Perspectives in Saxophone Pedagogy
Invented in the early 1840’s and patented in 1846, the saxophone has a tumultuous history, taking over a century to gain acceptance into academic circles and develop a method of study and repertoire. This paper examines the pedagogical works from four prominent saxophone teacher-performers, spanning over five decades and representing three different geographical regions: Larry Teal (America), Eugene Rousseau (America and France), Jean-Marie Londeix (France), and John Harle (United Kingdom and France). Specific concepts and techniques discussed include equipment, posture and instrument position, embouchure, breathing, tone quality and tone production, pitch, tuning and intonation, finger technique, articulation, attack and release, vibrato, and overtones and the altissimo register. Summary statements are presented in conclusion to assist in saxophone teaching, applicable for all ability and experience levels of teacher and student.