Klarinet Archive - Posting 000129.txt from 1994/07

From: Jim Freeman <collnjim@-----.EDU>
Subj: Re: Question For Clarinet Teachers
Date: Tue, 19 Jul 1994 18:21:08 -0400

On Tue, 19 Jul 1994, Tara L. McDonald wrote:

> I have three students (around age 12) that are having a lot of trouble >
getting "high notes" to come out (top of the staff "G" and above). They >
usually only get sub-tones. Does anyone have any suggestions to help >
cure this problem? It seems like I've tried everything and I'm running >
out of ideas. > > I'd appreciate any suggestions. Thanks. >

When I have students with this problem, it usually means one (or more) of
several things are happening: 1) they haven't spent enough time making a
large, clear, focused sound in the lower register and, consequently, the
muscles around their embouchure aren't developed to the point where they
are capable of making the higher notes consistantly; 2) the reeds they are
using are too soft, or Ricos or both; 3) the air isn't going through
their instrument fast enough or in enough quantity; 4) their embouchure
is "baggy" - their cheeks aren't firm against their teeth and
their tounge is too low in their mouth.

If I had a student with the problems you described, I would first make
sure that they were making a large beautiful sound in the lower
register. Then, once they were comfortable making a good sound down low,
I would have them play long tones and 1/2 way through add the register
key, making sure nothing about their blowing or physical state changed.
When these seemed comfortable, I would probably have them play big, slow (
approx. one note per second) slurred scales: lowest octave F major for
one octave followed by C major a twelth higher, once again making sure
that the only change is the merest touch of the thumb on the register key.

I think many students are pushed into the upper register too soon. If
they are allowed to get comfortable in the lower register - slurring a
lot and making a big sound, then the transition into the upper register
is usually much easier and, consequently, less frustrating for the student.

Hope this helps,

Jim Freeman
(collnjim@-----.edu)