by dabbacwm | Oct 1, 2016 | Physical Foundations
Teachers can differ regarding when to introduce articulation to beginning students. Those who choose to wait often cite more time for students to develop air and sound control before introducing the variable of the tongue, which could potentially interfere with...
by dabbacwm | Oct 1, 2016 | Physical Foundations
The principles of pitch modulation on mouthpieces are the same as in free buzzing, but the mouthpiece presents a new variable with which students must work. Teachers may use a similar sequence as outlined earlier in making low sounds, high sounds, and ultimately...
by dabbacwm | Oct 1, 2016 | Physical Foundations
Mouthpiece placement is one of the most critical variables in preparing students for successful brass performance. Some debate exists regarding the lip ratio of top to bottom lip placement for certain instruments [cite]. As classroom instrumental teachers often find...
by dabbacwm | Oct 1, 2016 | Physical Foundations
Once students can consistently produce sound, they must learn how to modulate that sound. As with their initial sounds, though, producing specific pitches is less important than experimenting with developing skills to modulate pitch up and down. Adding instruments...
by dabbacwm | Oct 1, 2016 | Physical Foundations
Students must connect the formation of a fundamental embouchure with the air stream. The use of free buzzing introduces students to the concept without interference from a mouthpiece or instrument. In initial attempts, the most important aspect to free buzzing is the...
by dabbacwm | Oct 1, 2016 | Physical Foundations
While initial instruction does not have to take a great amount of time, it is essential that students understand and practice good embouchure formation immediately rather than experimenting with it themselves. With good fundamentals, each student will make small...
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