Publication Date

2012-05-08

Availability

Open access

Embargo Period

2012-05-08

Degree Type

Doctoral Essay

Degree Name

Doctor of Musical Arts (DMA)

Department

Instrumental Performance (Music)

Date of Defense

2012-04-12

First Committee Member

Gary D. Green

Second Committee Member

Dale W. Underwood

Third Committee Member

Luciano Magnanini

Fourth Committee Member

Santiago Rodriguez

Abstract

Through substantial correspondence with eight saxophone professors in the United States and three in France, this project examines the methods used by French and American college-level teachers for teaching extended techniques on the saxophone. The essay also reviews related printed pedagogical and reference materials and provides a brief comparison of all presented methods. Profiled techniques include circular breathing, slap tongue, multiple tonguing, and fingering-based multiphonics. Participants share insights about their teaching procedures, criteria for assessment, ways to promote mastery, suggestions for relevant repertoire, and their own practice and performance philosophies as they relate to these four extended techniques. Participants include Serge Bertocchi, Marie-Bernadette Charrier, David Dees, Geoffrey Deibel, Philippe Geiss, Jeffrey Heisler, Timothy Roberts, James Romain, John Sampen, Rhonda Taylor, Kenneth Tse, and James Umble.

Keywords

saxophone; extended technique; multiphonic; double-tongue; circular breathing; slap tongue

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