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www.DodgenBand.org
Establishing the Proper Set­up for the Trumpet Immediately Dr. Charles R. Jackson, Director of Bands
Dodgen Middle School
Marietta, Georgia
Cobb County Public Schools
[email protected]
I.
Overview
a. Inspire interest for the instrument
b. Identify students most likely to succeed
c. Equipment
d. The critical beginning months of instruction
e. Maintain interest and accelerate progress
II. Inspire interest for the instrument
a. Emphasize fact that trumpet is played by a wide variety of people
(male, female, old, young, varied nationalities, varied ethnic groups, etc.)
b. Display photos of young students involved in playing the trumpet
c. Emphasize the various performance opportunities for trumpet players. Here are just a few:
i. Symphony orchestra
ii. Symphonic band
iii. Marching band
iv. Brass quintet
v. Trumpet choir and ensembles of a various sizes
vi. Jazz band
vii. Soloist
d. Allow students to hear a live trumpet performance
i. Provide a live solo performance at initial band orientation sessions
ii. Provide a live performance with trumpet along with other instruments
e. Allow student to have personal contact with the instrument
i. Provide an opportunity for student to touch and hold the trumpet
ii. Allow students an opportunity to attempt playing the instrument? ? ?
Be aware that initial tone production on trumpet for a beginner is more difficult than
producing a pitch on a violin. This could steer students away who may be ideally suited
for the trumpet.
III. Identify students most likely to succeed on the trumpet
a. Expressed interest for learning to play the trumpet
b. Mature attitude toward learning
c. Facial and dental structure compatible for the trumpet mouthpiece
Does it matter what size reed you place on a clarinet mouthpiece? Will a clarinet reed work on a
baritone sax? The lips are the trumpet player’s reed and they have a significant impact on success.
d. Check for Ankyloglossia
Depending on location, this could be a major obstacle to success.
e. Check student’s right hand for:
i. Injuries
ii. Deformities
iii. Number of fingers (Polydactylism)
iv. Past Surgeries
f. Check student’s left arm for:
i. Ability to support the trumpet (stroke or other impairment)
ii. Deformities
iii. Ability to reach around the valve casing and potential for manipulating the first and third
valve slides
IV. Equipment
a. Trumpet or Cornet
b. Quality of material and workmanship
c. Mouthpiece size
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V.
The Critical beginning months of instruction
a. Posture
i. Feet flat on the floor. NOTE: Some advocate feet under the chair, lap tilted downward. I
personally do not subscribe to this philosophy
ii. Shoulders down and relaxed
iii. Spinal stretch
b. Hand position
i. Finger pads on valve caps
ii. Right thumb between 1st and 2nd valves (opposable thumb)
iii. Pinky OUT of the ring. (refer to spider hand demonstration)
1. The pinky ring is used during page turns while playing, and for negotiating
mute changes
c. Air flow
i. Diaphragm for inhalation
ii. Intercostal muscles for exhalation
iii. Blow fog on trumpet bell (hot, moist air)
iv. Air must not stop while tonguing consecutive notes
d. Use tongue to articulate / Delay introducing the tongue for articulation
Should tonguing be introduced early?
i. YES, due to impact on embouchure development
ii. YES, due to impact on tone quality and pitch issues
iii. YES, because bad habits could develop if not introduced early in the learning process
e. Mouthpiece placement? ? ?
i. Aim for optimal tone quality, flexibility, and range
ii. The buzz should result from air flow and should not be forced
iii. The bottom lip does not buzz. This has been established years ago through video
recording devices and other measurement devices placed inside the mouth and
mouthpiece while trumpet players performed. A mouthpiece set too low will restrict the
buzz of the top lip.
f. Mouthpiece buzzing has many benefits. Just a few are:
i. Ear training
ii. Pitch accuracy
iii. Range
g. Trouble shooting
i. Make sure the jaw is not moving while student is tonguing consecutive notes
ii. Make sure airflow does not stop when the student uses the tongue to articulate
consecutive notes
iii. Make sure the trumpet angle does not apply uneven pressure on either top or lower lip
iv. Make sure water key cork is sealing properly and is securely screwed in place
v. Make sure there are no obstructions in the mouthpiece or the instrument:
1. Valve oil bottles or caps
2. Socks
3. Pencil pieces
4. Endless list of possibilities
VI. Maintain interest and accelerate progress
In addition to full band experiences, provide and encourage additional opportunities
a. Trumpet Choir
b. Brass Choir and ensembles of various sizes
i. Quintets
ii. Quartets
iii. Trios
c. Jazz Band
d. Solo Work
e. Private lessons