Allen Vizzutti once said that everything is a long tone. Trills are long tones, slurs are long tones, triple tonguing is long tones. That mentality has helped my mental model for playing the trumpet and I think it resonates with the points you make in this video.
@@songandwind72 while I agree that song and wind is the ultimate end goal of playing a brass instrument, I do not believe it is the most efficient way to learn how to play an instrument. I studied with arguably the best teachers on the planet, ones that played with Bud and Jacobs, and we spent plenty of time talking about how the trumpet works. This video is not intended to be an entire philosophy on how to play the trumpet, rather a simple drill to help players understand what healthy air flow feels like, and what it will sound like. I said this in the video, but once this is understood, you put it back into context in fundamentals and repertoire. I’m trying to give you space to share your thoughts, but your dogmatic, somewhat informed understand of how to best learn the trumpet isn’t the only way. If you really think that “most players” have things wrong, I would encourage you to begin making content correcting everyone as soon as possible.
@@songandwind72I don’t perceive your understanding of how Arnold Jacob’s taught to be fully informed. You have some of the basics, but there is a lot more nuance than what you shared.
Can you word it better for someone who’s younger because I can’t really understand it fully 😢 I’m trying to learn the trumpet in middle school and want to excel
Personally. I think the energy of the air ( by "energy " I assume you are referring to air pressure or exhalation effort) is not the problem with players. Most players use more than enough air to play. The issue is poor embouchure function due to innefective and high-effort approaches. Especially buzzing of all kinds.. Then, they just chase a "good" sound with ever-increasing effort. Encouraging "energy" just contributes to that when it isn't the issue. The very soft playing you demonstrate here with DIMINISHING air energy encourages efficiency and better tone. But without "chasing" with increased effort. This improves coordination of emboucure function and increased tonal skill. It must be repeted for habit. But most teachers have students jump right to high effort playing, and it never takes hold as habit. Of course. The student must have an aural sound model of beautiful tone for ALL dynamics and recognize when they achieve it.
Yeah, I agree that more air is not the problem, that’s why I try to always say consistent and energized air. This video was a focus on the consistent part. The whisper tone exercise does help develop more energy (air speed) sort of as a byproduct.
@RyanBeachtrumpet but soft tones require the lowest air pressure and air flow. "air speed" is just popular verbiage that is not defined and nothing to be concerned with. It's still not clear exactly what you are referring to as air "speed." Do you understand the distinction between air pressure, air flow, and air speed? Soft tones can develop efficiency. Which requires LESS air energy input. Understand? Also, dynamics requires various air energy inputs. So if by "consistent," you mean constant, then I disagree. Air power DOES and MUST vary with dynamics and range if one is playing efficiently. Is air energy required to play a tone? YES. Does the level of energy input vary for dynamics and/ or partials? ABSOLUTELY.
@RyanBeachtrumpet I don't think so. Words have definitions. Unless you and the viewer agree on definitions of words, then you aren't communicating clearly. It is a common problem in brass pedagogy. Popular but meaningless or misdefined words. For example: Air VOLUME is often used erroneously. And air "speed" is just tossed around often with little agreement on exactly what it is referring to.
This man have teaching skills .he has an instinct on playing the trumpet ❤
I try really hard to make my videos as clear and understandable as possible!
Allen Vizzutti once said that everything is a long tone. Trills are long tones, slurs are long tones, triple tonguing is long tones. That mentality has helped my mental model for playing the trumpet and I think it resonates with the points you make in this video.
@@songandwind72why do you say it’s a flawed statement?
@@songandwind72if the approach I shared in this video isn’t the right approach, what do you think is the right way to play the trumpet?
@@songandwind72 while I agree that song and wind is the ultimate end goal of playing a brass instrument, I do not believe it is the most efficient way to learn how to play an instrument. I studied with arguably the best teachers on the planet, ones that played with Bud and Jacobs, and we spent plenty of time talking about how the trumpet works. This video is not intended to be an entire philosophy on how to play the trumpet, rather a simple drill to help players understand what healthy air flow feels like, and what it will sound like. I said this in the video, but once this is understood, you put it back into context in fundamentals and repertoire.
I’m trying to give you space to share your thoughts, but your dogmatic, somewhat informed understand of how to best learn the trumpet isn’t the only way. If you really think that “most players” have things wrong, I would encourage you to begin making content correcting everyone as soon as possible.
I agree with Vizzutti. When you can get everything on the trumpet to feel more like a long tone, things get a lot easier I think.
@@songandwind72I don’t perceive your understanding of how Arnold Jacob’s taught to be fully informed. You have some of the basics, but there is a lot more nuance than what you shared.
Wonderful instruction on connecting you with the horn!!
Can you word it better for someone who’s younger because I can’t really understand it fully 😢 I’m trying to learn the trumpet in middle school and want to excel
I can try! Which part of the video do you want a more simplified explanation for?
Personally. I think the energy of the air ( by "energy " I assume you are referring to air pressure or exhalation effort) is not the problem with players.
Most players use more than enough air to play. The issue is poor embouchure function due to innefective and high-effort approaches.
Especially buzzing of all kinds..
Then, they just chase a "good" sound with ever-increasing effort. Encouraging "energy" just contributes to that when it isn't the issue.
The very soft playing you demonstrate here with DIMINISHING air energy encourages efficiency and better tone. But without "chasing" with increased effort.
This improves coordination of emboucure function and increased tonal skill.
It must be repeted for habit. But most teachers have students jump right to high effort playing, and it never takes hold as habit.
Of course. The student must have an aural sound model of beautiful tone for ALL dynamics and recognize when they achieve it.
Yeah, I agree that more air is not the problem, that’s why I try to always say consistent and energized air. This video was a focus on the consistent part. The whisper tone exercise does help develop more energy (air speed) sort of as a byproduct.
@RyanBeachtrumpet but soft tones require the lowest air pressure and air flow.
"air speed" is just popular verbiage that is not defined and nothing to be concerned with. It's still not clear exactly what you are referring to as air "speed."
Do you understand the distinction between air pressure, air flow, and air speed?
Soft tones can develop efficiency. Which requires LESS air energy input. Understand?
Also, dynamics requires various air energy inputs. So if by "consistent," you mean constant, then I disagree. Air power DOES and MUST vary with dynamics and range if one is playing efficiently.
Is air energy required to play a tone? YES. Does the level of energy input vary for dynamics and/ or partials? ABSOLUTELY.
@@BrassBro-Science-ys7sgI do understand. We’re using different words to say the same thing I think.
@RyanBeachtrumpet I don't think so. Words have definitions. Unless you and the viewer agree on definitions of words, then you aren't communicating clearly.
It is a common problem in brass pedagogy. Popular but meaningless or misdefined words. For example: Air VOLUME is often used erroneously.
And air "speed" is just tossed around often with little agreement on exactly what it is referring to.