 The Clarinet BBoard
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Author: janlynn
Date: 2003-01-26 16:37
my student sees the notes on the line as the note above whats actually there. a written B looks like a D to her. or a G looks like a B. How do I help her see the correct note? she plays her piece and everytime she gets to a B, she plays a D. She 'knows' its a B .. it just isnt registering when she gets there. what do i do?
second - what problems can someone run into with no cork on the bridge key? I noticed hers is missing - probably from putting the clarinet together incorrectly .. i know enough to tell her she needs to have that repaired, but i dont think she sees it as a problem. and i dont know what to tell her what kind of problems can occur since ive never run into this before.
??????????????
JL
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Author: Hank
Date: 2003-01-26 17:25
Hi JL,
Perhaps your student needs to have her eyes examined first. If that does not turn up an answer, there might be some type of additional vison/learning problem. A professional should consulted.
For the bridge key, there are actually several corks; which one is missing? If the one on the top section that you see, the 1 and 1 Bb/Eb will not play correctly since this cork helps close a key on the upper section. If the lower section cork is missing, a pad on the lower section will be too high and thus cause certain notes to be too sharp.
Hank
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Author: Synonymous Botch
Date: 2003-01-26 18:49
How old is the student?
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Author: Peter
Date: 2003-01-26 20:28
As far as the "visual" issue, I am in total agreement that the child should see a professional to determine if there might be a dislexic disorder or if other, medical, remedial measures might be appropriate.
As to the cork problem, there are three things I always keep handy in my bag of tricks. Teflon plumber's tape for emergency tenon cork repair (no glue needed,) thin strips of closed cell foam for emergency bumper cork and pad repair, and a very small (plastic) bottle of contact cement for emergency repairs of anything that needs to be temporarily glued back on, including pads.
I've even tried replacing a pad with a piece of (shower curtain) vinyl glued to a piece of closed cell foam, which was then glued to the pad-cup. It worked that evening, just long enough to do what I needed done, then I got it properly repaired the next day.
These items won't help fix everything that can happen to an instrument, but so far, it has worked well for me in what has usually gone wrong with my instruments at any given time.
I have also often helped out another person in similar trouble in this respect.
Is her problem that she is actually fingering the wrong note, or that the fingering she is playing is, in fact, the wrong note, even though she knows the name of the right note?
If the student won't get the instrument repaired, glue a piece of cork or closed cell foam in the place where the cork is missing and see if the note comes out as what she is supposed to be playing.
After the foam it's in place, you may have to slice off a sliver or two of the height, in order to properly adjust the key, but this is really not very difficult with a proper X-Acto knife.
(Oh, yeah, that's the other thing I always keep in my bag: An X-Acto knife handle with an assortment of useful blades.)
Peter
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Author: Jim E.
Date: 2003-01-27 04:00
If you are teaching her in school, I would speak to the classroom or reading teacher to see if there are any difficulties in reading as this sounds like a possible visual/ perceptual problem, which is a form of learning disability.
If she is your private student, you might wish to speak (tactfully) to one of her parents to see if there has been any problem in school.
If she is a classified student and is being treated for this, that teacher might be able to suggest strategies.
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Author: Hank
Date: 2003-01-27 11:25
Jim,
Right on! Janlyn has a few more options that she might have originally thought were available.
H
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Author: Bob
Date: 2003-01-27 13:41
Great advice Peter. Don't most...if not all...teachers have a modicum of repair expertise?
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Author: janlynn
Date: 2003-01-27 13:52
Thank you for the replies everyone. This is my first private student so I'm learning too ... i have taught my neice successfully for 2 1/2 years, but this is my first 'real' student and im running into things I havent experienced before.
regarding the missing cork .. i wasnt exactly asking how to repair it - i was anticipating a response from my student. i want to be prepared with a good reason why she should get it repaired. she has been playing for 2 years, and im guessing the cork got scraped off long ago by not putting the joints together correctly. she has probably been playing without a cork with no notice to any ill effects, and i was trying to be prepared with some ways this would effect her clarinet when I tell her it should be repaired.
JL
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Author: Bob
Date: 2003-01-27 18:43
IMHO the best way to be prepared to explain why to her is to take the cork off of your own horn and try to play it. Then put a cork back on. Experience is the best teacher. Not being "smart", just trying to help both you and the student.
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Author: janlynn
Date: 2003-01-27 19:48
omg - no way bob ... i leave the repair work to the repair techs. i once tried to replace a pad and it just wouldnt work. i couldnt even do something that simple. your idea is good if i knew how to put on cork, but im not going to mess with my horn trying just to see what could happen. guess that makes me a lousy teacher.
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Author: janlynn
Date: 2003-01-27 19:51
all i was asking is this ...
hey kid, if you dont get this cork repaired this is what you will run into .. what i need to know is what those things are ....
does anyone know the answer to this?
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Author: Hank
Date: 2003-01-27 21:49
Hi,
I thought I did that in my message?
"If the one on the top section that you see, the 1 and 1 Bb/Eb will not play correctly since this cork helps close a key on the upper section. If the lower section cork is missing, a pad on the lower section will be too high and thus cause certain notes to be too sharp."
It is all about the 1 and 1 Bb/Eb
Hank
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Author: elmo lewis
Date: 2003-01-28 00:29
You need to break down the reading process into separate tasks-
1. Point to the note and have her tell you its name
2. Point to different B's and D's all over the page so you know she can tell the difference
3. Repeat step 2 faster and faster-make a game out of it
4. Have her say the name of each note of the study in order
5. Repeat step 4 faster and faster
These steps will tell you if there is a brain or eye problem-no doctors necessary.
6. Have her show you the fingerings for each note concentrating on B's and D's.
7. Repeat step 7 faster and faster
These steps will tell you if she really knows the fingerings
8. Have her finger the notes while saying the note names
9. Repeat step 8 faster and faster
10. Make sure she is looking ahead-the eyes should be looking one note ahead of where the fingers are. If she looks at the note she is fingering the next note will be wrong.
11. Play
12. Repeat step 11 faster and faster
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Author: janlynn
Date: 2003-01-28 00:55
great advice guys - thank you.
JL
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Author: Allen Cole
Date: 2003-01-28 06:52
One other thought on the note recognition thing. It may be that your student thinks too vertically when playing, seeing each note as an isolated thing and trying to positively identify it. That's a lot of thought process to load into the conscious mind for real-time execution.
It may help her to think more horizontally, treating the staff like a graph (which it actually is) and following the notes up and down like the proverbial 'bouncing ball.'
I've found this technique to help students who make consistent mistakes at a certain spot, or who become hesitant and overcautious.
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Author: Anja
Date: 2003-01-28 16:27
Hello,
Maybe you can do something with colours or shapes. Make the B yellow and the D brown. Same with the shapes.(round, triangle)
Sometimes it helpes to enlarge the notes. A4 to A3.
I have also a students who mixes the notes both systems works wel.
I hope it works with your student.
regards, Anja
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