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Klarinet Archive - Posting 000857.txt from 1997/09

From: Roger Garrett <>
Subj: Re: Tabutea
Date: Thu, 18 Sep 1997 13:32:46 -0400

We spend hours teaching students to work on reeds, and, when they finally
get it right, smash it? can teach the below without having
to resort to destroying a student's property. This reminds me of the
question posed to the coach during swim practice......why where a speedo?
If you wear a set of heavy cotton boxer-like swim trunks when doing long
distance swim, won't it feel better in the meet to wear the speedo then?
The answer was so simple.....the motivation to work out hard in the pool
would disappear.... The key is motivating students to develop
techniques such as breathing and muscular technique....not to make it so
difficult for them that they hate doing it! I like your response Mark.

Roger Garrett

On Wed, 17 Sep 1997, Mark Charette wrote:

> Neil Leupold wrote:
> > "Productive" because, in Tabuteau's mind, it robbed the student of
> > his "good" reed, meaning that if he hoped to play his 'best' during
> > that lesson, he would have to learn to adapt his breathing and muscular
> > technique in order to circumvent the idiosyncrasies of a less accom-
> > modating reed. Relaxation spawns control which, in turn, can be
> > transmitted to each individual area of muscular technique, creating
> > a unified approach to tone production/manipulation via the air
> > stream.
> And taking the reed from the student, telling them
> to use a different reed, and then handing the good reed back
> at the end of a lesson would be counterproductive?
> Taking it away for the lesson - fine. Smashing it - why?
> Sounds a bit (a lot) like a selfish child.
> --
> Mark Charette "How can you be in two places at once
> when you're not anywhere at all?"
> - Firesign Theater

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