 The Clarinet BBoard
|
Author: Ashley91489
Date: 2008-07-23 22:32
A beginner I'm working with now is having trouble with squeaking in the lower register. She can't quite get out the low G and the A can be a bit troublesome as well. A lot of times it squeaks, other times nothing comes out. Also, her throat tone A tends to squeak. I've made several suggestions based on my experience and what I've learned from teachers but I was wondering what you all might have to say.
My next question is, IYO, when is the best time to have a beginner start learning the notes over the break. What is the best way to teach that? I know what I've read in woodwind teaching guides and such but I honestly don't remember how I best learned to do this.
What is essential that they know prior to this and what to know in order to actually cross the break successfully?
Overall, what are some other things that must be focussed on in the beginning? She is doing great w/ embouchure and air support right now and she has some great potential, especially in achieving a good clarinet tone. I don't want to bore her by simply reading through beginning band method book material. She is doing great w/ that so I want to do other things in addition that she may like.
One other thing, when do you start them on learning scales? I want to stress their importance from the start but I don't want to start to early on them.
|
|
Reply To Message
|
|
Author: DavidBlumberg
Date: 2008-07-23 22:40
Try turning around the barrel so that you finger the clarinet and she makes the tone.
That will help as you can isolate the fingers from the tone and she can feel what the low notes are supposed to feel like.
Typically the RH ring finger doesn't cover and leaks from near the low Ab key area.
I have my students going over the break at around 3 months if they start in 4th grade.
Solid low note sound is a must before going on.
http://www.SkypeClarinetLessons.com
Post Edited (2008-07-23 23:13)
|
|
Reply To Message
|
|
Author: hans
Date: 2008-07-23 23:25
Causes of Squeaks
The list is in no particular order and is not exhaustive.... just a place to start
- a dry reed
- overblowing
- accidentally touching a key
- the middle joint in a clarinet is not properly aligned
- using a "wrong" fingering instead of a better alternate
- a finger not covering a hole
- a pad not seating properly
- a weak spring not holding a key closed
- keys out of adjustment (e.g., the A key)
- unco-ordinated fingering
- a leaking joint
- a cracked instrument (in a wood clarinet)
- too much mouthpiece in the mouth
- a burr on the mouthpiece top rail
- misapplied lip pressure
- a reed is split
- the reed is not perfectly sealed on the mouthpiece
- a reed is too thin at the center of the tip or is stiffer on one side than the other
- a poorly designed, worn, or warped mouthpiece (a warped mouthpiece can be refaced)
- the mouthpiece baffle (the slanted top inside the tip) is too high
|
|
Reply To Message
|
|
Author: Jameslyons
Date: 2008-07-23 23:38
My problem with the lower register came from overbiting the mouthpiece, improper embouchure and lip pressure. I learned to play over the bridge by practicing Brahm's Lullaby. It's slow and focuses on the switch over.
|
|
Reply To Message
|
|
Author: Ken Shaw ★2017
Date: 2008-07-24 00:40
98% of beginners' squeaks are because a finger is not completely covering a hole, and 2% are because the embouchure isn't right. If the squeak happens one time and not another, the number due to finger leaks rises to 100%.
Have the student play watching in a mirror to make sure each hole is completely covered and finger movements are small and controlled.
You can introduce the upper register at any time after a student can make a controlled, consistent tone in the low register. Have the student play low C, and then you reach around the instrument and open the register key for clarion G.
I think the best way to learn to go over the break is to start from the clarion. Have the student play third-line B and then raise the left thumb and index fingers and "nudge" up to open the throat A key. All the other fingers can stay down, even if the A is flat. Then go back up, once again moving only the thumb and index fingers.
Introduce scales early, but begin with songs that have scale passages, such as "Do, a deer" from The Sound of Music. Begin arpeggios with the opening of Eine Kleine Nachtmusik. The opening cat solo from Peter and the Wolf also works well.
Ken Shaw
|
|
Reply To Message
|
|
Author: DavidBlumberg
Date: 2008-07-24 01:06
on my computer now (blackberry is a killer to type with the shared keys...)
Look at her fingers right after playing (within just a couple of seconds) and see the imprints that the keys give to the fingers. Make sure that the circles are complete and not too high or too low.
I rarely see too much mouthpiece taken, usually it's too little that the student will try to play with and get a pinched tone.
Start the high notes with low Bb to high F, then the C to G as you will get more success with that - the high F is often easier to get.
The biggest goal is motivating the student as without motivation there is nothing.
http://www.SkypeClarinetLessons.com
|
|
Reply To Message
|
|
Author: Claire Annette
Date: 2008-07-24 02:32
David has given excellent advice.
I teach middle and high school clarinet students. The part he suggested about turning the mouthpiece and barrell around so that she is supplying the air and you the fingering is a real confidence booster for the beginner. It shows her that she'll soon be able to get results once the fingers are properly covering the holes.
Have you played her horn to check for problems? I often find that beginner horns (if the horn has a lot of mileage from previous owners) often have a leak here or a bent key there.
(Oh, and if you can, get her into the habit of sightreading as often as she can. That's an important and often overlooked skill to develop.)
Post Edited (2008-07-24 02:39)
|
|
Reply To Message
|
|
Author: pewd
Date: 2008-07-24 02:45
good advice above, also:
the first thing i check is reed placement on the mouthpiece ; beginners do all sorts of odd things putting the reed on. take it off, look at it - is it really a Bb reed, is it really the correct strength, is the tip split/broken, etc.
then what claire said - put your mouthpiece on the student's horn, and play test it. unbelieveable how many bent keys, torn pads, missing (!) pads you see on beginner's instruments.
scales - i first teach a low octave f scale.
when that is secure, i hold the register key down and out pops a c scale, 2nd octave. thats followed by a simple solo with a higher note in it - usually a 3rd space c.
- Paul Dods
Dallas, Texas
|
|
Reply To Message
|
|
Author: C2thew
Date: 2008-07-24 04:27
first thing i always check is if the instrument leaks. then i'd focus on the embrochure and reed placement. followed by the usual: blow through the instrument phrase.
Our inventions are wont to be pretty toys, which distract our attention from serious things. they are but improved means to an unimproved end, an end which was already but too easy to arrive as railroads lead to Boston to New York
-Walden; Henry Thoreau
|
|
Reply To Message
|
|
The Clarinet Pages
|
 |
.jpg){kind=small}
.jpg){kind=small}
.jpg){kind=small}
.jpg){kind=small}
.jpg){kind=small}
.jpg){kind=small}
