Teaching Trumpet Embouchure Eric Swisher. Trumpet Embouchure Each students embouchure will be...

Teaching Trumpet Embouchure Teaching Trumpet Embouchure

Eric SwisherEric Swisher

Trumpet EmbouchureTrumpet Embouchure

Each student’s embouchure will be slightly different Each student’s embouchure will be slightly different This is due to variations in tooth, lip and jaw structureThis is due to variations in tooth, lip and jaw structureRemember: A good embouchure is one which WORKS!Remember: A good embouchure is one which WORKS!Use your ears as well as your eyes when judging an Use your ears as well as your eyes when judging an embouchureembouchureIt should allow the student a reasonable amount of It should allow the student a reasonable amount of flexibility, range and an acceptable tone qualityflexibility, range and an acceptable tone qualityAvoid the words: Tight, Force, Push when talking to Avoid the words: Tight, Force, Push when talking to trumpeterstrumpeters


Good Embouchures have certain common Good Embouchures have certain common characteristicscharacteristics– Firm CornersFirm Corners– Flat ChinFlat Chin– ““Red” portion of both lips inside the Red” portion of both lips inside the

mouthpiecemouthpiece– Mouthpiece centered from top to bottom and Mouthpiece centered from top to bottom and

left to rightleft to right


Vincent ChichowiczVincent Chichowicz– Common ElementsCommon Elements

Firm CornersFirm Corners

Flat ChinFlat Chin

Mouthpiece CenteredMouthpiece Centered

– DeviationsDeviationsNoneNone


Adolph HersethAdolph Herseth– Common ElementsCommon Elements


Flat ChinFlat Chin

Centered MouthpieceCentered Mouthpiece

– DeviationsDeviationsScar on his lips from a Scar on his lips from a car accident!car accident!


Maurice AndreMaurice Andre– Common ElementsCommon Elements

Flat ChinFlat Chin


– DeviationsDeviations““Smiling”Smiling”

Mouthpiece a bit higher Mouthpiece a bit higher then normalthen normal

Lips rolled in-“French Lips rolled in-“French School”School”


Phil SmithPhil Smith– Common ElementsCommon Elements


Flat ChinFlat Chin

Centered MouthpieceCentered Mouthpiece

– DeviationsDeviationsSlight Downward AngleSlight Downward Angle

Trumpet Held at AngleTrumpet Held at Angle

Teaching Trumpet EmbouchureTeaching Trumpet Embouchure

Use non-verbal communicationUse non-verbal communication– Images and sounds are much more descriptive then Images and sounds are much more descriptive then

words words – Students will respond betterStudents will respond better

Keep it Simple. Keep it Simple. – Find a simple way to describe a complicated processFind a simple way to describe a complicated process

Work in small incremental stepsWork in small incremental steps

Avoid information overloadAvoid information overload

Demonstrate every step firstDemonstrate every step first


Show the student an example of a well-Show the student an example of a well-formed embouchureformed embouchure– Live examples work bestLive examples work best– Picture will work if necessaryPicture will work if necessary– Point out the firm corners and flat chinPoint out the firm corners and flat chin– I have found it best to emphasize the corners I have found it best to emphasize the corners

when teaching a trumpet embouchure; the when teaching a trumpet embouchure; the chin will flatten and the lips will be in the chin will flatten and the lips will be in the correct position if the corners are firmcorrect position if the corners are firm

Teaching Trumpet EmbouchureTeaching Trumpet EmbouchureAllow the student to demonstrate the Allow the student to demonstrate the embouchure formationembouchure formation– No sound yet, just the formationNo sound yet, just the formation– Do this work in front of a mirrorDo this work in front of a mirror– Allow them to compare their embouchure to Allow them to compare their embouchure to

the examplethe example– Careful not to let the student “smile” too much Careful not to let the student “smile” too much

as they get the feel of the cornersas they get the feel of the corners– Keep the information simple and practicalKeep the information simple and practical– Careful not to overload them!Careful not to overload them!


Ask the student to inhale normally (no Ask the student to inhale normally (no embouchure)embouchure)

Then exhale through the formed embouchureThen exhale through the formed embouchure

No sound yet, just air (OH)No sound yet, just air (OH)– Hopefully you will have already taught the student to Hopefully you will have already taught the student to

breathe correctly. I do this before I teach breathe correctly. I do this before I teach embouchure formation.embouchure formation.

Allow them several breaths to get used to the Allow them several breaths to get used to the feeling of the air moving through the feeling of the air moving through the embouchureembouchure


Demonstrate Lip BuzzingDemonstrate Lip Buzzing– I have found I have found a little bita little bit of lip buzzing can be of lip buzzing can be

beneficial before the student buzzes the beneficial before the student buzzes the mouthpiecemouthpiece

– Not all students are good lip buzzers, that is Not all students are good lip buzzers, that is OKOK


Place the mouthpiece on the student’s Place the mouthpiece on the student’s embouchureembouchure– Ask the student to form an embouchureAsk the student to form an embouchure– Place the mouthpiece on the embouchure, do Place the mouthpiece on the embouchure, do

not allow the student to do this for the first not allow the student to do this for the first several timesseveral times

– Place it in the center of the left-right and top-Place it in the center of the left-right and top-bottom axis bottom axis

– Do this several times, then allow the student Do this several times, then allow the student to demonstrate the correct placement to demonstrate the correct placement


Demonstrate how to inhale and exhale Demonstrate how to inhale and exhale with the mouthpiece on the embouchure with the mouthpiece on the embouchure – Inhale through the mouth with the mouthpiece Inhale through the mouth with the mouthpiece

placed on the lips (embouchure not formed)placed on the lips (embouchure not formed)– Form the embouchure at the top of the breath; Form the embouchure at the top of the breath;

after the inhalation and before the exhalation. after the inhalation and before the exhalation. Do not allow the air to stopDo not allow the air to stop

– Exhale through the mouthpieceExhale through the mouthpiece– Student may accidentally buzz, that is ok!Student may accidentally buzz, that is ok!


Buzzing the mouthpiece 1Buzzing the mouthpiece 1– Go through the same process as the last step (inhale, Go through the same process as the last step (inhale,

form embouchure, exhale through the mouthpiece)form embouchure, exhale through the mouthpiece)– But this time tell the student to keep his lips together But this time tell the student to keep his lips together

as he exhalesas he exhales– The lips should buzz at this pointThe lips should buzz at this point– DO NOT try to “fix” the buzz, allow them to explore it. DO NOT try to “fix” the buzz, allow them to explore it. – Allow them to play what ever pitch comes out, Allow them to play what ever pitch comes out, unless unless

it is very tight and forced.it is very tight and forced.


Buzz long tones on the mouthpieceBuzz long tones on the mouthpieceBuzz “sirens” on the mouthpieceBuzz “sirens” on the mouthpiece– Will teach them to manipulate the pitchWill teach them to manipulate the pitch– To make the pitch go higherTo make the pitch go higher

Smaller apertureSmaller aperture– Do not tell them to “tighten” their embouchuresDo not tell them to “tighten” their embouchures

Vigorous airVigorous airArch the tongue (“eee”)Arch the tongue (“eee”)

– Whistling can help to demonstrate thisWhistling can help to demonstrate this

– To make the pitch go lowerTo make the pitch go lowerLarger apertureLarger apertureLess vigorous airLess vigorous airLower the tongueLower the tongue


Show the student how to hold the instrumentShow the student how to hold the instrument– Make sure the right thumb is between the first and second valve Make sure the right thumb is between the first and second valve

casing. casing.

Place the mouthpiece in the instrumentPlace the mouthpiece in the instrumentRemind the student of the previous information Remind the student of the previous information (embouchure formation, mouthpiece placement, a good (embouchure formation, mouthpiece placement, a good breath etc)breath etc)Demonstrate a low C on the instrumentDemonstrate a low C on the instrument– Some will get a G to come out, that is okSome will get a G to come out, that is ok

Keep the call-response going until everyone can play a Keep the call-response going until everyone can play a C. Then move to a G. C. Then move to a G. After everyone can play a C and a G you are ready to After everyone can play a C and a G you are ready to move into your band books.move into your band books.


Go through this process EVERYDAY for at Go through this process EVERYDAY for at least two weeksleast two weeks

Have the students practice this process at Have the students practice this process at home once or twice a day as wellhome once or twice a day as well

It is time-consuming but will prevent many It is time-consuming but will prevent many future embouchure problemsfuture embouchure problems

Trumpet EquipmentTrumpet Equipment

Middle SchoolMiddle School– Cornet or TrumpetCornet or Trumpet

Brand not important yetBrand not important yet– Bach 7C or 5C mouthpieceBach 7C or 5C mouthpiece

High SchoolHigh School– Bach StradivariusBach Stradivarius

37 bell, ML bore37 bell, ML bore– Yamaha Professional or XenoYamaha Professional or Xeno– MouthpiecesMouthpieces

Bach 5C, 3C, maybe 1 ½C (Curry, Yamaha, Schilke, Monette)Bach 5C, 3C, maybe 1 ½C (Curry, Yamaha, Schilke, Monette)Lead mouthpieces appropriate for lead players onlyLead mouthpieces appropriate for lead players only

– Try a Schilke 13A4 or 14A4 (no A on the end)Try a Schilke 13A4 or 14A4 (no A on the end)

– MutesMutesStraight-Dennis Wick, Tom Crown, TrumCorStraight-Dennis Wick, Tom Crown, TrumCorCup-Dennis WickCup-Dennis WickHarmon-Bubble MutesHarmon-Bubble MutesPractice mute-TrumCor, Dennis WickPractice mute-TrumCor, Dennis Wick

Teaching Trumpet Embouchure Eric Swisher. Trumpet Embouchure Each students embouchure will be...

Documents

Transcript of Teaching Trumpet Embouchure Eric Swisher. Trumpet Embouchure Each students embouchure will be...