinc. The Wikipedia gives a good overview on brass, noting in their first sentence that “Brass is any alloy of copper and zinc; the proportions of zinc and copper can be varied to create a range of brasses with varying properties.” A wide variety of alloys are listed in their article. In terms of horns made since WWII the most common type of brass is yellow brass. According to the Wikipedia again, “Yellow brass is an American term for 33% zinc brass.” Before WWII things were not as standardized.

Nickel silver is similar to brass in that it is an alloy of copper and zinc but with nickel added to the mixture. Returning to the Wikipedia, “Nickel silver, also known as German silver, paktong, new silver or alpacca (or alpaca), is a copper alloy with nickel and often zinc. The usual formulation is 60% copper, 20% nickel and 20% zinc.”

But that is just the Wikipedia version; there is a bigger picture. There are many types of nickel silver and if you look you can tell that different horn makers use different types of nickel silver or even over a period of years have used different grades of the material. See for example this big list of types of nickel sliver, with most alloys listed having 65% copper but from 10-18% nickel.

What it all impacts in practical terms for us as horn players is sound, look, and ease of construction.

In terms of construction, I have been told it is harder to make a horn out of nickel silver–the material is harder to work with–and also the raw materials needed are less available in small quantities. This is why nickel silver horns are usually factory made items and also they are often slightly higher priced than the brass version of the same horn.

In terms of look, they look different! I personally especially like the look of the patina of an older, unlacquered nickel silver horn and grew up around nickel silver horns. Some however just by looking at it know they don’t like the sound of a nickel silver horn. There are some strong viewpoints out there.

In terms of sound actually nickel silver is brighter. But this observation only holds up if all dimensions of instruments being compared are otherwise the same. If you made a horn with a small bell throat out of nickel silver it would sound rather bright and shrill; making this horn out of brass rounds out and darkens the sound. By the same token, a large belled instrument made out of brass can sound dull and colorless while if made of nickel silver it will have a bit more life. This is why nickel silver works well on large bell instruments such as the Conn 8D.

To further expand on the last point, Richard Merewether had some great comments on the topic that were cited in this prior post. Read more there, but the money quote is the following.

The writer feels no doubt after many years concerned with nickel-silver horns of every size and make, that this metal distinctly brightens and ‘condenses’ the tone, affording in addition a sound-spectrum of shrill overtones. A contrary opinion for many years existed in America, where it was held that nickel-silver brought a so-called ‘dark’, rich sonority to horns. The reason for this is that the instruments in that metal which became widely available there were of very much wider bell-taper than the medium ones they had been used to until that time, and naturally seemed richer in sound; this was wrongly ascribed to the alloy rather than to the instruments unfamiliar contour and response.

The Prelude to Act III of Lohengrin and Crazy Horn Notations in Wagner

One excerpt horn players learn is the Prelude to Act III of Lohengrin. I was recently working on this with a young student as it was requested on a local youth symphony audition, and it occurred to me that this excerpt is one that has a lot of mystery associated with it. The main question being something along the lines of “why in the world all the transpositions?”

Of all my publications one of the very best articles and one that is probably among the least read is “Joseph Rudolphe Lewy and Valved Horn Technique in Germany, 1837-1851.” This was published in The Horn Call Annual 9 (1997) on pages 23-35 and includes 74 footnotes! Yikes! But it is a big topic that deserved a very serious look.

Lohengrin and crazy notations

The opening of Lohengrin may be seen in the scan below. Note that successively you go through a variety of keys. Why?!?

The full article gives the long version in quite a bit of detail, but in short Wagner was imitating a writing style for horn advocated by J. R. Lewy, who at the time was principal horn in Dresden. Lewy used a similar notation style in a book of etudes and a transcription of Schubert songs.

His overall idea was to use the valves as little as possible and to thus retain the character of the natural horn. In his preface to the etudes he wrote that,

These studies are to be played on the chromatic F horn, but the valves are to be employed only when the natural horn is inadequate for the bright and distinct emission of the sounds…. When the part is marked ‘In Es,’ the first valve is to be used; when ‘In E,’ the second; and when ‘In D,’ the third. In this way alone will the beauty of tone of the natural horn be preserved, and the instrument acquire increased capabilities.

Even though valves had been around then for quite a while, having been invented in 1814, this whole concept must have fascinated Wagner as he applied it to Lohengrin, which was completed in 1848. And you could certainly play the prelude to Lohengrin using the technique described if you had a three valve horn crooked in A-flat. However, I seriously doubt that any horn player has ever done that in any performance and there is no evidence that Lewy worked with Wagner to write these horn parts or ever performed Lohengrin, which was premiered in 1850 in Weimar.

The big article goes into a lot of detail on all of the above with plenty of citations (The Horn Call Annual was a referred journal) and examples and is worth finding if you want the big picture on this.

Rapid fire changes of transposition

Back to the aspect of actually playing this excerpt, it ends up being a study in rapid fire changes of transposition. Aim for a nice clean, up-tempo version and work it out slowly. Weird notations or not, once you work it out this is certainly an enjoyable work to play in any concert situation.

Bored in rehearsal? Maybe its your fault

A post at Horn Talk includes an extensive quote from Verne Reynolds’ Horn Handbook, pages 44-45

“Being bored in a large ensemble rehearsal says more about the player than about the rehearsal. Orchestral brass players do not play as often as woodwind or string players, and percussionists, happily, play hardly at all. During these non-playing times, we can choose to be mentally active or drift off into dormancy. Why should a horn player choose not to look and listen while the strings are being rehearsed? Is it because the possibility of musical growth ceases when the orchestral contract is signed? Why would a horn player choose not to observe how the composer, woodwinds, percussion, and conductor all combine to produce a magical sound? Is boredom really more attractive than curiosity? Why would an orchestral player not want to know more and still more about music? Why do orchestral players take pride in not remembering what was on last night’s program? Apparently there is a point where “professionalism” can block artistic development. Not to participate fully in all rehearsals during the training years is the first step in forming an apathetic attitude toward the very thing we have chosen to do. Full participation includes observing how the conductor tries to shape a phrase in the first violins. Does it matter if the phrase starts up-bow or down-bow? Why? How do the horn parts contribute to the seamless sequences of the first twenty-three measures of second movement of the Brahms Third Symphony? Why does the music of Debussy and Mahler sound so dissimilar when their life spans are nearly identical? Questions never end if they begin with a desire to discover.”

[Updated from a “Random Monday” post, 2021, JE]

Hornmasters: Schuller on Right Hand Position

The second chapter of Horn Technique by Gunther Schuller is on the topic of tone production and the first aspect of tone production discussed is that of right hand position.

The essentials, with a view to national styles

He considered right hand position to be a very essential aspect of what it is to produce a characteristic sound on the horn. Within his discussion note his then current (1962) thoughts on the styles seen in various countries.

The manner in which the instrument is held is of the utmost importance. Tastes and national schools vary considerably in this. But in general, one can say that playing positions seem to be determined by the type of sound a particular school finds desirable.

…The Americans, by and large, rest the bell of the horn on their lap, and in varying degrees turn the bell slightly in towards the body. The English players tend to hold the horn free of the body in a higher more horizontal position. Since neither approach can be proclaimed “right” in a absolute sense, the only conclusion, once again, should be that either position is admissible in so far that it permits the authentic recreation of a composers intentions.

…My personal preference … is for a hand position that helps produce a velvety mellow sound, free and projecting in lower dynamics, which at the same time prevents excessive brassiness at high dynamic levels….

The preferred hand position, to which I refer to, can be described as follows: the hand is inserted into the bell in a vertical position, as far as it will go without forcing. The hand should be slightly cupped, and the fingers held together so that no air can pass between them, while the thumb should be in a relaxed position reaching towards the second joint of the index finger….

On this particular point I have found that a loose relaxed position of the thumb, not necessarily closing off the area between thumb and index finger, makes a better resting place for the bell of the horn.

Looking back at Farkas, his first rule was to close off that area next to the thumb, while for Schuller holding the horn comfortably was the overriding factor on thumb position. Schuller also supplies a bit of context as to why the vertical position of the hand is highlighted–some players clearly were holding the hand flat at the bottom of the bell, and he felt that tone production benefited from a “channel” being formed between the hand and the body.

National styles? Hand positions?

Finally, note that his 1962 comments on the tendencies of certain national styles of playing are rather dated. There are some differences from country to country, but not nearly on the level of the past.

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Download W. A. Mozart, K. 407 Quintet, arranged for brass (II)

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https://issuu.com/brucehembd/docs/mozart-horn-quintet

At the end of Part I, I mentioned a small caveat. At first I was hesitant to post this score, but later decided to go ahead.

This second part is missing the final 24 bars. I am still looking for them in my scrambled music collection and will post them if they turn up.

However, given the template already in place these missing final bars practically write themselves. (In effect, here they are.)

Customizing your chamber music experience

This is this real motive behind posting this incomplete relic from my own past. Personalized chamber music arrangements can really add extra enjoyment to a group’s performance life.

Sometimes in my brass group in Houston we had disagreements, but that Mozart arrangement always made us happy. We must have performed it at least 2 or 3 times a week for several years and so it was worth the extra time and effort to score the arrangement myself.

The cadenzas were always a high point for me as my ulterior objective was always to get the low brass (and sometimes the audience) to lose their composure and laugh out loud.

This is something to think about if you need a regular showpiece to perform that is fun to play and fun for the group.

After all, aren’t we tired of Die Bankelsangerlieder yet?

Pick up a pen and pencil or a mouse and get busy! Personalized arrangements can be like medicine to a group that needs a boost.

A few more notes:

  • The score is in C. This made things much easier in rehearsals, especially for the low brass who don’t regularly transpose.
  • The dynamics are all tempered so the the solo horn remains in the forefront. You may need to remind the group (especially if you stand in front with your bell facing the group) to be sensitive to balance. The dynamics have a natural tendency to escalate.

If you make use of this arrangement, please let me know about it!

Related:

Download W. A. Mozart, K. 407 Quintet, arranged for brass (I)

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The cover page – evidence of an early interest in design?

UPDATE: See Part II

Playing chamber music as a career can be like a marriage, goes the popular notion.

Shortly after graduating from Eastman, I gained stable employment in a brass quintet in Houston, Texas.

Yes – in my group we sometimes fought like angry cats in a wet bag but overall, we had a good time and made some great music together.

For the many weekly concerts we played at schools, I wanted an upbeat classical showpiece for the horn demonstration portion of our program. I got busy with pencil and paper and made an arrangement of the Mozart Horn Quintet K. 407 Rondo, using the brass quintet.

Download Part I
It is about 4.5 MB and is in PDF format.

A few notes about this download:

  • If you use this free arrangement in any way, all I ask for is the proper credit where it is due. Please don’t be naughty.
  • There are no individual parts available. An enterprising Finale or Sibelius programmer might accomplish this (I hope) without a great deal of fuss.
  • The E-flat trumpet part – our trumpeter played this on A piccolo. He preferred to have a warm-up piece with piccolo before this arrangement (like the Mouret Rondeau or the Handel Water Music) rather than having to play it cold.
  • The combination of flugelhorn and euphonium is meant to mimic the timbre of the original scoring – which has two violas. It ends up sounding quite nice. This (and the piccolo trumpet) also gave our guys the chance to demonstrate and play some other instruments, which is always a big hit with children.

If something looks off, please feel free to add a comment.

Part II of this PDF giveaway
will be coming later today… with a tiny caveat.

Hornmasters: Farkas on Right Hand Position

Most active horn teachers have read the Farkas book at some point but mostly not recently. One thing that you may have missed was that Farkas described a “new method” for the right hand in the bell.

Stepping back and looking at some statistics

I suspect that very few professional players use the right hand the way he describes. I base this statement not only on my experiences but actually also the raw data from an unpublished research project done by a previous ASU horn professor, Ralph Lockwood. This illustration is from his survey, and more information from this survey may be found in a two part article that starts here. [A final summary of the results was published as  “A 1982 Horn Right Hand Position Survey: Tips, Notes, and More.” The Horn Call 45, No. 3 (May, 2015), 50-55.]

More than one way to hold a horn

There are a lot of variations to consider, and as teachers and players we can lose the perspective that there might be another way that is also valid but not exactly what our teachers taught us to do. In this portion of the Hornmasters series we will see this clearly.

And back to Farkas and his “new method”

As noted above, Farkas presents a very specific type of right hand position in The Art of French Horn Playing that relates to his “new method,” which is for playing with the bell on the leg.

1. Hold the right hand flat with the fingers held together so that absolutely no space occurs between them. Pay particular attention to the thumb, which should lie along the edge of the hand, and in the same plane as the fingers. Now cup the hand lightly, in the same way that the hand would be held while swimming. Again watch the thumb. It should touch the side of the index finger, but not in such a manner as to form an opening between the thumb and the hand.

2. Now hold the hand in a vertical plane, with the little finger nearest the ground and the thumb uppermost. Do not hold the palm upward as though you were holding a handful of water, as this position does not permit the right hand to support the horn sufficiently.

3. Insert this slightly cupped, vertically-held hand in the horn bell so that only the backs of the fingers and the top of the thumb touch the metal. This means that the hand will be against the side of the bell farthest from the body. The fingers should be lightly curved and the backs of them should hug the side of the horn bell, particularly at the tips. The curve of the hand then brings the thumb, in a natural manner, to the roof of the bell’s throat. It rests against the top of the throat so that the horn is partially supported by it…. This will enable the palm and the heel of the hand to swing open or shut like a door, the hinges being the knuckles of the thumb at the top and the little finger at the bottom of the bell.

This hand position is quite vertical, and relates to his holding position of the horn being on the leg and also on the outside of the thigh, so the horn has to be supported slightly but not fully.

As to a general amount of hand closure, Farkas notes that

When the heel of the hand is about one-and-a-half or two inches from the side of the bell closest to the body the tone should be about right; but this depends on the size of the bell and the hand size, and can only be determined by careful, analytic listening. If the tone sounds too dark or muffled, swing the hand a little more open, or back the hand out of the bell a little…. Of course, if the sound is too open, reverse this procedure.

So what does Ericson do?

Personally, I play standing and off the leg with the hand rotated slightly counterclockwise to what Farkas describes above. And my initial training was to play palm up with the bell on the leg, which is quite different and representative of a different school of horn playing.

If you are a student reading this carefully for the first time and you are suddenly curious about your hand position, it is a great topic to re-examine with your current teacher. And keep reading on for more thoughts on the topic.

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