Klarinet Archive - Posting 000159.txt from 2004/01

From: "Patricia A. Smith" <arlyss1@-----.net>
Subj: Re: [kl] learning doubling instruments; was, Hi
Date: Mon, 5 Jan 2004 10:05:11 -0500

Ken Wolman wrote:

> Seriously, are the embouchures NECESSARILY incompatible and can you
> just-like-that make the mental-to-physical transition without the
> technique of primary instrument suffering?

Ken,

I think it all depends upon the person. As a wise teacher once told me,
play the instrument you have in your hands.

I've found that my clarinet playing has not suffered due to playing
flute. Truthfully, now, if I were to devote more time to flute, then, I
wouldn't devote as much time to clarinet, so I suppose in that sense, my
clarinet playing would suffer. But, then again, there are only so many
hours in a day, and I don't practice much on anything - other than
chasing kids!

I found playing saxophone more annoying than playing flute, to tell you
the honest truth. I think it has to do with a person's unique learning
style. If you can find a teacher or a personal style of learning that
suits you, and you really WANT to learn several instruments at a
particular level of proficiency, then, IMO, it can be accomplished. It
all depends upon how you structure your practice time on each horn, and
how your instructor approaches it with you.

For example, I would teach a person whose primary is saxophone a much
different approach to clarinet than I would someone who doesn't play
sax. Their 'frame of reference', if you will, is quite different, and
they need to be able to refer back to something, in order to proceed
with what they are doing, at least in my mind.

I have insisted my son, for example, learn how to play piano before he
takes up bassoon, because IMO, he needs to learn how to read music,
especially bass clef, before he takes up the matter of learning the
embouchure, fingerings, and all the other intricacies of bassoon. It
would be easy to become overwhelmed if he is hit with too much at one time.

To sum up, each person organizes their learning experience differently,
and a teacher needs to adapt his/her approach to the student
accordingly. This is much easier said than done, and some teachers are
more ready to adapt than are others.

Patricia Smith

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