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Opposites Attract: Thinking about a Balanced Approach

A balanced approach to practicing.

For years I used to beat my face with endless blasting and loud dynamic drills in the hopes to gain more strength and power in my French horn playing.

Many of my teachers and colleagues encouraged this kind of practice with the philosophy that if you pound at it hard enough you will in time develop a stronger embouchure. For me, it didn’t quite work out that way. The more diligently I worked, the weaker I felt.

Tough times in college

Getting through graduate and undergraduate ensemble playing was a difficult challenge for me. My chops always felt tired and fatigued from overwork. As a result, both my playing and mental states suffered. Yet, I held to the firm belief that I just wasn’t working hard enough. Little did I know at the time, but I was actually doing more harm than good.

Later in my professional career I discovered a very simple, yet effective methodology that worked for me – practice in opposites. The trick, I learned, was to balance my professional demands with opposing techniques in my private practice routine.

Practice in opposites

For example, if my schedule demands very loud, high and sustained playing, my practice routine that week consists of soft, low, non-sustained playing. If my woodwind quintet demands very soft, medium-ranged and articulated playing, my practice routine is made of loud, extreme ranged (high and low), legato drills and etudes.

This ‘balanced’ approach has changed my whole thinking about the daily practice routine and it has changed my overall performance in a very positive way. Today I feel much more confident and secure in my performance abilities than I ever did when I was a student. No longer do I worry about a fatigued embouchure and weak performances.

Do you want a better high range? Try spending more time on your low notes. Do you want better fortissimos? Try balancing your loud playing with more pianissimo playing.

Even further – do you want more power? Try working on your flexibility. Do you want to perform better on those pesky 30-second audition excerpts? Try working more on long etudes that go on and on for several pages.

Top Ten List: Who’s the New Guy?!

– too many faux pas can ruin you.

My Top-Ten List of “Rookie” Mistakes:

  1. Loud practicing.
  2. Audition excerpts and concertos.
  3. Practicing a colleague’s solo.
  4. Showing up late.
  5. Participating in gossip.
  6. Superfluous noise.
  7. Reading a magazine or book.
  8. Crossing your legs.
  9. Being unprepared.
  10. Fighting the group karma.

In all of Philip Farkas’ writings my favorite chapters are in his treatise titled, The art of musicianship: A treatise on the skills, knowledge, and sensitivity needed by the mature musician to perform in an artistic and professional manner.

Chapters 9 and 10 should be required reading for any young professional starting out in the field; “Ensemble Playing” and “Psychology of Good Relationship with Colleagues and Conductor,” offer excellent advice that every professional can benefit from.

In retrospect, I wish that I had studied these chapters more carefully when I started out as a professional – I could saved myself from many embarrassing situations. I had read all three Farkas books, and understood that the primary goal as a musician was to blend in and to cooperate. Yet, I didn’t comprehend the full meaning of this simple precept until later. While trying my best to be a super-star horn player, I often overlooked the subtleties and nuances of that magical phrase, “to blend in and to cooperate,” and missed out on the greater pleasures of finer music-making.

Please learn from my mistakes and save yourself from embarrassment. People that you want to please – the “boss,” the section leader or veteran players – will be unhappy with at least one, if not all of the items on this list. This top-ten applies to all areas of professional playing, including: orchestral, chamber, commercial, and church jobs.

My top-ten list of “rookie” mistakes:

1.) Loud practicing.

A long time ago, while playing extra horn with a large metropolitan orchestra, I felt the urge to practice my loud fortissimo exercises to get ready for the rehearsal.

So off I went, gleefully playing high, fast and loud for an extended period. After several minutes – and several odd glances from other musicians – a member of the horn section came up to me and introduced herself. I politely returned her salutation and after a pause, resumed my practice session.

She quietly stopped me and said softly, “Bruce, if you want to have any friends in this orchestra, I strongly suggest that you not do that.” I instantly realized my mistake and was embarrassed. In general, loud practicing before or after a job is akin to screaming in someone’s face and most people find this kind of behavior offensive.

Although my young bravado was shot down that day, it was a valuable lesson I never forgot. Today, I warm-up at a reasonable volume level. Sometimes I warm-up with the mouthpiece alone, a straight mute or even a practice mute, depending on the situation. In general, I try to reserve all extreme practice techniques to the practice room.

2.) Audition excerpts and concertos.

For several seasons in an orchestra I perform with, we were regularly serenaded by a trumpet player

…who practiced her excerpts and concertos – at full volume – on the job. Over and over again she played them, from Petrushka to Pictures at an Exhibition to the Haydn Concerto, we heard them all.

Her attitude was “someday I will get a better job than all you of here,” and she sometimes even voiced that opinion. The string and woodwind players were the first to take offense, but by the end of her tenure she had alienated even most sympathetic brass players.

This is a big “no-no” – similar to loud practicing in its degree of annoyance to other musicians. Whether you are just trying to get ready for a recital or an audition, or just “showing off” a little bit, the workplace is not the place to play excerpts or solos. Just stick to your regular warm-up routine (nothing too extreme) and the music at hand. If you must practice your excerpts and concertos at work, quietly play them in a corner with a mute, or better yet – save them for a practice session at home.

3.) Practicing a colleague’s solo.

Most people learn this lesson in high school or college, but occasionally I hear young professionals making this mistake.

A player, intrigued by a solo line, decides to try their hand at a colleague’s solo, and practices it within earshot of that colleague.

A veteran player may view this as a direct threat – especially at a freelance job – and may think twice about recommending you to the contractor or personnel manager for future work. They may have a word or two to say to you about it as well. Another more patient player may be simply annoyed and not say anything to you about it at all, but will remember that incident, perhaps with disdain.

This aside, practicing a colleague’s solo on-the-job reflects poorly on you and your level of maturity as a cooperative musician. While on-the-job, mind your own business and practice only the music in your part. If you must try out that solo, do so only in private, far away from the job site.

4.) Showing up late.

It is not enough to show up on time to a job.

Showing up 5-10 minutes before a job starts makes people wonder if you will show up at all and may make them wonder about your work ethic. In my personal opinion showing up close to or on time is the same as being late.

As a “newbie” on any job you should be early – at least 15-20 minutes before the job begins. Make your presence known: to the contractor, personnel manager and/or principal player in your section.

5.) Participating in gossip.

A good piece of blunt advice I learned from my conservatory teacher was this: in any new situation, “keep your mouth shut and your ears open.”

Every established work group has a dynamic history. It pays to understand and appreciated this history before you get too comfortable voicing opinions. For example, it is an easy temptation to speak negatively of a conductor as this can be like a popular sport among some musicians. In some work environments, you may even hear musicians openly complaining or spreading rumors about other musicians!

I urge you to resist the temptation to join in – what may at first seem as an entertaining sport may ultimately come back to hurt you later. Besides, as Farkas points out in Chapter 10 of The Art of Musicianship, the conductor is the boss and it never serves you well to alienate the boss (or other musicians).

As a veteran player, I simply refuse to participate in such talk as I have found that very little good comes from it. Beyond any political repercussions, gossip undermines the fundamental joy and freedom in making music with other people.

It in effect, taints the music and very quickly can turn what should be a joyful experience into a negative experience.

6.) Superfluous noise.

Talking: Unless you are discussing specific musical concerns, it is a good idea to remain quiet and attentive during rehearsals. If a conductor speaks to you about a specific passage, keep your answers short. In most cases, a simple nod of the head or a polite hand gesture affirming the conductor’s request will do.

Foot-tapping: I am personally disturbed by audible foot-tapping. In most cases, foot tapping is imprecise and the “tap-tap” sound of the shoe hitting the floor (or even the resultant vibration that can be felt through the floor) can be distracting to others.

Emptying the slides: I have witnessed some very talented horn players make quite a racket when emptying water from their slides – even when the most delicate and quiet musical passages are being performed! This unnecessary noise can draw unwanted sighs and “eye-rolling” from colleagues.

Clanging slides and loud, excessive blowing through water keys detract from the music and draw unnecessary attention towards you. Empty your water slides quietly – with the utmost care and sensitivity towards others.

7.) Reading a magazine or book.

Even during the most prolonged rests and tacets, nothing says “I would rather be somewhere else” better

…than reading a book or magazine during a rehearsal. As a new player in an established ensemble this is not a good message to convey. If the opportunity allows, you are better off leaving the stage and reading backstage (or getting a cup of coffee) than reading onstage.

8.) Crossing your legs.

As in #7, your body language advertises your attitude and can reveal your inner emotions –

…both negative and positive. Even in the most casual commercial engagement, crossing your legs at the knees or at the ankles can be negatively interpreted by others. It can be viewed as an overly casual attitude and it may work against you.

Keep your feet flat on the floor. After all, this is better for your breathing posture.

9.) Being unprepared.

I am a good sight-reader and used to exploit this talent by not preparing my part for rehearsals.

In most cases, I was able to get by on my innate talent. This ended one day on my first encounter with Stravinsky’s work, The Rite of Spring.

I was hired as an extra to play the sixth horn part in a major metropolitan orchestra. As we read Rite of Spring I was doing fine until the final pages where I just could not get the feel of the multi-metered passages. After several unsuccessful rehearsals, I looked to the seventh hornist (who was the Associate Principal) for a sympathetic ear. He could not longer contain himself and replied with a sarcastic tone, “you’re on your own kid – sink or swim.”

As in Example #1 (Loud Practicing) I was sufficiently humiliated – at my lack of preparation, and that I had disappointed a professional musician that I held in high regard. That night I went home, learned the part, and vowed to always be prepared for rehearsals.

10.) Fighting the group karma.

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

6 Quick Tips for College Applications and Auditions

It is that time of year, students are finalizing their college audition plans. A few tips come to mind.

1. At most schools there are two parts to the application process. At Arizona State, for example, as an undergraduate you have to be accepted to ASU itself and accepted to the ASU School of Music to be a music major, and as a graduate student you have to be accepted by the ASU graduate college and the School of Music. Your application is more than just playing an audition. Inevitably a few applicants neglect one or the other application and this slows things down a great deal.

2. Visit the campus. My experience is that applicants who don’t visit the campus are unlikely to come to ASU. You have to see the place to visualize what study there might be like for you. Make a point of visiting every school you are interested to attend, it is a big commitment.

3. Contact the horn teacher. Seems like a no-brainer but every year there are applicants whom I did not know about until a week or two before the audition day they are scheduled on. Your contact can be very simple, just your name and interest in auditioning, but many skip this important step. Also, if they never reply, you learn something important about that teacher as well.

4. If you can, set up a lesson with the horn teacher. Many horn teachers will meet with prospective students for a lesson, often for free but ask first. I try, if possible, to meet with every applicant at Arizona State.

5. If the posted schedule of audition days won’t work for you, ask to see if you can audition off schedule. While some schools are not very flexible, at ASU I can actually schedule an ad hoc audition on almost any day before the final audition day.

6. Finally, remember that it is not so much what you play as how you play it. This is a final key point, play music that you play well and feel shows off the best qualities in your playing. Your selections must be learned well and must sound comfortable. In relation to this, don’t forget to work on your scales every day! They should sound like old friends.

Vintage Brass Instrument: The Solo Alto

I have long been interested in horn history. My very first research paper, as a high school senior, was on Adolphe Sax and the Saxhorn. The Saxhorn, speaking generally, is the family of instruments that is the basis of the instruments of the brass band, the “roots” of the design of the modern E-flat tenor horn (or alto horn, as it was/is normally referred to in the United States) and the F mellophone.

Lyon and Healy solo altoTalking to a member of the Salt River Brass Band a few weeks ago I mentioned that I have always wanted to test a solo alto. Musical instrument catalogs from the era around 1900 always have a solo alto as a part of their line. A solo alto was a bell front version of an E-flat alto (tenor) horn, similar in concept to marching mellophone but a step lower in pitch and way ahead of its time. He graciously loaned me this Lyon & Healy “Silver Piston” solo alto from around the turn of the century.

At some point soon I will write in more depth about the whole E-flat alto horn/tenor horn topic but in short that solo alto is an interesting little horn. For many years the standard brass band instrumentation has had three E-flat alto parts; solo, first, and second. As the name implies, the solo alto was intended to play the solo alto part, while upright bell alto horns would play the first and second parts.

With a bell smaller than any tenor horn I have seen this particular instrument has a rather cornet-like tone and above-average intonation. It is built to use an “American style” alto horn mouthpiece, smaller bore than the typical British mouthpiece but with a similar cup and shank. While this type of instrument will likely never see use in ensembles again, it is an interesting footnote to alto range history.

For more on Alto and Tenor horns, see this article.

Develop the X Factor in Your Playing

I mention the X factor rather often in my teaching. It is a term I first heard a colleague at the Brevard Music Center use in reference to his instrument, a classic one with a classic tone. It gave him the X factor.

I use the term primarily to indicate the difference between a workmanlike performance–one that is good and clean but somewhat bland–and an artistic performance. What you must strive for is a performance that has a great tone with that little bit of extra style and nuance.

Another way I sometimes word it to students is that, right or wrong, there is a difference between the playing of a principal hornist and a section hornist, at least in our imagination. A good section player can and should be able to lead and match with great style, of course, but may not reach quite that level due to choices of equipment, articulations, tone color, etc.

Clearly it is something you build up over time. If you aspire to play professionally you won’t get that X factor going without playing in professional groups. Getting past sounding like a good student to sounding like a pro is a process and when you have it you have achieved the X factor.

For more on auditions and orchestral playing, see my publication, Orchestra 101. The text in this article was adapted into a section of this book; for more information on purchase visit www.hornnotes.com

An Important Tip from Quantz on Cadenzas

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Students often struggle a bit with their cadenzas. With juries (performance exams) coming for many horn students the next two weeks, the following quote from Johann Joachim Quantz is very appropriate to ponder.

The object of the cadenza is simply to surprise the listener unexpectedly once more at the end of the piece, and to leave behind a special impression in the heart.

This is translated from his On Playing the Flute from 1752. In terms of horn playing even if you are using elements of printed cadenzas your cadenza needs to show some style and that little element of surprise to be effective.

Physician, Heal Thyself: Part I – Metronomes

Metronomes can help or hurt depending on how they are used.

As a computer geek and musician I am fascinated with new technology and I enjoy how tuners, metronomes and recording devices get smaller and smarter with every passing year. What would have years ago taken a suitcase to carry around, now easily fits into a utility compartment within my instrument case.

That being said, I am amazed at serious students that do not habitually use these crucial tools. Some students depend on teachers to point every mistake in tone, rhythm and pitch and do not take serious measures to correct their errors. From the student’s perspective, an over-dependency on a teacher to correct simple problems wastes precious time. Wasting time can doom a student to failure. From the teacher’s perspective, pointing out every single mistake can (over time) cripple a student’s spirit and weaken the teacher’s effectiveness as a teacher and motivator.

Students that do not use metronomes, tuners, and recorders are in danger of losing the edge needed to stay ahead in today’s competitive market. A wise student balances these tools in tandem to “teach themselves” – to stay aware, alert and focused while practicing.

This method falls in line with an ancient proverb that I quote often: “physician, heal thyself.” The tuner, metronome and recording device are key to this method; the path of self-discovery and self-healing. A teacher can guide the student along the way, but cannot force a student to take the path; it is to be discovered alone, over time, and in the practice room.

It should be noted that these wonderful technological aids can do great harm as well as great good if used recklessly. This series attempts to offer some practical tips to help.

The Metronome

When I occasionally visit a university campus for one reason or another, I like to wander the halls, eavesdrop on students practicing and even use the practice facilities. I often hear students diligently using metronomes – many times incorrectly. Too many students blindly set their tempi at or near the final performance speeds in an attempt to force themselves into overcoming a technical difficulty in the shortest time possible. This “bull in a china shop” approach usually does not have lasting effects – all that is accomplished is either reinforcement of a bad habit, mental frustration or even physical injury.

Solid, precise rhythm is required for all styles and types of playing: solo and ensemble; classical and popular; commercial and liturgical. In my experience as an audition panelist, about 90% of candidates are eliminated due to weak or inaccurate rhythm.

“Cramming” (as it is called when students “cram” their studying into one session the night before a test) works in the short term, but can produce unwanted side-effects like: bad physical form (embouchure, posture, technique, etc); or worse, mental fear and anxiety. “Muscle-memory” is not accomplished overnight. “Rome was not built in a day,” as another old saying goes. A golf pro does not improve his/her swing in a few days or weeks.

Remember when you began playing the French horn how awkward it felt to even hold the instrument? When I began, my hand could barely reach from the pinky hook to the thumb hook. I had to rest the bell on the chair and had to crane my neck to reach the mouthpiece. Today however, the instrument feels like a natural extension of my arm.

Time was needed to grow into the instrument.

So, when working out a technical passage with the metronome, a long-term plan for success is the logical approach. With a long-term plan, a new habit might at first feel uncomfortable, but in time it will feel very more natural and relaxed – just like when you first learned to hold the instrument as a beginner.

  1. Isolate the problem to its root. Is it a finger-related problem? Is it an air flow problem? Or is it something more fundamental that indicates a general flaw in my technique? Sometimes this will involve isolating one measure or a half-measure, or even one or two notes.
  2. The key to self-improvement is daily repetition. Develop a repetitive pattern that centers on the problem itself. Develop an exercise based on the passage with different transpositions, dynamics and articulations. As an example, see the exercise called “Till the Cows Come Home.” [Posted in the PDF library]. This is my exercise for getting the opening horn call of Richard Strauss’ Till Eulenspiegel just right.
  3. Ask yourself – at what tempo can I perform this exercise “perfectly?” This tempo might be half the final goal or even slower. Insist on a workable tempo where you can execute the pattern with ease at least five times in a row. Insist on good form.
  4. Ask yourself – how many days, weeks or months will it take me to work up to the final tempo? Make a plan and set a goal to have the exercise up-to-tempo at least two weeks before you need to perform it in public. Make your exercise a part of your daily routine.
  5. Incrementally increase the tempo after succeeding in a number of perfect repetitions. At the point that you cannot play the passage perfectly any more, you are done for the day. Avoid harsh judgments and try again tomorrow. In time you will succeed. Enjoy the journey.
  6. Track your progress in writing. Create a detailed chart or record with daily or weekly targets. Evaluate your progress and adjust your plan as needed.

In short:

  • be aware of the problem,
  • create a logical plan to correct it over time,
  • stay positive,
  • and fine-tune your plan as you progress.

> continue to Part II [III]

A blast from the past, a brief look at the G Mellophone Bugle

An element of the mellophone puzzle, and understanding where we are today with the modern marching mello, is the G mellophone bugle.

002 (2)For those that don’t know, before the 2000 season drum corps used only instruments pitched in G, one of them being the G mellophone bugle. The instrument is pitched just a minor third lower than the B-flat trumpet.

I finally tracked one down to try it a few weeks ago and was amazed how much it felt like a trumpet compared to a F mellophone which feels more like a descant horn to me. Also it is clear that the Mello 6 mouthpiece was designed for this instrument, not the F mello. On G mello it really works and intonation on the one I tried, this Dynasty mellophone bugle, was quite good.

The topic of the G mellophone bugle was addressed in two recent installments of The Mellocast. In the most recent episode (27) this statement in the show notes is really right on the money: “G Mellos slot a lot like Trumpets. F Mellos are very different; they slot more like a French Horn.”

For horn players in DCI groups the F mello was a step in the right direction to be sure.

Background on the new publication, Playing High Horn

Over the summer of 2007 I worked very hard toward the completion of four book projects and launching a new publishing venture, Horn Notes Edition.

The project that started this process for me, Playing High Horn: A Handbook for High Register Playing, Descant Horns, and Triple Horns, started as a book on descant horn and was quickly expanded to cover the broader topics of high range development and triple horns. It is a great resource for development of the high range, with an emphasis on the effective use of descant and triple horns. The book includes complete parts for the Brandenburg Concerto No. 1 and B Minor Mass of Bach, Concertos by Telemann and Förster, the Symphony No. 31 and Divertimento a tre of Haydn, the Symphony No. 40 of Mozart, the Schumann Concertstück, excerpts from other works of Bach, Mozart, Beethoven, Berlioz, Dvorak, Ravel, and Shostakovich, exercises for range development, and much more.

Originally I hoped to have this book out well over a year sooner, before my file went in for tenure consideration at ASU, but it was not to be. When I seriously started looking at starting my own publishing venture a number of other possible projects came to mind. With colleagues involved with similar publishing projects and knowing that I could use exactly the same printers they use was an incentive, I knew that I would be able to put out a great product. Do check it out.

UPDATE: This book was re-written as Playing Descant and Triple Horns. More info here.

Two Ways to Warm-up, and a Great Quote from John Barrows

Today in our horn pedagogy class the topic was the warm-up. One aspect of this that is little commented upon is there are essentially two ways to warm-up.

For years and years I followed a basically set routine of approximately twenty minutes, primarily one based on materials in the Farkas book with an extended pre-warm-up in the mid and lower register. This set routine was for me viewed as being the start of any playing session, be it a practice session, rehearsal, or concert. As a student and professional player I found this worked great, as there was a certain comfort to knowing always that if I started the routine cold I would feel totally ready to go at the end. For me personally I did eventually work out a couple of shorter routines to use in situations where I needed only to re-warm-up, and also branched out eventually so that each part of the routine was a “slot” that I could drop one of several, similar exercises into.

The other approach is that of the longer early morning warm-up. This type of warm-up typically lasts toward an hour. If you follow this approach, later in the day you would only normally warm-up briefly before any other playing session. When I started working on The Brass Gym by Sam Pilafian and Patrick Sheridan this was a big switch in my warm-up method, as it is a long warm-up. For the playing I have been doing these past few years, teaching full time, The Brass Gym sets my chops up much better for a day of playing off and on than did the shorter warm-up I used to use. Any morning that I have the opportunity (more than twenty minutes) I do The Brass Gym up through “Beautiful Sounds” and continue with a variety of technical materials for up to an hour.

Of course there is actually a third approach, that of the very, very short warm-up. There is a story quoted in the website of San Fransico Symphony hornist Robert Ward that was told by former Minnesota Orchestra principal hornist Kendall Betts in relation to the warm-up he observed of the legendary hornist and teacher John Barrows. For those not familiar, Barrows is best remembered as the hornist that Wilder wrote the sonatas and other works for; a busy freelance player in New York, he later taught full time at Wisconsin and at the end of his career at Arizona State.

In the summer of 1969 I was participating in the Marlboro Festival and we were rehearsing the Beethoven 7th from 9 to 12 AM with Pablo Casals. John Barrows was playing 1st and I was on 2nd. I had arrived at 8 and warmed up for an hour. John showed up about 8:50, walked to his chair, belched out a middle C, put his horn down on the chair and went to have coffee. He returned at the oboe’s A and proceeded to play the 1st horn part brilliantly without an assistant. I was struggling to keep up on 2nd at that awful hour of the day. At the break I asked, “John, do you warm up at home?” He replied, “No, Kenny, and let me tell you something, kid. I used to warm up. I warmed up every day for years and years. One day I was warmed up!”

While that is a great story and undoubtedly factual, on the whole, the no warm-up plan is not a great plan to emulate. For me personally to only warm up a few minutes before a rehearsal cuts my endurance way down and feels afterwards like someone punched me in the face. Make your warm-up a priority; it will pay off in better horn playing.