[Trombone-l] musicianship question

[Wayne Dyess]

I do that, too (opposite to the contour).

Good stuff.  I also encourage the students (ensembles especially) to 
bring the written page to LIFE.  Don't just play notes & rhythms.  Play 
MUSIC!
WD


On Mar 2, 2006, at 9:04 AM, dslide13 at aol.com wrote:

> I hear you.  That's sometimes the difficulty of these venues.
>
> To expand on your idea.  I was always encouraged to follow the contour
> of the line.  When the line ascended, I would crescendo and vice-versa.
>   This has been a good rule of thumb to teach my students also.  But,
> once they get the hang of it, I tell them to do the opposite in order
> to experience and alternative effect.  The results are usually
> interesting.  Most students experience the epiphany of knowing how to
> interact with the written page.  They realize that they have some role
> in what the audience experiences.  It isn't all up to the composer.
> But, as Uncle Ben said, "With great power comes great
> responsibility."...or something like that.
>
>
> David Gibson
> trombonist/educator
> www.jazzbone.org
>
>
>
>
> -----Original Message-----
> From: Jay Heltzer <jhfloyd at earthlink.net>
> To: dslide13 at aol.com; jsheridan at usv.k12.oh.us; trombone-l at samford.edu
> Sent: Thu, 02 Mar 2006 09:15:28 -0500
> Subject: Re: [Trombone-l] musicianship question
>
>   Ok, let me try this again.  I found on the simplest level to instruct
> musical ideas by starting with dynamics.  A  phrase can be developed by
> any
> musician, by applying dynamics to it.  Take a B flat scale, put some
> hairpins under it, and suddenly it sounds more interesting than the way
> it
> was played prior to that.
>
> As for instructing dynamics, start with air speed.  Compare it to MPH.
> Piano needs 10 mph.  Forte needs 60 mph.  Etc.
>
> That¹s what I meant.  I found that the responses were getting quite
> complex,
> and thought that a simple answer could guide the discussion in a
> specific
> direction.
>
> Jay
>
>> From: dslide13 at aol.com
>> Date: Wed, 01 Mar 2006 21:18:00 -0500
>> To: jhfloyd at earthlink.net, jsheridan at usv.k12.oh.us,
> trombone-l at samford.edu
>> Subject: Re: [Trombone-l] musicianship question
>>
>> Right...and telling that to a student who already doesn't know
> anything
>> will accomplish what???
>>
>> David Gibson
>> trombonist/educator
>> www.jazzbone.org
>>
>>
>>
>>
>> -----Original Message-----
>> From: Jay Heltzer <jhfloyd at earthlink.net>
>> To: Jay Sheridan <jsheridan at usv.k12.oh.us>; trombone-l at samford.edu
>> Sent: Wed, 01 Mar 2006 20:41:34 -0500
>> Subject: Re: [Trombone-l] musicianship question
>>
>> Idiots guide to playing musically:
>>
>> Louder and softer.
>>
>> Any questions?
>>
>> Jay Heltzer
>>
>>> From: "Jay Sheridan" <jsheridan at usv.k12.oh.us>
>>> Date: Wed, 1 Mar 2006 14:34:01 -0500
>>> To: <trombone-l at samford.edu>
>>> 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
>>>
>>> Jay Sheridan
>>> Director of Music
>>> Upper Scioto Valley Local School
>>> McGuffey, OH
>>> jsheridan at usv.k12.oh.us
>>> _______________________________________________
>>> Trombone-l mailing list
>>> Trombone-l at maillists.samford.edu
>>> http://maillists.samford.edu/mailman/listinfo/trombone-l
>>
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>
>
>
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