Klarinet Archive - Posting 000064.txt from 2008/01

From: "Keith Bowen" <bowenk@-----.com>
Subj: RE: [kl] more legato
Date: Sat, 05 Jan 2008 16:45:52 -0500


>>I can't imagine a precise definition, one that doesn't depend on metaphor,

Lelia,

I think this (metaphor) is the precise problem in communication. I have
never met the airspeed stuff in European clarinet teaching; not to say it
doesn't exist in pedagogy here, but I have personally only ever come across
it in this list. My conclusion is that it is either a metaphor or some
internal "feeling" which may not be literally accurate.

From a physical point of view I am very skeptical as to how airspeed might
be important, at least in isolation. Absolutely clearly, it is physically
only at the reed/mouthpiece opening that it can possibly have any effect,
yet the writings I have seen here seem to imply that it is something done
back in the mouth. And airspeed is only one of the variables involved in
reed excitation: pressure, density and temperature, slot aperture and of
course reed properties.

And how one is expected to have any control over air temperature, when it
comes from a reservoir maintained thermostatically at body temperature,
beggars belief. (The speeds and pressures are, I believe, much too low for
any of the fancy fluid mechanics effects to come into play).

Metaphors are invaluable and powerful in teaching, but they cannot be
defined. They either work or they don't, depending on your background,
experience, educational upbringing or whatever.

The trouble is that we have seen some contributors here (not you, Lelia),
take what they have heard as a metaphor from their teacher, and (no doubt
because the metaphor worked for them), assumed it meant something literal
and have passed this on as gospel. You must have fast air (slow air, hot
air, spinning air ... I've heard them all and none of them means anything to
me) or you can't play the clarinet.

I share Tony's reservations about the Great Teacher syndrome. I did read the
thesis which started this thread, on Stanley Hasty's teaching, and it was
indeed interesting. But the most encouraging thing was that he emerged as
being non-prescriptive and accepting of any way of doing things that
succeeded in producing great results.

In a different field, I had a very great teacher. He taught me to think for
myself. (And to be wrong now and then ...).

Keith Bowen

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