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A Horn Maker on Mouthpieces

How you perceive the playing qualities of a horn you are testing will be impacted quite a bit by what horn you have been playing lately and by mouthpiece choice and fit. At present myself I always have available three versions of my mouthpiece of choice, a standard shank version, a slightly smaller than standard version, and a European shank version. When testing a horn of a student I pick the one that I think should fit it best. For sure certain horns will test better when you have the right mouthpiece on them.

Horn Maker Jacob Medlin recently posted [but UPDATE: article no longer posted. But much more is there! Well worth a visit] in his blog an item on this very topic that reveals in his case what mouthpiece he has primarily set his horns up to use. He wrote,

Mouthpieces matter. I think that as horn players we all knew that but I have found the mouthpiece to be an annoying game changer when it comes to the final balance of a horn. A horn that I am able to get playing really well with my Laskey, suddenly plays stiffer and stuffier with a different mouthpiece. This is a problem for customers who are unable to pick the horn up at the shop.

He notes in particular that

My horns love the Laskey 775F (only because its my usual mouthpiece and the one I do my play testing on.) This means that deeper, more funnel shaped mouthpieces play the best on my leadpipe. If you play a smaller one, its possible the horn might feel “tight”. **Try to avoid a European shanked mouthpiece with my horns!** They will not hit the right depth to meet the venturi.

I have written pretty recently about European shank mouthpieces; for certain horns (for example Alexander) these make a huge difference but, by the same token, if you use a European shank mouthpiece on a typical American horn it really won’t play correctly.

Medlin also notes that for him another option is for you to send your mouthpiece to him and he can balance the setup of the horn to match it. I feel sure other custom makers can do the same; it is something to consider and is an element that every horn maker has given quite a bit of thought to.

Following up on one final point, at the start of this article I mentioned that how you perceive a horn you are testing is also influenced by what horn you have been playing. There is something about the general resistance of a horn that impacts many things subtly in your playing including such things as how you tongue, how you control your air, etc. The way you have developed these things is based on what worked on the horn and mouthpiece you play. When you test another horn it may actually be a fine horn but not play up to potential for you due to not only the mouthpiece setup but also how you try to play it. It is a big topic that I will come back to at some point in the future.

Halloween Frights, II

The secret to Horn Matters?

John and I are actually grotesque zombies.

Click the image to see it right-side up.

Halloween Frights, I

Something is not right with this image of Dennis Brain.

Yes, it is upside down but if you turn your head around to look at it a peculiar phenomena will jump out at you.

The brain is particularly adept at identifying faces, but because we are not accustomed to seeing faces upside-down, the brain can be fooled. It loses it ability to gauge relationships.

Read what you will into this in terms of studying music, but I imagine that there might be some correlations, at least in the abstract.

Perception is not always reality…spooky!

Other examples:

* * *

UPDATE: Inverting the mouth in addition to the eyes makes it even stranger.

Head for the hills! The zombies are coming!!

35 Mellophones=Huge Sound

When I can make it I like to get to ASU Band Day for a portion of the event. It is a marching band contest hosted at Arizona State; this time of year there are many of these competitions all over the United States.

As to the high school groups I heard they all sounded very good. Several had mellophone soloists featured and the bands had between three and ten mellophones on the field (with I believe two of the groups marching B-flat marching French horns instead of mellophones).

In 2009 the Arizona State University Sun Devil marching band was the largest ever fielded in Arizona, with nearly 400 members and a line of 22 mellophone. In 2010 however we smashed this record number with a line of 35 mellophones!

Today was the first time I had the opportunity to hear the line play, and I must say I was very impressed with the HUGE sound of a line of 35 mellophones. I had never before heard such a large section of them and it really was quite impressive to hear and see. For equipment types out there, they were using Jupiter Quantum mellophones with Curry 1TF mouthpieces. The sound up in the stands where I sat was great; big sound, in tune, providing lots of middle that to my ear often seems lacking in marching bands and drum corps. It also helped that the arrangements were very good and voiced the mellophone parts like horn parts; in drum corps they are often voiced a bit higher and begin to sound like low trumpet parts instead of middle brass to my ear.

Another element of course was the ASU band was more than four times bigger than any of the high school bands on the field and the performing level was a good bit higher overall. The difference in volume was huge but at the same time the sound was not loud and cutting, it was big and full. Bravo to ASUSDMB director James Hudson.

Going back to the high school groups for a moment, I did hear one thing I have never heard; one school (Dobson High School) had a bassoon quartet (!) miked and playing a solo section on one work! The same show started and ended with a mellophone solo so in my book that group got high marks. Also I would mention the rep, which in general was very nice and certainly exposed the audience to a variety of musical styles. Sure, it was arranged pretty heavily, but still I thought the group that did The Rite of Spring (Mountain View) in particular sounded and looked quite impressive. But again all did well and that speaks well about the music educators active in this state and the effort they put out there for the students.

To close, the mellophone has been a bit of a journey for me in recent years. I played eight years of marching band myself but never marched with a mellophone–one year of trumpet and seven years of double horn! As I have mentioned in other articles, when I started teaching college at SUNY Potsdam full time “life was good” as a horn teacher, as we had no marching band; mellophone was totally not an issue. When I arrived at ASU they were still using a line of B-flat marching French horns so life was still good as they among the options out there have more naturally the same playing qualities as a horn. Then, following national trends, a switch was made to a line of mellophones and I realized that the the immortal words of Yosimite Sam were correct, “if you can’t beat ’em, join ’em.” From a band directors perspective they are a great instrument, and if played with a suitable mouthpiece and if managed well they can be a valuable part of the training of the instrumental music education student. I know that goes against the thinking of many horn teachers out there but for sure they are a part of the reality of our middle register landscape. Mellophone is not a topic we can ignore. For a longer introduction to the mellophone check out The Mello Zone.

Memories of Horn Calls Past: My First Issue of The Horn Call, Part II–Reports on the 1979 Workshop and the Bass Horn

Part one of this series touched on the 1979 Annual Horn Workshop but there were several reports in the October, 1979 issue of The Horn Call that went into more depth.

The first report was by Leslie Gaska. It gave a great view of the event from a participants viewpoint (“Farkas was his usual ebullient self,” etc.) but if I were to pick one item that must have really stood out at the event based on the report it must have been the bass horn.

Thursday was the day of the bass horn. We got our first look at that marvelous horn when Roger Bobo, tubist with the Los Angeles Philharmonic, joined Frøydis Ree Wekre in her recital. The horn looks much like a French horn but with a bore size that fits a tuba mouthpiece, making the instrument appear as though viewed with double vision. Its range is that of the tuba, the sound a gorgeous mellow tuba/horn sound. The bell cannot be placed upright on the knee, so it is played in the rest position. Bobo designed the horn, and as he said, it made him, a big fellow, look like a small kid with a Conn 8D…. Bobo and Frøydis played two trios, with composer/pianist Roger Kelloway, in the world premier of Kelloway’s “Sonor”, and “Dance of the Ocean Breeze”. This was my mid-week highlight. They have also recorded an album, including these works, for Crystal Records to be released in the late fall. On the basis of these two works they performed in recital I shall certainly purchase the recording! The blend of Horn and Bass Horn is excellent; they complement and match each other quite well in sonority.

Bruce has posted about the bass horn previously, and also check out this video! This is the same bass horn played recently; it is now part of a collection in Texas. And I did buy that album mentioned above, it is a great one and I in fact still listen to it often! Horn and tuba is a favorite combination of mine.

The next report was from Elaine Seiffert, and from her I would highlight several “reminiscences:”

-Alan Civil (in utter seriousness) commented during his master class that to have an excuse for missing the first note of Oberon, one would literally have to fall down dead and be carried off the stage.

-We were advised by Dave Krehbiel to develop “Creative not caring.” Go ahead and try to miss a given note—don’t care about making it, try to miss it instead. The harder you try, the more impossible it becomes to miss.

-According to Frøydis Wekre, playing Gliere or Strauss Concertos is like playing poker—never let people see what is in your hand until you put your cards out.

Another comment that I read in her review that has stuck with me for years is this one,

Mr. Boujanovsky didn’t wait for questions but instead offered the opinion that Mozart was primarily an Opera composer and that many of his Horn Concerto themes can be found in his operas. This removes Mozart from the Soirees Musicales, lace cuffs, silk stockings and powdered wigs image of classical politeness and gives much more “human” outlook to his music.

Back in the Gaska report mention was also made of the “LONG general meeting.” As to why that might have been, in a further report from President Hill we learn that

We have also undergone an extensive appraisal of all our activities and have formulated a complete set of “Working Papers” from which the officers, Advisory Council members, officials, and committee members can more consistently administer the Society’s business. This includes guidelines for all of the officers’ responsibilities, job descriptions for the Editor, Computer Coordinator, and the new positions of Executive Secretary … and Workshop Advisor….”

As a current Advisory Council member I know that I certainly have benefited from their hard work today, it certainly laid the foundations for the IHS as we know it.

Finally, in the category of “hardly working” the concluding article in the issue is titled “The International Horn Society’s Meddling Committee Proudly Announces the Winners of the 1979 Medals.” Some samples:

The Order of the Purple Chop—for those wounded in the line of duty
To: Gayle Chesebro, for the biggest shiner ever seen at a Horn Workshop.

The Elliott Higgins Medal—for the most unusual performance
To: Morris Secon, for “Send in the Clowns”, played and sung.

The Giant Clam—goes unclaimed again this year.
NO AWARD! ISN”T THAT SIMPLY GRAND!)

The Order of the Telephone Trill
To: Arthur David Krehbiel, for obvious reasons. (He says he’s trying to find a way to slow the thing down! Might we suggest some Creative-Not-Caring?)

The Comeback Player of the Year Award
To: King Philip of Bloomington, whose subjects are delighted with his obvious good health, and who still sounds like himself—that which nothing could be whicher sounding!

and finally

The Carrie A. Nation Award
To: The clown who planned a banquet menu in Southern California WITHOUT WINE! (Doesn’t Gallo have a studio?)

Reading the reviews of this particular workshop also is great in relation to the lead up to the upcoming 2011 San Francisco symposium; when the website is ready we will link to it from our events page.

When we return to this series the topic will be the articles on horn history which in retrospect certainly also impacted me a great deal.

Continue to Part III

Memories of Horn Calls Past: My First Issue of The Horn Call, Part I—Notes on the Front Matter

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I joined the IHS when I was a senior in high school. In those days long before E-mail or Horn Matters the journal of the International Horn Society, The Horn Call, was a literally a lifeline for horn players, especially so for someone like me out in a small town in Kansas. My first issue was from October, 1979, and I can see that it in retrospect certainly impacted me deeply as a student of the horn.

Before turning to the journal itself, the question should be put out there of why I joined. Honestly I don’t know. I suspect either a local horn player in college said to join or my horn teacher said to join. I think someone put a brochure of some sort in my hands. That year was the first year for the first Executive Secretary of the IHS Ruth Hokanson, so I expect that someone locally got a mailing for prospective members that was passed on to me and I joined.

At that time Douglas Hill was president of the IHS. As an aside, just a few days ago I saw advertised in The Music Vacancy List his longtime position as horn professor at the University of Wisconsin Madison—an era is ending, 2011 is the year he retires! At that time he was thirty some years younger and provided a good chunk of the actual content of the journal and I believe had expended quite a bit of energy to get the society much more organized than it had been to that date.

The journal itself was at that time in booklet form and half as big as the current journal; it always had some variation on the cover design seen here. While the cover is different today some things never change as for example the first advertisement was a full page ad for Holton (“Phil Farkas designed the perfect horn for Mozart, Brahms, and Wagner”) and other makers of the time were all well represented.

The first real text to read was five pages of letters to the editor. A number of them were from players whose names should remain recognizable to readers of the present day, including Randy Gardner, James Winter, Mason Jones, and Norman Schweikert. After that there was a lengthy section of “Mansur’s Answers” from the editor, Paul Mansur. He began with a Biblical quote and a reflection on the workshop that had been held that previous summer at U.S.C. in Los Angeles.

“Then I lifted up mine eyes, and saw, and behold four horns.” (Zechariah 1:18)

I am not a prophet, a son of a prophet, nor even a herdsman or the seventh son of a herdsman. But I assure you, I have seen and heard a multitude of horns. The XIth International Horn Workshop was thoroughly gratifying, uplifting, and exciting event. There were some marvelous performances. There were, again, diversities of styles and tonal concepts presented as models in review. Technical data and acoustical information were supplied in abundance, all quite significant, pertinent, and valuable.

For me, however, the intrinsic and enduring values are derived from persons and personalities. The human interaction process, the open, unreserved sharing of self, the caring for others and the giving; the open gift of soul, heart, and mind is the essence of the unique character of the I.H.S. and the Horn Workshops. The effect upon me, and many others, is assuredly quite euphoric. I shall make no apology whatever for the exultation of this sheer joy!

He continues to discuss some of those personalities, among those Wendell Hoss, Vitali Buyanovsky, and Valerie Polekh, but probably the most familiar to readers today was Hans Pizka, at least if you follow the “Memphis” horn list. Pizka had at the workshop performed Strauss II and the Strauss Andante on a Vienna horn. Mansur noted that the Andante performance moved him literally to tears and he added

Hans Pizka is not just the name of a hornist who lives 7000 miles away and who has a penchant for stirring up a controversy any longer. He is a person. He is a fellow horn player and a fellow human.

In other general news in his column I note the birth of a daughter to Rebecca Root, who I would later study with privately, and also the winners of the now defunct Heldenleben Horn Competition were Corbin Wagner on valve horn (presently in the Detroit Symphony) and Jean Rife on hand horn (presently at the New England Conservatory). Mansur also looked back on the first ten years of the society. The first newsletter had “boasted of some 150 paid members” but as of 1979 they had over 1,600 paid members.

The closing section of the front matter was from President Douglas Hill on “The I.H.S. and the Workshops” with the subtitle “How We Relate.” His opening paragraph gives a bit of an overview of the topic that gives a much clearer idea the relationship historically between the society and the workshops. We tend to think in terms of the society putting on workshops for members, but that is not how it started for us; the International Horn Society, as he explains, grew out of an existing event, the Annual Horn Workshop.

It seems necessary to briefly discuss our relationship to the Annual International Horn Workshops. The tradition of such an event began in Tallahassee, Florida before there was an International Horn Society. It was from the strong feelings of fellowship experienced at the early workshops that the foundation of a society such as ours grew. So, in contrast to the relationships found between other instrumental societies and their workshops, we, the I.H.S., are a product rather than a parent of the Annual Horn Workshop tradition.

When we return to this series it will continue looking more directly at the articles I read and re-read closely as I started on my path as a serious student of the horn, with an underlying point being there is a lot of great content out there buried offline in old journals if you look for it.

Continue to Part II

Why I Support Unions

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As a music student evolves into a professional, union membership will come into the picture. Unfortunately for myself, my initial steps on the union path were not so pleasant. It was a rocky relationship that got off on a bad start.

My first encounters were with veteran musicians; they had tainted viewpoints and poor salesmanship skills. At the time I did not know they weren’t official representatives, and the negative impression they gave off stuck with me for a good while.

First impressions are everything

I suspect that this is not an uncommon occurrence. A young musician encounters a grumpy veteran who tells them “hey kid, go join the union” without telling them why – or worse, tells horror stories.

Of course with every organized labor effort there are flaws and this I think is one of them for the American Federation of Musicians. No system is perfect, but what we have is the best we have and by far, union strengths far outweigh union weaknesses.

If I had a time machine and could go back and give advice to myself, it would be “don’t listen to jaded naysayers.”

It is helpful and important I think for students and professionals to comprehend this in depth. First impressions are important.

The big picture

In any business/labor situation there is an imbalance of power between the people that give the orders and the people that make the orders. Unionizing and collective bargaining evens that playing field a bit, but more importantly it puts the two sides in direct communication with one another.

While for some this encounter might slip into confrontation and end up getting national attention, for most others it is more civilized, like a business conversation.

Some critics might claim that unions stand in the way of real progress. Randi Weingarten, president of the American Federation of Teachers, argues to the contrary – that teachers play a key role in shaping education reform.

She asserts that teachers are active in reform and progress. If the word musician is substituted for teacher in the dialogue below, the parallels become quite clear.

Collective bargaining as a catalyst

From an interview at National Public Radio:

CONAN: Does collective bargaining as we know it need to be changed?

Ms. WEINGARTEN: Look, everything as we know it needs to be changed these days. But the vehicle of collective bargaining is a huge catalyst to actually creating the transformation that we need in America’s public schools.

I was listening to your introduction, and as I was listening to it, I started thinking about what happens in Finland or in Singapore, where the schools actually do far better than our schools. And they’re virtually 100 percent unionized.

When I look at the states in our nation that do much better than the other states, they are 100 percent unionized. When I think about school districts in the nation, only about 53 percent of them actually have collective bargaining contracts.

So the bottom line is we have a bad economy at the very same time as we need to have transformative change in our schools to help all kids become the problem-solvers and the thinkers of the future.

But collective bargaining and what unions do to actually help teachers get the tools and conditions to do their jobs can be a vehicle to do this, as opposed to, frankly, almost any other vehicle I’ve ever seen.

CONAN: So the collective bargaining agreement, then, that process of collective bargaining, can be the vehicle for change?

Ms. WEINGARTEN: Absolutely. In fact, you look at what we’re doing in New Haven, Detroit, Cleveland, Pittsburgh, Hillsboro, Philadelphia, all of these processes, collective bargaining has become the vehicle to create this kind of transformation because at the end of the day, transformation happens when you actually work with the people that have to do the work.

And even though I think it’s an oversimplification of the so-called reformers who, you know, basically want to shift all responsibility onto the backs of individual teachers, at the end of the day, teachers are really important in this process, the relationships that teachers and kids have are really important.

But it’s a little overrated to say that we, ourselves, as individual teachers, are going to be able to overcome every single in-school and out-of-school factor that happens to kids.

It’s an easy thing for management to say because it means that you don’t have to manage if you actually shift all the burden on to individual teachers. Having said that, we all need to do things a lot better than we’ve done before.

Mind the gap

As Ms. Weingarten argues, there is a correlation between collective bargaining and institutional advancement. In this broader sense, musicians with contracts are invested in the success of their institutions. They are creative stakeholders – they are part of the solution.

This is the bottom-line of why I believe in unions and contracts. Despite its faults, it all leads to bigger and greater things.

In today’s America too, where the gap between middle-class and upper-class grows ever wider, unions are the only thing that hold the acceptable standard and protect the working middle class.

Without them, the gap would be even wider.

Choosing the Right School

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It is that time of year again; people are looking for schools for horn study. Last spring I had a specific question come in from a reader that involved choosing between two different schools in another part of the country. I did not know personally either of the teachers involved but one of the options under consideration was a large state school with a good program and the other a smaller school with a teacher they were more familiar with as they had worked with them in high school.

A big topic

Choosing the right school is tough and even with all the specifics laid out can be extremely hard to answer. Overall the short version for anyone is the right answer is mostly geared around the teachers involved. In the case of the original question posed I was not familiar with either teacher in question. Many students will want to change teachers between high school and college, but I actually did not, I studied with the same teacher from late high school into college. (An aside: a mentor I respect a great deal told me early in my career not to teach too many high school students as they on the whole will go on to study in college with other teachers. The advice I think has held up as generally correct).

I have written about the general topic of choosing a school before, my longest article being this one, and Bruce Hembd put together another substantial article on the topic here.

In our articles linked above the topic of teachers comes up pretty high on the list. The topic must be considered carefully and is one that I would hate to get much more specific on than I have previously, at least in any public forum. Speaking of public forums though, as an aside, I recently spent a little while looking for currently famous horn teachers in Rate My Professors and could not turn up anyone. This is good because when people are listed it tends to be because there are students that are really unhappy or have an axe to grind over some situation or event. I don’t think there is too much need for a “rate your horn teachers” site.

Judgments are made

While I feel pretty sure the student involved in the initial question that came in would have done fine at either school, there are several big pictures to consider. While finances is one big item to consider clearly, fairly or unfairly overall people will look at you who don’t know you and make a judgment based on which school you went to, with the “better” school (and teacher) giving you the more favorable judgment. It is not fair but some things in the world just are not fair.

Making connections

Recently I was talking to someone outside of music but in the arts about their school choice. They had opted for a famous school in their field with the idea of making connections. Which is true, you can make connections by going to a famous school, but at the same time you can also run up a huge debt and maybe not make any connections that actually do you any good professionally depending on how you use your time and opportunities there. I am pretty sure the person I was talking with had some talent in their field or they would not have gotten in and advanced in the program they were in, and they were clearly proud to have been in such a high level program (it showed how good they were after all) but I worry that the specific person I spoke with may later look back and think the choice to go there was based on the wrong criteria and goals. The famous school may be the dream but it may not be a good reality. There is a lot to balance.

Apply early

The final note for the year is if you are applying or mentoring someone who is applying to schools this season please be sure that applications are in early. Application deadlines have crept forward in recent years (related ultimately to staffing cuts in admissions departments I think) and there is less flexibility out there as well. It is a hard process to choose the right school but get moving on it now and good luck!

Stepping Up (I See a Huntsman)

The aria “I See a Huntsman” has been arranged by Mason Jones for his Solos for the Horn Player. Here is the original performed on a hunting horn. The player steps up to the stage – in costume.

[UPDATED 2021 JE, from a “Random Monday” post. The aria begins about :50 in, and the modernistic staging is entertaining as well. ]

How Much Should an Advanced Horn Player Practice?

From the archive of the original HTML Horn Notes Blog, dated 10/1/04, this article outlines a general approach to practice. At the time at ASU the ensembles schedule had a number of horn players in rehearsals for band and orchestra back-to-back a couple days a week, so I was, as related below, telling some hornists to literally not practice at all those days. That ensemble rehearsal scheme is no longer used at Arizona State which has reduced the frequency of the conversation described below. At the end are appended a few more recent thoughts.

Yesterday I found myself three times in one day talking to current and former students about practice and the playing day. Many teachers suggest three hours a day of practice. This is a great amount when spread out evenly through a day of playing the horn–perhaps just over an hour in the morning, an hour in the afternoon, and under an hour in the evening–IF (this is a big if) you have no other rehearsals or concerts to perform that day. But, if you have, say, a coaching, a rehearsal, and a concert, three hours of additional practice is way, way over what you should be doing that day. You will bury your chops and will not be able to perform at your peak.

I feel that the playing day is best thought of as having three main playing “sessions” in it. So, if a day has no other rehearsals in it, the three hours of practice spread out over the day is perfect. If you have an orchestra rehearsal, this eliminates one hour of practice; if you have a rehearsal and a concert, this would eliminate two of the practice sessions. If you have three performance related sessions this might eliminate all practice from your day!

This system assumes one other thing, that you warm-up at the beginning of each playing session. For me the warm-up is really attached to a playing session that follows; I don’t do a long routine in the morning and consider my chops then set for the day. I warm up 15-20 minutes every time I play the horn. Every player is different–this is how I play my best.

[Actually, this system assumes a couple more things, the biggest one being that you are serious about getting good on the horn. The comments today mainly relate to students who practice seriously. If you never put in as much time as I am talking about in this note, maybe you need to get in a bit more.]

What I am looking for you to achieve in the playing day is a day made up of three roughly similar but solid playing sessions. Of course, this system may still result in days that are harder and easier on the chops than others. Heavy days come periodically into every playing schedule; they make themselves. As possible, when one is coming make the previous day a lighter day and the following day a lighter day as well. You need to be both rested for the heavy day and you need time to recover afterwards. Marathon runners don’t run Marathons day after day; any athlete has to have recovery days in a schedule, and horn players are no different.

This system may sound somewhat radical but the fact is you will find your chops to be more responsive and supple and they will produce your best playing much more consistently with system similar to what I propose than if you regularly bury yourself in an effort to put three hours of practice into every single playing day.

In short, aim for three solid playing sessions every day. Practice well when those sessions are practice sessions. But don’t bury your chops in an effort to maintain three clock hours of daily practice, especially on days that you have other performance commitments.

It does not matter if you are a student, an amateur, or a pro, it is very possible to practice your way into chop problems that end up being very difficult to resolve. Where I was coming from in the original article was that some students can get so into the big day of playing and into improvement that they actually do harm by practicing too hard some days. How the heavy playing day impacts the chops in the long term also relates to how you manage the warm-up and re-warm-up. I will have more on that side of the topic soon.