Klarinet Archive - Posting 000895.txt from 1998/11

From: Roger Garrett <rgarrett@-----.edu>
Subj: Re: [kl] Re: Should I..? ETC.
Date: Tue, 24 Nov 1998 08:52:32 -0500

Following my last post, and after reading (with interest) the postings of
all others on the subject, I wondered which absolutes I actually place on
the young clarinetist? Here is a short list:

1. Embouchure - specific structure
2. Air - lots in, lots out - and the proper way to do it
3. Hand Position - 3rd fingers straight, slightly curved fingers,
etc.
4. Articulation (tip to top of reed)
5. Tone - if it isn't good, nothing else will be

Ok, pretty basic list - and that is the list for the beginning to 2nd or
3rd year player.

Then I thought, well gee, do I have any actual hard and fast beliefs about
playing that actually structure the student? I have a sequential approach
that is helped out by my favorite beginning book - the Paul VanBodegraven
clarinet class book - short enough that it doesn't bore, lots of time
spent in the low register, enough duets to keep the interest, good
exercises for the jump to the upper register, good short excersises in
technique and articulation. Weird but ok pictures - and a really terrible
fingering chart. Then I thought - HOLD IT! I always tell the student who
first comes to me that I want them to play the chromatic scale a certain
way - that nobody knows more than I do about the chromatic scale and it's
technical requirements (although I always tell them that about 10,000,000
people know just as much!). Ok - here goes:

When playing first line Eb/D# and the corresponding Bb/A# in the next
register, I expect students to use the fork key rather than the side key.
Yet, my mission is constantly hampered by the sheer number of students who
have never even used the forked keys - and they continue to rely on the
side keys for those notes. Absolutely wrong! Of course, on Tony Pay's
clarinets - it is a moot point!!!! Why don't teachers teach the simple
concept of technique staying in one hand and use the fork keys as an
example????

Anyway, that's one of the hard and fast absolutes I give as an example.

We all have our preferences for what we have students do and what we tell
them is THE thing to do vs. ONE way to do it.

Just rambling - I start Thanksgiving break today (moved some students to
yesterday!), and my '41 Chevy is just about done mechanically!

Roger Garrett
Illinois Wesleyan University

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