1 / 16

Use of the Breath in Trumpet Playing

Use of the Breath in Trumpet Playing. A quick and simple way to improve your trumpet section Eric Swisher. Correct use of Air. Is quick and simple to teach Will improve a trumpeter’s sound Will improve a trumpeter’s volume Will improve a trumpeter’s range

shing
Download Presentation

Use of the Breath in Trumpet Playing

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Use of the Breath in Trumpet Playing A quick and simple way to improve your trumpet section Eric Swisher

  2. Correct use of Air • Is quick and simple to teach • Will improve a trumpeter’s sound • Will improve a trumpeter’s volume • Will improve a trumpeter’s range • Will improve a trumpeter’s articulations • Will improve a trumpeter’s endurance

  3. A Good Breath • Moves large quantities of air freely • Has two important components • Moves large quantities of air • Moves air freely, little restriction

  4. Quantity of Air Used • Most young students use a “talking breath” when playing the trumpet (1/3 of their capacity) • Need to get used to using 80-85% of their capacity • Use a hospital Inspiron to measure a student’s capacity • Calculate 80-85% of the full capacity • Use the Inspiron again up to 80-85% • This should be their “default breath” • Not every situation calls for 80-85% • Going above 85% is not advantageous

  5. Motion of the Air • A large quantity of air is useless if it is motionless • Restriction of the air can occur in many places • Abdomen (Abs too tight) • Chest (intercostals too tight) • Throat • Embouchure • A dirty mouthpiece • A dirty Trumpet

  6. Motion of the Air • Asking a student to consciously relax the abs, intercostals, throat and embouchure is not very effective • Much better to keep the student focused on the air and not the body

  7. Motion of the Air • Pay attention to the sound of the breath • Teach the students to use a soft “OH” sound when breathing • Will allow the student to relax the abs, intercostals, throat and embouchure • Opens the mouth • Provides an unrestrictive air way in the throat • Moves the tongue down and out of the air stream

  8. Breathing Toys: Breath Builder • Approx. $20 from most music stores • The best breathing toy around! • Teaches the correct inhalation and exhalation • Comes with two tubes, use the larger one • Several holes, keep them all open • Encourages air motion and quantity • Teaches the correct feel of the mouth and throat • Ball will drop if the air stops moving • Careful not to let students become dizzy!

  9. Breathing Toys: Tubes • Encourages a good inhalation, but not as helpful for the exhalation • Many variations (clear plastic, PVC, white plastic) • The tubes should not be larger then a students thumb. Larger tubes will actually force the mouth to open too much and will close off the back of the throat. • You may consider attaching string to the tubes so the student can wear them around their necks. This way you can use them in rehearsal quickly.

  10. Breathing Toys: Pinwheel • Will keep the student focused on how much air is actually leaving their body • Great visual measurement of air motion • Will show students that a “tight gut” is detrimental to air motion

  11. Common Breathing Problems“Darth Vader Breath” • Usually done by conscientious student overdoing the “OH” breath • Restriction is at the back of the throat • Use the “OH” sound to redirect the student • Use the breath builder or a breathing tube

  12. Common Breathing Problems“Hiss Breath” • Usually done when student wants to prove they are breathing • They make an audible sound so others can hear it • Point of restriction is at the lips or the sides of the tongue • Throat is tight • Chest is usually tight as well • Use the “OH” sound to redirect the student • Use the breath builder or breathing tube

  13. Common Breathing Problems“High Pitched Breath” • Usually young students • Point of restriction is at the back of the throat • High pitched inhalation • Shoulders usually move in an exaggerated manner • Use the “OH” sound to redirect the student • Use the breath builder or breathing tube

  14. Common Breathing Problems“Hitch Breath” • Usually done before a loud of high entrance • The student believes the internal pressure will assist them • Air stops in between the inhalation and exhalation • Can be subtle of quite pronounced • Sometimes you may be able to hear “throat noise” • Throat closes and stops the air • Encourage the student to keep thee air in constant motion • Encourage the student to breathe right up to the point of attack • Use a breath builder

  15. Common Breathing Problems“Tight Gut” • These student have been told to “push” or “force” the air • Engages the “Vaslava Maneuver” • Defecation, Child birth • Abs tighten, throat closes off • Produces air pressure, not motion • Encourage the student to move large quantities of air. They will figure out that they will need to relax their abdominal muscles for this to happen. • Use a pin wheel

  16. Summary • A good breath will move large amounts of air freely • Emphasize the “OH” sound • Emphasize the motion of the air, not compression • Use breath devices as an aid for your students (Breath Builder, Pipe, pinwheel) • Be aware of restriction points (abs, intercostals, throat, embouchure, mouthpiece, trumpet) • Be aware of common breathing problems and their solutions

More Related