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Hornmasters on Stopped Horn, Part IV: Hill and Beyond

One of the best know publications of Douglas Hill is Extended Techniques for the Horn: A Practical Handbook for Students, Performers and Composers. This is an extremely comprehensive resource.

On lowering an open note to a stopped note

Perhaps in reflection of that comprehensive study his section on the topic in Collected Thoughts on Teaching and Learning, Creativity, and Horn Performance looks not only at hand stopping but also the common extended technique of lowering an open note to a stopped note.

The next level of concern comes when a composer wishes for the sound to slide in and out of stopped and open horn through various glissandi effects…. The performer and the composer must realize that to move the right hand gradually over the bell does not raise the pitch a half step. It lowers the pitch. The interval of change is totally dependent upon the distance to the next lower harmonic of that particular fingering.

Hill shows that in the lower range for example a written middle C played on the F horn would be lowered to an Ab below that note by stopping the note with the hand, in other words, lowering it to the half step above the next lower harmonic. This type of hand stopping is closely related to the hand stopping used on the natural horn.

Five common problems

Hill includes suggestions on five common problems related to production of stopped notes with suggestions to correct them

1. Producing a fully closed and compressed sound…. Be sure your thumb is pulled back alongside the index finger…. The cover should be thought of as a door hinged at the middle, simply covering the oval-shaped opening, with little or no force. (Do not try to stuff the bell with your fist, thinking of it as a circular shape.)

2. Projecting an appropriate volume. The inside of the mouth should be widened into a larger vowel formation similar to playing lower. The air projection should be more focused and forceful as you blow against the added resistance. It should feel like you are blowing a full ff if you wish to project a mf volume (f=mp, etc.).

3. Finding the pitch. Aim with your ear and the vibrational sensation at the lip for the actual sounding pitch, not the one you are fingering….

4. Accuracy in the upper register on the Bb side of the instrument. The use of the stopped horn hand position is consistent for the F horn. However, there are flat fingerings which can be used on the Bb side that can give you greater security….

5. Control or simply production of a stopped sound below written middle C. Here we run into a varied set of problems. The most common is an inadequate cover with the right hand….

Continuing with point five, the other elements include the forceful air stream and hand size in relation to bell size. In regard to that Hill mentions one solution being a modified rubber kitchen glove on the right hand. “Cut off the finger tips to the second knuckle, the thumb tip down to the first knuckle, and the wrist/palm area up to near the base of the thumb.” He reports that “Wearing such a device does not overly distort the neighboring open notes and does broaden a small hand and fill the holes between the fingers.”

Echo horn, etc.

Hill also discusses the related topics of echo horn, half stopping, and three-quarter stopping.

These three names refer to basically only one technique. The desired and expected sound is usually one of a distant echo or a veiled whisper.

He notes part of the complexity of this effect is that your hand position will vary and needs to be more closed for higher notes than it would need to be in the lower range. On the positive side however, “It actually works better on the Bb side in the top octave since the harmonics are farther apart, thus providing a more characteristic echo, rather than a stopped horn sound.”

Returning to his earlier publication, Extended Techniques for the Horn: A Practical Handbook for Students, Performers and Composers, this book and CD have much to offer on extended techniques and is very highly recommended for additional study for those with a special interest in the topic.

A pet peeve, and a bit more on using flat fingerings to play stopped in tune

To close, there really is more to be read on the topic of stopped horn out there, ranging from the very practical to writings that are so theoretical that they are very hard for a mere mortal to decipher. A related pet peeve of mine: I have yet to find a theoretical article that could explain why on a large bell horn I can easily play in tune stopped, but on a smaller bell instrument I tend to be sharp and have to resort to the use of flatter fingerings (the Horn Harmonics device is useful for finding these). Students with small hands tend to be sharp no matter what and finding flat fingerings is a lifesaver (explained further at the link above, but in short for example if your stopped B on the third space is sharp, try fingering it 0 on the F horn, a fingering for Bb that is about a quarter step flat, a harmonic that can be used for quite a number of notes in the middle of the horn). When you get down to it as a performer, practical reality is more important than beautiful theories that break down with the reality of variations of bell and hand sizes.

You need to own a stop mute

The final thing to add being that every advanced horn player needs a good stop mute, it is a life saver! Tone production is much more consistent and powerful, with much better intonation.

There are some good standard choices out there (Trum-Cor, Alexander, etc.), and for those interested in the latest trends check out this review of the Woodstop and Ion Balu stop mutes, an article that also includes some practical notes on stopping on the high F side on a descant or triple horn.

When we return the Hornmasters series will continue with a group of articles related to performance anxiety.

Continue in Hornmasters Series

Return to Week 13 of the Horn Pedagogy Course

Playing Descant and Triple Horns now available

UPDATE: This publication is now in a second edition, available in print and Kindle formats. For links to purchase visit www.hornnotes.com or search for it on Amazon.

Following up on the article yesterday, the second new E-Book (PDF format) publication from Horn Notes Edition is on the topic of Descant and Triple Horns.

Back in 2007 Horn Notes Edition released Playing High Horn by John Ericson. It was pulled from publication early this year, but now we are pleased to release a newly revised version as an E-Book, Playing Descant and Triple Horns, a practical introduction to the use of descant and triple horns.

Descant horns are typically built as double horns that stand in B-flat with an F alto side that is an octave shorter than the F side of a standard double horn. It is a great instrument for playing high, light literature. Playing Descant and Triple Horns covers many topics related to these instruments including fingerings, mouthpiece choices, and music to study and perform, while also touching on the history of the instruments.

The other focus of the publication is the triple horn. A triple horn most commonly has slides for the F, B-flat, and F alto sides. Essentially the triple horn combines a double horn and a descant into one instrument (with two thumb triggers to control the three sides), and it is highly suited to performance of orchestral high horn parts.

[For more on descant and triple horns generally, see this article.]

As with the brand new publication Playing Natural Horn Today, a video was produced to highlight the use of descant and triple horns (direct link here). On it are found performances by John Ericson of works of Berlioz, Telemann, Bach, and Mahler. This substantial new E-Book  Playing Descant and Triple Horns is ideally suited to introducing these instruments to advanced students of the horn.

As a final note, sometimes I am asked which is more important, natural horn or descant horn? While there is much to gain from natural horn study, in a real sense I have made many thousands of dollars on descant horn (for example playing the B Minor Mass), and if you have to choose one it is certainly the more important instrument to learn of the two.

Playing Natural Horn Today, a new method for natural horn

One of the purposes behind the original Horn Notes Blog was to promote my publications. This purpose has been minimized as Horn Matters has developed over time from blog content to more of an online magazine format, and recently we have moved toward the development of substantial new Open Education Resources on the horn as well. However, today Horn Matters returns to its blog roots to highlight the first of several new and upcoming publications from Horn Notes Edition.

UPDATE 2018: This was originally only published in an E-Book format but is now available in a second edition in print and in Kindle formats: for links to purchase visit www.hornnotes.com

Playing Natural Horn Today is a concise new method for the natural horn, developed with the needs of horn players in mind. Published in an E-Book in PDF format only by Horn Notes Edition, the method is focused toward introducing the natural horn effectively to players who already play the valved horn and wish to learn the older instrument.

Topics covered in Playing Natural Horn Today include equipment choices and hand positions, presented in a practical manner. Short exercises and etudes are included to build technique. Finally, with some technique learned, you can apply natural horn technique to great music.

This new publication is an ideal resource for the modern horn student who wants to learn to play the natural horn. It may be purchased as a secure download for only $10.99 [2nd edition is now $4.99!], and is described further in the video below (direct link here), in which author John Ericson demonstrates exercises from the book and other works that you can play on the natural horn.

A Complete Reference for French Horn Transposition (2012)

In a few weeks John will be covering the topic of transposition in Week 12 of the University of Horn Matters pedagogy course.

In the meantime, I decided that the transposition chart created about 4-5 years ago needed some refreshing. Along with the Playing Tips page, this chart has been one of the most popular pages in the entire site and so it was worth it to go back and freshen it up.

This new version includes a fourth column, one that illustrates the interval differences from the fixed pitch of F. I hope that it may help students to more easily remember the intervals required for each key.

transposition

Relativity

An easy way to remember the correct transposition interval is to relate Horn in F and the transposition key as a specific notes on the staff and discern interval relationships from there.

transposition reference

For example, if the transposition key is A-alto, imagine an “A” on the treble clef staff to represent that key. To represent the standing pitch on the modern Horn in F, add an “F” to this imaginary staff.

The interval relationship from the “F” to the “A” is a major 3rd upwards – this also happens to be the correct transposition interval for Horn in A.

The updated chart

Click for a larger view or see the PDF below.

French horn transposition chart

A quick note on the PDF version: while the lines in the tables may look invisible in random areas when viewing the PDF on a computer monitor, when printed out, everything looks as it should be.

Additional resources

Other Horn Matters resources on the topic of transposition worth looking at:

 

Horn Pedagogy Week 10: Range Development

Finally it is time to discuss building up the high and low ranges of the horn, a topic on which every horn teacher has suggestions.

Readings on range development

The readings this week are from the Hornmasters series.

As with previous weeks, the articles have been updated over the years with insights gleaned from the recent (and ongoing) MRI horn studies.

It is interesting to read the quotes closely, as clearly some of the Hornmasters are suggesting things that are not great suggestions, and the (I think) very basic concept of “breaking” the embouchure seems to mean different things to different people.

I did not set out to be a teacher that emphasized low horn work…

This is as good a place as any to briefly share another story. When I was taking auditions, I thought of myself as being a better low horn player — but I advanced much more often in high horn auditions. I think what happened was that other “high horn” players did not have a good enough low range to play the full range of the horn well.

Which is to say, a very fine horn player can play any range well, can play any part. That needs to be the goal if you aspire to be a professional hornist.

How this has panned out in my teaching is that it is very rare for a student to arrive with a very solid low range, and even if it is pretty solid it can still be better! Lacking materials, I developed my own low range publications, for more on those visit Horn Notes Edition.

Next week we turn to endurance and other related topics.

Continue in Horn Pedagogy Course

This is week 10 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.

Random Brain Memes

The topic of Internet meme humor has been a subject explored before at Horn Matters, and today it is a series that evolved from one idea about a bad friend into another about the fallibility of human thinking.

The so-called “Scumbag Brain” meme features an exposed brain superimposed on a stark background. Dialogue captions describe internal, self-conflicting psychological experiences like sudden realizations, mistakes, awkward dreams and persistent memories.

Taking this a step further into the horn world, we get the following:

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

Ask Dave: How Do I Shop for a Reliable Horn Cleaning?

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Rachel asks:

I am located in Europe and looking for someone to do a routine clean on my horn.

What kind of cleaning do you recommend and what would you stay away from?

If the shop repairs all kinds of instruments, is it pretty safe to assume they know what they are doing with a [F]rench horn, or do I need to look for someone that specializes in horns?

Dave replies:

Any shop that can do a good cleaning of brass instruments should be able to do a good cleaning of a horn.

That being said, you don’t want your horn to be the first horn the technician has ever worked on. Horns present unique challenges in terms of disassembly and reassembly, mainly related to the nature of rotary valves. The good news is that in Europe rotary valves are far more prevalent than in North America, mainly because many more trumpets have rotary valves. Most brass technicians there should be comfortable with working on rotary valves.

As for the kind of cleaning, there are two methods that I recommend: the traditional acid cleaning and ultrasonic cleaning.

An acid cleaning consists of the following steps: disassembly, parts degreasing, acid washing, rinsing, acid neutralization, final rinsing, parts drying, and reassembly. The acid used can be various types, but most common is a solution of hydrochloric acid. The acid dissolves surface corrosion and hard build-ups.

An ultrasonic cleaning uses sound waves to remove surface deposits, and replaces the degreasing and acid washing steps. Because it usually involves a solution that is mildly acidic, I recommend not skipping the acid neutralization step in an ultrasonic cleaning.

I would only want a technician who does all the steps I’ve outlined, so ask the technician about the steps they use and ask other players about their experiences with the shop in question.

What you get with a horn specialist is expertise in the disassembly and reassembly steps, and someone who is skilled in looking for other horn-related problems.

Thoughts on Cognition, Bias and the ‘U.S. Orchestra’ Readership Poll

To get a pulse on what our readers might be thinking in terms of current affairs in the American symphony orchestra scene, a poll was posted last Wednesday with one simple question:

What do you think is at the root of the current labor issues in the American symphony orchestra scene?

The poll ran for about 36 hours, and the final results were:

[polldaddy poll=6615783]

Complexity and conjecture

I am not an industry analyst nor am I pretending to be one. Fortunately though, we have people like Drew McManus to offer news, thoughts and analysis for the American orchestral field, and from sources like these it not a huge stretch to surmise that symphony orchestra conflicts are complicated, to say the least.

Putting this entire commentary into perspective then, most of what I have to offer on the topic-at-large is conjecture and opinion. This being said, let’s not get terribly excited about where this line-of-thought is going.

Perspective and bias

With data from a previous Horn Matters survey, we can safely say that our general readership in terms of experience, breaks down like this:

  • Professional 41%
  • Student 30%
  • Enthusiast 24%
  • Other 5%

Given that about 40% of our readers are professionals in one realm or another, it was encouraging to see music education recognized as a top factor in the poll results.

However with a little creativity and thought, any one of the five poll answers could have been supported with a logical argument or personal anecdote. There really was no right or wrong answer in this poll.

With this, we move closer towards a central, core issue — bias and prejudice in the classical music business.

Prejudice and skewed answers

Most people will not admit that they are prejudiced and that some of their opinions are skewed.  A few may actually be proud of being prejudicial, but generally speaking people want to think that they are fair and impartial towards others —  that we are good, kind and just.

To admit prejudice and bias is to admit that maybe we are not as good as we think. Letting in this possibility can wreak havoc on our sense of self, and so for some it is much easier to just close the door, turn off the lights and pull the drapes in terms of critical thinking.

If however, we put our pride and fear aside we might not have to dig too deep to find the roots of a prejudicial thought; and by admitting it, we may even have a chance to overcome it and look at complex issues with a more open mind.

Looking above from 30,000 feet

Nailing down a single cause for the “American orchestra problem” into one sentence is of course a bit ridiculous, if not downright impossible.

The poll answers however did have an ulterior motive and each answer was skewed with a purpose.

Generally speaking, the answers forced upon the poll takers reflected positions, instead of interests.

An error in cognition

Prejudice is an error of cognition. In it we equate inaccurate or incomplete information as total fact; first over-generalizing and then attributing negative feelings, beliefs and attitudes to a topic at hand.

For example, saying that executive board members are ignorant or that union strategies are out-of-date, is a little like saying that French horn players miss notes and make clams.

While there may a kernel of truth behind the thought with examples to point to (and how that makes good fodder for humor), the sentiment does not necessarily translate across-the-board to every circumstance as reliable fact.

Apples are not oranges

At a group level, psychologists might call this an ultimate attribution error — a prejudicial, cognitive error in which a perceived behavior in an instance is attributed to a whole group and all of the members of that group.

So, if you took the readership survey and had a hard time picking an answer, this could loosely be interpreted as a sign that you are perhaps thinking more deeply about this topic.

If however, your answer was more immediate and decisive, perhaps now might be the time to be thinking about personal bias and more directly, how it might be clouding a clearer view of the big picture.

In the grand scheme of things, ideas and interests are more productive and interesting to work with than positions and platforms. While at this particular moment the profession may seem incapable of embracing mutual interests — such as in the interest-based negotiations process — we can most certainly think and dream about it perfectly well.

Horn Pedagogy Week 9: Tone Quality, Chords, and Musical Phrasing

By this point some readers following the course are probably feeling that the focus has been on technical minutiae.

So, to start this week of readings off, a suggestion; take it a little easy. Skim readings of less direct interest to you and don’t try to figure out what is right and wrong with everything you read.  The overall goals being to develop a better understanding of how to master the technical aspects of horn playing to make the music really happen and also to equip yourself to teach people with different problems than you have overcome in your studies.

We turn a corner

This week the course turns a corner to a point and we have a mix of the technical and the musical. The readings are again all from the Hornmasters series.

The two types of dynamics

At the very end of The Art of French Horn Playing Farkas presents a section of tips. The following quote is from that section and also ties in with our topics of the week. The interpretation of dynamics relates to musicality and will vary by musical context. Farkas wrote

Most students go through years of indecision before finally coming to the realization that in ensemble playing there are, in effect, two distinct types of dynamic marks. One set is for accompaniment passages, and the other is for solos. Piano in an accompaniment means just that—play softly. However, the same mark in a solo passage might require much more volume. A solo passage must carry, even though the dynamic mark indicates softness. Your first duty in playing a soft passage is to make it audible….

Although solo passages can often be a degree louder than the dynamic indicated, the opposite is true of accompaniment dynamics. Here it is our duty to keep down sufficiently to let the soloist come through even though it means playing piano when mezzoforte is indicated. Thus the orchestral player might make a simple rule for observing dynamics. Solos should be played a little louder than indicated and accompaniments slightly softer

Farkas expands on this general topic in The Art of Musicianship. Another publication by a horn player that covers some of the same general information in a practical and concise format is The Rules of the Game by Christopher Leuba, which I also recommend the reader looking for more information to consult. A review may be found here.

Next week we move on to range development.

Continue to Week Ten of Pedagogy Course

This is week 9 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. 

Readership Poll: What is Troubling U.S. Orchestras?

The list of troubled U.S. orchestras seems to get longer and longer. It feels as if a dam has burst and we are being hit by wave after wave of negative publicity.

Last season, it was messy dealings in LouisvilleDetroit and Philly.

This year, it was a brief strike in Chicago. There is currently a lockout in Minnesota. There was a lockout in Indianapolis, that ended with a 32% pay cut (for one year). There was also a lockout in Atlanta that ended with a shorter season and fewer musicians.

There are rumblings in Richmond and Spokane. The musicians in Seattle have activated the power to strike and are using that language in their publicity.

A season of discontent

International Conference of Symphony and Opera Musicians (ICSOM) Chairman Bruce Ridge noted recently:

For the American worker, it is the autumn of our discontent. The musicians of America’s symphony orchestras are facing the same difficulties of other workers in a climate that mirrors the greater socio-economic environment of the country. America’s orchestras are non-profit organizations, but just as in the for-profit world, executive compensation rises as worker pay decreases.

Managements of symphony orchestras are also following the pattern of the for-profit world, becoming more aggressive in negotiations and resorting more frequently to lockouts. Just this fall, the musicians of the Atlanta Symphony, the Indianapolis Symphony, and the Minnesota Orchestra have been locked out by their managements, and their communities have been deprived of music.

Even more orchestra lockouts potentially await. As the New York Times reported this year “America’s unionized workers, buffeted by layoffs and stagnating wages, face another phenomenon that is increasingly throwing them on the defensive: lockouts.”

By the virtue of their non-profit status, American symphony orchestras rely on public, government and corporate goodwill in order to survive.

At the grass-roots level, music education programs across the country are being slashed and burned. Fewer children are being exposed to the joy of music. According to an article from the Morrison Institute for Public Policy, reports have shown that the percentage of kids with access to music has declined 50% in the past five years.

Take a quick poll

In this completely unscientific poll, we would like to tap into what our readers think is at the root of this current trend. Take a second and cast your vote. Once you are done, the current results will display.

[polldaddy poll=6615783]

 

Be sure to check back later — in 12-24 hours or so — to see how the votes are trending.

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Follow-up article: Thoughts on Cognition, Bias and the ‘U.S. Orchestra’ Readership Poll