Category Archives: Practicing Saxophone

This Simple Shift In Attitude Can Yield Great Rewards

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I gave a lesson the other day to an excellent saxophonist who has been studying with me remotely for many months now. He was very pleased with the recent breakthroughs that he’d made in his playing, and expressed this profound change simply, but quite accurately:

“Before, I was anticipating; now, I’m responding.”

I was filled with joy when I heard him say this, because I knew that he had discovered, through his own experiences, a shift in thinking that was showing him significant gains.

I could easily hear this change in attitude in everything, from the quality of his sound, to his breath control, to his time, to his expression. All freer, more flexible (yet precise), more spontaneous and powerful.

I could also see this change in attitude as it is manifested in his body: calm, expansive, mobile, easy, balanced. In fact, I would say that I heard and saw the same things. Everything integrated into the present moment.

Anticipating versus responding. Let’s look at this with respect to what my student was doing (and what many musicians do) that was causing some of his problems:

  • Anticipating posture-His back arched, chest lifted, eyes fixed, neck stiff, legs rigid.
  • Anticipating  jaw position, embouchure formation-His jaw held rigidly without enough energy being directed toward the reed; his facial muscles around his mouth working more than they need to.
  • Anticipating note voicing-Creating a strain everywhere in his body, as he tried to “place” the air “just right” into the mouthpiece/reed.
  • Anticipating breathing-Never allowing the actual demands of the music to inform his breathing; instead, sort of “holding on” to his breath, never really letting it release to balance itself against the resistance of the mouthpiece/reed.
  • Anticipating sound-Having a somewhat fixed idea of his own sound (not only what he wants to hear, but how it should feel), sometimes to the point of not fully hearing and realizing his sound as it actually is.

As you might imagine, all of these habits of anticipation were inviting strain, loss of coordination and artistic dissatisfaction to my student. With his somewhat rigid ideas of how it should be, he was closing himself off to the possibility of how it could be. Specifically, he was keeping himself from responding to the actual needs (in the moment) of what was necessary to play his instrument.

Through our work together using the Alexander Technique principles, he began to allow himself to explore the possibilities of playing without many of his habitual preconceptions. He began to discover, through direct experience, that there is a natural way to respond to the demands of playing his instrument.

He began to think about balance instead of posture. He realized that he could let his jaw be free to respond to the resistance of the mouthpiece/reed. He learned that (just as we do with our own voices) his internal embouchure (soft palate, tongue position, etc.) will effortlessly and dynamically respond to voice the note clearly and powerfully.

He also discovered that his sound could inform his breathing, integrating both breath and sound into one responsive, dynamic, flexible and controlled, whole entity.

And oh, how his sound changed! It went from generically good,  to highly personal and expressive. Beautiful! This to me was the biggest thrill to experience. It was like I was hearing his true voice for the first time.

All of this largely due to a shift in his attitude. A shift from rigid beliefs about what it takes to play, to trusting his ability to respond constructively.

I should point out here that anticipation itself is a form of response. (In truth, it is the reaction to the thought of playing, rather than the response to the needs of the act itself.) But too often, it is a response that carries lots of misdirected energy. Suffice it to say, that most of your habitual tension and strain as you play your instrument is from this kind of anticipation.

It is easy to get stuck in anticipation mode. Maybe you do so from unconscious habit, advice given to you, anatomical or acoustical misunderstanding…even fear. But whatever the reason, shifting your attitude from expectation to exploration can help you play better, easier, more expressively and joyfully.

Start by noticing your own thinking and the habits that come along with it. What do you do to prepare as you play your first note? What are you doing that is not necessary to produce that note (tension, gesture)? What would it be like if you played without those habits of anticipation?

Give yourself a chance to explore these questions. I think you’ll be surprised by what you discover. And please, let me know.

Clarify A Few Misconceptions About Your Body To Make Better Music

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In my experience as an Alexander Technique teacher, I find that a significant contributing factor to many musician’s problems is a misunderstanding of how their bodies work with respect to playing their instrument.

I’ll see, for example, flutists who strain as they try to bend fingers where there are no joints. I’ll see pianists trying to use their necks to lift their arms. I’ll see brass players trying t0 “push the air from the diaphragm” even though this is physically impossible (the diaphragm, which is a muscle,  releases on the exhalation).

These are examples of what F.M. Alexander (founder of the Alexander Technique) would call erroneous preconceived ideas about the use and the functioning of the body.

Your brain actually creates a representation of the size, structure and functioning of the muscles, bones and joints in your body.  One thing that many postural scientists assert is that this representation always trumps reality.

In essence, this means that you will try to move in accordance to how you believe your structure works, whether that belief is based upon truth or fallacy. (Again, you’ll strain trying to bend at joints that don’t exist, for example)

Of course, much of this “belief”  (or misunderstanding) is on an unconscious level, and has been cultivated by a lifetime of habit. Equally unfortunate,  some of this belief is conscious, due to misinformation. Too many times I see musicians creating excess strain as they try to carry out some bad (anatomically counterproductive, if not impossible) advice given to them by their music teachers.

But whether below the level of consciousness or not, the unfortunate truth for musicians is that this misconceived sense of self, multiplied by thousands of repetitive movements everyday (practice),  leads to strain, injury, poor coordination and inconsistent technique.

The good news is that you can change your misconceptions about how your body works. You can learn to move more in accordance to the design of your structure as it relates to gravity.

How? Start by gaining some knowledge. Get a basic understanding of the structure and functioning of your musculo-skelatal system. Look at pictures from anatomy books and study the structures. Experiment with your own body to find where your joints are and how they work.

I’ve come across a tool that is highly useful for helping you to gain a clear and accurate understanding of how your body functions as you move and maintain posture. It is a marvelous DVD produced by Barbara Conable (edited and narrated by Amy Likar) entitled Move Well, Avoid Injury: What Everyone Needs To Know About The Body.

Barbara and Bill Conable are both Alexander Technique teachers,  and have developed a method they call Body Mapping to help musicians (and non-musicians alike) to gain a practical understanding of how their bodies work in movement and stillness. Amy Likar is an Alexander Technique teacher and a professional flutist.

This clearly narrated, logically organized presentation has 2 hours of absolutely essential information. Each chapter has lively animations and images that give you an easy way to understand, visualize and clarify your own body map.

It is organized in chapters covering such important topics as:

  • Balance-the physiological components that help us maintain our upright stature
  • Arms-thorough explanation and demonstration of how your arms (including your wrists, hands and fingers) work in relation to the rest of your body
  • Legs-besides examining the structures of the legs (pelvis, too), this chapter helps you to understand your legs in relation to your arms in moving and maintaining balance
  • Breathing-really demystifies so much of the conflicting information about this too often misunderstood function
  • Inclusive attention-how your other senses are integrated and impact how you move and maintain posture

The other chapters are equally interesting and helpful, addressing specifically the issue of how our body maps become flawed, and how we can correct them.

Here is a sample video demonstrating the rotation of the lower arm:

If you’re a musician, you will be nothing but helped by viewing and studying this video. If you teach music, you owe it to your students to have a reasonably clear understanding of the type of functional anatomy and physiology presented in this program. Not only will you give them accurate information, but also, you’ll be able to help them to prevent many of the harmful habits that come from these misconceptions.

I own the DVD, have spent many hours with this material, and highly recommend it.

Clarifying your body map won’t guaranty that you’ll solve all your movement and coordination problems as you practice and play music. Because your habits often feel “right” to you, it can be difficult to sense the misdirected energy and tension that comes with a poor body map (this is where a skilled Alexander Technique teacher and/or Andover Educator can help).

But just gaining the right information, studying it and applying it to what you do can make a huge difference. As I said, it’s a great place to start. I’ve seen some of my students improve instantly and significantly just be rectifying a particular misconception about their bodies as they play their instrument.

And that reminds me of this “oh, so true” aphorism by F.M. Alexander:

“We can throw away the habit of a lifetime in a few minutes if we use our brains.”

No doubt.

Keep This Aim In Mind When Practicing Slowly

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One of the things that many great musicians and music teachers seem to agree upon is the value of practicing slowly. Whether working on technique or improvisation, it is now almost cliche (yet true!) to say, “If you want to speed it up, you first have to slow it down.”

Slow practice really can prove quite beneficial. Here’s a few reasons why:

  • It gives your brain a chance to process information more precisely and lucidly.
  • It gives you a chance to become more conscious of any habits you might have that interfere with your ability play (so you can prevent them).
  • It strengthens your emotional connection to the music (even if you’re “just playing scales”) so that your ability to express yourself becomes second nature.
  • It allows you time to make aesthetic decisions that you might otherwise overlook at fast tempos (this is especially true in improvisation).
  • It increases your rhythmic precision.
  • It deepens your kinesthetic experience of making music.

All good stuff. Here’s a really nice video by clarinet virtuoso Eddie Daniels talking about how he uses slow practice to increase  the precision of his technique at fast tempos:

But as an Alexander Technique teacher specializing in working with musicians, I sometimes encounter students who actually make their technique worse rather than better by practicing slowly. They do so because they lose sight of the main aim of slow practice: to learn how to move from note to note through release and balance.

When I encounter such a student, I see lots of tension and holding as the tempo slows down. Often, I see more strain and imbalance at the slower tempos than at the faster ones.

This is usually because the student’s aim of self-awareness (a good thing) has morphed into self-consciousness (not such a good thing). Self-awareness is about discernment (observing objective information), whereas self-concsiousness is more about judgment (going straight to assigning value to what you’re doing).

With self-consciousness comes a sense of needing to do things “absolutely right”. With this attitude comes fear. And with fear comes tension and holding (an unwillingness to explore, move, or take chances).

What I typically notice in these cases is that the students are dividing their attention in such a way as bring far too much awareness to one part (the fingers, for example) at the expense of excluding the rest of themselves. Lot’s of “forcing” the fingers into control. Too much expectation, not enough exploration.

Part of my job with these students is to help them redirect their thinking as they practice slowly (or at any tempo, for that matter).  They learn to notice themselves in a broader light, expanding their awareness of themselves, and clarifying the conception of how their entire body (including their senses) is integrated and involved in the music making process.

With this expanded awareness (along with a diminishing self-consciousness) comes a complete shift in the aim of slow practice. The old aim being to “control” the fingers. The new aim being (as I mentioned above) to move from note to note through release as they maintain an easy, upright balance.

When this shift of intention occurs, marvelous things begin to happen: Technique becomes cleaner. Velocity increases with ease. Rhythmic accuracy improves. Self expression deepens. Confidence increases.

So if you devote some of your practice time to slow, mindful work (or would like to start), here are a few things to aim for to help you optimize your endeavor:

  • Start in balance-Notice how you’re maintaining balance. Are you stiffening and holding, or releasing and returning to an expansive, elastic,  natural poise? Let your neck and shoulders stay free and easy as your head balances on top of your spine. Allow your hips, knees and ankles to be free. Let your weight pass into your feet. Breathe easily, quietly and naturally.
  • Move by releasing-Going from note to note means releasing muscles first. Think about where you can release as you change notes. When raising your fingers, think about them as releasing away from the keys as you play, as opposed to “lifting” your fingers by creating tension. When attacking a note, think about releasing your neck and your breath.
  • Broaden your awareness-Don’t get stuck putting all your attention onto one part (e.g. don’t place all your attention on your fingers). Let your awareness expand to the rest of your body, and your environment. Notice how your entire self is involved in playing the music.
  • Give yourself a chance to deepen your kinesthetic experience-Take plenty of time to stop and sense what’s going on as you play. Really embrace the experience of starting from release. Let yourself know deeply, where and how you “land” on the notes (see the video, above).
  • Listen to the clarity of attack, tone and time-There is always a temptation to rush the tempo when playing slowly. Avoid this trap by really listening and waiting. Use a metronome and let the time carry you forward easily and precisely. Be still but mobile  and fluid as you wait for the click of the metronome. Let the clarity and consistency of your attack and tone be your guide.
  • Keep unnecessary effort in check-Return frequently to the question of effort and tension. “Am I beginning to stiffen myself as I go from one note to the next? Am I pulling myself out of  easy balance? Am I letting my breath flow freely? Am I waiting for the metronome?”, etc.
Practicing slowly has been a staple of my routine for some time now. The benefits are tangible and ongoing. I highly recommend it. If you aim for release, ease and balance as you practice this way, you’ll also significantly change how you perform. You’ll learn to deal with fast passages and tempos with grace, confidence, and even joy.

Want To Improve Your Playing? Stop Trying

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“Trying is only emphasizing the thing we already know.”

F.M. Alexander

Musicians often struggle with their technique because they misdirect their energy. Put simply, they don’t always organize their efforts in the most constructive possible way as they play. Too much tension here, not  enough there. Over using one part of their bodies, while not engaging another adequately. This ultimately manifests itself as a roadblock in their technical development, limiting improvement.

The reasons for this can be many, but mostly come down to these three things:

  1. Erroneous misconceptions-Misunderstanding (or ignorance) of your anatomical structure and functioning can lead you blindly into doing the wrong thing. The same for not understanding the acoustic principles that govern your instrument (voice, too!) and how your anatomical structure and functioning impact (or interact with) these principles.
  2. Faulty sensory awareness-In the simplest sense, you’re often not doing what you think you’re doing. For example, you might be stiffening your head, neck and shoulders as you play (significantly interfering with the use of your hands), even though it doesn’t feel at all like you are. (In fact, it might feel to you that you’re “relaxed”.)
  3. Force of habit-When your habit is influenced by numbers 1 and 2 above, you develop very prominent (yet ultimately counterproductive, even harmful) habits. All your efforts in playing become guided by these habits.

If these above obstacles are not dealt with, frustration eventually sets in. And when that happens, you might do what many musicians do in order to break through the barrier: try harder. Seems obvious, doesn’t it?

But does trying harder help? Well, if trying harder means (as quoted by Alexander, above) that you are “only emphasizing” the thing you already know, then, I can tell you from personal experience (both as teacher and performer) that it doesn’t.

As a very wise person once said, “If you keep on doing what you’ve always done, you’ll always get what you’ve always gotten.”

Instead of trying harder, you need to simply proceed differently. A shift in your thinking about the problem has to occur. You have to go from the “known to the unknown”, as Alexander would say. You have to start becoming what I call “constructively curious”.

Instead of trying, you have to start asking questions. Then you can implement a strategy for change. Here are some guidelines to help you:

  • Start by stopping-If you’ve tried some technically difficult passage 53 times in a row with no success or improvement, don’t try it a 54th time. It’s only going to make things worse. Instead, stop what your doing so that something different can happen. Then, use the procedures below.
  • Identify the problemI-Once you’ve stopped, you can take some time to analyze what the problem is. Try to understand clearly what has to happen (both acoustically/mechanically, and with your physical structure) to become successful in your attempts. The more you understand about how your body functions best (an Alexander Technique teacher can really help here) and the acoustic principles of your instrument, the more constructively you can think. Take time to educate yourself. You’ll never look at that as time wasted. Never.
  • Observe yourself to find the cause of the problem-Once you become clearer about what has to happen in yourself to get the best results musically, notice your habits. Especially notice the tension in your head, neck, shoulders and back. Notice your breathing. See if you can make the connection between what has to happen to get the best results, and the habits you might have that interfere with these results. (Again, you can be significantly helped with this by a skilled Alexander Technique teacher).
  • Consciously prevent yourself from going into your habit-Once you’re clear about your habits, you can make a conscious decision to prevent those that interfere with your ability to play your best.
  • Shift your emphasis-To change, it is most important that you do something differently. (Actually, it’s most important that you stop doing your habit.) Therefore, you should shift your emphasis from “playing the passage up to tempo”, for example, to “playing the passage without my habit”. Every time you play without your habit, you weaken the habit, and free yourself. When this happens, you’re on the road to improvement.

So what do you notice about yourself regarding your practice? Where do you get stuck? If you shift your aim from trying, to asking (with a healthy dose of stopping to help it all along),  you’ll find something excitingly different. And perhaps you’ll discover for yourself the most constructive method to address your own technical challenges with your instrument. Consistent improvement will follow.

F. M Alexander was in good company as far as this is concerned. I’ll leave you with this quote by Albert Einstein:

“No problem can be solved from the same level of consciousness that created it.”

Let me know what you think.

Play Better While Standing By Following This Simple Principle

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The other day as I was giving an Alexander Technique lesson to a saxophonist, I noticed something in my student that I often see in other musicians who stand as they play. Specifically, my student wasn’t allowing the weight of his body to pass through his feet into the floor as he played.

I could see him bringing his weight to the outsides of his soles as he played, stiffening his neck, back and legs as he did so. He did this especially as he perceived some kind of “effort”, such as playing into the altissimo register, or articulating a very rapid passage. Put simply, he was pulling himself out of balance in an attempt to play his best.

It was as if he were refusing to let himself be on the floor, trying to defy the laws of gravity as he played his instrument.

I won’t digress here as to how I approached his issues (that’s for another article), but I can tell you that for him to stop the habits of tension in his feet, he had to start with thinking about the stiffness in his head and neck as he played. (In Alexander terminology, the relationship between the head, neck and torso is called the primary control; it’s called so for a good reason, as it conditions what we do with the rest of ourselves in any activity.)

Instead, I want to talk a bit about a very simple principle to help you play better as you stand: For you to be in good balance as you stand (mobile, flexible, light and easy), you must allow the weight of your body to pass through your legs into your feet and into the ground (or floor, as the case may be).

To help you understand this principle, it might be helpful to explain a little about how your feet bear weight most efficiently. You can think of your foot as a three-legged stool. One of the “legs” being your heel, another leg at the base of where your big toe meets the rest of  your foot, and the third leg being at the base of where your small toe meets your foot.

You can think of each of these “legs” as the  most essential points of contact between you and the ground. Between each of these points an arch is formed. You actually have 3 arches in each foot: one between the base of your large toe and your heel; another between the base of your small toe and your heel; and a third between the base of your large toe and your small toe (see image above).

It is the dynamic relationship between these arches that help you stay in balance. Whenever you interfere with this relationship, you interfere with your balance, ease and coordination. The most common ways this interference occurs is by placing your weight too far forward, or by pulling your feet up off the floor from either side.

When you stand in natural balance, your head is poised on top of your spine in an upward release, and the rest of you is sort of stacked underneath all the way down to the ground. No tense shoulders. No thrusting hips. No locked knees. No stiff feet or toes.

The weight of your body is free to pass directly downward through your spine, into your pelvis, through your legs into your ankles and then very slightly into your heels (one of the legs of your “stool”) as you allow your feet to spread toward your large and small toes (the other legs of your stool).

When you allow yourself to stay grounded this way, you’ll find that you play better:

  • You’ll have more stability, so your hands, arms and fingers move more easily and accurately.
  • You’ll breathe better.
  • You’ll maintain a better sense of time. (Really! So much of your rhythmic perception is based upon your balance. Notice what happens to your balance the next time you rush the tempo.)
  • You’ll have greater access to your creativity and expression. (For the same reasons mentioned above.)
  • You’ll feel so much better and experience less fatigue as you play.

Whenever you can, play without shoes. Letting your feet connect directly to the floor helps you access all the receptors of the nerves in your feet to keep the delicate dance of balance alive. When I practice I never wear shoes. I advise all my students to lose the shoes whenever possible. (It’s okay to wear socks.)

So notice what you do with your feet as you practice. Remember to let your feet do their work. Allow your weight pass through them into the floor as you direct your thoughts upward. Please let me know how it goes!