Part 4: The VALVES/SLIDE vs CONCEPT/SLOW PRACTICE
Recently, I recapped the excellent text of studies related to attentional focus and its affect on motor skill learning by Gabriele : . To review: where we put our attention when learning a new skill is important in the development of efficient and accurate movements and will contribute to longer-lasting results and quicker progress. Even at the very beginning level of a skill, an external focus will allow our bodies’ natural learning processes to take over and solidify our abilities.
In several installments, I’d like to tackle a few of those tricky concepts associated with learning the particular motor skills of brass playing, and offer some practical strategies for natural, effective learning. I’ll address common methods, fads, and accepted techniques and then offer ‘external’ focus solutions for each.
Today, I’m looking at the VALVES/SLIDE, but more importantly, how we use CONCEPT and MEASURED PRACTICE to develop our technical skills in an externally focused manner.
MOVE IT OR LOSE IT
We’ve got our Arbans, our Clarkes, our Koppraschs, and any number of other texts, all engineered to help us develop fluid, fast technique on the horn so that we can master it. We practice scale studies and etudes and work hard on our execution. It’s definitely a necessity in obtaining a high level of performance on an instrument, so how we can we utilize external attentional focus methods to help lessen the task (and dare I say it- make it fun)?
I’m going to speak primarily from a trombone player’s perspective, since that’s what I play and mostly teach, but these ideas could apply to any instrument.
The main big idea I want to talk about today is CONCEPT- which has something to do with the ‘brain magic’ and ‘umbrella tasking’ I’ve discussed before. Basically, we need to be able to tell our body what the music we want to make sounds like, and so we rely on our concept to guide us. Too often, we go the other way- assess something as a technical skill, learning it as an action our body does and then trying to shoe-horn musicality in over it. We set students on the task of ‘learning their scales’ but we don’t always explain how those scales can show up in music or teach tonality instead. It’s just something we have to do to be better and it’s really boring.
But I think scales and drills can be fun, if you change your concept of them. An ascending scale pattern can have direction- aim for the top! pull down to the bottom!- thirds can be like skipping stairs, arpeggios outline cool chords that can be played underneath the student as they practice, showing them how Western harmony works. If we’re clear on our concept, we’ll have a better shot of integrating the technical skill we’re trying to accomplish into our skill set.
It is of utmost importance that we are helping our young musicians develop their ears. From an early age, they learn recognize sounds and intervals, and are seeped in harmonic structures and internal rhythm. As they begin learning a brass instrument, they can use those tools to conceptualize on the instrument more quickly and easily.
One of the hardest early skills to get on the trombone is a clean slide. Most of us start out slipping around and getting all the semitones between two pitches in the same partial, and have trouble lining up tongue, air, and slide to get a clean attack. Some approaches to going from F(1) in the staff to Eb(3):
“Move the slide really fast and tongue right when you get to 3rd, trying to line the slide and tongue up together.”
“Let’s think of a song that uses this interval. Happy Birthday could start on Eb and go to F and then back- let’s sing that on those pitches (demo on piano). Can we hear those two notes cleanly on the trombone?”
Turn on a metronome. Encourage the student to arrive with the beat each next note, keeping that as their focus. Keep the tempo at a pace they can conceptualize and execute, and speed up slowly.
Another tricky skill is executing the whole step from F in the staff to the G above it. It requires changing partials and moving the slide from 1st to 4th. Most of the time, a beginner will end up glissando-ing down to the D in 4th before being able to make the upward change.
“As you’re moving out to 4th, make your air go faster and tongue on the G”
“Let’s listen for Happy Birthday again, but this time let’s start on F. It’s going to go F-G-F, and we need to hear that interval as we play it. Let’s sing first!”
“Let’s try playing F in 6th position…did you know that was an alternate? Then, we can stay on the same partial and smear up to 4th. Listen (demo). Now, let’s try playing that cleanly from 6th to 4th. Once you have that, we’ll try 1st to 4th- let’s keep hearing a song we recognize as we do it!”
“Slow practice equals fast progress”- Musician’s proverb
One of the biggest lessons I learned in my studies with Jan Kagarice is that CONCEPT has to meet ABILITY, not the other way around. In other words, if we cannot play something at the speed we have heard it done or want to play it at, we need to lower that concept down to where we can play it. That doesn’t seem like rocket science, but it’s an important piece of the puzzle. This includes all of the elements of a given phrase: direction (dynamics), style (articulation), and execution (mechanics). In a sense, we need to practice performing at all levels of our learning process in order to truly cement the finished project in our bank of motor skills.
For beginners, clean slide/valve technique and faster passages can seem like daunting tasks. But with measured practice skills, bringing concept down to a manageable tempo can make the task more accessible. Adding external focus techniques such as “what is this phrase saying/what does this interval remind you of” will keep the learner’s attention on the execution and not on the physical skill.
This is easier for some than most, but it’s critical in developing fluid, easy technique that responds to the musical goal one is trying to achieve. A metronome can be a lifesaver in this regard- it gives the learner something to aim for rather than guessing blindly at where the next note will be when their sense of steady time has yet to develop. I never move a student faster than they can play any given thing, and in fact sometimes we end up going even slower. To keep from boredom setting in, I keep the task manageable and limit the amount of time we concentrate for. Our brains, in addition to not being able to multi-task, really need time to develop focused concentration abilities. So be patient with your young students and don’t make them do one thing for too long- vary the tasks and move incrementally.
As one of my students said recently: “I can’t play fast stuff! But I’m playing fast without thinking about it!”