Klarinet Archive - Posting 000636.txt from 1995/09

From: Jim Freeman <collnjim@-----.EDU>
Subj: Re: Undertones & Air Speed
Date: Fri, 29 Sep 1995 15:59:49 -0400

On Sat, 23 Sep 1995, Jonathan Cohler wrote:

> >Johnathan, > > > >I think that "fast air" is more of a concept that
helps some understand how > >to use the air. A rather poor analogy is in
describing what to do with the > >inside of your mouth when you play.
Think "ee" for example. Or I've heard > >some teachers tell the student
to play like they have a golf ball in their > >mouth. As far as the air,
I don't allow the student to dwell on it in the > >technical sense -
"Paralysis by Analysis" (Jacobs). I tell them to breath > >deep and force
their stomach out. This sometimes works. There are many > >other ways to
try to make a student understand air. > > > >I agree every word of your
acousitcal information. I think, though, that it > >might tend to confuse
a younger student. > > > >Steve. > >Steve Prescott > >Instrument
Rep.Tech./Clarinetist > >Indiana State University >
>mipresc@-----.edu > > Steve, > > On the contrary, I believe that
using non-specific "concepts" that have no > simple and immediate physical
implementation is much more confusing. For > example, saying to a
student, "Use more airspeed and more air volume" has > no direct meaning
for a student. They don't know what "airspeed" or "air > volume" is, and
in fact, in the ways that those terms are most often used > by clarinet
teachers, they don't have a well defined meaning. > > Saying "Blow harder"
has an immediate meaning for any student. Or "put > less pressure on the
reed". Or "put your jaw further forward". These are > all direct
physical instructions, that produce specific results. General > concepts
are good to have around as broad guidelines, but they are no > substitute
for real understanding of the physical mechanisms at work in > playing the
clarinet (or any instrument, for that matter). > > Unfortunately, many
people who can play the clarinet very well don't really > understand in
great detail the physical basis of what they are doing, and > in teaching
they often pass on misinformation couched as "general > concepts". It is
always important to explain to students (even as young as > 7th or 8th
grade), the physical basis of what they are doing. By knowing > this
students can begin to make their own advances without a lot of guess >
work and trial and error practice. > > ----------------------- > >
Jonathan Cohler > cohler@-----.net >

I agree 100%. I was reminded of a
college music major I taught at a music festival a couple of years ago.
When I asked her at our first lesson what the most important things about
playing the clarinet were she said: to support well, to be relaxed and to
be musical. Sounds great, BUT .... these terms are vague enough as to be
effectively meaningless, and, consequently, without real application in
any teaching situation. No one had told her what to do in a way that was
specific and understandable, so she had wasted a lot of time practicing in
bad habbits. I've found that the biggest help I can be to students is to
give them specific, understandable instructions that they are ready for,
and can use from that moment on, whether I'm in the room or not. The
quicker I'm not necessary, the better I feel I'm doing my job.

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

   
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