The relationship between native language and brass playing

Abstract

Introduction: With the increasing number of students studying abroad, brass educators are challenged with teaching students who speak different native languages. This research project aims to investigate the relationship between the native language and brass playing, focusing on horn players who are either native English speakers or native Mandarin speakers.

Method: The research was based on a self-evaluated survey sent to horn players worldwide. The survey asked the participants to rate their perceived difficulty levels in executing various horn techniques, describe their general tone qualities and articulation styles, and experience with players from different native language backgrounds and horn educations outside their home country.

Results: The research results showed that there were significant differences between the native English speakers and the native Mandarin speakers in terms of their general articulation styles and their perceived difficulty levels of some techniques. Specifically, native English speakers found the following techniques to be easier to perform: ‘consistent sound quality through a phrase’, ‘rhythmic precision and stable pulse’, ‘gentle front ends of notes (softer attacks)’, ‘light-connected articulations in articulated scale passages’, ‘clear separated staccato articulation in scale passages’, ‘clear separated staccato articulation in scale passages’, and ‘flutter tongue’. Also, majority of the native Mandarin speakers described that they have a softer and more mellow articulation styles versus to majority of the native English speakers described that they have a brighter and heavier articulation styles. However, these differences were only found in the more experienced group of horn players who had studied/ played the horn for 20 years or more. No significant differences were found between the native English speakers and native Mandarin speakers in the less experienced group of horn players who have studied/ played the horn between 3 and 19 years.

Conclusion: These findings indicate the need for developing teaching methods and exercises to help horn players overcome the barriers created by their native language and leverage the strength brought with their native language. They also suggest that brass educators should be aware of the linguistic backgrounds of their students and tailor their instruction correspondingly. Accordingly, four teaching methods are developed in this project to bridge the barriers and effectively enhance students’ learning outcomes and experience.