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Why Does my Hand Turn Green?

It was a long weekend of playing, as evidenced by a green-stained right hand in the picture below.

Have you ever wondered why this happens? Why, on un-laquered horns, do some people get the notorious “green hand?”

A brass player's hand stained green by zinc oxidization

Explained in a nutshell, this stuff is a byproduct of prolonged human contact on untreated brass. It originates from a chemical reaction — between the brass, and your hand sweat and breath condensation.

Brass tax

Brass is basically an alloy of copper and zinc.

Some horn makers have experimented with different balances and elements and as an aside, I once owned a Lawson “Ambronze” bell, which contained a bit of tin in its ingredients. The tone was lovely; the resulting hand residue however was a nasty dark green, almost black.

Speaking of the renowned brand Lawson, from their web site one can better understand the different proportions of ingredients in a typical horn bell flare:

  • Yellow brass = 70% copper, 30% zinc
  • Red brass = 85% copper, 15% zinc
  • Nickel silver = 67% copper, 18% nickel, 15% zinc

Less typical are the following formulas, which I believe are unique to this company:

  • Ambronze = 84% copper, 2% tin, 14% zinc
  • Nickel Bronze = 89% Copper, 2% tin, 9% nickel

Chemistry 101

Hand perspiration and breath condensation contain water, salt, and acids. This set of ingredients causes the zinc in the brass to oxidize, which produces the green stuff.

The level of oxidization can vary from person-to-person — running the gambit from little or no reaction, to coffee-drinkers like myself who are cursed by heavy green residue.

A matter of taste

After putting the horn away in the case, I wash my hands thoroughly to remove this residue.

Nothing can ruin a sandwich faster than getting a taste of this nasty stuff in your mouth. Years ago, brass musicians regularly used raw-brass mouthpieces; I can’t imagine getting accustomed to that flavor in my mouth.

All flavoring issues aside, some people develop strong allergic reactions to raw brass, while others have no reaction whatsoever. Here are is an interesting forum discussion on this topic to explore:

Clean-up

Sometimes the green residue can get deeply embedded and regular-strength hand soap will not do the trick.

That being the case, concentrated dish soap — such as Dawn — and a soft-bristle nail brush may be required. As evidenced by the picture up top, I somehow manage to get residue under my thumbnail as well.

Hornmasters on Stopped Horn, Part III: Various Tips

Stopped horn is a big topic with many angles.

Where the hand is in the bell

William R. Brophy in his Technical Studies for Solving Special Problems on the Horn notes that “the place at which the bell is closed” and complete closure of the bell are critical to stopped horn intonation.

Generally speaking this requires inserting the hand a bit farther into the bell than for normal “open” playing, though the size and shape of the hand and the size of the throat of the bell make generalizations difficult….

If we could remove the bones from the hand it would probably be easier to get the complete closure that is necessary. Since this is not possible the best that can be done is to try to make the hand as “un-boney” as possible, being sure that there are no knuckles protruding to keep from getting a complete closure.

The acoustical question

Hand-stopping the horn is discussed from a more theoretical angle by Richard Merewether in The horn, the horn…. The acoustical question of what exactly is happening to the pitch of the horn when stopping the bell is an interesting one. From a practical standpoint, as the bell is closed slowly the pitch goes down but when it is closed very tightly the pitch will at least seem to rise; the impression as a player is that this is due to acoustically cutting off the end of the horn with the hand and shortening the instrument by a half step. Merewether takes the stand that this is only what appears to happen; to play a note is fully stopped one is actually lowering the next higher overtone to a half step above the previous pitch.

Watch the thumb in particular

Barry Tuckwell in Playing the Horn notes on hand stopping that

It is the section around the thumb that causes most problems. This is made much worse if the thumb is made angular or the hand is put into rather than over the bell. Always remember that the hand should not be jammed tightly into the bell.

On the use of a brass stopping mute

Very commonly the brass stopping mute is considered to be a substitute for hand stopping. Tuckwell also observes that,

The sound is not unlike hand stopping, but it is more direct and piercing. It can be used in certain circumstances as a substitute for the hand, particularly in the lower register, but care must be taken to camouflage the altogether more strident quality. This can be done by cupping the palm or putting some cloth or a handkerchief over the end. It is also possible to produce a more muffled sound by inserting the mute loosely and stopping up the end completely with the hand.

He feels that hand stopping and brass stopping mutes should not be used in combination unless there are specific low range issues, as “only an exceptionally proficient player can manage them with the hand.”

Daily practice of stopped horn is beneficial

According to Frøydis Ree Wekre in Thoughts on Playing the Horn Well, daily practice (“several minutes”) of stopped horn is beneficial for these reasons.

Firstly, the quality of your stopped horn playing will improve, regarding intonation, steadiness and sound. Secondly, it is efficient training for EXHALING. Big quantities of air at high speed are necessary, especially in the lower range. Prior to that, of course, a huge INHALING is necessary. Since GOOD INTONATION is a MUST, the lips and other facial muscles will get an effective workout. Loud stopped horn playing is physically somewhat different from normal playing. It demands more effort. Thus practising it can give more strength in a shorter amount of time.

Have you practiced stopped horn yet today? On to the conclusion of the series on stopped horn.

Continue in Hornmasters Series

Tip of the Week: Improving Transposition Skills with ‘I-IV-V-I’ Practice

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One of the most popular PDF downloads from the Horn Matters site is a transposition chart, located within our Resources area. Roughly defined, music transposition in performance requires a player to look at notes on a page and output different notes at a fixed interval difference from what is printed. This skill is typically applied at-sight.

The interval difference for the modern player to utilize is typically determined by a printed key in the music. This is not to be confused with a key signature per se, but rather that the music provides the base key of the instrument (i.e. Horn in Eb, Horn in D or Horn in H). Before valves came into regular practice a Classical era horn player, for example, would use this indicator to determine a compatible crook.

A tradition worth preserving?

For a horn player today who is new to this concept, the world of transposition can seem fraught with perils and pitfalls.
For a more serious student who may decide to get cantankerous about the topic, the whole idea of transposing-at-sight might seem like an enormous waste of time.
Common complaints would be:

  • This is just so stupid! We have these things called VALVES now … DUH!!
  • Why do I need to change the notes in my head?
  • Why can’t publishers just get their act together and write out transposed parts?! 

If your ambition is to never play in a band or orchestra, to never play songs in a religious service, or to never challenge yourself with a practical skill that expands your horizons as a musician, then perhaps learning to transpose is indeed not for you.

Another hard truth for horn players

While this blunt stance may seem a bit harsh, the bitter truth is that sheet music publishers of orchestral repertoire print horn parts that require transposition. This is the absolute bottom line as it is practiced in the field. Most orchestral parts require on-sight transposition skills and this tradition will most likely continue in the future.
Let’s look instead then towards recognizing the more positive aspects of this skill set. To begin, here is a collection of previous Horn Matters articles on the topic, listed in alphabetical order.

A final word to sum it up — the ability to transpose on sight is tremendously beneficial in terms of gaining employment, expanding your mind, and in being flexible and adaptable.

Putting pencil to paper

Some problems can be solved more easily when sketched out on paper. Of course, if you are handy with music notation software a computer would suffice, but I prefer to use pencil and staff paper in circumstances like these.
This may sound a bit old-fashioned to some. But given that the French horn’s history and repertoire dates back hundreds of years, picking up a pencil seems like a natural thing to do.

Hakuna matata

A fundamental chord progression in common use in early Classical to early Romantic music was I-IV-V-I. Written out on staff paper in C major with three voices in root position, it would look like this:

By my own rough estimation, 60-75% of orchestral music that requires transposition for horn players falls within this harmonic cycle – in one key or another.
It stands to reason then, that if this cycle were learned in all keys on the instrument, a substantial amount of yardage could be gained towards improving transposition skills.

I-IV-V-I in broken chords

If the same progression is written out as broken chords, a basic outline for a practice tool begins to take shape.

Expanding these broken chords into a contiguous line, along with some re-voicing:

Expanding it once again into a 2-octave passage:

Back to roots

Writing things out on paper can help you grow as a musician in a number of ways. Exercises like these, for example, can help to internalize a basic harmonic structure and its application to the instrument.
It is one thing to sit in Music Theory class and learn these things, but hands-on exercises like this take it to a higher level in terms of personal growth.

Moving forward

The next task would be to take this final 2-octave passage and play it on the instrument, then begin experimenting with playing it in different keys at-sight.
For a novice attempting to play this passage in another key for the first time, it would be highly recommended to absolutely not write out the new key. The better solution would be to slow it down, and insist that this exercise be done without the notes being specifically written out.
However that being said, if playing this progression in different keys at-sight is too much of a challenge, there is nothing wrong with writing out the passage in different keys. For some learners, this method may in fact be the superior method towards getting it imprinted into the mind and fingers.

Horn Pedagogy Week 8: Rapid Tonguing, Staccato, Multiple Tonguing

With the topic of tonguing introduced last week, this week the focus is the more “advanced” forms of tonguing including rapid tonguing, staccato, and multiple tonguing, all being topics that horn players must master!

A personal aside

All of my teachers influenced my approach to tonguing, but to start with a personal aside probably the lessons with Eli Epstein had the greatest mark on me, as I was at the time preparing professional auditions between my MM and Doctoral studies. Elements of his approach are different than described in the quotes in the readings linked below, and as he has a recent (2012) book out, Horn Playing from the Inside Out, I would like to open with this brief quote from the chapter on articulation as a point of discussion.

Some pedagogues instruct students to use the same point of contact for the tongue in articulation for each and every note; others suggest tonguing lower notes at a lower point on the teeth, middle register notes more in the middle, and higher notes higher in the mouth. I agree with the latter approach, but my experience has taught me to be very specific about the points of tongue contact for each note, especially in the high register.

My review (in three parts) of the original 2012 edition of the Eli Epstein book is here, and now out is the third edition, which incorporates information from the MRI studies. My review of that is here, this new version is one that every serious student of the horn should read.

Tonguing 201

But turning back to classic horn materials, the readings below are all from the Hornmasters series.

Be honest with yourself as to what you need to work on

The readings this week include some great topics to reflect on carefully as to your personal weaknesses and solutions to those weaknesses. Be honest with yourself and take on the challenges you face in the area of tonguing. And if your teacher is not having you work on for example triple tonguing, you are not going to be equipped to play rep that you will have to perform such as Don Juan, so it is time to get on it.

That all being said, tonguing is an important topic, but for now it is time to move on. Next week the topics are tone quality, chords, and musical phrasing.

Continue to week 9 of Pedagogy Course

This is week 8 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. 

Hornmasters on Stopped Horn, Part II: Schuller and Berv

Stopped horn is an important topic that has to be considered from multiple angles

Stopped horn and half-stopped horn

In Horn Technique Gunther Schuller wisely expands the discussion to include stopped horn and the related technique of half-stopped horn.

Beginners are often baffled by hand muting because of the transposition involved. In hand muting the hand closes the bell, preventing the air almost (but not quite) from coming out the bell. Because of the size of the throat of an average French horn bell, the point at which the average human hand almost blocks the air column is fairly far in the bell. This causes—in theory and in practice—a shorting of the tubing…. This in turn causes the raising of the pitch by approximately a half step, and the player must therefore transpose down a half tone to compensate for this. To be more exact, he must finger a not a half tone lower than the one desired.

Considerable confusion arises from the fact that another distantly related form of stopping the horn, called ‘half’ or ‘three-quarter muting’, is achieved by a somewhat similar hand manipulation, and results in the lowering of the pitch. I will return to this form of muting shortly.

I have seen this more frequently as half stopping or echo horn, such as is requested in the Dukas Villanelle, and in reality it is also what Brahms had in mind in his stopped passages, such as this one from his first symphony. Schuller continues to explain how it is critical in hand stopping to close the bell as completely as possible and that in general you must play stopped notes on the F horn for intonation. He continues,

As for half muting, it is a special effect, coming more and more into use with contemporary composers…. As the term implies, it is a means of half closing the bell, resulting in a half muted sound, with an unforced misty tone quality. It is a very unusual effect, giving the impression of a sound coming from a distance, a sort of echo effect. It can also be used for extreme pianissimo passages in very live acoustics.

Why students initially get confused

After a long discussion of the acoustics behind hand stopping Schuller also notes the following which is undoubtedly true. “I would like to suggest that the confusion among beginners regarding the two approaches to hand stopping arises from the simple fact that many of them experiment on their own and by chance find the ‘half muting’ method.”

A practical suggestion to improve intonation

As to hand stopping, Harry Berv in A Creative Approach to the French Horn has a very practical suggestion as to improving intonation.

When playing stopped-horn, the intonation tends to become sharp and, unless you know how to compensate for this by pulling the slides (which lengthens the tubing and lowers the pitch), you will not be able to play stopped-horn in tune.

In most instances, the pulling of valve slides for short, detached stopped tones is not required (the main tuning slide will take care of these notes). It is usually required, however, for prolonged passages. In this case, you will pull the slides approximately ½”, depending on the intonation of the horn and your natural tendency to play either sharp or flat. I say “approximately ½”” because it is impossible to generalize about the exact distance the slide should be pulled. The instrumentalist must find through his own practice and experimentation how far the slide should be pulled in order to achieve the correct intonation.

Those slides do move! He also notes that

It is generally easier to play in tune with a transposing mute than with hand-stopping, particularly in the lower register, because the airtightness required for stopped-horn playing is achieved immediately, and the mute is in the same position every time….

The metal transposing mute is excellent in place of the hand for muting in the low register. The sound is clearer and intonation much more respectable.

The transposing mute is a great tool for the toolbox

Speaking of transposing mutes, such as the one seen in the photo on the left, I recently had a conversation with someone who had tried one and did not feel it did much for them. I suspect however that they had either tried one that was not particularly good or one that did not fit their horn. For sure though as Berv says, “It is generally easier to play in tune with a transposing mute than with hand-stopping, particularly in the lower register.”

We will have yet more on stopping next week.

Continue reading in Hornmasters series

Getting Back to Nuts and Bolts

Today’s video theme is Nuts and Bolts.

* * *

How to oil valves.

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How to string valves.

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How to take your valves out.

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

Horn Pedagogy Week 7: Slurs, Legato, and Average Tonguing

Tonguing is a huge topic. There are a wide range of ways to articulate notes from the most legato to the shortest articulation possible. A real pro is a master of every articulation. And as I have paraphrased one of my former teachers several times in this website, it all must be mastered because “you never know how short (or long/loud/soft) some idiot, I mean conductor, will ask you to play it.”

One essential task of the teacher is to not cause problems

Few students if any start out with perfect tonguing. One of our jobs and challenges as teachers is to help improve tonguing, not hinder progress or actually cause problems through how we word or present the topic. This is unfortunately very easy to do when it comes to talking about tonguing, some ways of wording things can tie players up in knots and never get students to the results you know you need to hear.

Tongue pulsations?

As it is such a critical topic in learning how to teach (and play!) the horn we have a lot to thoughtfully consider. As an introduction to the topic, I would highly recommend that readers take ten minutes and listen to this podcast, part of a series of three with Dr. Peter Iltis (more on the series here). 

Pulsations of the tongue? The recent MRI studies referenced in the podcast really do have information that can inform your approach to the topic. If you have a half hour to spare, watch the following video. If not, please take one minute and start at around the 8:00 mark and watch the first MRI presented, looking for the tongue pulsations and for the changes of vowel shape.

Consider visualizations and realities in the readings this week

From the above it should be clear that we have a lot to look at, thus the online readings are spread over two weeks, all from the Hornmasters series. I know I have said this several times in this series already, but this in particular is a topic on which to think critically and look for physiological accuracy over visualizations. Don’t take what any source says at face value when it comes to tonguing — think over what they are actually saying in these classic texts and ask yourself is this just a visualization? Does the visualization work? Or is it reality?

Whew! Again, try to see the bigger picture in the readings as best you can, and we will have yet more to read and discuss on tonguing next week, this is only part I and we have topics including staccato and multiple tonguing to address.

A final note would be that there is one recent publication to recommend to interested readers that has a physiologically informed approach to tonguing, explained in great detail: Horn Playing from the Inside Out by Eli Epstein. My 2013 review of the first edition (in three parts) starts here and gives a good overview of his publication and approach, and my update review of the third edition, where he updates his pedagogy in relation to the MRI studies, is here.

Continue to Week 8 of Pedagogy Course

This is week 7 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. 

Hornmasters on Stopped Horn, Part I: Introduction and Farkas

With stopped horn we get to another interesting and important topic, and also one that is not without some controversy.

Confusion is rampant

As an example, at one point, years ago, someone read my article on stopped horn in Horn Articles Online a bit too quickly and wrote me that what I said was wrong and dangerous. Then, about fifteen minutes later, another E-mail came from the same person that essentially said “nevermind.”

In that article, Understanding Stopped and Muted Horn and Right Hand Position, I try to lay out briefly and practically the conventional wisdom. The central part that is confusing is the following.

The burning question many hornists will struggle with is the question of why we think of stopping the horn the way we do on modern horn and why it works at all. The question of what exactly is happening to the pitch of the horn when stopping the bell with the hand has been the subject much study. As noted above, as the bell is closed slowly the pitch goes down but when it is closed very tightly the pitch will rise; some sources say this effect is due to acoustically cutting off the end of the horn with the hand which raises the pitch, while other sources state this is only what appears to happen, as one is actually lowering the next higher overtone to a half step above the previous pitch. The latter approach is correct but in either case, the practical reality is that stopped horn technique as it is taught today for the modern horn relies on this phenomenon, closing the bell tightly and fingering a half step below the desired pitch on the F horn, but this approach to stopped horn technique does not appear to have seen any use before the twentieth century; the hand was always used on the natural horn to lower the pitch of the instrument when closed.

For stopped horn the problem is that the theoretical bumps up against practical reality. In the readings that follow this will be seen to certain degrees.

Consider non-standard fingerings for better intonation

One initial note I would add as well is over the years I have more and more relied on the use of non-standard fingerings for purposes of intonation, both with students and in my performance. On a large bell horn I feel that I can play well in tune with standard fingerings, but on a smaller bell I feel that I play somewhat sharp when stopped. By the same token, players with smaller hands seem to as a group have more trouble than me keeping stopped pitch down on any horn.

I have found that it helps to develop familiarity or at least the ability to find fingerings that are flat, as these will help bring pitch down. I discuss this further in this article but to quote briefly, “for any note in the treble clef or above there are flat alternate fingerings that work great as stopped horn fingerings for students with small hands.” Many of those are on the Bb horn and are also extremely useful to have available for accuracy.

The conventional wisdom

With that we turn to The Art of French Horn Playing. Avoiding acoustical controversy, Farkas wisely presents a very practical explanation of the topic.

Hand-stopping is rather difficult to learn, but when the player finally gets the “knack,” it is easily and quickly brought into use. When correctly done, stopping causes the horn to sound a half-step higher. Most beginners feel sure that the theory of the pitch going up a half-step when the horn is stopped is all wrong. They are sure that the tone goes down a half-step and will prove it by demonstrating fingerings that bear out their theory…. This mistaken belief that the pitch goes down a half-step results from almost, but not quite, stopping the horn completely. As the hand gradually closes the bell of the horn, the pitch goes flatter and flatter, until it is almost a half-step flat. It is at this point that the inexpert player quits…. If he would go a little farther and jam the hand quite tightly into the bell, he would prevent the bell from vibrating beyond the point of contact, effectively shortening the tubing (and the bell is part of the tubing) by approximately a half-step. But at this point, the notes must be lipped-up in order to jump this half-step upward. The pitch will not jump up of its own accord but must have aid from the lips. When correctly done, the “open” arpeggio on the F horn will sound perfectly in the key of F sharp, proving that the pitch of the horn has jumped upward a half-step. This peculiarity requires the horn player, therefore, to always transpose down a half step when playing stopped notes.

Ideally you should be able to swing the hand shut from your normal open position, “exactly as though one were swinging a door closed.” Farkas also notes

One important warning: stopping can be done only on the F horn. Stopping the B flat horn results in a pitch rise of almost three-quarters of a tone, and of course there is no way to compensate for this with transposition. Some single B flat horns have a special valve which not only corrects the pitch but also automatically transposes down a half step. But, generally speaking, one cannot stop the regular B flat horn and play in tune.

The stopping valve is a great tool

Speaking of stopping valves, they work great. If you are unfamiliar with what they are, check this article for more information. Mostly seen on descant horns and single Bb horns today, these are “the best invention ever.”

There is much more to say on this topic and we have more next week, stay tuned.

Continue reading in Hornmasters Series

Zero Defects and 'Doing it Right the First Time'

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Securing employment in the music profession and having a good time of it depends on a tight synchronization with other musicians. Key to this, one could argue, is preparation for rehearsals and gigs.
No one wants to waste another person’s time and doing so detracts from the greater goal and purpose. It doesn’t really matter if a flawed preparation is with purpose or is unintentional; what matters is its effect on the final product.
Most professionals aim to be 100% prepared for every rehearsal and performance.

Zero defects and the DRIFT Principle

From the world of business and manufacturing we have a very relevant model to look at in terms of quality assurance and control. Philip Bayard Crosby was an American businessman at the Martin Company.
As the quality control manager of the Pershing missile program, he reduced the overall product rejection rate by 25% and scrap costs by 30%. Within the context of a multi-billion dollar company, this was a very significant accomplishment.
Fundamental to Crosby’s achievements were two main points that he later coined as Zero Defects and DRIFT principles. For just about any type of musician wanting to gain work in their field, these principles are good guidelines to follow.
Crosby’s Principles of Zero Defects has four main points.

  • Quality is conformance to requirements
  • The management system is prevention
  • The performance standard is zero defects
  • The measurement system is the cost of quality

These points align with the bigger concept of D.R.I.F.T.  – Do it Right the First Time.

Translating to music performance

While these points are intended for manufacturing standards, it does not take a huge stretch of the imagination to see how they might apply towards a music performance standard.

  • Quality is conformance to requirements = Learn your part and be ready to execute it perfectly.
  • The management system is prevention = Keep your chops in good physical shape, stay alert for change and weed out inefficiencies. 
  • The performance standard is zero defects = Clamming notes on the French horn is a defect on the bigger picture.
  • The measurement system is the cost of quality = A performance’s quality can be measured (somewhat) by its non-conformist parts and elements.

These rough interpretations only scratch the surface of course, and there are deeper layers worth exploring. For instance, one could easily imagine that the relevance of the DRIFT principle would increase as the size of the ensemble increases.
Like a giant note-eating machine, a modern symphony orchestra relies on a symbiotic movement of dozens (if not hundreds) of parts. Before being considered as fine-tuned or artistic, this machine needs to operate in complete synchronicity, unimpeded by flaws in its parts.

The whole is the sum of its parts

A small defect at one stage of production can affect the whole operation and ultimately, the finished product. By doing it right the first time, a company runs smoother without needing to stop and spend time fixing little errors.
Whether it be manufacturing, sports or a world-class symphony orchestra, a solid team will focus on cooperation, having fun, and helping each other perform at a higher level.

What is the big-picture tip here?

Stay on top of your game, and in larger groups especially match what others are doing around you without question.
Stop wasting time and do it right the first time. Aim for a higher level of responsive and artistic performance: a place where the notes on the page are taking care of themselves and higher, more lofty things are being achieved.

Horn Pedagogy Week 6: Practice and Warm-Up

Finally we get to some real horn playing, and this week is jam packed with information to consider in relation to your typical warm-up and practice habits.

To the topic of practice…

First up is a brief reading relating to the topic of practice.

The origins of the “warmup”

With that we turn to the warmup. As an initial deep thought, I have two questions to ask first:

  • When was the first horn warmup published?
  • When did players start warming up?

It is pretty notable that the first horn warmup materials were not published until 1941, Daily Exercises for French Horn by Max Pottag. A recent Doctoral project by Alex Manners goes into this whole topic more, and is reviewed in a pair of podcasts presented here.  In that article I also note that horn players before 1940 probably warmed up, but not as we do today. Going to our roots, “…it seems to me if you look at say the Duvernoy Méthode pour le Cor (1802) the general idea way back then was probably just to noodle around on short exercises until you felt ready to go.” There are exercises in published routines that must have their roots in earlier times, but the general scheme of warming-up on the horn as we think of it now was likely unknown before the 20th century. I believe it came from theories of athletic training; it would be a good topic for some Doctoral student to research out more.

Readings on the warmup and what to practice

In any case the Hornmasters have a lot to say on the topic, in a group of readings linked below.

After discussing that we turn back to the broader topic of practice:

Solo and chamber repertoire will be covered in much more depth in the spring semester; this class session is only meant to give a taste of the topic. However, this is the class session where we briefly highlight some of the most practical of our etude literature.

A list of etudes …

To that end, the list below was for years on Horn Articles Online, and can be an additional starting point for discussion. It’s a bit dated, being a snapshot of what I was using in lessons in the early 2000’s, but these etudes not coincidentally can be used very effectively to work on slurs, legato, and tonguing, the topic we delve into next week.

Beginners

  • Marvin Howe. Method for the French Horn (Howe)

Early Studies

  • Robert Getchell. First Book of Practical Studies, Second Book of Practical Studies (Belwin)
  • Max Pottag and Nilo Hovey. Pottag-Hovey Method for French Horn, books 1 and 2 (Belwin)

Intermediate

  • Kopprasch, ed. by Chambers. 60 Selected Studies for French Horn, book 1 (International)
  • Maxime-Alphonse. Two Hundred New Melodic and Gradual Studies, volume 1 (Alphonse Leduc)
  • Erwin Miersch. Melodious Studies for French Horn (Carl Fischer)
  • Max Pottag, ed. Preparatory Melodies to Solo Work for French Horn (Belwin)

Moderately Advanced

  • G. Concone, ed. John Shoemaker. Legato Etudes for French Horn (Belwin)
  • J.-F. Gallay. 12 Studies for Second Horn, Op. 57 (International)
  • Hermann Neuling. 30 Spezial-Etuden fur tiefes Horn, volume 1 (Pro Musica Verlag)
  • Kopprasch. Ibid, volume 2
  • Maxime-Alphonse. Ibid, volumes 2-3

Advanced

  • J.-F. Gallay. Préludes méasurés et non méasurés, Op. 27 (Sansone or International)
  • Maxime-Alphonse. Ibid, volumes 4-5
  • Neuling. Ibid, volume 2
  • Verne Reynolds. 48 Etudes (G. Schirmer)

Bonus reading for those following online

For those following this course online as a personal study project, you may wish to read this 2010 series of three articles that starts here on etudes that I use in my teaching to get some sense of the actual class discussion we will have.

Be skeptical of published warmup materials as gospel

And to close I would simply note that I am not convinced that every published warm-up you will find is realistically what the author normally/personally did. Maybe it is, but then again maybe it was more what they hoped to do or recommended to people, but when push came to shove they had other ways to personally warm-up that set up their chops better for actual performances. There is no one-size-fits-all plan for warming up, and there is a very good argument to be made that if you don’t vary it over time you will not progress on the horn. And remember, too, that some routines were in fact used prescriptively in teaching by the author to address specific needs of individual students, such as Caruso. For more on Caruso routines and the horn see this article:

Continue to Week 7 of Pedagogy Course

This is week 6 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.