Beginning Band Basics Chapter Four:
Tone Production
First Sounds and Tone Production
Students get their cases for the instrument they are going to try and have them set them by their seat.
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Demonstrate how to open the case, take out the mouthpiece and close the case.
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Brass need to be able to play Happy Birthday on their mouthpiece.
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Reeds need to be able to get the reed to sound on the mouthpiece.
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Flutes work on getting a sound on the headjoint.
Factors to consider.
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How to engage the students and keep the excitement.
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How to keep your activities concurrent so that everyone will keep busy and focused.
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Classroom management is key
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Keeping students motivated to continue to improve and want to play.
Percussion (Some considerations)
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Rhythm unit - with percussion, bucket drumming, percussion sticks
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Delaying utilizing percussion until the teacher has an idea of who would be suitable (audition students?)
Link: Activities and Worksheets - Sound
Some teachers suggest that students focus on tone production of one note at a time for learning the first five notes with the class. Without using the method book. Please refer to Chapter on Daily Routines and Teaching Practices for more information.
When introducing a new note to students focus on:
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Creation of a beautiful sound
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Correct breathing and embouchure placement on woodwind and brass instruments
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Proper control and precision when performing on percussion instruments
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Reinforce correct playing position
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Starting and stopping as an ensemble
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Reinforce and practice rhythms
Link: Here is a link of 6 notes songs First 6 Notes Sheet
Tone Production Basics - Woodwinds
Reviewing the tone production explanations on the beginning pages of the class method book is an excellent explanation to help get students started on getting a sound on their instrument, reviewing instrument assembly and proper maintenance. Have students read these instructions while you work with small groups.
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Flutes start by getting a sound on the headjoint first.
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For single reeds, demonstration and individual assistance is suggested for reed placement. This will ensure students start with making a sound on their mouthpiece with correct reed placement. Remind students get the reed nice and wet before placing the reed on the mouthpiece. Verify that the reed is placed properly to help students make a sound using lots of air.
Link: Woodwind Instrument Care, Maintenance and Assembly
Tone Production Basics - Brass
Review with prospective brass musicians that their lips are the primary instrument and the brass instrument serves as an amplifier. Sound is created by vibrating the lips. Students will tire quickly and the development of control and range takes time.
A few ideas to keep in mind when developing young brass players.
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It is not uncommon for students to be able to play high and not low or the opposite.
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Encourage students to buzz on their mouthpieces as much as possible and try to buzz the song Happy Birthday to learn how to change the pitch of their notes.
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Watch that the corners of the lips are pulled in to avoid puffing of cheeks.
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Have students drop their jaw to allow for space between their teeth when they buzz.
Link: Brass Instrument Care, Maintenance and Assembly
Tone Production Basics - Percussion
When to introduce the percussion section to an ensemble is a topic with a wide range of strategies. Some directors believe that everyone should complete a unit of percussion and rhythmic study at the beginning of the course. Others determine that percussion can be included with woodwind and brass study.
A few ideas to keep in mind when developing young percussionists.
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Start percussionists with a set of matching drumsticks and mark them so that they can be easily identified as a pair.
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Encourage students to draw the sound out of the drum rather than striking the instrument.
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Consider using practice pads with the students until they develop the control and accuracy to play with a band consistently.
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Reinforce a consistent system to read rhythms throughout the ensemble.
