What has worked for me expanding students range is making sure when we think head still but the sound is forward as we ascend, further away, not up and high and stretch our necks like 🦕 a brontosaurus. Oftentimes we sing it as well to ensure we are relaxed and moving air only
@@jeremymilos It's been many, many years since I taught. But I recall instructing my fifth grade trumpet players to sing the note we were aiming for. One girl in particular was struggling with 3rd space C. I had her sing it, not for the air, but for the target pitch. Once mentally in her head, the note popped right out. Another thing I did (in group lessons) was have them play chords, even before knowing note names, staves, or fingering charts; probably in the first or second lesson. They had no music in front of them; just my instruction to play a high, middle, or low note with a fingering that I assigned. The sound produced by that one small success was enough, for a while, to keep them motivated to go beyond the first exercises in which they had to decode two separate systems at the same time (one for the music, one for the instrument) to play anything. And by extending these sonic exercises to other valve combinations, the fingering chart became easier bc they had already produced the note which now has a name and a place on the staff. I left education for another career; but I hope that what I told them helped.
What has worked for me expanding students range is making sure when we think head still but the sound is forward as we ascend, further away, not up and high and stretch our necks like 🦕 a brontosaurus. Oftentimes we sing it as well to ensure we are relaxed and moving air only
I like that idea a lot! And, I’m also big on mentally singing as we are playing.
@@jeremymilos It's been many, many years since I taught. But I recall instructing my fifth grade trumpet players to sing the note we were aiming for. One girl in particular was struggling with 3rd space C. I had her sing it, not for the air, but for the target pitch. Once mentally in her head, the note popped right out. Another thing I did (in group lessons) was have them play chords, even before knowing note names, staves, or fingering charts; probably in the first or second lesson. They had no music in front of them; just my instruction to play a high, middle, or low note with a fingering that I assigned. The sound produced by that one small success was enough, for a while, to keep them motivated to go beyond the first exercises in which they had to decode two separate systems at the same time (one for the music, one for the instrument) to play anything. And by extending these sonic exercises to other valve combinations, the fingering chart became easier bc they had already produced the note which now has a name and a place on the staff. I left education for another career; but I hope that what I told them helped.
Aye! Thanks for the upload! Love these quick tips and pointers! Vry helpful!
Thank you!