Brass Instrument - Sound Production in Brass Instruments

Sound Production in Brass Instruments

Because the player of a brass instrument has direct control of the prime vibrator (the lips), brass instruments exploit the player's ability to select the harmonic at which the instrument's column of air vibrates. By making the instrument about twice as long as the equivalent woodwind instrument and starting with the second harmonic, players can get a good range of notes simply by varying the tension of their lips (see embouchure).

Most brass instruments are fitted with a removable mouthpiece. Different shapes, sizes and styles of mouthpiece may be used to suit different embouchures, or to more easily produce certain tonal characteristics. Trumpets, trombones, and tubas are characteristically fitted with a cupped mouthpiece, while horns are fitted with a conical mouthpiece.

One interesting difference between a woodwind instrument and a brass instrument is that woodwind instruments are non-directional. This means that the sound produced propagates in all directions with approximately equal volume. Brass instruments, on the other hand, are highly directional, with most of the sound produced traveling straight outward from the bell. This difference makes it significantly more difficult to record a brass instrument accurately. It also plays a major role in some performance situations, such as in marching bands.

Read more about this topic:  Brass Instrument

Famous quotes containing the words sound, production, brass and/or instruments:

    “This is of the loon—I do not mean its laugh, but its looning,—is a long-drawn call, as it were, sometimes singularly human to my ear,—hoo-hoo-ooooo, like the hallooing of a man on a very high key, having thrown his voice into his head. I have heard a sound exactly like it when breathing heavily through my own nostrils, half awake at ten at night, suggesting my affinity to the loon; as if its language were but a dialect of my own, after all.”
    —Henry David Thoreau (1817–1862)

    “It is part of the educator’s responsibility to see equally to two things: First, that the problem grows out of the conditions of the experience being had in the present, and that it is within the range of the capacity of students; and, secondly, that it is such that it arouses in the learner an active quest for information and for production of new ideas. The new facts and new ideas thus obtained become the ground for further experiences in which new problems are presented.”
    —John Dewey (1859–1952)

    “You could almost see the brass on her gleaming,
    Not quite. The mist was to light what red
    Is to fire. And her mainmast tapered to nothing,
    Without teetering a millimeter’s measure.
    The beads on her rails seemed to grasp at transparence.”
    —Wallace Stevens (1879–1955)

    “But when to mischiefmortals bend their will,
    How soon they find fit instruments of ill!”
    —Alexander Pope (1688–1744)