Monday, December 21, 2015

Flute Harmonics - How to guide

https://www.flutetunes.com/articles/flute-harmonics/

Flute Harmonics

Please note: the most interesting parts of this article are found at the bottom of the page, and to get the fullest out of them you'll have to go through the whole explanation. But believe us:your efforts at understanding will be amply rewarded.

Harmonics… what are we talking about?

Let's put it this way. How many different notes can you play with a given fingering? If your answer is one, or two, well, you're on the wrong track. What if I told you that some of the most basic fingerings can produce six, seven, or even eight different pitches — without ever moving your fingers?
Believe it or not, all the notes in the following recording have been played without moving a finger:

If you are wondering how this can be possible, you can get to the answer by simple deduction. With your fingers stuck in a single position, all you can do to alter the sound is modifying the embouchure and the way you blow. Indeed, once you know that producing these “extra notes” is possible, you may be able to figure out how to do it all by yourself, by a simple process of trial and error. However, we believe that reading this flute harmonics how-to will save you much time and frustration, and, most of all, we hope that it will arouse your interest in one of the most useful extended techniques available to flutists.
As an extended technique, harmonics are known under many different names: natural harmonicsovertonespartial tones. Practically speaking, all these terms refer to the same concept.

Why should I bother?

On the one hand, harmonics are sometimes used as alternate fingerings, and are sometimes called for in literature because of their unusual sound quality. On the other hand, harmonics also prove to be an invaluable source of effective exercises.
For instance, the A in the second register can be played with a bottom D fingering, but it simply won't appear unless your embouchure is just right. If you think about it, standard fingerings are designed to be fairly tolerant, so that even an approximate style of blowing will generally yield some sort of noise at the right pitch. Harmonic fingerings being much less tolerant, they constitute a wonderful guide: if you can play a note as a harmonic so that it sounds reasonably secure and strong, then you can be sure that you have come very close to finding the best way of producing the same note with its standard fingering.
To sum it up in a few points, the practice of harmonics is important:
  • to develop a flexible embouchure;
  • to gain a better control over the air stream;
  • to stabilize and strengthen your tone, particularly in the high registers;
  • because of their usefulness as alternate fingerings;
  • because they are fun to play;
  • last but not least, because they are actually used in contemporary music to create a special “color”.

How to play harmonics on the flute?

As you already know, the bottom-register fingerings will each give you two notes, depending on the way you blow them. In fact, they will give you more. A low D fingering, for instance, will yield not only a low D, but also the D which you (should) normally play with your first finger raised, the A which is written above the staff, another D above that, then an F# and an even higher A.
You are actually already playing the notes E5 to C#6 in the second register as harmonics, as they share the same fingering of their first-octave equivalents. Now, think about what changes are needed to pass from the first to the second register when using these fingerings.
  • You speed up the air-jet, chiefly by reducing the size of the lip opening.
  • You shorten the gap between the lip opening and the blow-hole edge.
  • You draw the bottom jaw in a fraction to correct the angle of the air-jet.
Throughout the entire range of the flute, if all the notes are to sound in the right octave with the best possible tone, all of these transitions need to be made smoothly. Working on the same principles, with practice you will eventually be able to produce higher-order harmonics.
To start out, choose one of the lowest notes, like a low D or a low C. In principle, the lower the note the easier its harmonics, as long as you can play that note strongly and clearly. Now, without changing the fingering, apply your usual procedure to jump up an octave, the one we've just described. When you've got to the new note, keep the motion going and, with a little searching and experimentation perhaps, you should find yourself playing an even higher note: an A, if you are fingering low D; or a G, if you are fingering low C. You might find yourself playing higher notes. Don't fight them, but search out this next lowest note (compare it to its normally fingered equivalent to be sure). Some hints:
  • Don't move the flute, don't move your head, don't change the fingering.
  • Don't press your flute too hard against your chin.
  • Don't force the keys down while playing higher and higher.
  • Don't blow harder (a little extra pressure is alright).
This last point is particularly important. Even if the term “overblowing” is often employed when talking about harmonics, it's not really blowing harder that you will get the upper notes, but using the lips to go from note to note. It's a very small movement, but still there.
When the new note sounds bright and secure, switch smartly to its standard fingering without altering the way that you are blowing at all. You may find yourself playing with a surprisingly better tone.
If all this doesn't work, do try again. If it does, make a mental note of your embouchure, if and how it differs from your normal one. This will do wonders for your embouchure.

Sunday, November 22, 2015

Musical Elf

Hi everyone,

I have compiled recommendations for holiday gifts for your student musician!

Remember when you kid walked for the first time? Fast forward to HS...you wouldn't send them to school in those first walking shoes right? Mouthpieces for musicians are no different!  Many of the HS students are playing on beginner mouthpieces / reeds that no longer fit!  Their muscles are more developed and require an appropriate mouthpiece to be successful.  

These are my suggestions for mouthpieces, reeds and other items that I believe will elevate the students and help them meet their potential. Each item is a link to help you find the items but in no way suggests that this is the only place to get these items.

Likewise, if you are thinking of buying an instrument PLEASE let me help you. There are so many ISO's (instrument shaped objects) out there and many brands that I trusted early in my career are no longer quality instruments. I would be happy to help you with this! Feel free to email me a link, or call if you need help.

Again, if you are stuck for ideas for the holidays, I am the musical elf to help! :)

Happy Holidays!
Ms. Henson


Every musician should have:


  • Computer assisted practice aid subscription with over 33,000 titles to practice with, including our band music, NYSSMA solos, jazz improvisation practice, and our lesson books.  Highly recommend for those who want to go to NYSSMA Solo Festival.

Flutes:

Bassoon

Clarinet:
Reeds
Bass Clarinet: 

Alto Saxophone:
Mouthpiece:  Vandoren Optimum AL3 

Tenor Saxophone
Mouthpiece:  Vandoren Optimum TL3

Bari Saxophone
Ergonomic Harness - extra Long

Trumpets:

Trombones:

French Horn:

Euphonium
Mouthpiece: Yamaha Standard for regular bore or Schilke 51 for large bore.

Tuba:

Percussion:
earplugs - It is so important to protect their hearing!

Saturday, October 31, 2015

Marching Band Makes you a Better Person!

http://www.retale.com/blog/reasons-marching-band-makes-better-person/

By Ms. Kruse

1. You become a doer.

While most of your other classes just involve listening or observing, band teaches you to do.  You learn how to perform, how to be flexible, and how to communicate and cooperate with others across groups: Exactly what you need to succeed in any company or organization.

2. Your brain grows.

Learning music helps develop the areas of the brain involved in language and reasoning, but it also teaches students how to think creatively and solve problems. Studies also show a link between music and spatial intelligence, which is vital for solving all types of things—from mathematics to how to efficiently pack up a moving van. It’s no wonder that students who study the arts are more successful on standardized tests  and also achieve higher grades.

3. You develop self-esteem through self-expression.


Ah, expressing oneself in high school…So much black lipstick. So many chain wallets. No, learning music doesn’t mean you bypass all the crimes against fashion, but it does give you a more meaningful outlet to express yourself—through music.  You can learn sad songs, you can learn ‘80s pop songs, you can play Phantom of the Opera tunes alone in your room ad nauseam. Self-expression builds self-esteem at a time in one’s life when you really need it. Entering adulthood with healthy self-esteem benefits you in every way possible and sets you up for future success.

4. You learn the value of community.

Regardless of their dorky reputation, it’s obvious to high school creatures of every stripe that band kids are having more fun than you.  The way they congregate in the halls….their wacky inside jokes…the ruckus of the band room just before class. Band kids STICK TOGETHER and definitely seem a little bit kinder than the other cliques. This closeness and sense of community may be the first kids experience outside of their families. It’s a powerful feeling that sets them up for building and being a part of other communities throughout the rest of their lives.

5. You appreciate music.

Studying music isn’t just about learning how to play scales and memorize notes.  It’s also a lesson in history, culture, and art movements that you wouldn’t otherwise receive from regular curriculum, or at least not this hands-on. Band turns kids into well-rounded adults who have a richer worldview, are more interesting to talk to at parties, and always have the best classical music playlists.

6. You learn how to be a part of something bigger than yourself.


There’s no “I” in “BAND”!  Being a member of the band teaches you how to work within a group to achieve a higher goal.  You learn the value of teamwork and how your contribution matters as much as everyone else’s. Not practicing just might let your section down.  You must pull your own weight for the good of the group.  Perfect training for the workplace, or being part of a family.

7. You’re more humble.

Because marching band uniforms.  Everyone from the hotties in percussion to the flute section ladies look like hell in that much polyester. This levels the playing field for teens during a very self-conscious time in their lives.

8. You learn how to work hard and persevere.

Band directors don’t tolerate tomfoolery in the band room, nor will let you hide out and let the rest of your section cover up the fact that you never practice.  You have to behave; you have to buckle down; and you have to practice to really learn the music.  Band teaches you to stay focused despite distractions in order to achieve your goals.

9. You have stamina.


There’s something about marching in those uniforms that absolutely don’t breathe, while lugging a large piece of metal in the sweltering early September heat, that requires some serious stamina.  It’s all about that sustained effort in the face of adversity. It ain’t easy, but hanging out after the game sure can be fun.  Marching band proves that the rewards of hard work are undeniable, but only if you’ve got what it takes.

10. You’re no stranger to sacrifice.

Back in band, you gave up basically every Friday night to play at sporting events.  You sacrificed after school shenanigans to go practice or take private lessons. You gave up crucial locker space (and coolness points) to your giant instrument case. You gave up weekends to attend regional music competitions on the road. Band turns kids into adults who don’t balk at giving up small comforts for a larger prize.

Saturday, October 24, 2015

What Great Teammates Have in Common




http://changingthegameproject.com/the-one-quality-great-teammates-have-in-common/

By John O’Sullivan
“Coach, can I talk to you?”
“Sure,” I said. “What’s on your mind today Michael?”
“Well, I just want to know what I can do so I get to start more games and get more playing time as a center midfielder. I don’t think I am showing my best as a winger, and my parents tell me I am not going to get noticed by the college scouts unless something changes.”
Well Michael,” I said, “there is something that all coaches are looking for from the players they recruit. In fact, it is exactly what I am looking for from you as well. If you approach every practice, every fitness session, and every match with this one thing, I think you will see a huge improvement in your play, regardless of where you play. Interested?”
“Of course, coach. What is it?”
I waited a moment before I answered to make sure he was listening.
You have to stop asking what you can get, and start asking what you can give. You must serve.”
Michael furrowed his brow as he tried to process what I told him.
“You want me to serve the team, like with food?”
I smiled, “No Michael, serving others is the one thing that unites successful people, from friends to employees to athletes to business owners. The great ones know that to be more they must become more, and to become more they must serve others.”
“So, you are saying that instead of asking what I can get from the team, I should be asking what I can give to the team?”
I wanted to leap out of my chair and hug him.
Michael got it. It’s not about him. It’s not about me. It’s about service. The tool that would eventually earn him more playing time and increase his chances of playing in college serving others by focusing upon what he could give, instead of what he could get.
My great friend and coaching mentor Dr. Jerry Lynch is the founder of Way of Champions is the winner of 34 NCAA titles and one NBA World Championship as a sport psychologist and consultant. He calls this paradigm-shifting question the most effective question an athlete can ask, and an attitude that every coach must try and instill in his or her team.
We live in a world these days where self-centeredness and a ‘what’s in it for me” attitude of entitlement is far too prevalent. In the age of the selfie, Instagram, Facebook and a million other ways to say “look at me,” the concept of teamwork and the importance of service to others has gotten lost in the shuffle.
This is very sad, because service to others is the exact thing that athletes need to not only become elite performers, but the type of athlete that coaches look for, celebrate, and fight over at the next level. Do you want to stand out from the crowd?
Start by serving everyone in that crowd.
Far too many athletes bring the attitude of “what do I get” to practice and games. They want to know how they can:
  • Get to start
  • Get more playing time
  • Get to play my favorite position
  • Get to score all the points/goals
  • Get to work hard when I want to
  • Get to show up (physically and mentally) when I feel like it
  • Get to give less than my best because I am an upperclassman
  • Get attention as the star player
Sadly, this is the path to short-term satisfaction, at the expense of long-term development and high-level performance. This attitude does not promote success; it inhibits growth on and off the field, the court, and the ice.
If you want your athletes to perform at their very best, whether you are a parent or coach, then you must get them the right question.
What can I give?
Athletes who ask themselves what they can give bring “I can give/I can do” attitudes and actions to the table for their teams. The can actually “get” everything they are looking for simply by starting with the following service oriented ideas:
  • I can give my best effort in practice and games
  • I can give my team a positive attitude no matter what the circumstances
  • I can give my team a boost no matter how many minutes I play
  • I can give my team a better chance to win no matter what position I play
  • I can do the dirty work so my teammate can score the goal and get the glory
  • I can sacrifice my personal ambitions for the better of the group
  • I can lead by example
  • I can be an example of our core values in action
As a coach, I used to think that the most important thing was to have my best players be my hardest workers. But now I realize that isn’t enough. Being a hard worker can still be a selfish pursuit.
No, the most important thing as a coach is to have a team that all ask “what can I give,” especially when it come to your captains, your upperclassmen, and your most talented athletes. You must teach them that the selfish attitude may once in a while lead to success, but the selfless attitude leads to excellence, celebrates the success of others, and makes you the type of athlete that EVERY COACH wants on his or her team.
The most successful sports team in the professional era is not the NY Yankees, or the Boston Celtics, or Real Madrid, but a team from a far less known sport. It is the New Zealand All Blacks in rugby, who have an astonishing 86% winning percentage and numerous championships to their name. In the outstanding book about the All Blacks called Legacy, author James Kerr discusses one of their core values that epitomizes the selfless attitude.
all blacksIt’s called “Sweep the Shed.”
You see the goal of every All Blacks player is to leave the national team shirt in a better place than when he got it. His goal is to contribute to the legacy by doing his part to grow the game and keep the team progressing every single day.
In order to do so, the players realize that you must remain humble, and that no one is too big or too famous to do the little things required each and every day to get better. You must eat right. You must sleep well. You must take care of yourself on and off the field. You must train hard. You must sacrifice your own goals for the greater good and a higher purpose.
You must sweep the shed.
After each match, played in front of 60,000 plus fans, in front of millions on TV, after the camera crews have left, and the coaches are done speaking, when the eyes of the world have turned elsewhere, there is still a locker room to be cleaned.
By the players!
That’s right, after each and every game the All Blacks leading players take turns sweeping the locker room of every last piece of grass, tape, and mud. In the words of Kerr: “Sweeping the sheds. Doing it properly. So no one else has to. Because no one looks after the All Blacks. The All Blacks look after themselves.”
They leave the locker room in a better place than they got it. They leave the shirt in a better place than they got it. They are not there to get. They are there to give.
If you are a coach, recognize that by intentionally creating a culture where players seek to give instead if get, you will have a team that not only develops excellence on and off the field but is a team that is much more enjoyable to coach. Create a culture that rewards the 95% who are willing to give, and weeds out the 5% who are trying to get. When you do, the “getters” will stick out like a player who is vomiting: he feels better and everyone else feels sick. Eventually, he will get on board, or be thrown off the ship.
Parents, teach your children to be teammates who give. It will not only serve them well in athletics; it will serve them well in life.
For as former NY Yankee great Don Mattingly so eloquently stated:
“Then at one point in my career, something wonderful happened. I don’t know why or how . . . but I came to understand what “team” meant. It meant that although I didn’t get a hit or make a great defensive play, I could impact the team in an incredible and consistent way. I learned I could impact the team in an incredible and consistent way. I learned I could impact my team by caring first and foremost about the team’s success and not my own. I don’t mean by rooting for us like a typical fan. Fans are fickle. I mean CARE, really care about the team . . . about “US.”
Mattingly continued: “I became less selfish, less lazy, less sensitive to negative comments. When I gave up me, I became more. I became a captain, a leader, a better person and I came to understand that life is a team game. And you know what? I’ve found most people aren’t team players. They don’t realize that life is the only game in town. Someone should tell them. It has made all the difference in the world to me.”
Please share this article with an athlete or a team that matters to you. Encourage, no implore them to take Don Mattingly’s advice, to take the All Blacks advice. Come to prepared to compete, and to be a “giver” and not a “getter.”
You will stand out.
You will be a difference maker.
And you will get everything you want by giving full of yourself, and helping everyone else get what they want.
It changes everything.

Wednesday, June 24, 2015

Everyday Leadership - Ted Talk

We have all changed someone’s life — usually without even realizing it. In this funny talk, Drew Dudley calls on all of us to celebrate leadership as the everyday act of improving each other’s lives.   Our goal every day in band should be to have "lollypop" moments.  (watch video to find out what this means!)

Get over the peer pressure, get over the fear. I know that every person in band is capable of leadership.  Band should be a place where every member is a leader.  Band is a place where we demonstrate, acknowledge, appreciate and pay forward those acts of leadership.  
"we've made leadership about changing the world, and there is no world. There's only six billion understandings of it, and if you change one person's understanding of it, one person's understanding of what they're capable of, one person's understanding of how much people care about them, one person's understanding of how powerful an agent for change they can be in this world, you've changed the whole thing. "


Great leaders make you feel safe

What makes a great leader? Management theorist Simon Sinek suggests, it’s someone who makes their employees feel secure, who draws people into a circle of trust. But creating trust and safety — especially in High School — means taking on big responsibility.

Improve Clarinet Tone with this warm-up (and check equipment)