Klarinet Archive - Posting 000547.txt from 1999/11

From: Audrey Travis <vsofan@-----.com>
Subj: Re: [kl] Re: beginners' intonation/voicing
Date: Sun, 14 Nov 1999 12:06:11 -0500

GCalzati@-----.com wrote:

> In a message dated 11/13/99 1:45:29 PM Eastern Standard Time, vsofan@-----.com
> writes:
>
> > I ask whoever is doing the brass to make sure the child can get at least two
> > harmonics on the brass instruments, and later, I ask these kids to sing "
> > Mary".
> > It seems to me that if a child can sing in tune, they have learned pitch
> > discrimination and will be able to distinguish them on a brass instrument.
>
> > The
> > ability to sing in tune presupposes pitch discrimination. Lots of people
> > learn
> > to sing accurately without learning Orff system, a learned set of skills,
> > first. So I don't really agree that having kids sing to test for pitch
> > discrimination doesn't really test what it sets out to test.
> >
> Did you just contradict yourself here?
>
> Let the student make their first choice about what instrument they want to
> play. There is always a reason why they choose the intrument they did. It
> seems that you are very impatient and you teach more for yourself than for
> the students you are teaching.
>
> Georgette

Georgette

I don't see a contradiction here, and since you didn't point out exactly what you
meant, I can't respond. The vast majority of students get their first choice. I
am keenly aware of which instrument each child wants to play (by the way, often
they don't know what they want and are open to suggestion) and their reasons. It
was not possible or relevant to answer Lelia's letter by including the minute
details of all aspects of the recruiting program, so you are unaware of the
thinking that determines how the recruiting program is carried out. Mostly what
is done is to try and give a very diverse group of students the best chance to be
successful on their instrument. Those who are "just dying" to play a particular
instrument certainly do. But some physical characteristics do come into play
here. Are we really acting in the best interest of a child if we see they are
completely unable to get even a sound on an instrument, perhaps because motor
control of the mouth or tongue, or lungs are not fully developed? This happens
fairly often, even after initial instruction. Remember, this is a BAND program,
not a private lesson program or even one with sectionals. There isn't a half or
a full hour to spend teaching a child to get a sound, and that does bother me,
but there is a different reality operating here. And in our schools, I can't
take a child out of class for 15-20 minutes to determine the best instrument
based first on their wishes, whether they can produce a clear characteristic
sound and the needs of the band, in that order. Obviously, lots of kids could
learn to play many different instruments if they were given private lessons and
could proceed at their own pace. I recognize this. In a band program, everyone
needs to be able to progress pretty much together. How well have I served a
child who is still struggling in November to get that initial sound (because I
didn't give that child or family any direction, and how well have I served the
other students who must twiddle their thumbs and wait, or suffer the sometimes
horrible sounds which may be produced. Kids drop out of band if this goes on too
long! But in a band program, with extremely limited teaching time (2 x 25
minutes per week) and having to teach oboe, flute, clarinet, alto and tenor
saxophone, bassoon, french horn, trumpet, trombone, baritone horn, tuba, untuned
and tuned percussion, one has to ensure, as best as possible, that kids have
their best chance of succeeding. NO ONE is MADE to play an instrument they
hate. Some kids who do start on their second choice find that they love it, and
kids are very aware when they try out instruments, which are, and which are not
going to work for them - they're quite astute.

If you think this shows my "impatience" and "teaching for myself" - suit
yourself.

Cheers

Audrey

>
>
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