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GENERAL PERFORMANCE TIPS AND TECHNIQUES The United States Army Field Band and Soldiers' Chorus have recently completed an ambitious recording project to celebrate the centenary of the "Dean of American Music," Aaron Copland. With the 100th anniversary of his birth on November 14, 2000, ensembles throughout the nation and around the world are programming Copland's music now more than ever. Our Legacy of Aaron Copland reference recordings and our online resources are intended to make his music more accessible to students and to assist conductors and educators in preparing for their own performances. During our recording sessions and the rehearsals that led up to them, the members of the Field Band learned much about Aaron Copland and his music. We have chosen to share some of those insights through An Educator's Guide to the Music of Aaron Copland. One of the first lessons any performer learns is that the printed music is only a guide to the sounds which the composer wishes to have recreated. Students should realize that professional musicians use their experience to judiciously edit printed parts; this makes things easier to play, or better reflects the composer's original intent. Seemingly small changes can often result in much cleaner execution of parts. They can also reduce the technical requirements for most of the sections, while maintaining the rhythmic pulse. Educators can greatly improve the performance of their ensembles by judicious editing, allowing their strongest players to carry the load, while easing the burden for less-experienced students. Keep in mind that even minor editing can have great impact when heard in the context of the full ensemble. Copland was the first to admit that he loved composing, but was bored with orchestration. Although the majority of his masterworks were written for orchestra, there are obvious weaknesses in his concert band scoring. Many inherent problems occur because of the expanded size of the band's woodwind and brass sections, and the different capabilities of instruments he substituted for the strings. Although the concert band clarinet section may seem to have a direct relationship to the orchestra's violins, the limitations of fast articulations are soon apparent. As the Field Band's concertmaster appropriately points out: "The only thing worse than hearing one clarinet player trying to tongue faster than possible is to hear an entire woodwind section exceeding the limits." A good example of inappropriate articulation occurs in the woodwind counterpoint at rehearsal number 10 in Copland's familiar Variations on a Shaker Melody. Even with a professional ensemble, if these sixteenth-notes are played as written, the section will sound muddy and tend to bog down. Although an alternative is simply to reduce the tempo for the entire work, this changes the style, and lessens the energy of the piece. However, the tempo and the sweeping effect Copland intended can be maintained by simply slurring all the sixteenths. This not only cleans up the line and decreases the adrenalin rush of the woodwinds, but allows them to be rhythmically precise over the brass melody. Many other articulation problems occur throughout the Copland band repertoire. These most often result from reassigning string parts to single-reed instruments. Downbows and upbows on string instruments do not readily translate to tonguing motions! One solution to this problem is to allow the clarinets and saxophones to slur the first two of each beat of sixteenth-notes. With the trumpets and flutes double-tonguing over the top of the altered single reed articulation, the percussive staccato effect is still maintained There are several other options for altering written articulation. Depending on the passage, the players can change repeated articulation to tonguing two, then slurring two. In some cases, alternating these two options--having half the section slur the first two sixteenths while the others slur the second--achieves an acceptable compromise. In other cases, even Copland himself altered rhythms between parts; one part may be tonguing an eighth-note followed by two sixteenths, while the other is tonguing two sixteenths followed by an eighth. If all notes are played staccato, it will sound as if all four sixteenths are tongued cleanly, while giving each group of performers that extra sixteenth to reset for the next beat. Although Copland wrote only one original work for band, he adapted many of his own works and authorized several transcriptions by others. Unfortunately, because his initial concept was orchestrally-based, a number of balance issues occur, particularly for the brass section. While orchestral brass usually are assigned one person per part, large bands may have as many as three to four players covering the same lines. Conductors and performers must keep this in mind as they adjust dynamics and limit the number of players in order to achieve a proper balance and blend. Because the trumpet, trombone, and tuba sections in bands are substantially larger than in orchestras, they will frequently need to reduce volume levels. In the performance of Copland works, the Field Band frequently adds a second tuba down an octave from where written in the printed tuba parts. With the majority of tuba players on the bottom, the lower octave (where a section of string basses would normally play) is reinforced. While low brass sections may not be as overpowering in some school bands where their numbers are minimal, be aware of the other extreme. The high range of Copland works is often thickly scored and can be not only a balance problem, but an intonation nightmare. In transcribing for band, the clarinet section usually bears the brunt of the violin parts. It was previously noted how string articulations can challenge the clarinetists. The literal transcription of the first violin parts can also cause balance problems, because the altissimo register of the clarinet projects much more readily than the violin. There are numerous examples of altissimo clarinet writing in Emblems, An Outdoor Overture, The Red Pony, and Inaugural Fanfare. Music educators can eliminate many unrealistic challenges by scanning the clarinet range of Copland compositions and reducing the number of players on the top parts. By cutting many of the highest portions to one solo clarinet, the balance will improve dramatically. Along with this, proper intonation becomes a more real possibility. COPLAND'S CHARACTERISTIC SOUND When Aaron Copland returned from France in 1924, after studying with Nadia Boulanger, he was intent upon creating an American style of classical music. The characteristic sound that he developed over the next half century is easily identified through his use of open intervals, unusual orchestration, and familiar tunes. The sound of open fourths and fifths is heard throughout Copland's compositions. We all immediately recognize the open intervals of his famous Fanfare for the Common Man. That sound is an established Copland trademark, which he also used throughout many other pieces. He also frequently combined common timbres to create unique sounds. Works such as Lincoln Portrait are full of examples where themes are passed around from instrument to instrument, then combined in new tone colors. Another interesting device which Copland used to alter timbre is to employ mutes. Unlike many composers, who occasionally write for muted trumpet or trombone, Copland loved to exploit the muted colors of all brass instruments. In Grandfather's Story from The Red Pony, he calls for not only muted horns and trombones, but also euphoniums and tubas. It is well worth the investment to ensure that all low brass have mutes for this selection. While some trombonists may have mutes, it is unlikely that all tuba and euphonium players will. However, having only the trombones use mutes is not a solution. Even if the bass voices lower their dynamics to match the muted trombones, the sound Copland desired cannot be achieved. When the muted brass are combined with the low woodwinds and melancholy trumpet solos, the sound is typical Copland. One of the difficulties encountered when using mutes is making quick, quiet changes from muted to open and back again. Consider splitting parts, allowing one player to play muted sections, while another is always ready to play the open passages. Although this may require some cutting and pasting and redistribution of parts, it is well worth the effort to first attend to all of the mute concerns before beginning rehearsals. To help establish a national style, Copland often drew upon our country's past, incorporating pre-existing tunes into his compositions. When he realized that the harmonic structure for his original band commission Emblems paralleled Amazing Grace, he decided to include it in the work. In the midst of the harsh tonalities and strident dissonances of Emblems, the lyrical Amazing Grace brings order and harmony. In 1944, when Copland was composing the ballet Appalachian Spring, Simple Gifts was a relatively obscure hymn tune. It has since become a part of our national heritage--thanks to the popularity of Copland's ballet and his vocal setting in the suite of Old American Songs. He also adapted a portion of the ballet for band, using Simple Gifts as the theme for his popular Variations on a Shaker Melody. In other works, Copland incorporated existing American tunes to help establish a time period. In Lincoln Portrait, he introduced fragments of the Stephen Foster tune Camptown Races, heard first in the oboe and flute. This material becomes the melodic germ which Copland develops throughout much of Lincoln Portrait. It is important for music educators to acquaint their students with not only the original songs from which these fragments come, but the historical significance which led up to each of Lincoln's statements quoted in this work. As teachers are well aware, music education goes far beyond getting students to play the right notes and rhythms. By tying music into other subject areas such as history, sociology, and speech, students can begin to understand the overlap of academic disciplines. GENERAL GUIDELINES FOR INSTRUMENTAL SECTIONS
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