Schiller Bassoon Review

Today's (brief) instrument review is of the second bassoon I purchased for my school: the Schiller Elite III wood bassoon.

I purchased a second bassoon right as I had a 7th-grade student who was interested in making the switch from flute. She learned how to play on the instrument two summers ago and has continued playing through today. It has also been played by a fellow teacher (and bassoonist in college) as well as the solo high-school bassoonist at my school. The student using it played principal bassoon in the Minnesota Junior Winds this past year.

In two years, there have been no significant issues with the instrument. The most significant annoyance is that the boot cap is somewhat loose and occasionally clatters to the floor. It went in for a tune up in March 2016 to fix some leaks and has played great since then (as well as before!). While in the shop, they made a new L-shaped piece to replace the one that had been lost for the joint lock.

The instrument plays in tune, the keys work smoothly, and the finish on the instrument looks good. It has sustained some scrapes and bruises, and I don't expect the case to last more than five or six years.

The price new was around $1300, and I don't think I could have found a better value.

If you have questions, email me or post in the comments.

How Playing an Instrument is Like Clash Royale

I like to check out what students are doing on their phones, and a couple months ago I decided to try out Clash Royale for myself. For those unfamiliar with the game, I'll mention that Clash Royale is "a fast paced, card based PvP brawler." Players construct a deck of cards and then fight in real time, using the units created by the cards to attack the opposing player's towers and defend their own. So what is so similar about band and this mobile game?

Competition (often) fosters a desire to get better

Some people don't care about winning games, but I do. It doesn't even matter what the game is--silly lawn games, Settlers of Catan, Dominion--if I am playing, I want to be better than the competition. Part of the appeal of Clash Royale is that your progress is measured by the number of points (trophies) you have, and the more you have, the better you feel. In band, when you can play higher, faster, or louder than everyone else, you feel confident. When you can't, you want to improve--or give up, which brings us to the next comparison.

People keep on playing as long as they make progress

Many people have tried playing--instruments and games--and have already quit, and one of the big reasons is they feel they can't make progress. The people you are playing with seem too good; you lose as much or more often than you win; and no matter what you try, there's no hope for improvement. Students (and gamers) who don't see a path forward will quit. If, however, students keep making progress and always see the next milestone ahead of them, they will keep playing.

Clash Royale does a terrific job of this at the start of the game. It seems like all of your first activities lead to accumulating treasure chests, acquiring new cards, increasing your gold, and advancing your rank. Perhaps this is how students feel when they open up their case on the first days of playing.

Still, it doesn't take long for the feeling of grinding away to set in, and that's why it's important to remember that...

Progress is mostly incremental and certain to have setbacks

While there are times that I have advanced several hundred trophies in a day in Clash Royale or memorized a whole sonata in a couple weeks, most progress is imperceptible on a day to day basis. I can look back on weeks, months, or years at a time and recognize the improvement in my double-tonguing or ear training.

We improve by watching others

Music teachers say this all the time, but I think a lot of us have trouble living it out. We want students to listen to the best players, but how much time do we devote to listening in rehearsal? I watched some replays in Clash Royale early on and realized some ways to improve my game just by how I place units. The same thing happens (though perhaps at a slower pace) when we listen to great musicians; we hear how they shape a phrase or the way they handle a tempo change. Another benefit of listening/watching is getting inspired to be like the best!

Strategy is key

Most growth in music is the result of applying the same strategies with patience. Slow down. Practice small parts. Repeat. These practice strategies never go out of style, yet some new music, demands a fresh approach. Remember the first time a teacher had you practice fingering and blowing without playing and the freedom you felt in your sound after that? Or how about the first time you were told the story behind the music and felt your emotions fuel your playing in a way you had never experienced? I've watched others (and myself!) make some of the same mistakes over and over again, and whether the failures come with my trumpet or a game, there are times I have to develop a new way to look at the problems I face.

One important difference

It may be years from now, but eventually, everyone who now plays Clash Royale will move on to something else. New games come out, old games get old--and our fickle, thrill-seeking brains are drawn to a new diversion. I suspect, however, that many people will still be playing instruments--including a great number who have already played for years. A video game does not provide the same sort of life-long satisfaction that is so obvious in older musicians--with music, there's always room to improve and grow. Jimmy Heath still sounds great at 89, and I hope to keep playing that long.

Rhythm Game Roundup

I like games, and they can be a great motivator in band class. Rhythm is one area of fundamentals that is particularly effective when gamified. Today I'll share some sample games I use with my first and second year students that are simple, fun, and helpful.

All of these games make use of the rhythm pages at the back of Essential Elements 2000 (books 1 and 2), but other rhythm pages would work fine as long as they are laid out similarly. It's nice that the EE book pages have a consistent four bars per line and progress from less to more difficult.

One other common piece of the rhythm games is the use of a metronome or some sort of background track--the drum loops in GarageBand can be particularly effective if you choose loops that emphasize the subdivision of the rhythms you are working on.

Rhythm Chain

There are two or three teams--usually I use instrument families (woodwinds/brass) or sections. On each team's turn, students take turns playing one measure at a time in sequence. The goal is to play the longest stretch of measures without any mistakes. Once a student makes an error (wrong rhythm, rushing/dragging, etc.), their team's turn is over, and they earn one point per correctly played measure.

Variations: students play more than one note per measure of rhythm, or each student plays the next note stepping up a scale.

Rhythm Finder

For this game, I give the students a range of measure numbers to look at (as much as a whole page). I perform a measure (usually twice) and the students write down the measure number on a piece of paper. I sometimes do this game in teams (or with partners) to help weaker students. After every five rhythms, I stop and have students check their work.

Variations: To make the game more challenging, I'll improvise a melody rather than playing a single pitch for the measure.

Rhythm Tic-Tac-Toe

Invented on the last day of school this past year, Rhythm Tic-Tac-Toe could also be called Rhythm Bingo or Rhythm Connect Four. You need two teams that are roughly equal in musical ability.

Draw a 4x4 grid on the board and label each row with measure numbers corresponding to a section of the rhythm sheet (i.e., pick four lines from the sheet). Teams take turns with one student at a time selecting and playing a measure from the board. If they play it correctly, mark the square for that team. The team that gets four in a row first wins.

Variations: Play until the whole board is complete. Make students play more than one note for each measure. Increase the tempo on the metronome.