This article delves into the intricacies of trumpet playing, examining the challenges faced by musicians in developing a natural and effortless technique. The study focuses on a diverse group of trumpet players, considering their unique physical attributes and the impact of emotional stress on their learning process. Employing a performativity-based methodology, the research draws on insights gained from a comprehensive review of video lessons and expert interviews.
The results highlight the inhibitive nature of certain playing operations, such as the production of compression in the oropharyngeal cavity when blowing air through closed lips. The study underscores the significance of considering individual psychomotor development and emotional states during trumpet lessons. Over time, tension in the throat can become ingrained in motor skills, hindering progress and potentially leading to motor reflex disorders.
In conclusion, the research emphasises the predictability of motor skill difficulties, suggesting that a deeper understanding of the initiation process in trumpet playing is essential. The findings call for a re-evaluation of teaching methods, advocating for a self-led learning model and emphasising the need for trumpet teachers to possess and impart a wealth of truthful information. The article concludes with a call for a shift in perspective, urging students and educators to explore alternative learning strategies, akin to the adaptive approaches employed by admired and talented trumpet players. This study opens avenues for future research into refining teaching methodologies and fostering a more nuanced understanding of the complex interplay between natural abilities and learned skills in trumpet performance.
