MARCHING BAND WARMUPS

Similar documents
FUNDAMENTALS FOR THE TROMBONE

by Staff Sergeant Samuel Woodhead

Challenges in Beginning Trombone Pedagogy

Techniques for the Intermediate Tuba Player A Clinic for the Texas Bandmasters Association By John Canfield and Trevor Culp

Rehearsal Techniques Log

Warm Up. 1 2 e= w w. # œ # œ nœ. œ bœ. œ œ œ œ œ j œ œ œ œ bœ. œ j œ œ œ œ. nœ œ j œ œ œ œ nœ. # œ nœ. œ œ nœ. œ nœ. # œ œ œ œ U.

A Guide to Using the Asper Pickett Visualizer

PRACTICE. Why Practice? How Do You Do It?

This question will most likely be the favorite one asked by your prospective switcher to tuba. The answers are fairly simple indeed:

1. Create an account at using the access code:

Advanced Fundamentals Packet Dr. George Palton

2018 White Sabers Brass Warm-up Packet

Colorado Music Educators Convention Thursday January 27, 2011 Trombone: The DIFFERENT Wind Instrument Nick Keelan, Lawrence University

Arkansas High School All-Region Study Guide CLARINET

GPS. (Grade Performance Steps) The Road to Musical Success! Band Performance Tasks YEAR 1. Conductor

GPS. (Grade Performance Steps) The Road to Musical Success! Band Performance Tasks YEAR 1. Tenor Saxophone

Independence HS Band

Sample Teaching Inventory Database:

THE BASIC BAND BOOK. a project by Mr. Glynn CLARINET THIS BOOK BELONGS TO

A Clinician s Observations by William W. Gourley

THE BASIC BAND BOOK. a project by Mr. Glynn SAXOPHONE THIS BOOK BELONGS TO

Trombone Troubleshooting

Ellefson Warm-up No. 4 Assembled for the 2017 Alessi Seminar

TMEA ALL-STATE AUDITION SELECTIONS

Daily Fundamentals for the Trumpet (International Music) By Michael Sachs And Lessons learned from Bud Herseth (notes taken at lessons) By Tim Kent

Clarinet Basics, by Edward Palanker

Marion BANDS STUDENT RESOURCE BOOK

West Deptford Middle School Curriculum Map Band

Presented by Michael Pote and Chris Grifa Carmel, Indiana. Saturday, February 4th, :45 p.m. - 3:45 p.m. 4:00 p.m. - 5:00 p.m.

OREGON CRUSADERS BRASS MANUAL

Tuba Clinic. by Sergeant First Class Scott Cameron Field Band Drive Fort Meade, Maryland

Texas Bandmasters Association 2017 Convention/Clinic

Objective 2: Demonstrate technical performance skills.

TMEA ALL-STATE OBOE MASTERCLASSES Before we begin with the selections, following are general suggestionsfor preparation:

Recruiting and Retaining Trombone Players

Euphonium Topics. by Master Sergeant Carlyle Weber Master Sergeant Donald Burleson Field Band Drive Fort Meade, Maryland

Special Studies for the Tuba by Arnold Jacobs

Information Sheets for Proficiency Levels One through Five NAME: Information Sheets for Written Proficiency Levels One through Five

Texas Bandmasters Association 2017 Convention/Clinic

RIM CUP DEPTH. Increases endurance. Improves flexibility, range. Improves comfort. Increases brilliance, precision of attack.

Help for Your Horn Players: Guiding Your Young Horn Players to Success! Ideal Beginners or How to Avoid a Lot of Headaches Later Body Position

Section III: Long Tones & Lip Slurs III - 1

Chris Buckholz University of Northern Iowa

2017 OREGON CRUSADERS AUDITION

BAND HANDBOOK AND INFORMATION

Articulation * Catherine Schmidt-Jones. 1 What is Articulation? 2 Performing Articulations

Texas Bandmasters Association 2017 Convention/Clinic

Clarinet Basics, Foundations for Clarinet Players

Practical Horn Pedagogy! Dr. Abigail Pack ABC 2017!!

10. Before practicing and learning a difficult passage choose proper fingerings that will ensure technical ease and good intonation rather than

BEGiNNER BRASS AChiEvEMENtT ttrophies

Section V: Technique Building V - 1

Objective 2: Demonstrate technical performance skills.

Page 4 Lesson Plan Exercises Score Pages 50 63

Beginning Band Primer Part 1

Fink Advanced Musical Etudes, 112 Studies based on Blazhevitch's Etudes Accura No. 154

Trombone Warm-Up. Remember - When you practice at home START WITH A GOOD WARM-UP TO WORK ON YOUR TONE!!!

UNIVERSITY OF IDAHO BRASS FACULTY HORN JASON M. JOHNSTON. PHONE: WEBSITE:

TMEA Clinic Presentation 2002

Contents at a Glance COPYRIGHTED MATERIAL. Introduction... 1 Part I: Exploring Singing Basics Part II: Improving Your Singing...

Clark County School District Las Vegas, Nevada

Content Area Course: Band Grade Level: Eighth Instrumental Music - Band

Texas Bandmasters Association Convention/Clinic. July 24, :15 AM

West Des Moines Elementary Band West Des Moines Community Schools Elementary Band

Instrumental Music I. Fine Arts Curriculum Framework. Revised 2008

POWER PRACTICING by Eli Epstein The quieter you become, the more you can hear. -Baba Ram Dass

Fairfield Public Schools Music Department Curriculum Choral Skill Levels

Arnold Jacobs: Mentor, Teacher, Friend

Chapter 3 STUMBLING ON H2

Section IV: Ensemble Sound Concepts IV - 1

Sharing the Native American Flute

Greeley-Evans School District 6 Year One Beginning Orchestra Curriculum Guide Unit: Instrument Care/Assembly

ATSSB AUDITION MUSIC BASSOON

8 TH GRADE BAND COURSE OUTLINE MR. NORMAN Revised 8/14

The Rehearsal Toolkit

The Art Of Saxophone Playing PDF

Plainfield Music Department Middle School Instrumental Band Curriculum

Middle School Intermediate/Advanced Band Pacing Guide

Course Outcome Summary

Ensemble Skill Development Young Bands

The Choir Director as the Primary Voice Teacher: Strengthening your choral singers vocal technique through vocal pedagogy

Guiding the Saxophonist in Concert Band

This document can be used for Men s and Women s Glee Clubs as well as beginning and intermediate choirs.] Table of Contents

Singing. For Beginners. Written & Illustrated by Camilla Holmes

Beginning Band Primer Part 1

Poway Unified School District Instrumental Music Scope and Sequence Grades 5 through 12

pbuzz: Four, 30 minute sessions and a performance, Year 2-3 plan

Tone Warmups. Preparation bar for 12 & 13. Feel free to create your own improvisations at any time; close your eyes, and sense the lips.

Trombone Technique for Young Players. Michael Levine Dallas Brass

Department of Teaching & Learning Parent/Student Course Information. Intermediate Orchestra (MU 9238) One Credit Per Year Grades 9-12

Township of Ocean School District. Instrumental Music Curriculum Grades 5-8

Music Curriculum Glossary

SMCPS Course Syllabus

Fundamental Music Instruction

Teaching Total Percussion Through Fundamental Concepts

March Objectives and Concepts, Week Week Week Week April Objectives and Concepts, Week Week Week 3...

Practicing. Principles of Practicing. Ideal. Real World. Schedule a time period for practice each day. I m sure I ll find time somewhere.

Bosk- Editsr ÿhtre PubHisher Editioÿ Mary Karen Clardy Flute Etudes Book European American Music Corp. or Schott EA 764 0=9:[

TRUMPET CLINIC SPONSORED by KHS- AMERICA XO PROFESSIONAL BRASS

BEGINNING BAND FUNDAMENTALS THAT WORK THROUGH HIGH SCHOOL

Transcription:

MARCHING BAND WARMUPS BARITONE

Table of Contents Foreword...3 Breathing Exercises.4 Buzzing Exercises....5 Long Tones...6 Lip Slurs.......7 Articulation and Flexibility.....8 Helpful Tips.......11 2

FOREWORD The warm-up is one of the most important activities of a practice routine. The purpose of warming up is to condition and strengthen the muscles for playing. Like an athlete loosens up before a game, so must a wind player also prepare for performance. The routine in this book is one that will result in a good tone, breath support, tonguing, endurance, flexibility, control, good intonation, and range. Also important (especially for brass players) is the warm-down. When players have been playing in the upper range for an extended period, or exerting physical demand on their embouchure, playing a few warm-down exercises in the low range relaxes the lips and prevents stiffness. Use this book for your daily warm-up routine and feel free to improvise on some of the exercises to make them more challenging. Remember, the #1 purpose of this book is to help you become a better musician. HAPPY PRACTICING!! IMPORTANT REHEARSAL INFO We will always begin rehearsal with tone studies beginning on Concert F, either by playing, singing or buzzing the pitch. Singing will be a VERY important part of the rehearsal. All instruments produce a sound that imitates the human voice. We will try to sing as much as possible during the rehearsal. Here are some tips when singing: Throat should be open Face should be relaxed Mouth should be in an oval position ( OH ) Listen to match pitch Be sensitive to the people around you You will also need the following items at EVERY rehearsal: ALL MUSIC (Warm-ups, show Music, etc.) PENCIL Tuner/Metronome (not required but recommended) 3

BREATHING EXERCISES The purpose of these exercises is to develop natural and effective breathing habits for excellent brass playing. These exercises are intended to help develop efficiency, coordination, and flexibility in your breathing. When doing these exercises, breathe fully and think of breathing simultaneously throughout your respiratory system. To produce a good tone and sustain a phrase, a player must have a good embouchure and supply adequate breath support. When breathing, you should always keep your throat open and demonstrate good posture-chest high, shoulders back but not raised, and abdominal muscles relaxed. Remember- AIR IS THE FUEL OF YOUR INSTRUMENT! Exercises Flow #1- Breathe in for 4 cts, out for 4; in 4, out 8, in 4, out 12, in 4, out 16 Flow #2- In 4, out 8/ in 2, out 8/ in 1, out 8 Bow-Imagine you have a bow/arrow, Draw back with one hand (as if to draw the bow, while inhaling smoothly let go of the bow and shoot the air smoothly and continuously forward. Repeat. Dart-Imagine a dartboard. Focus on the bulls-eye. Draw the dart back while inhaling, shoot the dart forte toward the bulls-eye, Repeat 3 times. Plane-Imagine you have a paper airplane. Glide the airplane across the room using piano air stream. Repeat 3 times. Candles-Quickly blow out one candle, then repeat up to 30 times. On the last time exhale completely, expel all of the air. Purple Cow- For Stamina and Flow. Breathe in 4, out 4. Breathe in 3, out 3. In 2, Out 2. In 1, Out 1. Repeat 4

BUZZING EXERCISES Buzzing can be a great way to begin the warm-up. It is a good way of getting blood to flow to the lips, or to wake up the lips. Buzzing is a very important part of a brass player s daily routine. It is very helpful in improving tone quality, airflow, and range. These exercises are designed to help you achieve a better buzz that will help you to produce a much better sound. Buzz any of the following: Long Tone Exercises Sirens Start on your lowest note and glissando up to your highest note, then back down. Lip Slurs Familiar Tunes Mary Had A Little Lamb Row, Row, Row Your Boat Happy Birthday Pop Songs Band Parts 5

LONG TONES Long tone practice is invaluable to the player for it develops both tone control and breath control at the same time. If done correctly, long tones will also improve endurance and intonation. All these exercises should be played slowly, focusing on producing a full, dark tone and taking full, relaxed breaths. 6

LIP SLURS Lips slurs help strengthen the important muscles of the embouchure and help coordinate breathing with embouchure change. Practice these exercises slowly and then speed up to increase flexibility. 7

ARTICULATION and TECHNIQUE Articulation, or tonguing, is the tongue s manipulation of an air stream to create a particular emphasis of sounds. The placement of the tongue greatly influences the sound, register, amplitude, and attack. Be sure to always use a T or D attack which places the tongue behind the upper teeth. Common Attacks: For most tonguing on brass instruments the t attack is the most widely used. Depending on the instrument and the register in which it is being played, most players prefer the following syllables: TA, TU, TOH, TEE, TAW Legato: Legato tonguing should be used for smooth passages. To produce this articulation, the player should gently articulate a doo or daw syllable. The trombone should use this articulation to substitute for all slurs except natural slurs. Staccato (.): Staccato tonguing is more difficult to execute on a brass instrument than legato tonguing because the tones must be separated and stopped with the breath. Staccato means to play the note detached and short. Only in certain circumstances should staccato notes be stopped with the tongue. Accented (>): Accented notes are to be played with more attack than common articulations. It requires ample supply of air and a quick release of the tongue. The focus of the accent should be on the air behind the attack, not the tongue itself. Marcato (^): The marcato accent is similar to the regular accent, but is to be played shorter and heavier than the common accent. Sforzando (sf): Similar to accent tonguing, but more exaggerated. Many players find they need to place the tongue between the teeth in sort of a spitting action in order to achieve the desired effect. The result is an explosive, heavy attack. Tenuto (-): Tenuto articulations are marked by a short, heavy line above or below a note. It is to be held for its full value, and is meant to give special attention or stress to that note. 8

9

10

HELPFUL HINTS Always work towards playing with a good tone, and be able to control that tone at all dynamic levels (from ppp to fff), & with different articulations (marcato, legato, staccato etc.) Organize your practice time. Choose specific material that you need to work on and how much time you want to spend on it. Attend as many concerts as possible or listen to professional recordings- know what professional players sound like and try to imitate their sound. Take time to BUZZ! Mouthpiece buzzing can improve your sound quicker than any other exercise. Any material is good to use on the mouthpiece-solos, band parts, pop songs, scales, etc. Take full, relaxed breaths without any excessive bodily movement, or tension in the shoulders, throat, or face. Use open syllables such as TA, TU, or TOH for good, clean articulation. When holding out a steady tone, always make sure your tongue is flat against the bottom of your mouth. A little bit of practice everyday is much better than a lot every once in a while. Use good equipment and keep it in good condition. DO NOT BE AFRAID TO BE WRONG! Blow through the horn, not just into it. Always pretend you are playing for an audience When things become difficult, don t quit or make excuses- WORK HARDER! 11