Should I Lubricate The Tenon Joint On My Woodwind Instrument – FAQs

One of the questions we get quite frequently is “Should I lubricate the tenon joints on my woodwind instrument?”

If the tenon has a cork, then yes, it should be lubricated with cork grease.

If the tenon has a cork, then yes, it should be lubricated with cork grease.

If the tenon joint has a cork then YES it should be lubricated with cork grease. Just a small amount will do from time to time. Too much can cause the cork to fail. (most clarinets, some piccolos and flutes, oboes)

If the tenons are metal-to-metal (like a flute), then no, they should not be lubricated.

If the tenons are metal-to-metal (like a flute), then no, they should not be lubricated.

If there is no cork and therefore is metal to metal then it should NOT be lubricated. Then tenons are designed to be a slip fit and work without lubrication. They sometimes become damaged, out of round or just become worn and need to be properly re-fit. If you try and use lubrication it will eventually pick up some dirt or a metal fragment and when you put it together can cause serious damage to the tenon. They do need to be cleaned off from time to time by just wiping them off with a clean cloth. If you experience a problem with this type of tenon you need to send it in for repair. (saxophones, bass clarinets, flutes, piccolos)

Tips on Trumpet Mouthpieces

L to R: Bach 5C, Yamaha Bobby Shew Lead, Bach MegaTone 3C, Schilke 10A4a

L to R: Bach 5C, Yamaha Bobby Shew Lead, Bach MegaTone 3C, Schilke 10A4a

Budding trumpet players can often improve their sound and playing experience by simply changing the mouthpiece they use. It’s such a small part of the instrument as a whole, but playing the correct model is incredibly important. Now, we could write an encyclopedia about all the different models and measurements mouthpieces come in, but in today’s blog post we are going to focus on helping young musicians understand how the components of their mouthpiece can affect their trumpet playing.

Firstly, there are five main components to a trumpet mouthpiece:

mouthpiece

The mouthpiece and its dimensions you choose are going to affect many aspects of your trumpet playing such as intonation (the ability to stay in pitch), ease of attack, range, volume, flexibility, tone, and comfort.

Secondly, it’s important to understand that most beginner-level trumpets come with mouthpieces that have shallower cup depths and medium cup diameters (such as a Bach 7C or Bach 5C). A shallower cup is a bit easier for inexperienced players to produce a sound. As the student progresses in his or her musicianship, they may consider going to a deeper cup such as a Bach 3C. Why consider a deeper cup depth? A deeper cup allows more air flow. More air flow means a warmer, richer tone as well as increased volume and range. On the flip side, a mouthpiece such as the Yamaha Bobby Shew Lead mouthpiece has a very shallow cup depth and a narrow backbore. This provides the musician with an extra bright sound and upper register which is ideal for serious jazz trumpeters who need to hit those screaming double-G’s!

Also, it does not hurt to consider the plating of the mouthpiece. Most mouthpieces will be silver plated since silver produces a brighter sound. However, there are a variety of trumpet mouthpieces where the rim, cup, and even the entire mouthpiece, are gold plated. The reason for considering gold plating can vary. Some like the softer feel of the gold plating against the embouchure while others like the warmer sound gold plating provides. There are even musicians with silver allergies, so the gold plating is a great alternative.

Helpful Hint!
When trying new mouthpiece models, start on a mid-range note, such a G on the staff, and go up chromatically to see if there is an improvement in range and if those higher notes are easier to hit with a good sound. Do the same going down chromatically into the lower register.

Lastly, it is a common misconception among young trumpet players that as the years go by they need to keep changing mouthpieces and go to a deeper and deeper cup depth (similar to how young woodwind players feel they need to keep changing to a harder reed every year). This is not necessarily the case. If you are advancing well and meeting your goals with your current mouthpiece, there is no need to change. However, if you do find yourself trying new models, ask yourself these questions:
1) Is my range increasing (upper and lower)?
2) Am I producing the kind of sound I want (classical, jazz, big band, etc.)?
3) Has my intonation improved?
4) Do I have better attacks at the front of my notes?

You are welcome to bring your instrument into Paige’s Music to try a variety of mouthpieces in one of our practice rooms! Your band director or private teacher may have suggestions for particular makes and models they would like you to try, but if you are not sure where to start in your mouthpiece journey, our Sales Associates can help you pinpoint your current ability and have you try models which may help you meet your musical goals.

With Music In Schools Students Connect With Each Other Better

With music in schools, students connect to each other better— greater camaraderie, fewer fights, less racism and reduced use of hurtful sarcasm.
~ Jensen, E., Arts With the Brain In Mind, Association for Supervision and Curriculum Development, 2001

A Broad Education In The Arts Helps Give Children A Better Understanding Of Their World

“A broad education in the arts helps give children a better understanding of their world…We need students who are culturally literate as well as math and science literate.
~ Paul Ostergard, Vice President, Citicorp

Students In High-Quality Music Programs Test Higher

Students in high-quality school music programs score higher on standardized tests compared to students in schools with deficient music education programs, regardless of the socioeconomic level of the school or school district.
~ Johnson, C. M. & Memmott, J. E. (2007). Examination of relationships between participation in school music programs of differing quality and standardized test results. Journal of Research in Music Education, 54(4), 293-307

Participation In Music Education Encourages Students To Stay In School

The vast majority —96 percent—of the school principals interviewed in a recent study agree that participation in music education encourages and motivates students to stay in school. Further, 89 percent of principals feel that a high-quality music education program contributes to their school achieving higher graduation rates.
~ Harris Interactive Poll, 2006

Top 10 Ways Band Prepares Me For Life

Top 10 Ways Band Prepares Me For Life
#10 – Time Management – Nothing forces you to use your time wisely like a director saying “you have 5 minutes to memorize these measures.”
#9 – Punctuality – “Band Time” teaches you if you’re early you’re on-time, if you’re on-time you’re late.
#8 – Listening Skills – This skill is heightened at a football stadium full of noisy spectators and the director just made an important announcement.
#7 – Money Management – Because you can’t always afford to buy that tuba mute you’ve always wanted!
#6 – Flexibility – You might play the section presto today and tomorrow the tempo is changed to largo.
#5 – Be loud and proud – Band class is the ONE class I am encouraged, even expected, to be LOUD!
#4 – The early bird gets the worm – Starting band practice at 6:45am helps you get a lot of worms!
#3 – Practice, Practice, Practice – Awards are earned at practice every morning. You simply pick them up at contests.
#2 – Keep the big picture in mind – As we work on a marching show, each movement fits together like a puzzle piece to create a beautiful piece of art.
#1 – Love what you do! – When you spend time doing something you enjoy, it seldom seems like work!
Tanner
9th grade tuba player

Students Indicate Arts Motivate Them To Stay In School

Students indicate that arts participation motivates them to stay in school, and that the arts create a supportive environment that promotes constructive acceptance of criticism and one in which it is safe to take risks.
~ (Source: Barry N., Taylor K., and K. Walls Critical Links: Learning in the Arts and Student Academic and Social Development, AEP, 2002)