From chuck at hickeys.com Fri Aug 9 12:49:44 2019 From: chuck at hickeys.com (Charles DePaolo) Date: Fri, 9 Aug 2019 17:49:44 +0000 Subject: [Trombone-l] Stolen Trombone Message-ID: <9a531b34a63249b0a767d58f7241dd43@hickeys.com> Hi Folks, Recently we had a trombone stolen from our store via credit card fraud. It is a Bach Stradivarius Artisan model A47, serial number 213777. If this instrument comes across your path, please report it to me and/or the Ithaca (NY) Police Department, attention Officer Soderholm (607-272-9973). This is a straight tenor instrument, but may be modified with a valve section when presented. The serial is on the slide as it is on all Bach Strads. Thanks! -Chuck From studer_je at hotmail.com Wed Aug 14 16:18:10 2019 From: studer_je at hotmail.com (Jon Studer) Date: Wed, 14 Aug 2019 21:18:10 +0000 Subject: [Trombone-l] Helping students with learning issues improvise Message-ID: Anyone have suggestions for helping students that have dyslexia and or ADHD? For instance, student has great tone, intonation, timing, etc, and can sight read and play music put in front of him, but wants to learn to improvise in Jazz. However, due to learning disability issues, he can?t seem to commit scales/keys to memory. Hence, there is a mental disconnect between scales, keys, and improvising. Repetition doesn?t seem to be working. Any suggestions? Thanks, Jon From ervint at email.arizona.edu Fri Aug 16 14:20:12 2019 From: ervint at email.arizona.edu (Ervin, Thomas R - (ervint)) Date: Fri, 16 Aug 2019 19:20:12 +0000 Subject: [Trombone-l] Improv with a disability (of sorts) In-Reply-To: References: Message-ID: <2EBD2A09-8642-4A42-AFEB-2D565CBA20E2@email.arizona.edu> Jon, I wonder if your student can echo short easy things you play. Or can he play parts/passages of tunes? 3-4 notes? Can he sing a little? Does he know ANY piano? Does he listen to plenty of jazz; does he have any favorites? Does he have any routines memorized? Can he replay a short passage he has just read? Can he repeat things you play on One Note, and get the rhythms right? sometimes? No I haven?t taught such a student, but those questions imply where I might start. Best to you both. Tom Ervin > > 1. Helping students with learning issues improvise (Jon Studer) > > > ---------------------------------------------------------------------- > > Message: 1 > Date: Wed, 14 Aug 2019 21:18:10 +0000 > From: Jon Studer > > Anyone have suggestions for helping students that have dyslexia and or ADHD? > For instance, student has great tone, intonation, timing, etc, and can sight read and play music put in front of him, but wants to learn to improvise in Jazz. > However, due to learning disability issues, he can?t seem to commit scales/keys to memory. Hence, there is a mental disconnect between scales, keys, and improvising. > Repetition doesn?t seem to be working. > > Any suggestions? > > Thanks, > Jon > > Tom Ervin ervint at email.arizona.edu Prof of trombone, Univ Arizona (Emeritus) ...now a recovering trombone player... ; >) (520) 743-5062 website: tom-ervin.com From craig at parmerlee.com Fri Aug 16 22:22:39 2019 From: craig at parmerlee.com (Craig Parmerlee) Date: Fri, 16 Aug 2019 23:22:39 -0400 Subject: [Trombone-l] Improv with a disability (of sorts) In-Reply-To: <2EBD2A09-8642-4A42-AFEB-2D565CBA20E2@email.arizona.edu> References: <2EBD2A09-8642-4A42-AFEB-2D565CBA20E2@email.arizona.edu> Message-ID: <70e04322-74cb-5d76-7293-9f69bfa389c1@parmerlee.com> I think Tom has good suggestions.? I would point out that ADHD is an entirely different thing from dyslexia.? I am mildly dyslexic.? That impacts my ability to read books, but I never really thought much about its impact on music. Now that I consider, it is true that I have often had problems seeing notes in their correct sequence, particularly when notes are chromatically close.? While dyslexia could definitely make it difficult to read scales, I wouldn't think it impairs hearing scales, so I would concentrate on singing and playing patterns that are heard rather than written on paper.? That's not a bad approach, imho, even without dyslexia. I try to think of improvisation as a matter of recalling pitches more than inserting scales in the right place.? Years ago there was a TV game show called "Concentration" where players picked two boxes from a 5x5 grid of cells.? The grid concealed 12 distinct objects -- two copies of each.? The objective was to? identify the matched pairs.? At the beginning of the game it was random.? As the game proceeded, players would have seen many of the cells, so it was a matter of memory where the mates were. That is how I approach improvisation. If I know what pitch I want to play, I just have to remember where that pitch is on the horn.? It doesn't matter what name we give it.? Most people can easily do this with their voice.? The goal, IMHO, is to become just as good at "playing what you hear" as people are able to do with their voices.? I have no scientific background in dyslexia, but I don't think dyslexia should be an inhibitor to this process. ADHD, that's a whole other thing.? Kids that are severely ADHD affected will have a lot of trouble maintaining the concentration necessary to become accomplished at music.? I have heard of cases where the study of music can actually improve the attention but I am not a person who has any skills teaching an ADHD student. On 8/16/2019 3:20 PM, Ervin, Thomas R - (ervint) via Trombone-l wrote: > Jon, > I wonder if your student can echo short easy things you play. Or can he play parts/passages of tunes? 3-4 notes? Can he sing a little? Does he know ANY piano? Does he listen to plenty of jazz; does he have any favorites? Does he have any routines memorized? Can he replay a short passage he has just read? Can he repeat things you play on One Note, and get the rhythms right? sometimes? > > No I haven?t taught such a student, but those questions imply where I might start. Best to you both. Tom Ervin > > >> 1. Helping students with learning issues improvise (Jon Studer) >> >> >> ---------------------------------------------------------------------- >> >> Message: 1 >> Date: Wed, 14 Aug 2019 21:18:10 +0000 >> From: Jon Studer >> >> Anyone have suggestions for helping students that have dyslexia and or ADHD? >> For instance, student has great tone, intonation, timing, etc, and can sight read and play music put in front of him, but wants to learn to improvise in Jazz. >> However, due to learning disability issues, he can?t seem to commit scales/keys to memory. Hence, there is a mental disconnect between scales, keys, and improvising. >> Repetition doesn?t seem to be working. >> >> Any suggestions? >> >> Thanks, >> Jon >> >> > Tom Ervin > ervint at email.arizona.edu > Prof of trombone, Univ Arizona (Emeritus) > ...now a recovering trombone player... ; >) > (520) 743-5062 > website: tom-ervin.com > > _______________________________________________ > Trombone-l mailing list > Trombone-l at trombonelist.org > http://trombonelist.org/mailman/listinfo/trombone-l_trombonelist.org --- This email has been checked for viruses by Avast antivirus software. https://www.avast.com/antivirus From steve.cordingley at gmail.com Sat Aug 17 03:34:27 2019 From: steve.cordingley at gmail.com (Steve Cordingley) Date: Sat, 17 Aug 2019 11:34:27 +0300 Subject: [Trombone-l] Improv with a disability (of sorts) In-Reply-To: <2EBD2A09-8642-4A42-AFEB-2D565CBA20E2@email.arizona.edu> References: <2EBD2A09-8642-4A42-AFEB-2D565CBA20E2@email.arizona.edu> Message-ID: I'm a psychotherapist. ADHD has, as part of the challenge, difficulty focusing long enough to do anything requiring sustained effirt, and memory (my hinch is that this is caused by poor sleep). However, once absorbed in something, the individual can be difficult to communicate with, because they are now so completely absorbed, that they can't stay in touch with their surroundings. That all sounds pretty final, yet many very successful people have this condition - often undiagnosed. So, when I'm working with such individuals in therapy, I encourage them to understand their nature enough to be able to maximise what they do better than anyone else befire trying to mitigate the downside of their condition. My experience is that a key to their understanding is that the distance between the thought/idea and the reward for it must be short. Have the idea and do it. That's what neuro-typical folk would see as being impulsive. The individual might struggle with impatience for the same reason. That makes working with others a challenge, especially if they have to await their turn. In practice, exercises will be best if short, and learning a quick riff easier than the modal system, for example. Pentatonic scales might be okay, triplets even more so. Having said all of that, one of my boys is on the cusp of ADHD, yet his progress on keyboards has been faster than his brother on guitar. We acknowledge that he may finish up on drums :-D And all the more meditative work (e.g. long tones), on his horn will help him focus in his lesson. If amenable to supplement ideas, magnesium (citrate seems to work better than oxide), seems to help with GABA (think grounding and focus), vitamin D status should be checked (plays a role in concentration) and we've had good results with saffron extract with our son, as it seems to support cignitive processing. Evidence for these and other supplements can be found on examine.com Hope that helps. Steve On Fri, 16 Aug 2019, 22:21 Ervin, Thomas R - (ervint) via Trombone-l, < trombone-l at trombonelist.org> wrote: > Jon, > I wonder if your student can echo short easy things you play. Or can he > play parts/passages of tunes? 3-4 notes? Can he sing a little? Does he > know ANY piano? Does he listen to plenty of jazz; does he have any > favorites? Does he have any routines memorized? Can he replay a short > passage he has just read? Can he repeat things you play on One Note, and > get the rhythms right? sometimes? > > No I haven?t taught such a student, but those questions imply where I > might start. Best to you both. Tom Ervin > > > > > > 1. Helping students with learning issues improvise (Jon Studer) > > > > > > ---------------------------------------------------------------------- > > > > Message: 1 > > Date: Wed, 14 Aug 2019 21:18:10 +0000 > > From: Jon Studer > > > > Anyone have suggestions for helping students that have dyslexia and or > ADHD? > > For instance, student has great tone, intonation, timing, etc, and can > sight read and play music put in front of him, but wants to learn to > improvise in Jazz. > > However, due to learning disability issues, he can?t seem to commit > scales/keys to memory. Hence, there is a mental disconnect between scales, > keys, and improvising. > > Repetition doesn?t seem to be working. > > > > Any suggestions? > > > > Thanks, > > Jon > > > > > > Tom Ervin > ervint at email.arizona.edu > Prof of trombone, Univ Arizona (Emeritus) > ...now a recovering trombone player... ; >) > (520) 743-5062 > website: tom-ervin.com > > _______________________________________________ > Trombone-l mailing list > Trombone-l at trombonelist.org > http://trombonelist.org/mailman/listinfo/trombone-l_trombonelist.org > From sctroy at rcn.com Wed Aug 21 20:29:07 2019 From: sctroy at rcn.com (Steve Troy) Date: Wed, 21 Aug 2019 21:29:07 -0400 (EDT) Subject: [Trombone-l] Free Christmas Music for Concert Band In-Reply-To: <365705049.3468964.1560900368000.JavaMail.root@rcn.com> Message-ID: <738778244.30436595.1566437347320.JavaMail.root@rcn.com> It looks like the original "Christmas Tuben" parts file was missing the Solo 2 part in bass clef. I have added the solo 2 bass clef part - when the file is re-posted, anyone who has downloaded the parts file will need to re-download the updated parts file. Also, for those having trouble finding them, the computer-generated sound files are located on the full score download pages - there is a button on the left side marked "listen." Steve Troy ----- Original Message ----- From: Steve Troy To: trombone-l at trombonelist.org Sent: Tue, 18 Jun 2019 19:26:08 -0400 (EDT) Subject: Free Christmas Music for Concert Band It's never too early to think about the upcoming Christmas concerts! In order to help organizations with limited budgets for new music, I've made two of my Christmas compositions available for free download. These were originally written for the Delaware Valley Wind Symphony. The first piece is a set of stylistic variations on Jingle Bells called "Jingle Variations." The second, which may be of more interest here, is a piece for low brass quartet (ideally, two euphoniums and two tubas) and band called "Christmas Tuben." Both pieces are for an advanced high school, college or community band - but are not terribly difficult. You can find more information on my download page at: https://stephentroy.musicaneo.com/ The full scores and all parts are available in PDF format and computer-generated sound renditions are available. If you download, please see the printing instructions (especially for the parts to prevent bad page turns). Have fun with them! Steve Troy