The Importance Of Being A Successful Work Of A Trumpet Player

When declaring what instrument is the most important in band, the usual consensus is that all instruments are equally important as each instrument have their specific, unique role; however, the trumpet section stereotypically declares themselves the most important through loud, crack-filled playing. Whether in a jazz band, marching band, or symphonic band, trumpets stereotypically are the section filled with rude, egotistical musicians who do not get along with other type of musicians. While it is true that with stereotype begins with truth, there are many misconceptions with these stereotypes that can be addressed. Likewise, it is unfair and ignorant to generalize a specific group based off of a single encounter. It is extremely possible there exists a trumpet player

Practice is beneficial only if the person genuinely is interested in what they are doing. Raymond T. Hightower, president of WisdomGroup software company states, “The elite don’t just work harder than everybody else. At some point the elites fall in love with practice to the point where they want to do little else.” Those people

In order to become an expert performer Abbott and Collins (2004) suggest that talent development requires the possession of Psychological Characteristics for Developing Excellence (PCDE), which as the performer moves through the transition phases become further developed. PCDE’s are both trait characteristics and state related skills such as self-belief, dedication and discipline (Abbott and Collins, 2004). Another significant aspect of becoming an expert musician is deliberate practice. Deliberate practice requires determination with the correct motivation for the performer, and the necessary time and effort roughly equating to 10,000 hours (Ericsson et al., 1993). MacNamara, Holmes and Collins (2008) state that expert musicians require numerous aspects to reach the highest level; natural talent and/or deliberate practice combined with social context and significant others are needed to maintain performance at this high level. As talent is developed, the performer moves

I began playing the trumpet in the fifth grade. Back then, I loved playing the trumpet. We had band practice at the end of the school day every Tuesday and Thursday, and I looked forward to those rehearsals every single week. I loved it because in elementary school, the directors didn’t care about my tone quality. They didn’t care about how talented I was. They couldn’t care less whether or not I practiced. I loved it because it just gave me an opportunity to socialize with my friends more.

The saxophone is considered one of the easiest instruments to play. Even neophytes are able to make a noise on the saxophone (even if it is more of a squeak). To make sound on a brass instrument, such as the trumpet, one needs to purse his lips just right, which can be difficult for many people. Also, brass players have a more difficult time changing octaves (high and low notes) than reed players because they need to change their whole mouth position instead of pushing a single button. So although playing an instrument such as the saxophone may seem like

Anyone who has ever been in a high school band likely knows about the trumpet player stereotype: trumpet players are egotistical, and they are always trying to outdo one another. I know that stereotype well because I am a trumpet player, although I did not always know that I would gain a passion for music the way that I did. I was initially unsure of what instrument I would play or if I would even enjoy being in band. When I joined band at the beginning of sixth grade, we were allowed to try playing various instruments to determine which one we wanted to learn. The trumpet and alto saxophone were the first instruments to stand out to me, so I tried playing the trumpet first and was able to produce a fairly reasonable tone. On the other hand, I tried the saxophone, and it yielded what I described as a "farting noise" at the time. Aside from my sixth grade humor, I decided that I wanted to play the trumpet, and I have never regretted that decision.

I played trumpet and had been in the Honors Band throughout middle school. I really thought I was a very good trumpet player. Unfortunately, I was living under a delusion. In middle school, I had seven or eight trumpet players with which to compete. Upon arrival in high school I had more than 40 with which to compete. There were four different bands at Round Rock High School based on the level of talent and skill you exhibit. I

Practice can be the key to improving. In every area of education, in every sport, with every musical activity, anything that requires a good performance, those who practice tend to understand the material more. Malcolm Gladwell in his book Outliers states just how important this can be. Going off of the idea that “practice makes perfect”, his entire second chapter is dedicated to persuading his audience to believe 10,000 hours is what it takes to succeed. Examples Gladwell provides include how Mozart didn’t create his greatest works until later in his life after he had gained experience, how the Beatles performed in multiple practice concerts in Hamburg, Germany before becoming musical sensations, and how Bobby Fischer and chess grandmasters

“Of course you don’t. But he’s the best trumpet player in the world. I’d give anything to play like him” (117).

After the Grambling Band played in the Super Bowl, in 1968 grandpa wanted to become a better trumpet player. He hopped to have a starring role in his band’s upcoming performance for the president of Liberia. He talked to his instructor to ask how he can get better and play a starring role of trumpet in front of William T. Robert. His instructor said if you want to play as the star trumpet player you have to be the best trumpet player in the band. There was 25 trumpet players and they all had unique skills that nobody else had. But there was one in particular that was better than the rest, he was a prodigy. His name was Carl Hollins, star trumpet player and one of the best of the best internationally.

The history of the American brass band is a subtle yet interesting one. Made up of cornets and saxhorns during the 1850’s the all brass band grew to a whole new level of popularity and has become a prominent feature of the brass bands of today. Leading with E flat horns is a prominent extraordinary feature of the early American brass bands. Creating a homogeneous mellow sound by mixing the timbres of these different instruments is one of the most if not the most important characteristics of the early American brass band. The changing times and the creations of different types of sound made many of the instrument in the band become obsolete which also played a huge part in the how much of the literature that can be performed in today’s traditional

The end of practice on those long volunteer days was a relief. After going to school for seven hours I would attend practice. After a ninty minute practice I would go to voulunteer. Practice usually ended around eight and I would have a fourty five minute ride home from school.

However, practice alone simply doesn't cut it. You must practice correctly to ensure that you achieve your practice goals much faster. Aside from that, doing your drills and exercises correctly ensures that you're not leading yourself to greater chances of injury.

Today the trumpet is used for making music in many different kinds of musical situations. It is used in musicals with other instruments for theme music as well as dance music. The modern day trumpet is also used in marching bands, concert bands, as well as jazz bands. My favorite setting where the trumpet is used is brass choir, where only two trumpets are used along with a trombone, tuba, and French horn. There are so many venues that the trumpet is used that many do not think about, such as rock bands and even country bands. When most people think of the trumpet, they think of marching bands or concert bands, but in reality the trumpet has a much wider variety that it is used for in today’s world than many think.

The first step would be to find out how the patient learns best. Some people are good at reading and understanding material and, then, following it while others learn best by writing things down in their own handwriting, and still others, learn best by doing things to get the feel of it. Talking with the patient and asking questions can help determine how a patient learns things the best way for them.