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.
Or rather, 9 Warning Signs of an Artist. While it’s generally better (pedagogically) to talk about what to do, rather than what not to do, this page has nine things that are signs of an amateur. Here are three of the warning signs, with a couple thoughts of my own.
1) Amateur Artists wait for Inspiration
You’ve got to set a work schedule and stick to it, regardless of whether or not you feel like doing it.
2.) Amateur Artists work until something else comes up
While the author is mostly referring to your time spent practicing/composing/painting/etc., I would also add that “amateur” artists also seem to feel that you can drop a gig commitment if a better one comes up. That’s not a sign of a profession, in spite of the fact that sometimes professionals seem to think this is cool.
3.) Amateur Artists are constantly changing their focus
While an amateur tends to change their style or medium as the mood strikes them, a professional artist knows that a “jack-of-all-trades is a master of none”.
I would add that as a musician, being a “jack of all trades” has allowed me to be successful precisely because I’m able to do so many different things, albeit in the field of music. I’ve been able to do this, however, because I’ve spent time working on mastering my skills in a couple of areas (trombone playing and composing) and then building off of those abilities to branch off into related things (conducting, music administration, etc.).
9.) Amateur Artists isolate themselves from the artist community
This brings up a couple of thoughts. First, professional musicians usually quickly learn how small their community actually is. It’s not hard for a musician to get blackballed from gigs because word can get spread around that such and such a player is difficult to work with or doesn’t follow through on commitments. When you isolate yourself from the rest of your peers, you can miss out on not only the word that’s going around about players you may want to work with (or not), but you also miss out on having your peers help you fix a broken reputation.
The other thought that comes to my mind is they myth of the “loan wolf” teacher who has a pedagogical method they push and build their reputation around. Students become an echo chamber of sorts when they go on and teach similarly, without regard to checking out what other folks are doing and what other fields of pedagogy outside of music are doing. If pedagogy is the science of teaching, then we need to treat our teaching more like a collaboration among other teachers. No one pedagogue has all the correct answers, no matter how distinguished or charismatic.
Here is an interesting essay by Steven Thompson, writing for NPR. He was asked by a listener about bands and musicians that feature a virtuoso performer, noting that some musicians are known for exceptional technique, but uninteresting music. Thompson replies:
Advanced technique is often the foundation upon which players build unpredictable, exciting and/or moving creative expression. So I would almost never view incredible technical ability — in and of itself — as an obstacle to my enjoyment of a piece of music.
I think what you’re getting at is a sense that some musicians employ their technical gifts in the service of showing off; that they’re not focused on expressing themselves artistically so much as indulging in sterile, soulless peacocking. But that’s a fine line that shifts drastically from person to person, and plenty of musicians — from Rush to Dream Theater to Yngwie Malmsteen — have made zillions of people happy playing music that, for some, crosses over into self-indulgence. For fans of those artists, it isn’t necessary to form “a sound defense,” though you’re likely to hear “technical ability” paired with arguments about awe, appreciation of masters at work, and a desire to be challenged by something that isn’t simple.
Although the examples Thompson discusses are rock musicians, there are similar things that have been said of jazz and classical musicians as well. For example, many jazz fans dislike Maynard Ferguson’s music because they find his high note trumpet playing to be overwhelming. Talk with some orchestral fans and you will hear them compare one orchestra as being “technically superior, but musically lacking.”
It’s an interesting discussion. At what point does instrumental technique become musically unsatisfying? I think everyone would probably agree that up to a certain point, instrumental technique is necessary for a quality musical performance, however there is a certain point where it may become more like juggling (look at how well I can play my instrument) rather than an expressive performance. Perhaps there is a sort of a “bell curve” of instrumental facility where at some point showing off technique ceases to be musical. Or, more likely, the amazement we get from hearing a virtuoso musician perform diminishes quickly so that the player’s chops become less interesting to us, leaving us feeling unsatisfied if there isn’t expressive musicianship also.
Frankly, I think it’s not so much the instrumental technique that is the issue, but rather the lack of musicality in certain virtuoso players. When a musician’s technique is in service of the expression I personally forget about the virtuosic technique and find myself more focused on the spirit and mood of the music. When the playing is done more to show off (higher, faster, louder), then it just comes across as immature, to me. Thompson concludes similarly.
Though your methods may vary, I usually look at the degree to which impeccable musicianship is balanced by other ingredients: emotional weight, hooks, humor, beauty, boldness, inventiveness, novelty, willingness to explore. Ability to play well is a core ingredient, but it’s rarely a satisfying dish unto itself.
A couple of friends of mine are working on social science research investigating gender bias in jazz music and dancing. Please consider taking their survey here.
Are you involved in jazz/swing dance or music? Please help us out for JAZZ SCIENCE!! We would love for you to participate in a study investigating people’s perceptions of jazz music and musicians, and people’s experiences playing jazz music. We’ll be using the results of this survey to inform a panel at this year’s upcoming Lindy Focus! The study will take between 10-60 minutes to complete, depending on your experiences (Just click below)!
If you are interested, please note the following before beginning:
***Anyone can participate as long as they are 1) 18+ years of age, and 2) able to read and understand English. (Ethical and resource limitations.)
***This survey is best viewed on a computer or tablet device. Attempting to take the survey via smartphone may result in formatting issues that make the questionnaire hard to read.
***Please only begin your survey when you have enough time to allow its completion. While it is possible that you may be able to start/stop the survey if you leave your browser open, closing it and re-clicking the link will result in the survey starting over again from the beginning.
Please spread this to other dancers and musicians who might be interested in participating (friends, family, neighbors, etc.)! Ideally, we would like to have data from a diverse range of individuals (including ethnicity, age, gender, and experience). You can help us by sharing!
Just a short post this week to announce that articles I’ve written for the Online Trombone Journal are now back and accessible. I guess there was a glitch in a table somewhere in the code which didn’t recognize my author code. I had forgotten about it, but it recently came up again and Richard found the problem and fixed it.
The OTJ was one of the earliest web sites I worked on, serving as an editor, forum administrator, and other assorted odds and ends. Some of the articles I wrote for the OTJ were in the official capacity as a staff member, but some of them went through the blinded peer review process (the ones with the gold mortar board symbol). There are a number of reviews I wrote on trombone books or recordings. I also wrote a short series of articles on jazz improvisation for beginners, a series of articles covering the history of jazz trombone styles and performers, a summary of Donald Reinhardt’s “pivot system,” and an article covering how to practice lip flexibility for jazz trombonists.
Here is another TED talk, part of a playlist on “Practice Made Perfect.” The overall theme of these videos are improving learning. In this talk, Angela Lee Duckworth discusses the importance of grit to learning.
Leaving a high-flying job in consulting, Angela Lee Duckworth took a job teaching math to seventh graders in a New York public school. She quickly realized that IQ wasn’t the only thing separating the successful students from those who struggled. Here, she explains her theory of “grit” as a predictor of success.
So far, the best idea I’ve heard about building grit in kids is something called “growth mindset.” This is an idea developed at Stanford University by Carol Dweck, and it is the belief that the ability to learn is not fixed, that it can change with your effort. Dr. Dweck has shown that when kids read and learn about the brainand how it changes and grows in response to challenge,they’re much more likely to persevere when they fail, because they don’t believe that failure is a permanent condition.
I find it interesting that Duckworth also studied teachers in her research. She not only looked at which new teachers in a tough neighborhood would stick it out, but also which teachers would show more successful outcomes for their students. This tells me that grit and the growth mindset are also characteristics of good pedagogy, as well as qualities we want to encourage in our students.
I recently came across this excellent introduction to using parallel modes to select different chord possibilities in an original chord progression. The production and explanation of the techniques is very well done.
Although it might seem that this technique is primarily geared towards the jazz composer, “classical” composers who want to explore tonal harmonies but move outside common practice harmonic language will find some interesting sounds to explore with this technique. Pop or rock songwriters might find an unexpected chord borrowed from parallel modes a great way to explore a harmonic “hook” in their tune. Improvisers will want to study the basic advice on how to select melody notes over a chord progression like this.
This can also become a standalone composition exercise. Just like performers will practice etudes and other exercises that aren’t intended to be performed for an audience, composers can get a lot of value from doing short composition projects that force you to be creative within the constraints of a box. Try taking a very basic diatonic chord progression of 4-8 measures and reharmonizing it musing modal interchange, then write a melody or improvise over it. Exploring different sounds like this increases your compositional pallet, even if the specific short composition never gets expanded into something you want performed.
Here is another TED talk, this time by Carol Dweck.
Carol Dweck researches “growth mindset” — the idea that we can grow our brain’s capacity to learn and to solve problems. In this talk, she describes two ways to think about a problem that’s slightly too hard for you to solve. Are you not smart enough to solve it … or have you just not solved it yet? A great introduction to this influential field.
Dweck discusses research looking at how different students react to challenge. When given tasks that were just slightly too difficult for them to do, some students reacted positively to the challenge, while others had more negative reactions. Students who have the “growth mindset” understand that they have a chance to learn. They may not be able to perform that task, but they understand that it’s only temporary. Not yet.
Teachers can help encourage the growth mindset. Dweck advises encouragement through praise and to reward the process of learning in addition to performing well. Help them to understand that when the move out of their comfort zone is a good path to learning and getting better.
While the research Dweck cites are mainly geared towards younger students, I think that the growth mindset is the proper attitude for even adult music students. It’s challenging even for older students to want to spend time out of their comfort zone. This ties in nicely with last week’s post from another TED talk about practicing.
As a teacher, there are two big takeaways I get from Dweck’s video. First, there’s the advice she offers to how to encourage a growth mindset in your students, but there’s also a deeper pedagogy lesson in there too. Changing up your approach to teaching, particularly if you feel it’s already successful, is hard. You have to move outside your comfort zone in order to become a better teacher.
My challenge to students this week is to explore practicing out of your comfort level. Don’t simply practice things you can already do well. Teachers have a similar challenge. Find a new bit of pedagogy and find ways to use it in your teaching, even if you don’t find it particularly relevant to that situation. Explore with your students the difference it makes in their results and mindset.
Here is an interesting TED talk by Eduardo Briceño with some good advice for how to structure your practice time.
One of the things I find so interesting about this talk is how it deemphasizes spending time in the “performance zone” and recommends that we spend more time in the “learning zone.” This is opposite of what mainstream brass pedagogy tends to recommend, which is largely based on using imagery and imitation and a musical approach to technique development.
When we’re in the “performance zone” we are consciously trying to avoid mistakes. We’re focused on expressive playing. Contrast this to the “learning zone,” where we are focused on how to improve, practicing specific activities that target those areas for improvement, and spending time on things that we can’t do yet. I recently heard a saying the jugglers use, “If you’re not dropping you’re not learning.” For musicians, we can say that if you’re not making clams in the practice room you’re not improving.
It can be a blow to our ego to practice this way. Fun practice sessions are ones where we feel successful. There is a tendency for us to spend more time practicing things we already do well and less on things that need improvement.
It should go without saying that balance is the key. I’ve mentioned before here some of the great books that trombonist Hal Crook has written on practicing jazz improvisation. His practice recommendation always includes that after spending the bulk of your practice time working on letting the spirit and mood of the music direct your improvisations, rather than the specific exercises you just got finished practicing. Crook sometimes refers to this as the “Ready, Aim, Fire!” approach, as opposed to the approach where you simply jam and hope for the best, “Ready, Fire, Aim.”
While the exact ratio between learning zone and practice zone is going to be different for everyone, my challenge to everyone this week is to closely examine your practice time and increase your amount of “learning zone” to “performance zone.” Try it out and then let us know what you find. Did you improve more over time than you typically feel? Did you find practice time less enjoyable? What did you learn about how to practice?