[Trombone-l] musicianship question

[Raymond Horton]

I agree.  I use the rise and fall of speaking very often as an example 
for phrasing. 


You could start with a negative example:


"Imagine listening to a teacher who always gives the emphasis in a 
sentence to the last WORD.  He or she might do this occasionally to make 
a special POINT.  But if he does this all the time it would be very 
ANNOYING.  (etc)


Then illustrate the rise and fall of normal speech, and they will be 
much more aware of it.  You can make up words to musical phrases - or 
just imagine general lyric type ideas without specific words ("Here, [in 
the second variaton to 'Annie Laurie'] this is where your dog died...") 
or in a choir, just have them say the lyrics in a free and easy manner. 

RBH

 


dslide13 at aol.com wrote:

>I use the language metaphor always.  Playing technically without musicianship is similar to Ben Stein's monotonous tone in Ferris Bueller.   So, have them present the music as they would read lines in a play.  
> 
>David Gibson
>trombonist/educator
>www.jazzbone.org
>
>
>
> 
> 
>-----Original Message-----
>From: Jay Sheridan <jsheridan at usv.k12.oh.us>
>To: trombone-l at samford.edu
>Sent: Wed, 1 Mar 2006 14:34:01 -0500
>Subject: [Trombone-l] musicianship question
>
>
>For all those that do any teaching, how do you teach a student (or group- 
>band/orch etc) to play musically? I have tried several different ways, but none 
>seem to be working. I have a group that can perform rhythmically and in tune, 
>but is lacking musically. The group in question is actually a choir, but I 
>usually think in trombone terms when talking to them anyways.
>
>Thanks
>  
>