Page 11 - Embou-Sure Book Series

candles.” Your demonstration will produce top line, concert F#.
Testing each student individually you will encounter one of six predictable results:
#1-CORRECT RESULT More often than not, a reasonable tone results. Imitation of your tone and pitch will be automatically attempted. When it happens , the sound of mouthpiece and barrel produces concert F# (clarinet G#) and should sound like this:
SOUND EXAMPLE #1
#2-NO TONE, RUSHING AIR In this instance, there is only one cause: No pressure of any kind against the reed. It always sounds like this:
SOUND EXAMPLE #2
REMEDY: Increase lower lip pressure against reed. #3-SQUAWK-LIKE TONE or FLAT PITCH These sounds:
SOUND EXAMPLE #3a
SOUND EXAMPLE #3b
are created in three possible ways:
a. Insufficient pressure against the reed. b. Too much reed in the mouth.
c. Insufficient intensity in the air flow.
REMEDY: Check visually for too much reed; if confirmed, the sound will usually be squawk-like (3a) rather than low-pitched. If, on the other hand, the tone is more like 3b (low pitch), ask for increased lip pressure and/or increased air intensity. To check this, ask the student to demonstrate the air flow by playing on the mouthpiece/barrel unit and then while still blowing,
remove it from his mouth. The air intensity question will be immediately answered. Sometimes an increase in air intensity alone will solve the problem; other times a request for “faster air and a bit more firmness against the reed” may be necessary.
#4-SQUEAKS or CONTINUOUS HIGH-PITCHED SQUEAL
This sound:
SOUND EXAMPLE #4
occurs most often because the reed has been forced to vibrate in its second mode (i.e. an octave and a fifth higher).
a. Insufficient pressure against the reed.
b. Too much reed in the mouth.
c. Mouthpiece/barrel unit angled too far away from body or that stu-
dent is looking downward.
The first two of these can be checked as in #3. Angle and head position can be checked visually.
REMEDY: Raise the head and/or bring the clarinet/mouthpiece/barrel unit closer to the body. Remember that in addition to these problems, lip pressure or amount of reed in the mouth may also be factors. Amount of reed is often significant here...usually too much.
When correcting the squeak problem be sure that the student stops blowing, makes adjustments, and then blows again. Otherwise, even a severe change of position while playing will not allow the reed to shift back to the fundamental mode of vibration.
Though this problem is quite infrequently encountered with beginners, it can be the most difficult to correct when it does occur. If the squeaks or squeals persist, try exerting upward pressure against the student’s lower lip while he plays; a shift of register often occurs.
#5-COMPLETELY STOPPED or INTENSE AIR ONLY
Complete stoppage of the air stream indicates:
a. Too much lip pressure against reed and/or b. Too little reed in the mouth.
When intense air only (with no musical sound of any kind) occurs, the prob- lems are the same. The sound is:
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