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On Bonding with your Horn

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Up today are two topics. First, making the rounds of social media the past few days was an article on the topic of the benefits of bonding with your instrument. The article begins,

Forging a deep, intense relationship, in which two meld into one, can be a difficult, emotionally draining process. But the end result is so worth it.

Especially when that bond is between musician and instrument.

That’s the conclusion of new research from Finland, which found musicians who consider their instrument an extension of themselves are more confident, and feel less performance anxiety.

“Feeling united with the instrument indeed seems to be an advantageous relationship,” writes a research team led by Veerle Simoens of the University of Finland’s Cognitive Brain Research Unit. Its study is published in the journal Psychology of Aesthetics, Creativity and the Arts.

The topic reminds me very much of the topic of naming your horn. I am thinking if your horn has a name, maybe you will bond with it a bit more deeply and play better? One to ponder and a topic I addressed last year. In that article I began,

This past week I helped my niece purchase a new flute. At the store the manager asked her if she had named her old flute and told her to be sure to name the new one, because without a name “it won’t sing for you.”

Well! Better name your horn!

On the Reicha Horn Trios, and an Epic Recording

Among the works out there for three horns, certainly the 24 horn trios Op. 82 by Anton Reicha (1770-1836) stand above the rest. Reicha is well known today among wind players for his woodwind quintets, but these trios for three natural horns in E-flat are true standards of our literature.

While I know some people make a lot of use of these, I have only read these a few times over the years. I started looking at them again this summer as I knew I would have new trombone and tuba colleagues at Arizona State (Douglas Yeo and Deanna Swoboda), and an arrangement by Orrin Olson of ten of the Op. 82 trios caught my eye at the IHS symposium. Reading it with them I could tell the arrangements work fine but are geared toward a tenor trombone. As my new colleague Douglas Yeo is a bass trombonist I thought I needed to look at this a bit deeper to see if there were a better voicing possible by choosing the trios carefully.

In my files I have several versions of the Reicha trios and I found the version of all 24 published by Kenneth C. Henslee to be the most useful. Looking them all over for range I came up with this tactic, that I read horn I in C and the trombone and tuba read 2nd and 3rd horns down an octave, and I also then looked at the 2nd horn range to see which ones sat a bit lower, top note no higher than written F. From there I chose a set of the following numbers, 8, 11, 12, 15, 22, and 23. We will perform the set in January, and they really do sound very nice in the new voicing.

As to recordings, after first looking at these Douglas Yeo pointed me toward a recording that is epic and one that I was not familiar with. It was released in 1999, which was a time frame when I was not buying many recordings, but thankfully this one is still available. This recording is by the Deutsche Naturhorn Solisten on natural horns. Having played a good bit of natural horn this is a very impressive recording worth finding!

The website deutschenaturhornsolisten.de at present redirects you to naturhorn.com, where you can find the CD for sale here, and there are other sources. A great recording of great literature for three horns!

Finally, these trios should not be confused with his other set of similar trios, his 12 trios Op. 93 for two horns and bassoon. These are also well worth playing and generally similar in character, but for a slightly different ensemble.

UPDATE: For a video of our ASU performance (horn/bass trombone/tuba) of a set of five of the trios see this article.

Review: The Surprising Kelly MC Lexan Mouthpiece

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To tease the conclusion first, I was very pleasantly surprised by the plastic (Lexan) Kelly MC horn mouthpiece.

Why a plastic mouthpiece?

This past fall I was riding in the car with my new tuba colleague Deanna Swoboda and noted that she had a Kelly tuba mouthpiece in her car. She kept it there for buzzing on. That gave me an idea, at the least their horn mouthpiece might be a good one to have around for buzzing.

So I began looking and noted they did show up on eBay at a very modest price. Finally I took the plunge and bought an example in clear Lexan. They come in a variety of colors, but clear appealed to me for the see-through aspect, to be able to see the cup and backbore shape.

First impressions

The marketing for these is geared toward use in marching band or by young students. The mouthpiece itself has a very smooth finish. It is generally similar in dimensions to a classic Schilke FARKAS MODEL mouthpiece (the basis for the Holton MC), but actually a bit longer, in the same way that a Lawson mouthpiece is similar but longer overall than a standard mouthpiece. The mouthpiece on the left is my FARKAS MODEL and on the right a Lawson. The bore of the Kelly is #14, appropriate for a MC cup. (#14? If you are unsure what that means, read this article, recently updated).

So how does it play? I was very pleasantly surprised, it actually plays rather well, better than probably most of the mouthpieces in the under $40 price range. The sound is a little brighter than my normal mouthpiece (Osmun, described here) but only by a degree, and really it is a pleasant sound that you can get used to, not harsh.

It buzzes very freely when held in the hand. Which is hard to explain but I think has something to do with the design and the light weight of the mouthpiece. Oh, and it is a lot of fun to use. This is also hard to explain but it is like a new toy and one that actually works on the horn rather well. Well enough that you might even be tempted to switch to one full time. This is a perfect stocking stuffer for yourself or the horn player in your life.

Where can a hornist make use of a plastic mouthpiece?

Besides marching band and young students I can think of at least two more great applications of a Lexan mouthpiece for the more serious player. [See UPDATE for a third use.]

One is as the car/travel mouthpiece for buzzing. It is again very light and unbreakable, and it won’t be uncomfortably hot or cold to use right away when you get in the car, like a metal mouthpiece often is.

The other use that comes to mind is as a cheap way to see if you have a metal allergy. Some students do have issues with silver and gold allergies. Temporarily try one of these and see if the problems go away.

As it is clear you may be thinking you could use it to see your lips buzzing. Unfortunately, the view is not that clear to the embouchure on a horn mouthpiece (the “window” is too small), and beyond that it fogs up almost immediately when you start playing. I believe it would have much use in the lower brass for viewing the embouchure, but not on horn.

Conclusions

It is light as a feather, comfortable to play at any temperature, sounds good, plays surprisingly well, and is pretty much unbreakable (unless you literally run over it with a car).

For me personally, the ideal car mouthpiece would have a rim identical to my normal rim, so this probably is not ideal. But it is pretty close and it being plastic is a plus, so I will be giving it a trial. And it is a lot of fun, well worth the modest price.

UPDATE January 2014

The line in the original review above was prophetic, relating to metal allergies. As I write this update I am into my second extended trial of the Kelly MC as I believe I have developed a sensitivity to my normal rim. (And I have a Houser H-Kote Titanium rim on order too to try in relation to this).

Early in this second trial period I did note something very interesting. The Kelly MC works great on my triple horn. As in really great. It is as though I stumbled onto something that other strong professional players may want to seriously explore. Triple horns are heavy, and something really good happens with the interface of my Paxman triple and the extremely light Kelly mouthpiece. I will be exploring this more, and now own a number of Kelly MC mouthpieces in various colors. This angle on mouthpiece design may be the cutting edge for triple horns (very light mouthpiece on heavy horn).

One other thing to note, very seriously, is that actually while the dimensions appear to be exactly identical, mouthpieces of different colors actually do sound a little different than the clear mouthpiece in this review. Something about the pigment in the Lexan changes the resulting sound, darkens or dulls it a bit. I also note that the clear mouthpiece feels slicker on the lips, more like gold. I prefer the clear plastic MC over all others that I own.

MDC-Kelly-Holton-rimsAs will be noted in an upcoming review of the Kelly MDC as well, the shank of the Kelly MC is slightly bigger in diameter than a typical USA mouthpiece. It is not quite up to the size of a “European shank” (more here), but it is again slightly bigger and on some horns this could cause some playing problems. The rim is seen in this photo; the rim on the MDC and MC models is identical and very similar to a Holton MDC rim.

As I wrote this update I was surprised to note that the MC model was no longer listed on their website, only the MDC! I contacted the manufacturer and I am pleased to report that a new run of the MC mouthpieces is coming soon. As noted above, it really is a surprising and very nice mouthpiece that should have received more positive notice in the horn world. After I have given the MDC a fair trial I will also review it as well.

UPDATE: The MDC review is here. And I am back to playing on metal mouthpieces with either a Delrin or H-Kote rim. More on those soon, but in the meantime check this article by Bruce Hembd for more on H-Kote.

Cor Carols!

Back in 1981 a recording was released, Music for Christmas, featuring the Eastman French Horn Choir and the Eastman Trombone Choir. The first track on that album is Cor Carols, a work arranged by Leonard P. Schwartz. Schwartz was a horn student at Eastman at the time and is listed among the student performers.

According to the record jacket the Eastman French Horn Choir was established in 1969. I was a student at Eastman from 1984-86, and this work was a key work among the works we performed at the annual Eastman Holiday Sing, all of them being works in 8 parts performed by two antiphonal horn choirs with all parts at least doubled, with three first horns in each choir and four fourth horns each for a total of 22 horns when I was there. To this day this general arrangement of 8 part antiphonal horn choir writing (with the over doubled low parts) remains my favorite horn choir setup.

As to Cor Carols, it is an inventive work that combines Christmas favorites with orchestral excerpts. By the time I was there Verne Reynolds had re-worked the ending compared to the recording. I have been told that he subsequently re-worked the piece several times. I’ve heard later versions and personally miss the original ending, but it still works well no matter what you do.

Want to hear it live? I believe it will be performed annually at the Eastman Holiday Sing for as long as the event is held. One not to miss if you are in the Rochester area in December!

UPDATE: As we also read this piece most years at ASU, and performed it one recent year, something I puzzled about for a while is what is the opening piece of Cor Carols? Eventually I learned it is the ever poplar Boar’s Head Carol. An interesting choice! The meme below being sort of a joke on that, as it’s not a well known piece at all.

Review: The Horns of Valhalla – Saga of the Reiter Brothers by Norman Schweickert

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In a recent article where I featured a photo of hornist Xavier (Xaver) Reiter I noted that a new book was out by Norman Schweikert on the topic of the Reiter brothers. I have now had my copy of this book for several weeks and in short, for anyone interested in horn history this is a must-have publication.

The sales description from the publisher WindSong Press gives these introductory details to the topic.

The Reiter brothers, Josef and Xaver, were true heroes of the horn, having filled solo positions in the Munich Opera, other European orchestras in Sondershausen, Hannover, Karlsruhe and the Bayreuth Festival, before coming to America in the latter half of the 1880s. Here they were solo horns of the Boston Symphony Orchestra, the Metropolitan Opera, the New York Symphony with Damrosch, Scheel’s Orchestra of San Francisco, the Cincinnati Symphony Orchestra, the first season of the Philadelphia Orchestra, and finally the New York Philharmonic with Gustav Mahler and Josef Stransky. They appeared as soloists with several of these orchestras. The older brother, Josef, returned to Munich and left us rather early in 1909, but Xaver, with his hair down to his shoulders, lived on in Valhalla, New York, until 1938, a real character to the end of his life!

The publication is over 200 pages long and is full of details on the careers of these important figures of the horn world. In the preface Schweikert explains that as a young professional hornist

…my plan was to write a history of professional horn players in the United States from Colonial times to the present. However, as the years went by and I became busy with my performing and teaching career, I did not pursue research on American hornists with quite the same vigor as before. After joining the Chicago Symphony in 1971, my interests expanded to collecting information on all American symphony and opera instrumentalists….

Moving ahead to 1985, Schweikert explains that he was contacted by Hans Pizka who was “asking for information about various horn players who had careers in the United States, including the Reiters.” This led to a second look at the information he had on the Reiters which soon led to extensive contact with the family including four of the children of Xaver.

As a result this new book, published in 2012, is full of interesting information based on interviews and extensive examination of memorabilia including “photograph albums, newspaper clippings, documents, and all of Josef’s surviving original compositions.” Picking just one quote to highlight from the book is difficult, but for some flavor I would offer this from page 106, from a 1922 concert review of a performance of the Brahms Trio in The New York Times.

The tone of the French horn when it is so finely played as it was by Mr. Reiter last evening mingles enchantingly with those of the other instruments and imparts a color and a character of great beauty; a color and a character for which Brahms’s music was most sympathetically conceived, not only in the first movement and the adagio, but equally in a more brilliant manner in the scherzo and the finale. Mr. Reiter’s feeling for the right balance of tone was unfailing. It is not every horn player who produces so beautiful a piano and pianissimo, who phrases so musically, who obtains so convincing a portamento.

The publication is well organized and a great read! Everything is documented extremely well, and clearly the Reiters were colorful and memorable people of our horn world. The book itself is bound and printed beautifully and is frankly a huge bargain at the price of $24.95 compared to all the effort and care taken to bring it to print.

Again, congratulations to Norman Schweikert and WindSong press for this very remarkable horn publication.

Horn Pedagogy Week 15: A Missing Topic, and Final Review

First, thank you for following along to the end of the semester. We have been able to cover in some depth the most essential topics related to horn teaching and performance.

So what about actually teaching horn students?

peak-7But there is, in reality, a topic rarely mentioned in the resources we have read from this semester, the topic of actually teaching students, or more to the point teaching them effectively.

Part of it, of course, is there are different ways to teach and different methods of teaching that will meet the needs of different students. Getting closest to part of the answer was Harry Berv, as he suggests specific etudes to train different skill areas. But still the lack of looking seriously at this aspect of horn pedagogy is puzzling.

Fortunately, I have a couple new resources to suggest. If you are interested in insights into how to guide students to a higher level of performance (and you should be!) I highly recommend Peak: Secrets from the New Science of Expertise by Anders Ericsson. In this article I posted a summary of the book (of sorts) in Hornist Hamster memes.

Four points to ponder

As to how to best use those insights I secondly suggest a wonderful (and brief) article by Froydis Wekre that was recently posted in the IHS website.  Titled “Experiences and Strategies in Teaching,” this article is certainly worth reading. She concludes with these four points to ponder:

Be demanding, in a non-threatening way.
Be a teacher who is on the students’ side.
Keep yourself updated. Find out what is new in the profession, concerning repertoire, teaching methods, the way students learn, etc.
Give positive recognition to progress – whether small or big.

The topic of the “Cruel Teacher”

As a teacher you have some choices. One choice should be to not be cruel. This recent article has a lot to say on the topic of actually teaching horn students:

The teacher is judged more strictly

Looking back at the course as I work on revisions over the years brings home even stronger the idea that teaching tactics will change over time, as noted this article. And I would also quote this passage from the book of James in the Bible: “Not many of you should presume to be teachers, my brothers, because you know that we who teach will be judged more strictly.” No teacher is perfect, but I hope this class has helped with insights as to how to develop your playing and has given you more tools in your toolbox as a teacher.

A final, “important” resource, a “complete method”

As a very final item of the semester, there actually is a lighter side to horn teaching and performance, and it would be a good time to reference the ultimate “Classic” horn method, the Complete Method für der Waldhorn oder der Ventilhorn by Professor Eric Von Schmutzig. A book I would highly recommend reading at this point in the semester, you may learn more about this “method” here.

But wait, we are not quite done yet!

Continue to the BONUS article

This is the final review session of a fourteen week course in horn pedagogy. The introductory article is here, and the series is presented for the educational purposes of our readers. 

On Teaching (and Studying) Effectively

With the first semester of the University of Horn Matters horn pedagogy course nearly complete it seems like a good time to re-post the last remaining article from 2004 in my dwindling archive of articles from the original HTML Horn Notes Blog. Dated 12/27/04, this was very interesting for me to re-read again in the context of this series and the passage of time. I will leave the original text as it is, but since then I have tweaked the lesson plan quite a bit. As a teacher you certainly never want your pedagogical approach to stand still. Also note that for students reading this you ultimately have to focus on doing what it takes to keep on track toward your goals. My study plan as an undergrad (described in the article below) was not at all a typical one, but I did make a lot of progress, which is in fact the goal.

For what should be the last horn note of 2004 at the end of the semester and especially during my drive to Kansas and back I gave a lot of thought to my teaching. I really enjoy teaching and the interaction with students. While I don’t feel that I have done badly by any means, I do have ideas as to how to teach even better in the new year.

Backing up, one of the things driving my interest in the history of the horn is an interest in the history of horn teaching. Printed materials like etude books and horn methods give a clear glimpse into the teaching studios of teachers of the past. Friedrich Gumpert [More here] is particularly interesting to me as from his publications and the remembrances of his students (many of whom went on to major performing careers) you can tell that he must have been a very effective teacher. Gumpert in his teaching used a combination of technical etudes (especially Kopprasch), solo works (especially song-like works), and study of orchestral excerpts. It is the basic model that most teachers in the USA follow generally today at the college level, at least in terms of content.

My own teachers in graduate school whether they realized it or not basically followed the Gumpert plan in hour weekly lessons augmented somewhat by master class and horn ensemble experiences. As an undergrad I however had a little different experience–I took two hours of lessons a week with two different teachers for three of my four years of college, augmented by intense summer festival study. I am not sure that I recommend this model in a way, but I do like that it had more than an hour of lessons a week–this is very helpful for future success on the horn, for the advanced student an hour a week just is not enough.

The first three years I that I taught full time in the USA (at the Crane School of Music, SUNY Potsdam) I followed the same basic model as my graduate school teachers, an hour lesson and a weekly master class and horn ensemble in the fall. At ASU I for the first time saw some other teaching approaches to make the experience more intense. My neighbor to the right David Hickman in the trumpet studio augments private lessons and a studio class with group lessons of 3-4 students where the students focus on excerpts as sections. My neighbor to the left Sam Pilafian in the tuba/euphonium studio does a lot of interesting stuff, intense group warm-ups nearly daily, tuba ensemble, Octubafest, etc., but above all tuba students receive two lessons a week, either both with him or one with him and one with the TA. A lot of time is invested in each student.

Their studios are very successful and have been for many years, as has been the trombone studio of Gail Wilson as well. There certainly needs to be some intensity to the studio experience without it becoming overwhelming. In the horn studio at ASU I have mostly followed a version of the Hickman plan with groups augmenting weekly hour lessons and studio class on the schedule the school sets, plus optional group warm-ups.

(Studio class does not meet weekly at ASU, it is on on a schedule that alternates the time with a “Brass Area” meeting and a convocation recital. Content wise studio class has combined solo playing, mock auditions, and horn ensemble readings). [UPDATE: Horn studio class does meet weekly at ASU at this time!]

My main changes for next semester are to schedule the studio class and group sessions more tightly (schedule the performers further in advance for more of a master class setting, assign seatings and works for groups more clearly and further in advance) and to teach more lessons. Performance students in particular have a lot of music to learn (see my Orchestral Excerpt Checklist) and in relation to that I would like to see performance students average 90 minutes a week in lessons. This could be in the form of regular 90 minute lessons (the perfect length before auditions, I feel) or in the form of a regular hour lesson that is augmented with a second hour lesson at least every other week. In addition I want the youngest students in the studio to take one lesson with me and one lesson with the TA every week for two full hours of lessons a week. Extra lessons will be encouraged for all students as time and degree programs allow (music education students can get quite busy with other aspects of their program, so they may be excused from the extra lessons, especially in their middle years of study).

No matter where you are though if you are a student it is your job to also learn effectively and to keep focused and on track toward your goals. Take stock of your situation. If this means taking many extra lessons as was the case for me you should look into this. It can begin to feel a bit like boot camp but there is a time that all students must put in the effort if they want to get ahead of the crowd. Even if you are long out of school, there is a benefit to focusing in and using your time effectively.

The preceding semester  (F 2004) was the last one that I attempted to do the group lesson scheme used by my trumpet colleague, it was not a good fit for me or the horn studio. Going forward in years I had to modify some of the ideas above due to clock schedule changes and taking stock of if I felt the time was actually used effectively. With the big picture being there is no perfect way to teach horn. But you have to keep working toward the best use of studio time and materials as possible, toward the goal of teaching effectively. Students likewise have to use their time toward the goal of studying effectively as well.

Where can you Study Music Education and Not Take Marching Band?

Many horn players are not fans of marching. Often for instrumental music education majors marching band is a required course. At some schools, however, marching band is not a required course in this degree program.

In my own case I have served on the faculty of two different schools where marching band was not a required course. Earlier in my career I was horn professor at the Crane School of Music, SUNY Potsdam, and they have no football team or marching band! There are a number of schools that have no football program and some are fairly large schools with excellent music programs. Another example that comes to mind for me is Wichita State. It is a myth that all large state universities require marching band, as a number do not require or offer the course at all.

Arizona State where I teach now until recently required marching band. Due to a curriculum change, however, marching band is no longer required for instrumental music education majors. For students aspiring to be band directors at the high school level it is probably a good idea to take marching band as an elective, but that is not the aspiration of every hornist and there is actually no requirement to take marching band if you don’t want to.

Sometimes schools will tie music scholarships to marching band for any kind of instrumental performer. Meaning that even marching band is not required in your degree program (such as horn performance) you might still be required to march due to scholarship requirements. At Arizona State a horn performance major is under no requirement to march, and in at least the last ten years no horn performance major has taken marching band.

So if you are looking for a program for yourself or for a student you mentor that does not require marching band there are solid options out there besides conservatories. And do consider Arizona State highly among your options.

And to close with one other tip that can’t be repeated too often, be sure you are on top of your application deadlines! Schools are getting more and more strict that they must be met, and you never want to miss an opportunity because you missed a deadline.

Horn Pedagogy Week 14: Performance Anxiety and Care of the Lip

We have arrived at the final week of readings! This week the main topic is performance anxiety, and the total number of readings are reduced to allow for time to review for the final as well.

A peak performance paradox

One thing to mention, noted after years of teaching, is there certainly is a category of player that while not maybe “as good” as other players, comes off better in comparison. Why? Because they have an ability to hit near their personal best in pressure situations when the “better” player maybe hits 75% of what they should hit. From a conductor’s perspective, the one that hits the performance in the pressure situation better is the better player. You need to get your inner game under control to make it in horn.

A bit on Beta Blockers

There is an element of this topic that students need to be aware of, which is that of beta blockers. While touched upon in the final article linked above, I would also point to these two short articles as places to continue the discussion:

And for a longer, but optional read I would suggest the article on beta blockers linked from the “Beta Blockers or the Inner Game” article above and also from this article by Bruce Hembd:

And what about chapped lips?

Speaking of reasons to feel anxious, one would be feeling unprepared, but another big reason to feel mental pressure is if your lips feel bad. So our final topic of the semester is a very brief look at the care of the lip. The most common “ailment” we face as horn players is chapped lips. Thus, a note of caution on lip balms is in order, drawn from text that used to be a part of my Horn Articles Online website.

I have no problems with lip balms in general, but try to only use very mild ones, at least on an extended basis. There are three main active ingredients in the stronger lip balms–Camphor, Menthol, and Phenol. Camphor and Menthol are basically harmless, but Phenol is actually a skin irritant. Phenol is put in the medication to help remove the old, dry skin found on very chapped lips. To use this kind of medication for a short time when you have very dry, chapped lips may be beneficial, but to use Phenol on a long term basis is not good.

My own experience is that you can get hooked on lip balms with Phenol in them. Your lips feel raw and irritated so you grab the lip balm without realizing that lip balm is actually MAKING your lips feel even more irritated! It is a true vicious circle. Honestly, when I quit using a popular brand of lip balm with Phenol in it I had what felt to me like withdrawal symptoms. It was not a lot of fun for a day or two, but after that my lips felt better than they had in years. And I was playing better too.

Use lip balms when you really need them, but try not to use any lip balm on a long term basis, especially those containing Phenol.

Projects? Final?

For this online, self study course, there are no projects due and no final! Yay!

If you are taking the actual course I teach at ASU, a big goal of the course is to equip students to answer questions that are typically asked on MM and DMA written exams. Which is part of why the actual course has to be different than the course presented here online, and why it does have a final exam.

To close the course, next week we will have some topics to review from the semester.

Continue to Final Review

This is week 14 of a fourteen week course in horn pedagogy. The introductory article is here, and the series is presented for the educational purposes of our readers. 

The Benefits of Being a Thankful Hornist

With this being the Thanksgiving holiday it is a good day to look briefly at the topic of being a thankful hornist. Many have the habit of counting blessings this time of year, and in the longer term there are benefits of that being a habit.

I was interested this past week to read an article related to this topic at bulletproofmusiciaon.com. Under the heading “The gratitude effect” we read,

In one of the first set of studies to experimentally test the effects of counting our blessings, researchers from the University of California, Davis, and University of Miami asked a group of students to sit down once a week and write down five things in their life that they were grateful for (e.g. “wonderful parents” or “the Rolling Stones”).

A second group was asked to write down up to five hassles that they recently experienced (e.g. “stupid people driving”), while a third group simply wrote down five events of any kind from the last week (e.g. “cleaned out my shoe closet”).

Over the course of ten weeks, it became clear that counting one’s blessings made a difference. Students who listed their blessings each week felt more positively about their lives in general, and were more optimistic about the week ahead. They also reported fewer health issues (like headaches, aches and pains, illnesses, etc.) and exercised almost 1.5 hours more per week than the students who wrote down the week’s frustrations.

Subsequent studies found gratitude to result in more and better quality sleep, as well as more positive moods (and a reduction in negative mood).

There is more in the article (and check out the link there to another story on a trombonist), but for sure we have choices. It is probably human nature to focus on the things that bug us such as injustices, low salary, relationship issues, losses of all types, etc. But if you focus on that side of life exclusively you will not be as happy or healthy overall as if you also remember the blessings of life.

The topic of Thanksgiving also lead me to think of this Photoshop image by Bruce Hembd from a few years ago (see a larger version here) and the range of horn teachers out there. It is a classic Thanksgiving image, altered in homage to Philip Farkas. At extremes horn teachers range from being stern taskmasters who inspire through fear to, at an opposite extreme, the warm and caring mentor. I took several lessons with Farkas late in his life and at that time for sure he was the mentoring type. His warm personality and his willingness to help others is certainly part of what drives his legacy and why his publications are still so widely referenced to this day.

Take a few minutes today and consider all the things you have to be thankful for. This practice will put you at a better place mentally and will pay off in a wide variety of ways.