[Trombone-l] beginner's book

[Paul Kemp]

What I've found over and over again is that there's not one beginner's that
is truly superior over another. Where I think many of the newer methods
falter is that they, and the teachers, try to push the kids too fast. I get
students all the time that have been in band for 3+ years that can't count
whole notes correctly.

One of the biggest problems that I see is that kids want to get on the fast
track of developing technique, and the only way to do it with favorable
results that will repeat themselves over and over again is for teachers to
get very serious about teaching kids how to practice. The first thing you
must deal with is proper mechanics. Posture, hand position, and embouchure
developed properly at the beginning causes far fewer problems later on.
Also, it is paramount that you keep a great example in front of the students
in terms of a characteristic sound on their instrument. It won't happen
overnight, and you must allow for the time factor. 

As far as rhythm is concerned, learn it slowly and correctly first before
speed is added. Insist that they play in very good time. For example, the
way that I always teach students to count a whole note is 1-2-3-4-stop. The
4th beat stops at the first beat of the next measure. The half note stops at
beat 3, etc. Insist that they learn what the top number and bottom number of
a meter signature means. They always know what the top number means, but
never the bottom number.  

As far as compound meter is concerned, don't be on the fast track to count
6/8 in 2, 9/8 in 3, and 12/8 in 4. Insist that that they lean it in 6, 9,
and 12 first, and that as the tempo gets faster, THEN introduce the idea
that 6/8 in 2, 9/8 in 3, and 12/8 in 4 is a FEEL. 

It's not an easy job, but as a teacher you must be strict that the students
learn it correctly, or else they'll simply have to re-learn it again, and
going at a slower pace at first is far better than trying to rifle through
these basic elements. Testing at regular intervals is absolutely essential. 

Before I close this, one thing as a private teacher that I ask very
consistently of parents is "How well can they execute basic arithmetic?" If
students can add and subtract whole numbers as well as fractions well,
teaching rhythm is a much easier proposition. If they have problems with
this, in reality, inevitably they'll have problems with rhythm. It is
IMPERATIVE that they learn these things, because once they get out of
school, they might never play another note, but they'll have to deal will
basic arithmetic their entire lives. When you think about it, our entire
rhythm system is based on math. If you can't do basic math, you'll never be
able to play with rhythmic accuracy. 

Paul Kemp