Klarinet Archive - Posting 000733.txt from 2001/10

From: lubydjackson@-----. Jackson)
Subj: Re: [kl] When to teach voicing for altissimo notes
Date: Tue, 23 Oct 2001 01:16:09 -0400

How is the teaching in Canada different from the teaching in America?
----- Original Message -----
From: "Audrey Travis" <vsofan@-----.com>
Subject: Re: [kl] When to teach voicing for altissimo notes

> I will consider all your points, Tony - thank you. Btw, I'm Canadian, not
> American, so I can't answer about pressures of teaching in the US.
> Best,
> Audrey
>
> Tony Wakefield wrote:
>
> > how I might sdapt (adapt?) the
> > > book to get the clarinets playing in the clarion register more
quickly?
> > > Thanks
> > > Audrey
> >
> > I`m not Robert, Audrey, but an initial thought of mine might be to scrap
> > this book and use one which covers first attempts at the clarion
register
> > with proper coverage.
> > My philosophy for students at this stage would only occur once they had
a
> > reasonable knowledge of all chalumeau notes/fingerings - what would be
> > required - air pressure/lip pressure wise in this chalumeau register to
> > exercise reasonable initial control. If they <know> to some degree how
to
> > adjust air/lip pressure, then they are more able to cope with the
> > new/strange (to them) register.
> > I don`t have too much pressure from students wanting to advance
prematurely
> > into the clarinet register, because I give them an excess of 'fabulous
> > tunes' all down below which preoccupies them, at the same time
strengthening
> > their embouchure, and at the same time reducing stress for me (and them)
> > when they wouldn`t be ready for this next comparatively unimportant
stage
> > compared to air/lip control. If one has <that> then the upper register
is
> > very, very, easy.
> > I have taken on students, who previously with another teacher have
entered
> > the upper register prematurely, and my work has really been 'cut out' to
> > correct this.
> > It could possibly be pressure in the American educational system - "I
want
> > this boy/girl in band transferring to 1st stand" which causes
dysfunctional
> > consolidation at this stage of initial entry into the clarion register.
> > It will not work either if the student does not have an initially
maturing
> > tone - they need to know from the outset how to select a reed which
plays
> > for them.
> >
> > To Robert - please excuse me chipping in with this reply, but I find it
> > intriguing, and would love to discover what pressures there are in U.S.
> > instrumental teaching, (with it`s appropriate, or otherwise recommended
> > time) to move a student from individual/group learning, to fill a
vacant
> > chair in band.
> >
> > Thanks.
> >
> > Best,
> >
> > Tony W.
> >
> > ---------------------------------------------------------------------
>
>
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>

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