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Klarinet Archive - Posting 000242.txt from 2000/04

From: klarANNette h satterfield <klarann@-----.com>
Subj: [kl] Re: Tone - the quick way
Date: Fri, 7 Apr 2000 02:08:26 -0400

First I have a question for the other (grin) masterclass/sectional
coaching rehearsing magicians(grin)--Do you play your clarinet for demo,
or do the work without your instrument?
I HAVE to be playing to get the message across. And on the rare lessons
where i do not have my instrument out, i feel very limited.

On Thu, 06 Apr 2000 18:49:28 -0400 David Blumberg <reedman@-----.com>
writes:
>Voicing, air speed, lip placement, and Reed-MP are all things that can
be
>quickly adjusted in a younger student to get a good sound. I do it all
the
>time - not exagerating. I put a good combo Reed-MP, show the student how
to
>position his lip, lip pressure, cheeks, etc. and support the sound, and
>boom - much better tone.
snip

My experience is similar. When i do a clarinet sectional or workshop, i
spend 1 to 2 minutes with each student. 19 of 20 students I can find the
adjustments and get the A-E-C# register slur with good quality sound in
that amount of time.
And since i have been soaking up information from this list, the ratio
will be even better.
(Yes, the group can get bored and noisy during the time, but after a
couple of samples i get the others to react/suggest/diagnose. The
feedback from other *listeners* can be a big help in convincing the
player-of-the-moment that the change makes a difference.)

David did specify:
> sound goes from *crap* to quality.

and
> Of course to make major
>changes takes time, but to diagnose a problem often does not -
especially
>in a younger student.

And the sad reality is that there are 'teachers' who do not have this
ability in the first place, or the stubbornness to communicate that
belief/action to students.

True?

````````````````````````````````
Ann Satterfield
clarinetist and teacher
````````````````````````````````

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