[TPIN] What IS competent?

Wed Jan 2 15:51:04 CST 2008

I'm a comeback player.  Played in mid-school, high school and college
back in the dark ages - 1960s.  I had the principal tpt teacher at the
local college - a major institution - for private lessons while I was in
HS and Grad Assts at another, even better school as a MusEd major for a
short time there (one semester).  (Also had a Master Class with the big
dog once a week.)  I was not taught anything about how to play the horn
at any of these places by any of these people.  I think the term - which
I've learned since - would have been "etude checkers".  At best.  Or
maybe just "check cashers"!

I'm taking now from a good teacher who tells me stuff to try.  Actual
changes in the way I'm playing.  And I've learned a lot - a LOT - from
you guys and others on the Internet.  But the school years were a waste!

Still pissed about it.

Bill Biffle
Albuquerque, New Mexico, USA
Duke City Jazz Band
bbiffle at brgcc.com

-----Original Message-----
From: tpin-bounces+bbiffle=brgcc.com at tpin.okcu.edu
[mailto:tpin-bounces+bbiffle=brgcc.com at tpin.okcu.edu] On Behalf Of Tim
Phillips
Sent: Wednesday, January 02, 2008 1:10 PM
To: Trumpet Players' International Network
Subject: Re: [TPIN] What IS competent?

This is something many many people struggle with, including myself as a 
teacher.   A lot of people think that just because:
1.  Someone is teaching at a college/university
2.  Has an advanced degree (Masters or DMA or Phd)
3.  Has an orchestra job
4.  Used to play with xyz
5.  Can hit high notes all day long
6.  Plays professionally
7.  Has a reputation as a teacher
8.  Posts regularly on TPIN (not that there's any problem with posting 
to TPIN)
9.  Acts like he knows everything (duh.. he's a trumpet player)
10.  Is a member of the ITG  (every trumpet player, especially students 
should be ITG members)
11.  Plays every Sunday in church
12.  Has played in community band for 30+ years
13.  Played well when he was in high school
14.  Add you own :)
that person is competent.   These types of evaluations usually come from

students.  So you are trusting someone who is not competent by 
definition to define competence.  Doesn't make a lot of sense to me.  
Very rarely do you hear of a student at say they think their teacher is 
a crack pot.   This is due to the teacher/student relationship where the

student is getting so much individual attention from the teacher to help

them, it almost becomes familial (also the reason it's a bad idea for 
teachers to become involved beyond this relationship with students).  

The bottom line is, the answer is irrelevant.   If a teacher helps you, 
use what helps - remember, but discard the rest.   Sometimes, due to a 
lack of communication, a student misunderstands what the teacher said 
and stays down a path that is not fruitful.  I always tell my 
students... if their understanding of something I am having them do 
hurts their playing, stop it and assume we either have a 
misunderstanding or I have misdiagnosed the issue. 

Ultimately, a teacher can only guide you.  The best teachers (IMO) try 
to teach you what to listen for, what sounds are caused by what 
problems, how to develop exercises to correct issues, and monitor  your 
progress as to make fine tunings to the process as things change (and 
hopefully things will start to change).  Is it like defining a course of

treatment for an illness.   All problems are not always correctable from

a single minded approach to "what helped them" some teachers hand out.  
All problems are not correctable by saying, you need more air or you 
need a better sonic concept.  Even though there is a common 
misunderstanding of Mr Jacobs teaching believing that all he ever did or

said, my experiences with him are far from that.  His ability to adapt 
to the students way of learning is what made him a great teacher.

Does the teacher REALLY help you, or are you just thinking  you play 
better because the teacher does or says so?   Do you understand more 
about playing than when you started?   Also remember, some people 
progress slowly and since you see your playing every day, and the 
teacher once per week.   If the student is passionate, progress is never

fast enough - but Rome wasn't built in a day.   Not many of us were born

with all the wiring ready to play the trumpet.

FWIW, I recommend all my students who are looking for a change in 
mouthpieces to try Laskey.   I keep several common sizes around.   I 
find them to be superior for tonal production, quickness of response, 
and comfort.   For some people, they don't work...  So I don't push it -

and no teacher should "require" their students to play mouthpiece X, 
regardless (or horn brand X). 

But always keep in mind, what we are used to hearing from our side of 
the trumpet isn't what others perceive.  I've made changes in the past, 
described what I was hearing and feeling from my end, and the listener 
told me it was just the opposite in result.   Good luck with your quest.

The last thing I want to add is... don't assume because someone says 
someone is a BAD teacher they truly are.  Always find out for yourself.

You all should really get to chat - we've had some wonderful crowds in 
there lately!

Tim Phillips (aka DrMusic)
iplatrpt at unifourbrass.org
http://www.unifourbrass.org

trumpeterdave at comcast.net wrote:
> Mike Vax said:
>
> "Any change or addition of another mouthpiece, especially for a 
> young person, should be done with the help of a competent teacher and
not just 
> because somebody on a list like this says so."
>
> Ah, there's the rub: "competent"
>
> Who/How defines "competent" ? 
>
> I have been struggling for about 9 months with 
> selecting a mp for lead playing.  My teacher  is a fabulous player,
and, more 
> importantly, a tremendous teacher--a 
> serious student of trumpet playing. (He is a Gary Radke disciple)
BUT-I just 
> flat out didn't like the mp he set me with. (A GR)
> I  could not get air through air through it.
> I gave it a 2 month committed tryout. Played ONLY the GR. Didn't even
THINK 
> about
> going back.  Until it occurred to me--"Just for kicks, I will try my
old 1C just 
> once..."
> Voila, I was back in business blowing freely again.  (Still looking
for a little 
> help with the high range, though!)
>
> So the moral of the story is, well, I don't know what the moral of the
story is.  
> Whatever works? Listen to yourself? Don't worry about it? Try
everyting in sight?
>
>   

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