Brass Bulletin 37, I / 1982 page 45–46 · 2 min. read

ASA-Method, ASA-Technic

ASA-Method, ASA-Technic

Changing tastes in music generally in the last few decades have inspired us brass players too and, I believe, given us a positive stimulus to think about, and indeed rethink our embouchure, fingering technique, tone quality, style of interpretation etc. Baroque, classical and, fortunately, also contemporary composers have, by means of acoustically and musically excellent use of trumpets, horns, trombones and tubas as virtuoso solo instruments, created with their works a repertoire which is a real challenge to our skill.

Skill, and virtuoso skill in particular, naturally requires practice; and for practice read work. Each player should acquire a positive attitude to his further development. There are two main problems. Promising study is hindered not so much by technical or embouchure difficulties as by a lack of the patience necessary to overcome these by effort and determination. Many brass players, students and amateurs, lack the motivation and perception to include scales, sequences and rhythmic figures in their daily practice. They look for the beauty of their instrument in one thing alone — something which on its own cannot provide that beauty — namely the very top register, and believe this to be a mark of quality which will rate them as good players.

High notes are certainly worth striving for but they require light, relaxed, minimum-pressure blowing (as I describe in my ASA Method¹¹) which alone provides the basis for reaching virtuosity through intensive playing of scales and studies.

The second problem is sharps and flats (— and naturals — ♭, ♯, ♮) which can stand both at the beginning of the stave to indicate the key in question and also here and there before individual notes, as is invariably the case with modern composers. Taking in sharps and flats and phrasing and dynamic markings at sight requires some concentration. Anyone who has omitted, early on in his studies, to read these signs consciously, can make up the lost ground only by means of intensive study.

The studies presented here offer abundant material for this. The will to embark on the subject matter, personal commitment, and the type and range of the study material will, along with other things, decide whether a course of training is successful. Apathy and frivolity make poor study companions, but so do excessive zeal and false ambition.

Practise systematically. Single out exercises which are too difficult and put them on one side. Break the remaining problems down into the smallest possible details; try to find the solution. Ensure that work and free time are kept in suitable proportion, whatever your other commitments, and that you go to work spontaneously on material which is divided into manageable portions. If this advice is heeded, the result will generally be a standard of playing which certainly transcends run-of-the-mill achievements and forms the basis for a professional future, perhaps even for a solo career.

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