djwesp wrote:This is my point! It isn't pointless, it is obvious. Michael Jordan was Michael Jordan REGARDLESS OF THE SNEAKERS. Play what key you want. If the tuba community shuns you, that speaks a lot more for the community than it does anything else. A good tuba player, is a good tuba player and a GOOD TUBA PLAYER DID NOT GET THAT WAY by playing on a key that "they were told to because everyone else did it". They are good because they are talented and they worked their tails off.
Huh? Do you think Sheridan started out on Eb? Do you think a 15-year-old Baadsvik told his teacher that those who played F were relics of the past? Maybe, but I bet not. I'll bet that both had to demonstrate proficiency on the standard instruments enough so that their genius developed and shown through, at which point they could choose their own path. Demonstrating that proficiency on instruments other than the ones they ended up with didn't seem to do them any harm.
But instead of frolicking at the deep end of the pool, swim back over to the shallow end where the vast majority of high-school juniors are making these decisions and asking these questions.
The question is not what tuba they should use. Had you read my first response fully you would realize that. In fact, I made the point that anyone good enough to seriously contemplate a pro career should not waste their time on this question--they should learn them all without hesitation so that they empower themselves to choose wisely as the situation demands.
My response, however, was aimed at kids not yet that good. If the key ultimately doesn't matter for a player who is good enough, are there non-musical issues to be considered? I believe there are.
College professors get some number of new tuba students each year. That number is at least 100 times the number that will end up as working pros. How do they figure out who to cultivate, to make their personal protege, to recommend to their pro buddies in real orchestras, to recommend to pros who take on only the best of the best students to nurture professionally? I suspect they consider mainly two things, including:
1. Current musicianship. Do they have real talent?
2. Level of commitment. Are they driven to be the best?
Current
skills and current
instrument aren't important in and of themselves, but they are markers into that second metric, and that second metric is more important than the first assuming the first has already satisfied a minimum threshold. If the kid is defensive about the tuba he is currently playing, but does not demonstrate the skills that prove he has a right to be defensive about it, then any human professor is going to assume he is either too broke or too lazy to consider an alternative. And being broke doesn't usually begat defensiveness, unless the kid is squandering money on luxuries (for a college kid, which probably include, say, a car). An exception might be that the professor agrees that the instrument is truly special as a result of having played it. But I think that's highly unlikely, and therefore it's not going to be the basis of advice I give to a high school junior.
By the way, I don't think were talking about using an Eb in lieu of an F. No college kid needs a bass tuba just coming in. I suspect we were talking about using an Eb in lieu of a contrabass tuba. Only in the UK will that not be a cause for pause on the part of the professor.
Most college professors will be happy to let the student play what they have for two or three years. Then it becomes time to make the Big Decision. Is the kid driven enough to do what it takes to get into equipment that won't hold him back? If I were a high-schooler considering a pro career, I'd be looking to switch to C earlier rather than later, even if to a "starter C" like a Miraphone 186. Then, when that big decision comes, it will go more smoothly, and it demonstrates drive and direction early on.
The bottom line on my post was that a student who takes on not only the enormous challenge of becoming good enough to succeed doesn't need the extra challenge of bucking instrument pitch politics. Very, very few students will be good enough to buck those politics without looking like they are doing it for unfavorable reasons.
When I was a young lad in engineering school, there was the Slide Rule Camp and the Calculator Camp. Slide rules were elegant and provided a clear understanding of the now lost art of significant figures, which is crucial to making reasonable engineering calculations. But calculators were much more powerful and efficient. (A few years later, computers replaced them both, but that's another story.) Some professors liked slide rules, and some embraced calculators. I used slide rules in the classes of the slide rule profs, and calculators in the classes of calculator profs. To succeed, I had to be proficient in numbers at the root of using both, but I didn't need to be in the middle of the debate between those two camps. Get it?
Rick "cautioning that advice to high-school kids should keep their best interests in mind and not be a new battleground for adult debates" Denney