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arban recorded on two CDs

Arban Conservatory Method for Cornet/Trumpet by Clyde E. Hunt Sr.

Arban Conservatory Method - only the "Solos Sections" are omitted.

Two Cds - (1) Hunt Teaches Arban (2) Hunt Plays Arban = $16.95.

Arban Conservatory Method Cornet/Trumpet by Clyde Hunt Sr.

Music Linklisten: Arban Second Characterstic Study


"While his technical skills, including a solid tone in all registers, clean articulation, constantly good intonation, marvelous flexibility,
virtuosic fluency, and tastefully employed vibrato, are well up to the technical demands of these etudes, what makes these performances
very special is the musical maturity of these musically stimulating that this reviewer is motivated to once again practice
these etudes....inspiring, to say the least"......Jerry Makeever from the Journal of the International Trumpet Guild

Many years ago, while I was a student at Kent State University, my trumpet instructor, Mr. Harry Herforth
from the Cleveland Orchestra, came to my lesson carrying a trumpet book,"Dix Etudes". What was unusual
about it, was the content. I was accustomed to playing exercises, such as those found in Arban.
But this was a collection of beautiful songs or Etudes. Each etude capable of being played in a recital. Thus,
this collection became the first collection of "Ten Etudes" that I recorded from cover to cover. So many years later
I dedicated them to Mr. Harry Herforth. I don't remember the order that I recorded them. However, "Arban Conservatory Method" became
the only "exercise" album that I recorded.

As you know, many folks believe that "Maynard Ferguson / Stan Kenton" made the first "high register trumpet music popular" in our time.
And in a certain sense they are correct. Charlie Best, the son of William Best, my teacher, regularly "warmed-up"
to C4 (double high C) ! But it was considered to be a "stunt"......something one would never do in performance.
Some of the old cornetists, W. Paris Chambers, for example, had a phenomenal register. To this end, I added an
extended section of high register to Arban and Schlossberg.

Ironically, Arban is dear to my heart, because it hails from my early childhood. Which "trumpet method book" did I find to be the most difficult ?
Walter Smith, "Top Tones for the Trumpeter" or "30 Modern Etudes". But which Trumpet Book did I enjoy most?
That honor goes to Raymond Sabarich, "Dix Etudes".

Especially for the younger student, I recommend the Sigmund Hering Trumpet books - 30 Etudes...32 Etudes....and 40 Progressive Etudes. I will also include
the Concone Lyrical Studies, for Cornet, Trumpet and French Horn

Here is the Arban Conservatory Method printed guide

PREFACE to Sail The Seven C's

It is with humility and even a bit of embarrassment that I offer to you, dear trumpeter, yet another method book -
generically known as "how to blow the trumpet". For I am reasonably sure that: (A) I have no unique exercises.
(B) I have no access to previously unknown "truths". (C) I am not the originator of any of these principles.
(D) All players with a very great range play in essentially the same way, so that the only unique aspect of this book
is the manner in which the information is presented. I had the good fortune, a few years back, to gain access to the
trumpet literature "stacks" at the Library of Congress. There I was able to examine virtually all of the method
books which dated from well into the nineteenth century, through the early 1980's. I came away from the project,
in some ways, even more confused than when I began it. There were books which were nearly illiterate,
and others which really didn't attempt to verbalize. The assumption seems to have been that the exercises were enough in themselves.
However, I did leave the library with a much better idea of which questions are the important ones. I was especially
intrigued by authors who attacked each other's premises, but seemed to me to be wholly in agreement - In other words, they did not disagree
on "how to do it", but their explanations seemingly clashed. I began by compiling a list of "the most often mentioned parameters",
and proceeded to again go through each book in an attempt to see what the author had to say on the matter.
The results of that compilation are available within these pages. When we first heard Stan Kenton's ten-man brass section
at fortissimo in the high register, with Maynard Ferguson's trumpet "screaming" an octave above in the altissimo register,
our hair stood on end and the goose bumps sprang forth! The high register, like the proverbial mountain, is there and so we must climb.
The charts have been expanded to G3, with A's, B's, and C4's being used at endings - so it is clear that a full octave has
been expanded to the trumpet literature from 1940 to 1990. But alas, we were told, as young players, that "we would ruin our chops"
if we attempted to play above high C'' (C3). ``There are many good notes between middle C and G2, and you should concentrate on mastering them.
The truth is, very few people possess the know-how to ascend into the alt register, let alone teach young people how to do so.
It becomes quickly apparent that the brute strength approach will not master the instrument. "There must be an easier way to play the trumpet".
It is the author's premise that all good players play essentially the same way, but due to human variation both physical and mental,
no single approach will be effective for all players. I have further hypothesized that the greatest stumbling blocks to teaching
"what to do" while playing, are : (A) A lack of scientific evaluative techniques. (B) A lack of standardized terminology, and
(C) the difficulty of trying to externalize, or verbalize, a process which is essentially internal. In other words, most disagreements
regarding playing techniques are a result of several differing verbal descriptions of the same physical much akin to the proverb of the
blind men who gave conflicting descriptions of an elephant based upon the examination of a particular appendage.
The range of the trumpet, as well as that of all other brass instruments, is contingent upon the chops of the player.
To this end, we brass players have to devote considerable time to the physical development of our embouchure.
I doubt that anyone can promise that any amount of practice will enable everyone to play the above-mentioned seven octave range,
anymore than we can guarantee that every jogger will eventually be able to run the four-minute-mile.
It is not given that all should be able to do so! But I can promise that everyone who seriously and conscientiously follows
the regimen prescribed in this book will be able to improve his range and endurance considerably.
The high register will not capitulate to casual practice - but it will yield to those who correctly persist!
In this trumpet player's guide I have attempted to define, describe, and label those "questions'' which did not seem to be addressed
in previous publications. At least they were not explained in a way which made sense to me. What this guide offers,
I hope, is a unique personal approach which consists of: (A) A defined terminology to codify and label the parameters of brass playing.
(B) A consistently programmed series of exercises which will address both the calisthenic and some of the musical needs of the player.
(C) A demo CD. While lecturing on the principles of playing the trumpet in both the upper and pedal registers,
it became apparent that few people really have any idea whatsoever of what all those ledger lines, both above and below the staff,
feel like, or sound like. Use of the recording also allows immediate feedback as to the success of the practice session.
The recording uses the "call and response" approach, which automatically provides the correct amount of rest,
with the mouthpiece off the "chops>. Also, the student is verbally reminded of the importance of: deep breathing,
compressing the airstream, using the "silent whistle", and lessening the mouthpiece pressure. The essence of good teaching
lies with the articulation of information in a manner which the student is likely to understand. This means that the teacher
should make every effort to say the same things in as many ways as possible. One never knows which one will "ring the bell".
It is my sincere hope that some aspect of this guide might trigger the "aha" situation within the student.
You, dear reader, will have to be the judge of the extent to which I have succeeded.



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