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re. Band Class 1 Trombone Book

Thank you for your comment Simon, it is very valuable to have different peoples opinions presented.

The trombone book you received is a book that is part of a set for band so there are a number of other considerations that had to be dealt with when writing this method. Yes it is hard to please everyone and certainly a personal tutor that is designed just for that instrument can possibly look at different ways of beginning.

I agree that beginning the trombone on an F for some students (not all mind you) works well. I too have had many years playing and teaching the trombone and know that some students work well with this approach. Unfortunately though for a lot of the other band members this starting note does not work out nearly so well. The trumpets would then be beginning on a middle G, the flutes and oboes on high F, clarinets on high G also with no fingers down for stability. I know one of the American methods does begin in this way but to be honest I have only heard complaints about this.

One of my main goals was to begin as many of the instruments as possible on notes that were the most achievable for them keeping in mind there are of course many unison exercises for the whole band.

My particular concern was the flutes and oboes who have traditionally had the worst of it beginning on F, Eb and D. It is the only one of the main instruments in the band that is required to use coordination between both hands (and both sides of the brain) right at the beginning. It is one of the hardest combinations of fingerings particularly as it utilises the coordination of the weakest 4th finger. Trumpet and clarinet beginning on G is also not at all ideal for either instrument.

In working with the bands that I do (and tested this on) I found the trombone students really had no trouble beginning on low Bb and for many it was the natural note that spoke the easiest for them anyway. Moving to C as a second note did not causes them any real difficulty either. Although the trombone is large it is not heavy.

As far as note lengths go, I decided to begin with semibreves first as I find that this develops the best concept of blowing air through the instrument (and not just a spurt into the mouthpiece) and getting used to the unique tone and sound of their instrument. The flutes are really the only ones that are not able to make a tone sustain for 4 beats but it is also good for them to get used blowing and making a sound for as long as they can. They soon catch up once their embouchures develop a little.

Blowing crotchets to begin with brings in the concepts of tonguing in quite early, to teach it or not to teach it which I have found causes other problems. The students have enough to do at the beginning creating air control, developing sound and learning correct posture.

In Band Class 1 tonguing is introduced at tune number 6 and tonguing with crotchets at tune number 9 (still quite early) which I believe gives them a chance to establish some sort of tone and get used to blowing air through their instrument (not blurting or puffing just any sound) before they have to think of the next thing. The tempo of the semibreve exercises can of course be what you like also!

I really appreciate your comment and totally understand that there are different opinions on the above topics. I hope you understand now more fully my decisions with consideration to not just the trombone part but all the band instruments.

Thank you for your time. Please feel free to write with any further comments or questions, I would be more than happy to discuss this further.

regards,

Sam Seabrook

Hi from the other side of the world!!

Just received all the music I asked for, and everything looks OK.

See you soon.

Regards,

João Figueiredo

Just recieved several books in the post- arrived promptly and music looks great! Many thanks.