Slow Practice

I have lost count of the number of times I have been told as a student to engage in "slow practice." I'm equally at a loss as to the number of times I've passed on this direction as a teacher.

  • "Try that section again, slowed down."
  • "When you work on this at home next week, slow it down to a more comfortable tempo."
  • "Spend some time with this phrase at a slower tempo."
  • "If you slow down, you'll be able to coordinate fingers and air more easily."
  • "That left over right hand crossing will smooth out if you slow it down."

But regardless of whether you are on the giving or receiving end of this advice, sometimes it can feel like you're listening to a broken record. Why all of this emphasis on slow practice?

It's excruciating

At first blush, slow practice can feel torturous, no matter how long you've been playing music. Slowing your 16th notes down so they are played like 8ths--or somehow worse, quarter notes--can feel like the ultimate in excruciating practice. If you're a beginner, you may assume the teacher thinks you can't handle the "real" tempo of a piece. A little more advanced, and it feels like you're holding yourself back by spending so much time under the final tempo. And I can tell you as a professional, there's a real temptation to think you are "better than this" when a beloved mentor recommends you spend some time with your metronome set to what feels like an unreasonably low number.

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The rewards are worth it

Why do musicians hear and share this correction so often?

Because it has tremendous merit. There is so much to be gained from slowing down and being fully aware of what and how we are playing. Here are a few of my favorites.

Intonation

One of the greatest gifts my high school flute teacher gave me--aside from an enduring love of the Baroque--was a deep understanding of slow practice and intonation. Under her expert guidance, I spent months with Trevor Wye's Tone book, a tuner, and a metronome set at 60 bpm. Slowing down, working in half step pairs of quarter notes, allowed me to really understand how I was producing sound, what I could change to get a more focused/in tune tone, what sort of sound concept I wanted to convey. What I learned in those slow practice sessions continues to inform my playing and teaching two decades later.

Hang in there, pianists. You may not have direct control over whether your chords are in tune or not, but you do have direct control over how you are approaching tone production. Just like with woodwinds, slowing down allows you to really listen to how you are creating your sound. Are you playing from your wrists? Elbows? Shoulders? What happens if you experiment with one versus another? Can you change how you voice a chord by weighting your attack differently? You, too, have a lot to gain in your tone by slowing down.

Accuracy

The phrase "perfect practice makes perfect" is attributed to Vince Lombardi, and it is as applicable in the practice room for musicians as it is on the practice field for athletes. While we can discuss whether the word "perfect" really should have a place in our vocabulary as musicians, there's a great lesson here regardless. Accurate, deliberate practice leads to accurate, deliberate performance. Often times when working on a piece at a fast tempo, our inclination is to push to keep the speed up, sometimes sacrificing accuracy in the name of speed. Approaching a piece slowly allows for the opportunity get comfortable with the finger patterns, embouchure changes, air speed, and other nuances that can easily be overlooked when playing fast. 

Stamina

Slow practice strengths the physical aspects of your playing. If you can make it through your Clementi sonatina at half the speed it was intended to be played at without your arms giving up, you will have no trouble maintaining your strength when it zips by at 108 bpm. If you can breathe your way through Carl Maria von Weber at 42 bpm, your lungs will thank you when you get to 132.

Mindfulness

This may be my favorite benefit of them all--although as a piccolo player, I have to say that intonation may actually share the number one spot with mindfulness. When you slow down, you're removing some of your adrenaline and anticipation from the equation by allowing yourself to observe each note as it comes. Did it match your inner concept of that note? If not, try again with the next note, focusing on just that moment. If it did, can you carry that concept through the entire phrase? How does your body feel when you play that note, that chord? Is it relaxed and easeful, or are you carrying extra tension that's inhibiting your sound?

These kinds of questions can be difficult to evaluate when working a piece at tempo when a good deal of mental energy is expended elsewhere. Slowing down your practice lets you get inside your music and examine what you find there. It's an incredible tool on your journey to improve your musicianship.

 

2017 - 2018 Maryland All-State Junior Band Audition Music

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It's that time of year again: time to start preparing for Maryland All-State auditions. Here's the list of requirements, straight from the Maryland Music Educators Association website. Talk to your band director about getting set up, and then go see your private teacher for help preparing your scales, solos, and sight-reading for your audition!

If you're looking for information on All-State Senior Band, you can find that in this post.


Scales

  • Each student will be asked to perform the chromatic scale and one major scale for their instrument, selected from the following keys: C, F,  G,  D, A, E, B- Flat, E-Flat, A-Flat. 
  • The scales must be performed from memory.
  • Scales will be selected by the adjudicator according to the level of the selection being performed.
  • The scales are to be played evenly and smoothly in a 16th note pattern at a metronome speed of quarter = 72.
  • All scales are to be played ascending and descending a minimum of one octave, except Flute and Soprano Clarinet who shall perform the scales a minimum of two octaves.

2017-2018 All State Junior Band (Grades 7 - 9) Music

  • Flute (Piccolo): Rubank Advanced, Vol. 1, HL 04470390
    • Page 39 - #19 (top) – dotted quarter note = 58
    • Page 56 - #31 – quarter note = 108
  • Clarinet (Eb Clarinet): Rubank Advanced, Vol. 1, HL 04470310
    • Page 52 - #12 – quarter note = 76-82
    • Page 26-27 – #8 (top) – quarter note = 88-92
  • Low Clarinet: Rubank Advanced, Vol. 1, HL 04470310
    • Page 24 - #6 (bottom) – dotted quarter note = 54
    • Page 48 - #25 (bottom) – half note = 80
  • All Saxophones: Rubank Advanced, Vol.1, HL 04470370
    • Page 69 - #5 Moderato – quarter note = 84-92
    • Page 50-51 - #20 – dotted quarter note = 112-120

2017 - 2018 Maryland All-State Senior Band Audition Music

Image via Pexels

Image via Pexels

I haven't forgotten those auditioning for All-State Senior Band! Here's your list of requirements, plus sight-reading. For additional information, talk to your band director and visit the Maryland Music Educators Association website.

You can find the audition requirements of All-State Junior Band in this post.


Scales

  • Each student will be asked to perform the chromatic scale and one major scale for their instrument, selected from the following keys: C, F,  G,  D, A, E, B- Flat, E-Flat, A-Flat. 
  • The scales must be performed from memory.
  • Scales will be selected by the adjudicator according to the level of the selection being performed.
  • The scales are to be played evenly and smoothly in a 16th note pattern at a metronome speed of quarter = 72.
  • All scales are to be played ascending and descending a minimum of one octave, except Flute and Soprano Clarinet who shall perform the scales a minimum of two octaves.

2017-2018 All-State Senior Band (Grades 10 –12) Music

  • Flute (Piccolo): Rubank Selected Studies, HL 04470700
    • Page 25 - Leggiero e veloce – dotted 16th note = 120
    • Page 31 - C Minor – quarter = 69
  • Clarinet (Eb Clarinet): Rubank Selected Studies, HL 04470670
    • Page 28 - F# Minor – quarter note = 72
    • Page 5 - Allegretto – quarter note = 92
  • Low Clarinet: Rubank Selected Studies, HL 04470670
    • Page 2 - C Major – quarter note = 72
  • All Saxophones: Rubank Selected Studies, HL 04470690
    • Page 15 - Vivace – dotted quarter note = 80-84
    • Page 8 - D Minor – eighth note = 84-92

Fall Schedule Update

It's time, folks! Let's talk schedules for fall.

I am teaching at the Baltimore School of Music on Wednesday afternoons and evenings. Please contact the school directly for registration and scheduling information.

I am also teaching privately at students' homes Thursday evenings in the Columbia, Maryland area. Times after 6:00 p.m. are available depending on location. Please contact me directly through this website to schedule a complimentary introductory lesson!

Happy practicing!

Back to School Checklist

I may be in the minority here, but I always look forward to the unofficial tail end of summer and beginning of fall. Maybe it's all those years when mid-August meant preparing to go back to school and beginning the adventure of a new year. Maybe it's that I'm excited to finally get a break from Mid-Atlantic heat! Either way, the  quiet arrival of cooler evenings has me looking forward to fall teaching and music-making.

Whether you spent your summer working on new techniques or taking a breather for some perspective, it's time to start getting ready for a whole new season of music. Here's  a few pointers to get you headed in the right direction.

Image via PixaBay.

Image via PixaBay.

  1. Schedule an instrument check-up.
    Book an appointment with your friendly local woodwind repair technician. When your instrument is in good working order, the instrument can perform as it was designed to. It works with you to create music, not against you. It's critical to have your instrument serviced at regular intervals, no matter whether you're playing on your first plastic Yamaha clarinet or your third custom grenadilla Buffet. Pianists, check your records for the last time your instrument was serviced. If it needs a tuning, this is a great time to book it. No sense in playing Brahms out of tune! 
     
  2. Stock up on supplies.
    The first thing that comes to mind here is reeds for clarinets and saxophones. How many do you currently have in rotation? How old are they? Do you need to diversify what strengths you have? If you're not sure, this is a great time to have that conversation with your teacher. Flute players, you're a little bit luckier than your other woodwind colleagues here (no reeds!), but you still have some supplies to inventory along with them. Everyone needs to have cleaning swabs, batteries for metronomes/tuners, key cleaning papers, and the all important stash of pencils.
     
  3. Locate and organize method books and repertoire.
    This is a small task that can give you a big leg up. It's easy for books to get misplaced when they aren't being used on a regular basis, so if you didn't practice much this summer, it's important to locate materials that you know you'll be using this fall. If you already know where they are, excellent! It's on to the second part: organize these books, sheets, and electronic files in a way that helps you find them quickly when they are needed. 
     
  4. Brainstorm musical goals.
    You've done the less creative aspects of preparation, now get to the good stuff! On your own or with your teacher--or ideally, with your teacher after you've done some thinking on your own--write down what you want to accomplish this year. Maybe it's something technical, like working on a powerful bottom register on flute or keeping your altissimo notes in tune on clarinet. Maybe there's a piece you want to learn, either for your own enjoyment or a competition. Maybe your phrasing needs work, and you want to experiment more with interpretation. Some of these are big goals; don't be afraid to break them down into more manageable chunks.
     
  5. Schedule lessons.
    Don't forget to book your fall lesson times! Even if you have access to an excellent band or orchestra program, a private teacher can help you grow musically and refine technique in ways that complement your ensemble playing. And I haven't forgotten you, piano students: with fewer opportunities to play in school, you especially can benefit from time at the bench with your teacher to guide you.