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Horn in E-flat Means What?

One topic that has come up for me as a question a number of times over the years is that of horn in E-flat. As in, why are the parts in E-flat?

First, to play them on a F horn you have to transpose E-flat parts down a whole step and “add two flats.” In this example, the first note is a written G in Eb, you would play it as an F on F horn, sounding a concert Bb. See this transposition chart for more. 

But why?

The part could be in E-flat for a number of reasons. If it is old enough music, pretty much anything that you run into from before 1850, it is in E-flat because it is for natural horn. As are, for example, the Mozart horn concertos, the source of the example above. But with the development of valved brass instruments, valved horns were being crooked in E-flat, the same pitch length as an E-flat natural horn. The players of these instruments were horn players.

But they were not the only type of valved brass instrument in the alto range notated in E-flat; also we have E-flat alto (tenor) horns in the mix of things. These instruments are constructed an octave shorter and in some situations have an advantage—and they are certainly easier to play. The players of these instruments were generally speaking not trained as horn players, they were brass band players who either started on alto or moved to it from cornet or Euphonium. The classic mellophone is another close relative of the alto/tenor horn. Also, the high E-flat side seen on some Schmid descant and triple horns is the same tube length.

Today as horn players we are taught to transpose at sight any part in E-flat on our normal horn but in the old days players used crooks, as for example could be done on the classic piston valve Hawkes horn that ASU owns, seen at right.

In reality the sound of this horn is not that much different on the E-flat or F crook but still it is very interesting to experiment with a horn like this, it is exactly the type of horn some composers were thinking of in the late nineteenth and early twentieth century.

While quite a few E-flat tenor horns are in use, valved horns in E-flat are a rarity today in ensembles. Anything recently composed or arranged that is for E-flat horn is certainly for E-flat tenor horn in a brass band context. For the older works though it is an interesting thing to try to duplicate the instruments the composers requested, you can learn something from this experience as a modern horn player.

The final thing I would note is that I do have several books out recently related to alto range brass instruments including descant and triple horns, Wagner tubas, and mellophones. Check them out at Horn Notes Edition. And The Brass Gym will work great on any of these instruments.

The Mellophone Intonation Smackdown

I am on episode 40 of The Mellocast, the weekly podcast on all things mellophone. This episode is one of their best, on the topic of intonation and the mellophone. As in the old joke,

Q: How do you play a mellophone in tune?
A: You can’t!

This is a great podcast to check out if you are interested in intonation on any type of horn but in particular on mellophone. It is not impossible to play one in tune of course but the bottom line we all brought up on the episode is that while in general mellophone intonation is lousy compared to any other brass instrument, and it is a design issue that we have to believe could in fact be fixed.

How every maker that produces mellophones can make student model trumpets and Euphoniums that play pretty well in tune out of the box and mellophones that don’t nearly play in tune is beyond me. It is almost as though manufacturers long ago figured out that people will actually buy anything that looks like a mellophone if it is priced right. This is pretty much reason number one why horn players generally speaking really don’t like mellophones–even the best mellophones have intonation that is worse than the average student model instrument of any other brass instrument.

Intonation of mid-range instruments like the horn is critical to ensemble intonation. The example I give often is as a horn player in an orchestra you want to focus your intonation on the woodwinds. When you have the woodwinds and horns together you have a large body of sound in the middle of the orchestra that then becomes a focus for good intonation for the entire ensemble. And the horn is the key, middle voice, we play with the high instruments and low instruments. If it all lines up with the horns, it is all good! Take the role of leader, it works.

This is where I hope DCI people are paying attention–if you want better intonation in your horn line the mellophone is in fact the key element. As long as the mellophone section is relegated to playing instruments/mouthpieces of inferior quality there is no hope of great intonation, at least without some struggle on the part of your mello section.

My hope is that with the influx of DCI interest in the mellophone that makers will actually get down to it and into some serious development toward making new mellophones and mouthpieces that play well right out of the box. It would really help out a lot of high school and college level horn players.

On Horn in H and Haydn 46

A topic that comes up periodically in my teaching is horn in B-natural. Many horn players I am sure are confused the first time they see “Horn in H” in their part.

This is the German notation for horn in B-natural; for horn in B-flat it will be notated horn in B. The use of horn in H in several works of Brahms is well enough known, but the crook was called for by other composers. A favorite work of mine is the Haydn Symphony No. 46 in B. I performed this work as a student in Aspen years ago as second horn to David Wakefield, a very fun concert.

In that performance we treated the work as being in H basso, down an augmented fourth. I have two recordings of this work. The first is an LP and it is in basso. Later I purchased a CD and it is in H alto! This crook was not standard or even possible on most classical natural horns, while H basso was quite possible using one of several combinations of crooks and couplers. Most likely this work is H basso.

It is not hard to play but works like this Haydn symphony are another reason why you need to have all your transpositions up to speed. One of my projects underway is a technique book; horn in H will be addressed and is a part of building horn technique.

UPDATE: I recently (2018) received a draft of a longer article by Roger Kaza related to Haydn 46. He looks at this in depth but ends up at the same conclusion: H basso is correct for Haydn 46 horn parts.

The Mid-low Register and Technique Development

An observation: there are horn teachers who don’t work with their students much on technical development. This is a shame. There really is a place for etude and scale study, multiple tonguing and low range exercises, etc., with students of all levels. The plain fact is there is underlying technique that must be built up to play anything on a high level, and to really play on a high level you must “over train” your technique to a very high level.

In auditions for honor bands and colleges scales are often requested. These should never sound bad! They must be “old friends” that you can toss off easily at a quick tempo. Shoot for 120 or faster in sixteenth notes. Without solid ability in scales you will never rise to a high level on horn. Or any other instrument for that matter.

Clarke-snipIn my teaching lately I have been drilling students to review the Clarke “Second Study,” an old classic. The bottom octave of this as printed in the popular trumpet technique book is an essential exercise. I especially like this exercise tongued and fairly loud, I feel this is very essential to return to as a part of keeping the chops healthy with good response in this critical mid-low register.

This register is somewhat neglected by players I feel as well in general. The sound quality above and below middle C must match, and it won’t match unless you work on it very aggressively for years. Besides the Clarke study mentioned above, there are many excellent mid-low range exercises in The Brass Gym.

One other suggestion: Mouthpiece choice in particular can greatly impact production in the mid-low register. If it is a problematic register, try something with a bit bigger inner diameter, it could do the trick!

A Tenor Horn/Alto Horn FAQ

Over the years many times I have been asked to explain a few details about E-flat tenor and alto horns to others.

In response to that need I added A Tenor Horn/Alto Horn FAQ to my original website, Horn Articles Online. The Horn Matters article at this location was originally just a short one that directed you to that site. However, with the demise of Horn Articles Online in 2025, the full FAQ has now been moved here, with a number of updates. 

What is a tenor horn?
It is an alto range instrument pitched in E-flat that is used in British-style brass bands. It looks like a small Euphonium and is built to use a mouthpiece that is roughly half way between a cornet and a Euphonium mouthpiece, somewhat larger than a horn mouthpiece. It covers the same alto range that the French horn plays in.

I have also seen the German term Tenorhorn, is that the same instrument?
No. It begins to get a bit confusing to an English speaker, but in German the term Tenorhorn refers to an instrument pitched in B-flat similar to what we would think of as a baritone or Euphonium. In form they typically look a lot like a tenor Wagner tuba but the mouthpiece is in a size range similar to that of a trombone or Euphonium mouthpiece and it is larger bore. Several orchestral works call for this instrument.

What then is an alto horn?
It has been said that the United States and England are two countries separated by a common language. In this case this is very true. Tenor horn is the British term and alto horn is the (older) American term for more or less the same instrument.

I believe the first E-flat alto horn I ever saw was as a freshman in high school in 1975, at the University of Kansas band day. At that time some groups such as KU still used “American style” alto horns in marching band, which were built in the same pattern as a bell front Euphonium (sometimes called an “altonium”) and were used as a substitute for horn. My high school did not use them but did own a pair of these which I borrowed to try at the time, and not long after I was given the instrument seen at the beginning of this article, a Buescher upright alto from around 1920. (A later “Altonium” style instrument is below, with more info to be found here).

In terms of the United States at present, the term tenor horn has become the predominant term among active players of the instrument in British-style brass bands.

The term alto horn seems to be used more to refer to the older models of the instrument that were used in bands in general, not modern, British-style brass band instruments. These older band instruments were typically a little smaller bore (especially around the neck of the bell), were mated with smaller bore mouthpieces, and blended a bit better with trumpets and trombones. Modern E-flat tenor horns in contrast tend to be a little larger bore and are designed to use larger bore mouthpieces. Tonally they are intended specifically to blend with modern cornets and Euphoniums in a brass band setting.

It should also be noted that a hundred years ago “Solo Altos” were also produced that were basically the same instrument but in a bell front design, not unlike modern marching mellophone but pitched in E-flat, and there are numerous other European variations on the alto horn concept.

Who plays alto horn today?
Plenty of people play alto horns to some extent for fun, and there are always some for sale on eBay, but in terms of actual ensembles in the United States hardly anybody plays the classic E-flat alto anymore [but plenty of E-flat tenor horns are in use–see below–there has been a terminology shift, as noted above].

At one time altos had some serious use in bands, especially in the middle and late nineteenth century. Over time tastes shifted toward the French horn as bands moved toward mixed brass and woodwind instrumentation, to the point that alto horns became viewed as a “poor cousin” of the French horn and were relegated to marching band usage. Many of them were still used in marching bands into the 1960s and beyond. This type of instrument is what many think of when they throw out the term “peck horn,” as they were employed to “peck” along on off-beats in marches. Today they have today been completely replaced by marching mellophones in these ensembles.

Who plays tenor horn today?
These are played quite a little bit still, as there are many British-style brass bands. The standard brass band has three E-flat tenor horns in the section, a “solo horn” and also first and second horn.

In the context of brass bands in the USA we see players come to the tenor horn from three sections in roughly equal numbers. Some players moved “down” from cornet (trumpet) and settled into tenor horn, either to help out in the middle register or perhaps due to changes in the chops associated with aging. Some players moved “up” from Euphonium, to help out in the middle range. And the rest of the players moved “over” from the French horn. In most cases it is an instrument learned later in life. Almost nobody starts on the tenor horn today, with the exception of players in the youth brass bands associated with the Salvation Army.

What music can I play on a tenor horn?
Much music will work well for individual practice. Might I suggest trying the Standard Treble Clef version of my edition of the Bordogni Vocalises? This edition and pitch level works quite well on the tenor horn. Search for it on Amazon!

Why not use French horns in a brass band?
The tone of the tenor horn is different than the horn with a light, Euphonium-like quality, and it projects into a hall differently. The high range is roughly equally difficult on either instrument.

While there is the tradition of tenor horn playing and some advantages to the use of the tenor horn, a few brass bands in the United States actually do use French horns, such as the group I have performed with in Arizona, The Salt River Brass.

What advantages does a tenor horn possess?
Better general accuracy is very possible on tenor horn. As a shorter instrument with piston valves the tenor horn has more clarity of mid-range technique than the French horn. Also, other than the mouthpiece size adjustment, tenor horn is an easy instrument to learn for a trumpet or Euphonium player.

What downside is there to using a tenor horn?
Intonation is in general not as easy on tenor horn as on French horn; most likely, more notes require adjustment. For a French horn player many of the fingerings are different, and they all lay at a different pitch level which plays with the ear. Also the mouthpiece rim is quite different and, for the horn player, may not lay well on the lower lip.

What mouthpiece should I use?
In a modern, brass band context I would in general suggest the use of a British mouthpiece such as those by Dennis Wick. Their number 5 mouthpiece has an inner diameter very close to that of a larger, standard horn mouthpiece and will play with the chops of players coming from the horn or trumpet the least. For a horn player attempting to play tenor horn the Dennis Wick 5 a great choice. A slightly larger mouthpiece such as the Dennis Wick 2 would be great for more dedicated players or players coming from Euphonium. American-made mouthpieces such as the series by Bach were really made more for use on alto horn in a band, and will tend to stick out tonally in a modern brass band context, the sound will be a little bright.

I should note that while you could actually use a horn mouthpiece with an adapter on tenor horn it really is not the right mouthpiece for the instrument. Also a marching mellophone mouthpiece will fit the receiver but is really, really not the right mouthpiece for tenor horn.

If it says “E-flat horn” in a part do they mean the E-flat alto?
Sometimes–this can be the intention of the composer or arranger, especially if it is older band music. However, it really depends on the context and composer. Speaking broadly they are either looking for some type of short E-flat instrument such as an E-flat alto or mellophone or they are looking for a French horn crooked in E-flat, an octave longer instrument. It was common before 1900 especially to call for valved horns in keys other than F, and E-flat was very common.

This photo is of a E-flat alto (Yamaha) and a classic King concert mellophone. The King has a rotary valve on the main slide that allows it to be pitched in F or Eb, so music in F or Eb may be read without transposition.

Any great solo works written for the alto horn or tenor horn?
Yes! Hindemith wrote his alto horn sonata in E-flat for the alto/tenor horn. It is rarely played on the instrument today, but it is by any standard a great work and arguably the best ever written for the alto/tenor horn.

Wait a minute, isn’t the Hindemith for Althorn? I am getting confused again.
Yes. Actually the German term Althorn is only a general term, the instrument could be made in one of four different forms in E-flat. To quote the Groves article on the Althorn,

It is used in brass bands in Germany, Switzerland and eastern Europe to fill the alto register and to supply off-beats. It is made in various shapes: ‘trumpet-form’, with the bell to the front; ‘tuba-form’, upright …; and ‘oval-form’, which is the upright oval shape first seen in instruments of the early 1850s by Cerveny and is today a favourite form. The circular ‘Waldhorn-form’ is rarer. The mouthpiece is a deep funnel, wider than that of an orchestral horn.

The traditional mellophone illustrated earlier in this page is, like the “Waldhorn-form” circular alto mentioned above, are  both cousins of the alto horn/tenor horn. A German circular alto looks even more like a horn at first glance as it is built with rotary valves.

I believe though that Hindemith in fact had in mind the oval-form Althorn, here illustrated, which at a glance looks like a small Wagner tuba and would have been familiar to him in the brass bands of his youth. They even saw some use in the United States, as Mirafone marketed them here for a time for use in marching bands! I have a longer article on the topic of the Althorn here.

BONUS: For an interesting collection of quotes from a vocal advocate for the alto horn in 1968 see this article:

Make Your Mark, Use Your Pencil Wisely

A guide to marking your music with tender loving care.

One of the most important tools to have at a music rehearsal is a pencil. It is required to mark the music with indicators that are unique to your performance. These markings can be anything from simple reminders to more complex, interpretative markings. They can be added as dictated by the group leader or as a personal choice to help you perform better.

Pencil holding clips are common and are widely available. With a pencil clip on my horn, I have a pencil at every rehearsal without even thinking about it. Bottom line – there is no good excuse for not having a pencil at a rehearsal. It is as important as bringing your instrument, your music and your mute. Marking, editing and “customizing” the music is a one of the basic responsibilities of being a working musician. To forget a pencil to a rehearsal is to be an irresponsible musician.

It is a great tool, but a pencil is very easy to abuse; discretion should be observed. Sheet music that belongs to others should always be treated with respect – whether it is from an orchestra, a library or from a friend. Many times I have taken music home from the opera or symphony to erase manic scribbles and scrawlings made by previous users. While scribbling may be a great catharsis for the scribbler, for the next person that uses the same part it can be disconcerting. For example, I always erase penciled comments like “count!” (as in count your measures rest at this spot), “don’t rush!!” and “watch!!!” by default.

At this point, I must admit to a special loathing for compulsive circling.

For example, I once received an opera part with so many circles on every page that the music itself was not readable beyond the markings. What circumstance, I wondered, merited marking the music to this degree? It was like of form of vandalism. They might as well have written in black marker in large letters “I AM VERY UNHAPPY AND HATE MY MUSIC.”

This is a very extreme example, but it does bring up a relevant issue. Some musicians obligate themselves to circle every little thing in their music that bothers them. Whether the marking is helpful or not seems irrelevant. All that matters is some psychological urge to point something out and circle it.

On a deeper level, circles like this can telegraph a subliminal message that says “don’t mess up here!” This is not a very positive message and I personally avoid making circles around specific trouble-spots for this very reason. Besides, over-marking a part with careless gusto is in effect defacing it and beyond that, it does not really help to inspire better performances.

With that preface in mind, markings used wisely can be a big help. I personally avoid, whenever possible, specific words to mark my music; I prefer abstract symbols. In my mind, word directions can be a distraction and can take away my focus.

Some of the most common symbols that many professional musicians use are illustrated below.

Arrows:
The horizontal arrow pointing right – move ahead, accelerando, or stay on top of the beat.

The horizontal arrow pointing left – relax, rallentando, or as a replacement for “don’t rush.”

The vertical arrow pointing up or down – an intonation indicator, play that note low(er) or high(er).

Cuts:
Sometimes (especially in opera and music theater) a cut in the music is required. An arrow indicating the cut can be helpful.

Glasses:
This symbol means watch the conductor. A special circumstance may make this passage different at every performance. In opera for example, this usually means a spot where a singer is taking special liberties and every night it may be different.

The “Squiggly”:
An indication of rubato where the tempo will fluctuate within a measure or over several measures.

“Railroad Tracks”:
A complete stop or a grand pause. This can either be a for special circumstance that is not printed in the music, or as a reminder of a grand pause that is already printed.

Accidental or note name reminders:
Written above the note, this reminder can help with clarify a note. I generally write enharmonic equivalents for notes that are double-sharped or double-flatted. For example, for a B-double-sharp I would write a small “C#” above the note.

Stars:
If I need to practice a certain section of music, I draw a small star in the corner of the page as a reminder for later use. This is an excellent alternative to drawing circles.

Transposition reminders:
Sometimes I get a little confused with Italian and French transpositions and I need to mark them in English. Sometimes transpositions change so often within a composition that is it easy to lose track of what key you are in. A reminder written in the outside column or before the entrance helps. So that I do not confuse the letter name with a specific note, I always add the prefix “in,” as in “in C” or “in B-flat.”

Odd Meter, 2+3 or 3+2
With composite meters, the patterns can be divided into different groupings. A conductor will beat these patterns accordingly. Adding slashes and triangles above these barred patterns matching the conductor’s beat pattern is often helpful.

Inserts/Page Turns:
Taped inserts, or measures written into lower or upper corners on the music can facilitate an otherwise impossible page turn. With borrowed parts this is preferable to cut pages into segments or risking tearing the page in a panicked flurry to turn the page and make the next entrance.

Breath Marks – V and BB:
I like to make a symbol that looks like a letter “V” for breath marks. It is quicker to write than the typical breath mark that resembles a comma. In some instances where I need a reminder to take a big breath, I write “BB” as an abbreviation for “big breath.”

Markings to avoid:

Colored pencil or pen.

This is a big no-no. All marks should be in the standard no. 2 erasable pencil. Any inerasable markings in a rental part will cost the ensemble renting the music a fee. Even in non-rental music, all markings should be erasable. One musician’s medicine may be another’s poison, so to speak, and the choice to erase a marking should always be an option.

Fingerings and transposition note-by-note.

Occasionally it helps to write in a single note name or special fingering (

especially for stopped notes within a transposition), but as a rule writing in all the note names is not a good idea. If a transposition is that confusing, it should be transcribed on staff paper and used as an insert.

Treat your music with respect and make your pencil markings with tender loving care. The point of marking your part is to help you perform better – exercise caution and restraint. However, if the music must be heavily marked, making a practice copy is a great idea. Mark up this copy to your heart’s content and use it instead of the original part.

The music librarian will thank you.

Going with the Ensemble Flow

Don’t fight the group karma: the job demands alertness, flexibility and a little bit of political savvy.

On the job, the main responsibilities of the musician are to follow the leader, to blend into the ensemble and to “go with the flow.”

In a music ensemble, the “flow” is a musical force like a large body of water. It can move in unison or in many directions: with a regular or irregular rhythm; changing day-to-day; or even changing in an instant.

This metaphor holds true with just about any group engaged in a time-sensitive, single-minded task. Whether it is a concert or a business deal, group interaction and cooperation is dynamic. It moves in tides and waves; negatives and positives.

Like the little animated surfer dude above, responsive players keep in sync with tidal changes – if all else, to avoid a wipeout of any kind. I have certainly been in “orchestral wipeouts” and it isn’t fun or pleasant.

9 times out of 10, “wipeouts” occur due to an individual or entire section not paying attention. Musicians “tuned in” and sensitized to the ensemble are on high alert and fine-tune themselves constantly. Sometimes this approach compromises my own personal “comfort zones,” but in the end I hold to the belief that my compromises will enhance the music-making as a whole.

Everyone is rewarded with a better group experience when everyone is alert and flexible to change.

“Flow” is a “continual change of place among the constituent particles” (Mirriam-Webster). In music, this may include sudden changes in dynamics, intonation, tone quality, articulation, tempo, phrasing – in any combination.

The current American zeitgeist celebrates being cool, being sexy, being “#1, ” and being “in your face.” The popular media repeatedly re-invents and re-emphasizes these basic concepts. Compared to this, a softer philosophy based on cooperation may appear as passive, “old school,” foreign or ultimately, unsatisfying.

This is not true. The satisfaction of a group effort done well is indeed equal or superior to personal glory. A shared experience can have great depth and lasting memories; personally I have made many musical friends over many years.

Observing Rules-of-Thumb

For a professional musician, the first boundaries and rules encountered at any gig are written in contracts or spoken and understood in oral agreements. An agreement should be considered as a strict guideline for work behavior. Beyond these basic guidelines, there are other, unwritten “rules of thumb” that might cover other issues unique to a specific group or situation.

In a standard professional symphony orchestra setting for example, any of these scenarios could occur:

  • Conductor A prefers shorter articulations and Conductor B prefers longer articulations. You are performing a concert with both conductors. What do you do?
  • Oboe A plays a little flat and Flute B plays a little sharp. You have a melodic passage in unison with both of them. What do you do?
  • Percussionist A plays slightly ahead of the beat while Tubist B plays a little behind the beat. You have a rhythmic passage in unison with both of them. What do you do?
  • Trumpet C is blasting harmony right into the back of your head when you have an important melody. What do you do?
  • Bassoon A is complaining to you about your dynamic level while you feel that you are fine. What do you do?

Remain calm.

As illustrated above, interpersonal issues can get behind the music; the socio-political aspects of the workplace get mixed together with the act of playing music. I have several sets of personal guidelines or “rules of thumb” for each work environment that I work at. These scenarios are all plausible, and you may need to develop personal boundaries and guidelines in order to work together harmoniously with your fellow musicians. Musically, I try to remain as flexible as possible.

Here is fictionalized list of solutions for an entirely new scenario:

  • Oboe A in Orchestra A doesn’t like to be bothered with rehearsing individual passages, but will give individual tuning pitches whenever anyone asks for one. In concert, Oboe A is very flexible and can adapt to any new situation.
  • Clarinet B in Band B is open to rehearsing individual passages during breaks, but only gives tuning pitches at the official rehearsal and concert times. Clarinet B can adapt to tempo and phrasing differences, but cannot play louder or softer.
  • Trumpet C in Chamber Group C will individually rehearse any passage any time and will give tuning pitches at anyone’s request. In concert, Trumpet C is not very flexible and but plays exactly as it was in rehearsal.

Recognize the nuances of each scenario and remain flexible – everything can change overnight. Be prepared to adapt your “rules of thumb” accordingly. This my own personal secret to working with others while still having room to be creative. Know the boundaries first; explore when appropriate. In large orchestras, unless you are a principal, you have fewer choices. In chamber and solo music, the boundaries are more open – by the nature of the genre and the fewer players involved.

In either case, it may be weeks, years or even decades that you might be playing with these same people. By learning the social trips and tricks of each situation you may save your job, reduce your stress and even save yourself from being angry, upset or “freaked out” by the daily grind. This tenet holds true even in short-term situations like freelance work, or in any kind of “training” situation like: the university orchestra; local community orchestras; or subbing with the local symphony.

Remain calm. Be flexible.

Conflict – Don’t Be a Grouch

At times this may be a difficult or even an impossible standard to maintain. You may fall out-of-line with the group for a variety of reasons: illness, stress or conflict, for example. You may be physically ill, or in discomfort or pain. You might be experiencing a meltdown of confidence and are “freaking out.” (I worry about my chops sometimes.)

Sometimes the problem can be a personal conflict with a colleague. [Farkas uses the delightful word “peccadillos.”]

Here is a common scenario where I see musicians meltdown: a player is distracted by a musical rendition so different from their own that it is upsetting, even to the point of frustration and anger.

An inner voice starts talking along these lines:

“That second flute player isn’t playing that phrase with me very well.”

“I have studied this music and I feel that it should go this way.”

“I think I am better than that flutist.”

“I will do it this way instead and maybe I will even add a little extra to make my point clear to everyone.”

“I hate flute players.”

“That guy sucks.”

When I was a child, we had a saying, “don’t spit into the wind.” Obsessing on a random incident will only hurt morale and undermine music-making. Intentionally performing in a different style (different articulation, dynamic, phrasing, or anything in a “moc

king” vein), might amuse and cuckold some veteran players, but other musicians might interpret this behavior as insensitive, defiant, or antagonistic. A boss that catches wind of this may stop the entire operation to correct the problem and even take disciplinary action.

Getting singled-out by the boss for insubordination is not a good thing. While there is nothing wrong with having a strong opinion or preference on how to play music, it must be realized in context, and with respect towards the group and its current socio-musical parameters.

However, if a fight is absolutely necessary pick and choose your battles very carefully; hostility and music-making can make very strange bedfellows. The final result may not be good. For example, in a no-win situation where your reputation is tarnished, your enjoyment of making great music may also be impaired or damaged.

Remain calm. Be flexible. Don’t worry, be happy.

Conclusion

The great teacher and performer Philip Farkas encapsulated these ideas in The Art of Musicianship. The primary duty of a musician, he writes, is to cooperate.

Believing in Farkas’ simple mantra – to cooperate – may even save you one day. Remember the saying “an ounce of prevention is worth a pound of cure?”

In a scenario where your employment is in danger, past “ounces” of kindness and cooperation will be worth more than pounds and pounds” of apologies and promises.

To my ears, music sounds better and is more enjoyable when it is performed by alert and talented musicians who are adept and flexible to change. Yes… cooperation like this may occasionally involve some compromise, but it is an investment well worth the long-term musical and short-term political gains and rewards.

The Unbearable Lightness of Being

While practicing music, I mentally take note of areas that sound good, passages that sound OK, and passages that need more work.

I try my best to be non-judgmental in this process as I am aware that excessive negativity can destroy; negative labels can impede my progress with mental blocks and psychological hang-ups. Studies show that there is a direct mind/body connection between what a person thinks and feels with how a person performs. The field of sports psychology, in fact, is entirely devoted to exploring and capitalizing on this connection to maximize an athlete’s performance.

Mental blocks of one variety or another can appear when least expected. Besides the occasional paranoia about my chops, the second biggest mental hurdle for me is remaining non-judgmental of musical passages or techniques that are “in the works.” This holds especially true when I am working out a passage for an event where I will be judged: a recital, a jury exam or an orchestral audition. Staying positive and constructive in this scenario can sometimes be a challenge for me – especially if the outside world creeps in.

Body Language and the Inner Voice

As a teacher, it is possible to almost read a student’s mind through observing their body movements while playing – their body language. A teacher may catch subtle, quirky movements that might indicate something is going on inside the student’s head. For example, I had one student that whenever she felt uncomfortable about something she was playing, she would twist her foot sideways. Another student would furrow his brow. Another would fall back in his seat after missing a note or two in succession.

When I ask them, “what was going on in your mind while you were playing that passage?” many respond that an inner conversation of some kind was going on in their heads. Something like:

“Here comes that hard part that I always mess up.”

“I hope I play this well.”

“Oh my – crash and burn – that was terrible! I better play the next part even better to make up for that.”

“!@$$# – I missed that too! That was awful. I really suck.”

“I’ll never get this right. I might as well give up.”

“If this keeps up, I will never succeed in music.”

For this reason, I like to practice in front of a mirror on a regular basis. Besides looking for a correct embouchure and good posture, I am also looking for subtle body language clues that might indicate an over-active mind.

Above and beyond this, when looking into the mirror I try to reflect an image of a musician who is poised, relaxed, strong and confident. In time, this reflection translates into reality.

I also like to use a recording device and record myself often. I recommend listening to the recordings a later time, as recording and immediate listening can encourage and feed the inner critic. By listening to recordings at a later time, I am able to separate myself from the horn and more objectively assume the role as a self-teacher, finding little things here and there that need extra attention.

“Brain Roof Chatter”

When asked to verbalize their inner critics out loud, most students do not even realize how harsh they are on themselves. So, this seems to be the first step in becoming more mentally self-aware while practicing or performing – realize, hear and listen to your inner voice. What is it saying to you? Why is it saying these things to you? Are these comments based in reality or are they hyper-exaggerated?

In the book, “Brass Wind Artistry: Master Your Mind, Master Your Instrument,” Paul Severson uses the term “brain roof chatter” for this phenomena. An overactive brain that “chatters” with extra conversations can not only impair the “ideal performance state” but it can also (over time) affect a player’s attitude towards music and other musicians.

Severson suggests a simple technique that I have adapted and modified. I call it the “stop” technique.

The Stop Technique

In performance, the mind should be “nowhere in particular,” as an ancient Takuan proverb advises. The trick is to catch that inner critic whenever it starts chattering and to “let go” of any anger, doubt, fear or frustration. Sometimes, this in itself can be a challenge: external circumstances might blind or delude a player as to what is really going on.

For this reason, I insist on a quiet practice space without distraction or interruption. I view my practice room as a sacred, revered space, similar to a dojo in martial arts training.

Years ago however, I had developed a bad habit of practicing my daily routine while watching television or reading online news. This method, I finally realized, diluted the efficiency of my practicing and blinded me to what was going on inside my head. When I stopped practicing in this manner, I noticed a substantial difference in my overall playing and attitude.

Other distractions might include: a loud, ticking clock, a buzzing light, a friend who steps into your practice room to socialize, bad room acoustics, or even traffic noise.

Less obvious are mental distractions – they can be difficult to catch. Preoccupations – worrying about bills, a girlfriend or boyfriend, or other life challenges – can be hard to shake off sometimes.

Whenever I catch myself mentally drifting or over-criticizing myself, I immediately stop playing, put the horn down and say the word “STOP” out loud. Sometimes I even visualize a large, red stop sign in my mind. This exclamation is made without judgment or emotion; it is merely a verbal tool to get my mind back on track. If in a practice session, I catch myself drifting more than 4 or 5 times in a row, I put the horn down for about 20 minutes and do something else for a while.

Why? Every human has a daily cycle of circadian rhythms (biological highs and lows that rise and fall throughout the day) and if I am in a moment of low mental energy, my time might be better suited doing something else other than music. Circadian rhythms tend to cycle every 20 minutes, so after that amount of time has passed, I pick up the horn and try again. Usually, the next practice session goes much better.

Focus on what you do well

The legendary martial artist and movie star Bruce Lee is a perfect example of how a mental giant can overcome physical shortcomings. I was a small kid and because Bruce Lee was a small guy that kicked butt (and we shared the same first name), he was my absolute hero. In one of my favorite books, “Zen in the Martial Arts,” the author relates a conversation with Bruce Lee on the topic of limitations. The author laments that he can’t kick over his head and how he was not as flexible at age 45 as he was at age 21. Lee responds:

“You will never learn anything new unless you are ready to accep

t yourself with your limitations. …You must accept the fact that you are capable in some directions and limited in others, and you must develop your capabilities. …I became a martial artist in spite of my limitations.”

To me this quote was a little surprising as Bruce Lee revolutionized martial arts with his stunning technique and artistry. Lee continues to relate that his right leg is actually one inch shorter than his left leg. He found that because of this he had a certain advantage with certain types of kicks, since the uneven stance gave him greater impetus. Lee was also limited in his height, he wore contact lenses, and had difficulty with the English language.

“I accepted my limitations for what they were and capitalized on them…Instead of trying to do everything well, do those things perfectly of which you are capable…The past is an illusion. You must learn to live in the present and accept yourself for what you are now. What you lack in flexibility you must make up with knowledge and constant practice.”

Focus on what you do well – this will help to keep your mind in the present and will keep the negative chatter under control. As Lee points out, the past is an illusion and thinking about past mistakes or triumphs pulls your mind out of the present and invites the judgmental critic into your thoughts.

This does not mean that you do not need to practice your weak areas. It means that as our strengths are discovered and improved, they come to outweigh our weaknesses.

Focus on what you do well and in time and with practice, your capabilities will exceed your limitations.

Recommended Texts:

  • Collected Thoughts on Teaching and Learning, Creativity and Horn Performance
    by Douglas Hill
  • The Mastery of Music: Ten Pathways to True Artistry
    by Barry Green
  • The Inner Game of Music
    by Barry Green, W. Timothy Gallwey
  • Brass Wind Artistry: Master Your Mind, Master Your Instrument
    by Paul Severson
  • Effortless Mastery: Liberating the Master Musician Within
    by Kenny Werner
  • Zen in the Martial Artsby Joe Hyams – one of my favorites!
  • Peak Performance: Mental Training Techniques of the World’s Greatest Athletes
    by Charles A. Garfield, Hal Zina Bennett

“French” My Horn Please!

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On semantics and political correctness.

The French Horn (or “Horn”) is an instrument used in Western classical music settings, and these days is also featured prominently in many film and television productions – especially in the action/sci-fi genre. Film composers like Jerry Goldsmith and John Williams are known for their elaborate orchestral film scores where the French horn often plays a prominent role.

Some musicians get upset with me when I call it the French horn (its not really French in its origins).

Yet, most people simply don’t understand what instrument I am talking about if I just say ‘Horn.’ In popular American culture the term ‘Horn’ can mean a lot of things – trumpet, saxophone, or trombone (i.e. “yeah man, play that Horn”) – so I always call it the French Horn to save time and energy.

Of course I understand that calling it “the Horn,” is technically correct, but in my view this term reinforces the popular notion that classical music is stuffy and even elitist. While politically correct among those “in the know,” this term alienates everyone else – especially if one feels obligated to correct people.

No, sorry … it is not the French horn, it is called the Horn, thank you very much.

Barf. This attitude elicits nothing but eye rolls from an average Joe. It sounds pretentious and is a bit anal-retentive to boot. Besides, as Shakespeare wrote in “Romeo and Juliet”:

What’s in a name? That which we call a rose
By any other name would smell as sweet…”

So as a musician living in the United States, please – French my horn.

The Dilemma of Performance Paranoia

Mind over matters.

Occasionally I have internal struggles with my ‘chops’ and how they are feeling. When this happens, it always ends up as a self-fulfilling prophecy – I believe that my facial muscles feel weak, and I end up sounding bad.

“A long time ago, in a galaxy far, far away,” a teacher told me once that I was not focused enough on my tone while I was playing. “Play by sound, not by feel,” he demanded. I concluded then that if my chops were stronger and in better shape, my tone would be better as a result. Sadly, I misunderstand his sage advice. While I thought I understood, it wasn’t until much later that I really comprehended what he was talking about.

Fast forward to 2004. Yesterday I was conducting a junior high school string orchestra and during their warm-up exercises I noticed many of the students were intensely focused on their fingers while I lead them through a shifting exercise – from 1st to 3rd position. After several attempts it didn’t get any better. Suddenly that old tidbit of advice came into my head – “play by sound not by feel.”

We tried the same exercise again, but this time I asked them to close their eyes and try using their ears and natural instincts to accomplish the shifts. This time it went much better. By simply focusing on sound production the students became less concerned about hand placement and the problems seemed to fix themselves.

Years ago, I saw a television interview of the famous opera tenor Luciano Pavarotti. In this interview, he talked about his warm-up routine and the quality of his voice. I amazed that he only vocalized for 4-5 minutes before performances. I felt that I needed at least 30 minutes or so to get my chops in good working order, so this amazed me. Pavarotti said that he was never too concerned with how his voice felt when he performed. While he did acknowledge that a few times a year his voice would feel fantastic, he said that his voice usually felt terrible. Yet he knew that “the show must go on” and he had to perform. He had to overcome his physical feelings and had to focus on the “show” – the feat of performing an entire opera.

How true.

I too have also felt those magic moments when my chops felt fantastic and I felt that I could play anything. However, as Pavarotti points out, those days are mostly few and far in between. They are fleeting moments, especially as I get older.

I realize now that to focus on how my chops are feeling on any given day is the wrong way to go – it is like chasing a rainbow. Whenever I think too much about the sensation of embouchure, my tone and endurance inevitably suffer.

“Play by sound not by feel…”

Recently a colleague commented to me that during a performance he became obsessed with his right hand placement in the bell. He was feeling that his tone and intonation were suffering because he just could not find the sweet spot he was searching for. I looked at him with wide eyes, nodding my head side-to-side and said, “don’t go there.” He immediately understood his mistake and replied, “I’m thinking too much, right?”

Good tone production starts in the mind with a good mental concept and an active imagination. Outside of daily long tone practice, an active imagination will accomplish more towards a good sound than any intense practice routine or obsessive/compulsive behavior. In other words, a mind focused on the sound of the music will produce better results than a mind set on the physical sensations of playing.

While as a student it is absolutely crucial to understand and focus on solid fundamentals, there comes a time when you must integrate this learning, let go and trust your instincts. “Use the Force,” as the fictional Star Wars character Obi-Wan Kenobi says – or in our case, use your Musical Force.

“Reach out with your feelings,” instructed Obi-Wan. The same can be said for making music.

A mental approach such as this is key to reaching a higher plane of musical existence. It is also a truer path to getting more joy and less disappointment from your performances.

Mind over matter?

Believe it! It matters!