Learning to play any musical instrument, including trombone, is an inherently “knacky” experience. So much of what you need to do to be successful involves trying something a bunch of times, making small physical adjustments each time, until it clicks once. Then there’s a lot of trial and error trying to make it work that way consistently. Each musician’s playing sensations are going to be different and be influence by not only anatomical differences, but also the history of how they played before and their personal beliefs and biases.
This is undoubtedly why a lot of brass pedagogy involves teaching musical artistry first and teaching technique through modeling and metaphor. The end result, however, is that there is less consensus about what good brass technique is and how to achieve it. We have a tendency to look towards so-called “natural players” for advice, who may be the least qualified to tell us what’s actually physically happening when performing.
Couple this with a persistent culture of ignorance in brass pedagogy. It’s normal for some brass teachers to discourage folks to analyze their playing. It will to lead to “paralysis by analysis.” If you do, you won’t see the forest for the trees. Imitate the sound you want and you’ll learn it, just like you learned to talk as a baby. If a centipede had think about how it walked it would get nowhere. Don’t think, play.
I find this attitude confusing. Why would a teacher disparage questioning and thinking? That’s the message it sends. And that’s what those students end up passing on when they become teachers.
The other side of this coin is the vast amount of pseudoscience you can find in brass pedagogy. Part of this is due to literal interpretations of analogies and over reliance on fallible playing sensations. A lot of it is due to us over estimating what we actually know. At its heart, it’s a lack of scientific literacy. Trombone teachers usually aren’t scientists, but we tend to misunderstand what science actually is and mistrust it. It’s often seen as a non-overlapping magisterium with both music and teaching. If the science suggests something we’re teaching is wrong, that’s just an egghead in the white tower who hasn’t spent enough time in the trenches.
Science isn’t a collection of disciplines like anatomy, physiology, kinesiology, and acoustics, although those disciplines might inform how we teach trombone. Science isn’t about acquiring facts either, although they might help us too. At it’s heart, science is about exploring the limits of what we know. It’s about testing a hypothesis and challenging assumptions. And it also happens to involve a lot of creative thinking, much like in music.
Superficially, we probably already do this in our instruction. We try out something with a student and assess whether it worked. We test it out for a while and then try something else. If we can’t find the answer is a resource we have, we create one specific to the student. When something works for one student, we try it out with another student and see what happens. Over time, we can develop a large repertoire of analogies and methods and get a good feel for when to try one and when to try the other.
However, we sometimes confuse this for science. Science recognizes that the nature of that experimentation we did in our teaching studio is inherently biased. It’s too easy to simply confirm what we already believe, rather than learn something new. You can’t look for evidence that your hypothesis is right, you look for ways to falsify your beliefs. If you ideas withstand that sort of scrutiny, then maybe you’re on to something. Brass pedagogy has long only looked for evidence to support our preconceived beliefs.
Herein lies the scientific method’s greatest strength. It is self-correcting and always looking to learn more. Science-based pedagogy has been more popular in other disciplines (e.g., athletics) because brass pedagogy hasn’t been as good at fixing our old mistakes. We routinely revere long dead pedagogues, now and then referring to their texts as “bibles” and former students of those teachers as “disciples.” This isn’t an attitude conducive to change.
There is good science being done on brass pedagogy. Our understanding of both the acquisition of motor skills and the specific physical process of playing the trombone is better understood now than it was when I was a student. The exciting part is that access to this research and the scientists who do this is easier than ever. What’s difficult is vetting the information into a correctly nuanced context. That takes some effort and should be an ongoing process. You can’t just look at what we know, but also question how we know what we know.
A few months ago I caught up with Doug Elliott and took another lesson. For those who don’t know, Doug’s embouchure types and terminology are the ones I prefer to use here and my lessons and interview with him were important resources for my dissertation. Doug studied from Donald Reinhardt and took Reinhardt’s ideas and developed a presentation of them that makes them easier to understand.
At any rate, at my last lesson with Doug he reminded me of Reinhardt’s “Elasticity Routine,” or at least the technique and point behind it. I have some inconsistencies in how my chops function between my upper register and F3 and below. Glissing without using the slide between partials in this register are helping me make my embouchure function more consistently. They are also pretty good for developing lip flexibility and overall embouchure control.
There was a forum topic on the Trombone Forum that was discussing similar exercises, so I threw together a short video describing and demonstrating what I’ve been practicing. It’s not as good as Doug’s demonstration for me, but I think you can get the point of how the Elasticity Routine works. The exact glisses that you do are not as important as how you do them. Do not let up on the mouthpiece pressure and try to gliss between those partials as smoothly as possible.
I had a couple of pretty good glisses in there and some examples of me struggling to make them sound smooth. They all sound better now than they did a few months ago. The point is not that this should sound good (although that’s what I’m trying for when practicing this drill), but how they help your playing.
The following rant was inspired by a Trombone Pedagogy Facebook group thread started by a teacher who was wondering how to help a young student who was playing with his lower lip predominant. The teacher was asking for advice on how to correct this embouchure. My rant below is in response to many of the ensuing comments. I will be paraphrasing instead of directly quoting, in part because these responses are so common and don’t really need an attribution for context.
First, a little background on what an upstream embouchure is. All brass musicians, regardless of what they might think they are doing or should be doing, play in such a way that one lip or another predominates inside the mouthpiece. When the upper lip is predominant, most common, the air stream passes the lips in a downward direction.
Most brass players have an embouchure that is similar, although the amount of upper to lower lip may be different. A minority of brass musicians, however, do the opposite. These players place the mouthpiece closer to the chin and because of the predominance of lower lip the air stream gets directed upwards.
With that basic understanding out of the way, I will get into addressing some of these typical comments.
Change the mouthpiece placement. That student will thank you for it later.
While it does happen that students will adopt an upstream embouchure when they should be playing downstream, it’s much more common for these “low placement embouchure type” players to be playing that way because it is the most efficient embouchure type for their anatomical features. Before you change the mouthpiece placement you need to address issues with embouchure form, breathing, tonguing, posture, etc. Usually if you correct those other playing characteristics the embouchure will function better.
Sometimes you can disguise those other issues by changing the mouthpiece placement, but that’s only covering up the real problems the student is having. Before the embouchure form is developed properly, for example, you just can’t tell where the best mouthpiece placement is for a particular student.
That student should try another instrument instead. Has he/she considered a woodwind instrument or vocals?
I tend to avoid encouraging a student to change to a different instrument if they’ve expressed an interest in their brass instrument. Sure, maybe some folks will take to another instrument and never look back, but that’s a solution in search of a problem. If you need more bass clarinetists in your band be honest about why you are encouraging the change. If you’re suggesting the change because you don’t know how to help that student, then do some homework and learn. This is your responsibility as a teacher (or even as someone giving advice on the internet). Ask questions. That’s what the Facebook Trombone Pedagogy group is for!
Upstream players are players who have a protruded lower jaw or an underbite. That’s what makes them upstream.
Players with an underbite almost always play better with an upstream embouchure, but that alone isn’t going to make their embouchure upstream. There must be more lower lip inside the mouthpiece in order for their embouchure to function upstream (Caveat – Sometimes lip texture comes into play. It’s rare, but you might look at an embouchure from the outside and think it’s one direction but when you look on a transparent mouthpiece the lip position seem flipped. My feeling is that moving the mouthpiece placement to a more appropriate placement can often help).
I don’t have a way to post the video clip (nor have I obtained permission), but my teacher, Doug Elliott, made a film in the 1980s called The Brass Player’s Embouchure. In this film he shows a trombonist with an underbite, but with a mouthpiece placement that was close to the nose and it function downstream. Moving this player’s mouthpiece placement so that it had more lower lip inside worked better.
And not all upstream players will have a protruded jaw position anyway.
Look again at the downstream embouchure example I posted above and note his jaw position. Jaw position while playing will be an influence, but doesn’t actually make a player upstream or downstream.
Also worth considering are Donald Reinhardt’s embouchure types. While I prefer to teach and communicate using different terminology, he did make note of players with particular jaw positions while at rest compared to playing. For example, he classified players with a natural, even bite.
Such brass musicians will almost always need to place the mouthpiece either very high (close to the nose, downstream) or very low (close to the chin, upstream). It might go either way, and for players like this it is sometimes quite difficult to tell which way it might go. Even if that is a very accomplished brass musician (read through what Brad Goode has written about figuring out his embouchure type).
That’s an [insert one brass instrument type here] thing. Those of us who play [insert other brass instrument type here] can’t/shouldn’t play upstream.
After 20 years of studying brass embouchures on all instruments intensively, I’ve come to the conclusion that while there are some differences that the size of the mouthpiece causes, it’s only a matter of scale and that the same embouchure characteristics are found on all the brass instruments.
Now it’s easier to find examples with trumpet players for a couple of reasons. Consider that the larger the mouthpiece, the more likely that the chin or nose will get in the way of placing very high or very low. A trumpet mouthpiece, on the other hand, allows much more leeway for getting the most efficient ratio of upper to lower lip for the particular player. That said, horn players are much less varied, which I believe is due to the adherence of a particular pedagogue’s advice as well as a comparative lack of players who are self taught and simply do what works instead of what is commonly taught.
That’s an [insert musical style] thing. It won’t work for [insert another musical style].
It’s only good for [high or low register playing]. It won’t work for [low or high register playing].
Embouchure type is influenced by the musician’s anatomical features, not playing style, instrument choice, or musical genre.
When you place the mouthpiece with so much rim contact on the upper lip, it isn’t free to vibrate and causes problems.
Both lips do vibrate in conjunction, but they do not vibrate with equal intensity. The predominant lip inside the mouthpiece vibrates with greater intensity. Brass embouchures appear to be sort of between a double reed phenomenon, where both reeds vibrate with equal intensity, and a clarinet reed, where the reed vibrates against the surface of the mouthpiece. For a brass embouchure to function efficiently the lip that has more rim contact (the upper lip in the case of the upstream brass musician) will function somewhat like the clarinet mouthpiece while the other lip (lower lip for upstream embouchures) is more like the reed.
This isn’t arm chair speculation. You can see it in Lloyd Leno’s film quite easily. Here’s part 1 of 3, but the link is to the entire playlist.
If you watch the entire film you’ll also be able to note some downstream trombonists in the film who place the mouthpiece with a great deal of rim contact on the lower lip. For some reason this isn’t as widely discouraged, even by the same players who make this argument when it concerns an upstream embouchure.
I am an experienced teacher and performer and I have never come across a successful upstream player.
My first response to this is that you’re probably not qualified (yet!) to identify one when you see it. Furthermore, if you don’t consider embouchure types to be a useful pedagogical tool, then you’re simply not going to look for them – even if you know what to look for. So many teachers seem to think that by watching a player blow air, free buzz, mouthpiece buzz, talk, whatever, that you’re going to be able to determine a player’s embouchure type. You can’t. Or at least I can’t and I doubt you can.
I’ve gotten to the point where I don’t need a transparent mouthpiece to type most players’ embouchures, but I know the limitations of this and will grab a transparent mouthpiece when needed. Simply put, the most accurate method of typing a brass musician’s embouchure is to look at how they play while playing the instrument into a transparent mouthpiece. Rim visualizers can give you important clues, but the lack of resistance and the reflection of the standing wave back to the lips (as well as other factors) come into play and make a rim visualizer less accurate.
To my knowledge, no one has yet conducted a robust enough study to determine the percentage of upstream players, but by my best guess I would say around 10%-15%. That’s a sizable enough minority that anyone who takes the time to actually look for upstream players among your students and performing colleagues will find them. If you’re not seeing them, you’re probably not looking.
That said, an awful lot of teachers who should know better make a big deal about “correcting” an upstream embouchure when they see one. I get emails and private messages all the time from folks describing this situation. Particularly for teachers who work with older students you’re going to find fewer upstream students because they get “weeded out” by well-intentioned, but ignorant teachers. Either those students quit brass out of frustration or they play with less success than they could because they had their embouchure changed to a less efficient one. I’m a good example of the later, although I was never changed to downstream. I was instructed from the get go to play downstream. Which leads to:
We should teach what’s most common because that will have the best chance of success.
There is some logic to this, but in the case of mouthpiece placement I don’t even think we should talk about it with beginners. Teach embouchure form, not mouthpiece placement, and most of the time I’ve found the student will naturally gravitate to the best embouchure type for his or her anatomy. When it doesn’t, then it’s time to intervene, but this correction needs to be an educated choice that eliminates difficulties in embouchure form (or breathing, tonguing, whatever is influencing the student’s embouchure in a negative way) first.
I am an experienced teacher and never have to consider a brass embouchure type. It’s unnecessary and even makes things worse!
It does take some effort to learn how to type a brass student’s embouchure and use it to make embouchure corrections and design a course of study and practice that will work best for the individual student, but it’s not rocket science. If you found studying music history and music theory to inform your brass playing in a positive way then you already understand how taking the time to learn about different related topics is useful. If embouchure analysis is making things worse it’s because the analysis is faulty in the first place. Learn how brass embouchures actually function and apply what you learn, adjusting as you need to. And if the student is analyzing their embouchure technique at the wrong time, help your student learn to focus on one thing at a time while practicing for a bit each day and focus on the musical expression the rest of the time.
I’ve been meaning to post about these videos for a while. Matthias Bertsch, who has conducted a lot of research into how musicians perform on their instruments, has posted a couple of videos on YouTube that look at the tongue motion of different musicians. He attached sensors to the tongue and was able to model how the tongue moves when performing different things on trumpet and clarinet.
Just last week I posted about Doug Yeo’s experience playing trombone while inside an fMRI scanner. Bertsch’s trumpet video above showed some of the clips from much older research looking at the tongue motion of brass players using fluoroscopic techniques, which unfortunately exposes the test subjects to radiation and really isn’t an ethical use of that technology knowing what we do now about the dangers of such exposure. The motion sensor analysis and fMRI studies are significant improvements and hopefully as the technology gets better (and cheaper and easier to use) we will see more research conducted into how brass and woodwind players play their instruments. Taking the guess work out of what correct technique is and what a student is actually doing has the potential to significantly improve how we teach music in the future.
There have been a few videos lately of brass players who have gone into an fMRI scanner to observe what the soft tissue is doing while playing. Recently bass trombonist Doug Yeo was a test subject and he wrote about his experience.
Yet while trombonist and Boston-based brass pedagogue John Coffey (1907-1981) summarized his teaching with the pithy phrase, “Tongue and blow, kid,” successful brass instrument articulation and tone production actually requires a bit more understanding. Teachers and performers have written legions of books and articles about what players should do with their tongue and other members of the body’s oral cavity, but such descriptions have been hampered by an obvious problem: we cannot see inside the mouth or touch the tongue, glottis or soft palate while playing. One’s tongue cannot touch one’s tongue in order to feel one’s tongue when it is in use. It is clear that much of what has been said about the workings of the tongue during playing has been nothing more than well-meaning conjecture.
It’s really very cool that Yeo, Dr. Peter Iltis, and the other folks at the Max Planck Institute are conducting research like this. Too much of brass pedagogy is based on guess work and conjecture. Brass instructors tend to teach how they think they play, but often when we look closer at what actually happens when we play we end up surprised.
Yeo wrote that while playing in the fMRI scanner he was very conscious of trying to “keep the tongue down and the throat open at all times, in all registers and in all dynamics,” as he was instructed by Edward Kleinhammer. Watching the video created by the fMRI, however, Yeo notes:
As I begin playing, you will observe that as I slur higher, my tongue moves both up and back in my oral cavity. There is also movement below the base of my tongue, with my larynx and glottis – the opening between the vocal cords – moving slightly upward. When I was playing, I felt no sensation of this upward movement in my neck; I always felt that my throat was very relaxed and my tongue was “down.”
We still have a lot to learn about how the tongue, throughout, soft pallet, lips, etc. work together with the breathing to play brass instruments successfully, but it seems that the evidence is mounting that at least most, if not all, players will raise the level of the tongue arch as they ascend. Why exactly this happens and what it’s doing for the player is mainly conjecture at this point, but we see this happen in virtually all players who have done this sort of study using fluoroscopy, fMRI, or even motion detectors attached to spots on the tongue.
I’d like to see this research replicated with performers who do (or at least claim to do) something different with their tongue position. For example, I have consciously worked on slurring and sustaining notes by snapping the tip of my tongue down to the gully below my lower teeth and gums, which helps me keep my tongue position lower in the mouth (I think) and seems to open up my sound. When I slur up I will think of pushing my tongue forward to raise the level of tongue arch. I would think that this instead brings the tongue position forward, rather than back in my oral cavity. Then again, this might look closer to how Yeo’s tongue arch is working than I realize. There are also some folks who articulate by keeping their tongue tip “anchored” down on the lower teeth or gums and attacking the note with more of the middle part of the tongue (some folks call this “anchored” tonguing or “dorsal” tonguing).
There is some footage of Yeo double tonguing. I would like to see someone doodle tonguing in an fMRI scanner too.
It is worth going to Yeo’s writeup of his experience and both reading the historical background as well as watching more of the videos that have been posted there. Thanks to Doug Yeo for making his thoughts and those videos accessible!
I was going through some materials I have accumulated put together by Donald Reinhardt for different students and came across his text on the trombone Ab rattle. Difficulty on the Ab above the treble clef for trombonists is very common. It’s a conundrum because in the classic cases the A and G just around it are usually easier, so there’s something about that particular pitch. Here’s what Donald Reinhardt had to say about it.
Muscular strain of any kind “chop-wise” can cause unwanted “rattles and overtones” – this occurs, generally speaking on the high “Ab”…When Frank Holton marketed the Holton Revelation Trombone, the ad stated: “POSITIVELY NO WOLF TONES ON “Ab”… So you see that this is not new by any means.
I recall hearing Christian Lindberg discuss it at a master class in the context of pointing out an particular instrument design that moves a brace somewhere different to counter the Ab rattle. It does seem possible that the high numbers of complaints about the high Ab could be due in part to traditional instrument construction.
Most rattles can be corrected by first making certain that all inner embouchure legs are offering complete support – . . .
For those of you who haven’t studied from Reinhardt, the “inner embouchure legs” is referring to the foundation of the mouthpiece rim and lips together against the teeth and gums. Reinhardt often used the analogy of the four legs of a table (or three legs of a stool, for certain upstream embouchure students). You want a solid support with all the legs, so nothing wobbles while you’re playing.
. . . second, that more pressure is used on the lower lip (rather than the upper that you are now using, unfortunately) – . . .
This particular handout I’m quoting was labeled for a particular student, but this is another common issue. The lower lip is thicker than the upper lip (I’m talking about bulk of the entire lip, not just how much vermillion can be seen) and is better able to take mouthpiece pressure. Unfortunately, when we get tired or play in the upper register it helps, to a degree, to increase pressure on the upper lip. This ultimately makes you tired quicker and if you really dig into the upper lip, you can cause damage. Most muscle injuries (at least, anecdotally from what I’ve seen) seem to happen to the upper lip. Keep maybe 60% on the lower lip as much as possible.
. . . that the playing angle of your instrument is too high, making essential jaw support impossible – . . .
This one goes along with keeping more mouthpiece pressure on the lower lip. If you are one of the players with a horn angle that is close to straight out or even higher, you’ll need to make sure that your jaw is positioned far enough forward to provide the support of the “embouchure legs” on the lower teeth and gums. If that doesn’t work, maybe your overall horn angle should be lowered to work better for you. Keep in mind that this is a feature that is different for different players.
. . . that the position of your head is too far forward – and lastly, that the throat on your particular mouthpiece is too large.
Trying a smaller mouthpiece throat may be helpful for trombonists to check if they’re getting a lot of high Ab rattles or even rattles in other ranges.
Press too much for pianissimo!
This sentence I think belongs with the previous one. My guess is that Reinhardt was pointing out to his student that he was pressing too much for pianissimo.
You must understand that lip strain (or, worse, ruptured chops) must heal slowly; therefore, it is obvious that you must kill the feel that goes along with the rattle. . . Mental damage is far worse than muscular damage. THINK THIS OVER.
The “mental damage” he refers to can happen to players in other contexts of embouchure dysfunction too. It’s very easy for the brass player to start “flinching” every time they get to that high Ab (or whatever issue they’re having). Perhaps a more accurate analogy are the golfer “yips.”
From the first note of the practice-day exaggerate the diaphragmatic lift and make certain that you are not over breathing. This though alone will heal up the ruptured rattle chops. AVOID PLAYING TOO LOUD IN THE MIDDLE AND LOWER REGISTERS…
There’s a lot to unpack in that paragraph. If you alter some of the language slightly and didn’t know it was a quote from Reinhardt, you might mistake it for advice by someone from the “song & wind” approach. Reinhardt gets remembered today for his discovery and classification of brass embouchure types, but he did work with students’ breathing as well.
That said, I’m not a fan of the way he instructs a “diaphragmatic lift.” It’s been pointed out that students can imitate this lift to match what they think they should be doing with their breathing, but without actually supporting the air correctly. I also note that the diaphragm is used during inhalation only, so while blowing you shouldn’t really have it engaged. Lastly, this lift of the abdominal regions while blowing is a result of correct breath support, not the process itself.
All that criticism aside, playing loudly in the middle and low registers does seem to hurt your upper register security. I notice this first hand a lot lately, since a fair amount of my gigging these days is playing early jazz styles where I play loudly in the middle and low register all night.
From the moment of placement do I find and retain my “legs” throughout the inhalation and the playing…
Do I retain more pressure on my lower lip and lower jaw. . . even when fatigued!
To keep my playing angle from getting up too high too soon in the range!
That my head position does not get too far forward – ears line up with the shoulders!
Kill the feel of the rattle – this is vital, do not take it lightly!
From the first note of the day exaggerate the diaphragmatic lift – and make certain that you do exaggerate it for the first few notes of the day…
REDUCE THE VOLUME DURING PRACTICE FOR ALL MIDDLE AND LOWER REGISTER WORK FOR THE TIME BEING.
Again, keep in mind that Reinhardt’s instructions above are for a particular student. While your milage may vary from the above suggestions, if you’re a trombonist with difficulties on the high Ab Reinhardt’s advice is worth looking over.
A number of years ago I was given a cassette tape of Donald Reinhardt talking about his “orientation and analysis” to his pedagogical approach to teaching. Apparently he was giving very similar talks to all of his students during their first lesson and he figured that if he recorded it that a new student could listen to this while waiting for their lesson time. This made it quicker for Reinhardt to jump right in and begin personalizing the student’s instructions and also allowed him to be teaching one student while the new student was listening to the tape.
The first portion of the tape was to introduce his students to the basics of his approach. Many of the things he discussed were already written out on sheets of paper that may have been handed out and followed along while listening to the tape, but not having studied directly with Reinhardt I’m not certain. The second part of the tape is Reinhardt discussing his Pivot System Manuals for trumpet and trombone and some of the specific instructions, many of which were not written in the book itself.
Keep in mind that these recordings are in many ways a snapshot of how Reinhardt happened to be teaching at that time. If you read through many of the descriptions and instructions from the Pivot System Manuals, originally published in the 1940s, and compare them to his Encyclopedia of the Pivot System, first published in the 1970s I believe, you’ll not that he changed quite a bit. Towards the end of his life I understand that he had changed much of his approach quite a bit from what you can hear in these tapes. For example, he changed the definition of the term “pivot” and had apparently regretted even using the term “pivot system” because it led to a lot of misunderstanding of what he was trying to do with his pedagogy. I also understand that he also expressed less concern for exactly what a student played when practicing mechanics, but was more specific about exactly how the student was supposed to play it. He didn’t specifically ask students to follow each group of exercises, practicing one group each day, but rather assigned exercises based on what the student needed at that particular time.
At any rate, here are the links to the tracks. If you’re interested in the Pivot System Manuals they are out of print in their original form now, an edited version of them for trumpet and trombone are currently available.
I’ve been revisiting Donald S. Reinhardt’s “Pivot System For Trombone,” frequently referred to by former Reinhardt students as “The Manual.” The book, now out of print, contains 11 different groups of exercises in the trombone book (9, I believe for trumpet, because Reinhardt added a couple of groups that deal with slide technique). One of the things that makes it difficult for someone just to pick up the book and work out of it is that Reinhardt intended his students to practice out of this book in very specific ways. Originally, the student was to play one group each day, moving on to the next group the next day until the student completed the entire book, then start from the beginning and repeat. After each day’s group, the student was to jump to the back of the book and practice his “Form Studies,” which are scale and chord arpeggio exercises with different articulation patterns.
My teacher, Doug Elliott, studied extensively with Reinhardt. Doug has mentioned to me a couple of times that by the time he was studying with Reinhardt that he had abandoned this specific approach to using this book and was assigning students particular groups according to what he felt they needed to work on. Reinhardt also had lots of other exercises that aren’t in “The Manuals” that he would use for a particular student, depending on what their strengths and weaknesses were.
Furthermore, much of the specific instructions in these books that Reinhardt assigned weren’t included in the text writeup in the book. For three of the daily groups, Reinhardt instructed his students to do something during rests that I have not come across in any other brass method.
During the rest in the second measure Reinhardt instructed students to not breathe and to not let up on the mouthpiece pressure in the slightest. “In short, stay like a Sphinx for 4 beats.” He was adamant that the student shouldn’t move the head, instrument, or anything at all. There are several sets of similar slurs starting on different pitches and going to different pitches all through the first three groups of “The Manual.”
Other brass pedagogues have come up with similar exercises where during the rests you keep the mouthpiece on the lips, with the embouchure firmed and the mouthpiece pressure consistent as with playing, and then breathe through the nose. Reinhardt had exercises where he instructed students to practice that way. What is unique about this particular instruction is that you don’t take in another breath and attack the pitch after the rest with only the air that is left from where you left off. He wrote, “During the rests d not breathe, or raise the mouthpiece pressure; this develops control of the breath.” (my emphasis)
The concern I always have when I both practice these exercises myself and when recommending them to others is that there is a strong possibility that during the rests you can stop the air by closing off the glottis and then have to open it again when beginning the pitch after the rest. Developing that habit would be very contrary to good brass playing and folks who do this usually struggle with initial attacks after a breath and you can sometimes hear them grunt just before playing. You have to consciously keep the glottis open and stop the pitch through the breathing muscles. I think this is probably what Reinhardt was thinking of when he wrote that this develops control of the breath.
Depending on how full a breath you take to start the exercise and how much air you’ve already expelled you may need to stop the air by either relaxing the muscles of expiration or even engaging the muscles of inspiration at a point of balance. Consider that when your lungs are full of air the air pressure alone should be sufficient to commence blowing. All you need to do is relax the muscles of inspiration and you begin to exhale. It’s not until you’ve exhaled enough air that the air pressure equalizes that the muscles of exhalation become more necessary (this is an overly simplistic explanation, since factors like the range and dynamic being played, as well as the average flow of the instrument you’re playing come into play). At these rest points you have to find a point of breathing balance and freeze there.
Coincidentally, I recently caught a lesson with Doug Elliott and we talked about this group of exercises. We both have noticed how hard it is to get folks to practice this exercise correctly. Perhaps the hardest thing for players to do is to keep the mouthpiece pressure and lip position frozen in place as if playing. You have to imagine that you’re still blowing and playing the pitch during the rests, the only difference is that you’re simply not blowing. Everything else in your body, including the embouchure formation and mouthpiece pressure, is exactly the same as if you were playing. It’s really easy for students to not do this correctly. If you watch yourself in a mirror, look to see if you’re relaxing the mouthpiece pressure or otherwise adjusting your embouchure formation during the rests. If you video record yourself, turn the sound off and see if you can tell when you’re resting. Ideally, you want it to be hard to tell.
Whatever the ultimate reason why Reinhardt instructed students with these exercises, I always find that after playing these groups for a day or so that I feel very strong. There’s something about these groups that really helps me build my chops up. It’s certainly possible that they would be just as effective with nose inhalations, and I would certain recommend that for a student who is struggling with keeping the glottis open. Perhaps in the future I’ll try some experimenting and practice them with nose inhalations to see if I notice any difference.
I’ve blogged about this topic before. The specific story is that a famous brass player or teacher is giving a clinic or lesson and he or she hangs the instrument from the ceiling and with no pressure plays a high, loud note with beautiful tone. I mentioned in that earlier post that if this demonstration actually happens I would expect someone somewhere would have it up on YouTube or somewhere else on the internet. All I could find were stories where someone claimed to have seen it.
Until now. Sort of. Here is my attempt to duplicate this experiment.
If you make it through the entire video you won’t see and hear good results.
The point of the stories I hear tend towards the idea that mouthpiece pressure is bad and that minimal mouthpiece pressure is optimal. Personally, I feel that excessive mouthpiece pressure is a symptom of something else that’s not working correctly and if you correct that issue the mouthpiece pressure will balance itself on its own, no need to consciously attempt to reduce mouthpiece pressure.
Beyond that, it’s obvious that some mouthpiece pressure is necessary, and it may be more than some folks realize. I’ve blogged about this topic before as well. Some amateur trumpet players who happened to be engineers designed an experiment where they showed experienced trumpet teachers photographs of different players (ranging from professionals to amateurs) playing different pitches they were unable to accurately judge how much mouthpiece pressure was actually measured.
So for now, at least, I consider these stories an urban legend. If you disagree, post your own video or help me find one and I’ll plug it here.
I’ve posted before about Will Kimball’s excellent blog. Kimball teaches trombone at Brigham Young University and usually posts on historical topics. Here is a great essay he wrote concerning breathing for brass players. He searched through scientific literature to get at the truth behind breathing and came up with 10 Ways To Improve your breathing based on what we know scientifically.
Practice taking deep breaths
Eat fruit and vegetables
Stay physically fit
Allow full expansion
Don’t wear tight clothes
Avoid eating a lot before performing
Maintain good posture
Take big breaths, even when you don’t think you need them
Much of the above list he compiled is common sense, but some of it goes against the grain of our brass playing urban legends. For example, Kimball mentions the belief (among some brass players) that carrying some extra weight improves lung function or lung capacity, scientific studies actually show the reverse to be true. Time to hit the gym a little more.
The last point, taking big breaths even when it doesn’t seem necessary for the phrase, has at least one caveat. Citing Arend Bouhuys, a specialist in respiration who has studied musicians, Kimball points out that with a larger breath less effort is required to exhale air, helping the musician to maintain relaxed effort in playing. Essentially the internal pressure of having a full breath means the musician simply relaxes to begin exhalation, rather than having to engage the muscles of expiration. However, Kimball also notes that in soft playing that this practice could potentially work against the player as he or she will need to work against the natural tendency for exhalation with the full breath or risk moving too much air.
Although Kimball doesn’t refer to it, I think that the same can apply to extreme upper register playing as well. Playing in the upper register requires a much smaller aperture and moves less air, much like playing soft. Often times I find that taking a very large breath to attack a pitch in the upper register results in too much air pressure and taking in a bit less air makes it easier to get a clean attack.
At any rate, the whole article is worth a read and Kimball supplies links to all the scientific studies he cites there. Go check it out here.