Andriana Richards

April 16, 2016

English 2010-CRN 34991

Selecting the Right Musical Instrument

“The wand chooses the wizard” (Rowling 85)., Mr. Potter” (Rowling). In this part of J.K.

Rowling’s book, Harry Potter and the Sorcerer’s Stone, a wand maker tells the main character,

Harry Potter, a little more about his destiny, based on the wand that chooses Harry. The then

young boy was able to become a great wizard, and it all started with having the right wand. In

the story, it mentions him trying out many wands before discovering what wand would work best

for him (Rowling 84). Though the world created by Rowling does not really exist, there are parts

of it that are relatable. Harry Potter had recently discovered that he was a wizard. The wand

maker further explains to Harry that “It's not always clear why. But I think it is clear that we can

expect great things from you” (Rowling). Mr. Potter later on learns more about his past, and

through various experiences ends up a hero.

Like wands, musical instruments can be used for good or bad purposes, and, just like in

Rowling’s book, they choose the player. The magic that exists in Harry Potter and the

Sorcerer’s Stone does not exist in the real world, but some feel that music is magical. Roberta

Markel, author of Music for Your Child, mentions there being a type of “chemistry” between a

student and potential instrument (53). When choosing a musical instrument to learn, one must

consider personality, physical characters, and some other miscellaneous factors to find what

would be the best match for an individual.

 Personality is an important factor in selecting a musical instrument to learn. “Chris

Jenkins, a professional violist and teacher who also has a degree in psychology, believes…. ‘It

takes really different personalities to play different instruments—specific personalities develop

or are attracted to certain instruments in the first place’” (Crease 73). Some are very open in self-

expression, while others would rather just blend in. More gregarious folks might prefer

instruments such as the trumpet, euphonium, trombone, and even violin, though this may not

necessarily matter, since some may find a way to shine in whatever group they are in.

One way to understand one’s self better is understanding personality. A fairly well-

known system for classifying personality is the Myers-Briggs Type Indicator (MBTI). In this

system, there are sixteen types of possible personality. Now, this is just one type of personality

test, and there is no known perfect test for personality since each person is “unique …but

[knowing personality can] connect [individuals] to others who tend to behave in a similar way”

(Cherry 570). This questionnaire has questions that ask how one “deal[s] with certain situations”

to determine if one is more extraverted/introverted, if one is more likely to use sensing/intuition

to collect information, if one tends to make decisions based off of feeling/thinking, and how one

tends to live life—whether judging/perceiving (Ibid). Personality does not necessarily influence

whether or not a person will play an instrument.

Christin Reardon MacLellan did a study to find more information about the types of

personalities in high school musicians and found that choir students were more likely to be

extroverts, orchestra students were more likely to be introverts, and band students seemed to be

more in the middle of the two other groups (MacLellan). Also, it was found that all three of the

musical groups had people that were more intuitive (N), and feeling (F). Band students were

more perceiving (P), and choir students more extraverted (E) (MacLellan).
 The main difference between introversion and extroversion is where one gains energy,

whether externally or internally. Marti Olsen Laney, Psy. D., and author of The Introvert

Advantage: How to Thrive in an Extrovert World, writes: “Shyness is not who you are (like

introversion), it is what you think other people think you are…Extroverts who need to be with

others to refuel can suffer greatly if they are shy” (43). Extroverts can be shy, which is a struggle

because of needing to reach out to others to recharge. Introverts are not necessarily shy, and do

not have as much need for the spotlight. Laurie Helgoe, author of Introvert Power: Why Your

Inner Life is Your Hidden Strength, says that “many introverts love the stage….Extroversion has

very little to do with performing” (245). In fact, much of the time in performing there is not

much, if any, verbal interaction between the performers and audience.

There is an actual difference in the two types of brains for how each type receives

stimuli, and the extrovert has a shorter pathway than the introvert, which would help explain why

it may take longer for some introverted people to verbally respond, while the extrovert may seem

to be quick on their feet (Laney 74-75), but responding through music may take the same amount

of time for introverts as extroverts, since talking is not required to respond in this way, and much

of what is performed is not really spontaneous, though an exception would be a jazz performance

because there are sections in every song where performers improvise music.

Jazz performers would be more likely to be perceivers (P) than judgers (J) because of the

spontaneity of the music they perform, which can be like composing music on the spot.

Introverts or extroverts could do this, but shyness could be a hindrance. Then there is orchestra,

which tends to rarely, if ever, have any improvisation happen. The wind ensemble, otherwise

known as band, is in between these two sorts of extremes.

Other factors of personality “Some instruments require a [person] with the disposition to look
after sensitive parts” (Crozier 36). One of the most potentially defeating aspects of choosing an
instrument is its “social image,” meaning kids will choose the instrument they perceive as the
“coolest” even if that instrument seems like a bad fit. … You can’t ignore your child’s
preconceived notions of an instrument (or themselves playing it), but you should temper that
with the reality of the other factors” (Cutietta).

Some children fall in love with the way an instrument looks or sounds; some have an

affinity for a certain physical sensation—the feel of wood or metal. Some children are

inspired by seeing their friends perform and watching them play more exciting music as

they advance. Others change instruments to give themselves more opportunities (Crease

72).

….

While it is good to think of personality when matching a person to a potential instrument,

Markel suggests that “[a] student should study an instrument for which he [or she] is well suited

both physically and temperamentally” (Markel 53). Quirks of each instrument—French horn

needs a discerning ear, bigger instruments may take more strength to lift and hold, there may be

a lot of set up time needed for percussionists, reeds can be challenging—finicky. There may be

some awkward fingering on bassoon and oboe. Euphoniums and baritones tend to end up having

to play solos in band, because of how well the euphonious sound projects. Violas tend to read

music in a different clef than everyone else, Coordination—percussion instruments, piano, organ

Misconceptions…Some think that playing certain instruments “requires a tremendous

lung capacity and great respiratory strength” (Markel 72). …. “A child whose teeth are still

growing and developing should avoid playing a wind instrument” (Markel 73). This is not

necessarily true, and “can actually be of positive help….For example, if a child wears braces
because of protruding upper teeth, his condition may be helped by practice on a [brass

instrument]…The playing of a single-reed instrument, such as clarinet or saxophone, can help

correct a condition of lower-jaw protrusion” (Ibid).

Facial features—Those with thinner lips might do better with instruments such as the French

horn, or oboe. Larger lips may do better with the trombone or tuba, because of the need for the

lips to vibrate.

As children get older, some will move on and experiment with other instruments. With age
comes the physical strength required to play brass instruments, woodwinds, or larger string
instruments. It’s important to make sure that your child and his instrument are physically similar
in size. For example, although there are exceptions, a child with small hands might have
difficulty with the string bass or even the piano, which a child with large hands or awkward fine
motor skills might have trouble with an instrument such as the mandolin or oboe. One test of
matching physicality should be whether your child enjoys holding the instrument or if it’s
overpowering and limiting to him; while this seems like common sense, it is often ignored
because children imagine themselves playing the instrument before they even hold one.
Sometimes the desire to play a certain instrument can trump the limitations; however, it’s better
to start with an instrument more compatible with your child’s body.

Another important factor in choosing the right instrument is the sound of the instrument and how
it’s produced. If your child doesn’t like the sound that an oboe makes, they won’t enjoy playing
the oboe. Similarly, if your child doesn’t like the way the sound of a trumpet is made (by
blowing) they won’t enjoy playing the trumpet. These are extremely important considerations
because there will be little motivation to practice, your child might resent the instrument (or
playing music in general) and the sound and way of playing aren’t attributes that “grow on you.”
This may seem obvious to parents, but be aware that some teachers or band leaders might
encourage your child to play an instrument they don’t like because the band “needs” another
bassoon or French horn. (Cruietta…PBS).

Some instruments cost more money than others. For example a plastic recorder would

cost less than ten dollars, while a bassoon would easily cost over one hundred dollars. Some

homes already have a specific instrument available at home, or a relative has an instrument that

they do not play anymore. “Remember to take into account not only the cost of the instrument,

but of essential accessories” (Crozier 36), like music stands, method materials, instrument

repairs, and so forth. Lessons also may need to be considered. Many woodwind players find
themselves having to get reeds fairly often. All instruments have certain products to keep the

instrument working well. It is recommended for brass instruments to be cleaned monthly, string

players have to occasionally have their bows re-haired. Just by playing the instruments

frequently, there always seems to be something that can be fixed.

Some groups have a set amount of instruments required for optimal performance, while

others are more flexible with instrumentation. Less advanced groups are more likely to accept

more instruments. Some instruments are in higher demand than others, especially for the more

difficult instruments to master; like oboes, bassoons, and French horns, then again, each group is

unique in what instrument parts need to be played. If needed, there may be adaptations so that all

of the major parts are covered, even if it means having a saxophone player do the French horn

part, or having a flute player switch to the bassoon.

There needs to be desire, passion, to push an individual to put in work needed for

excellence. “Occasionally one finds a youngster who has such a great desire to learn one

instrument that this desire can compensate for a certain lack of natural aptitude” (Markel 53).

These types of people tend to work very hard practicing and doing all they can to become better.

Age…various stages of development and attention span.

Common starting instruments….violin, trumpet, harp, piano, flute, clarinet….

http://www.bronsteinmusic.com/bms/choosinganinstrument.html

“If your child is younger than six, make sure you understand the purpose behind playing an
instrument at such a young age and acknowledge the physical limitations of a child that young.
Piano and violin are the most popular instruments for children under six because they help build
a foundation for your child to choose a different instrument at a later age, should they want to do
so” (Cutietta). ….playing the piano allows musicians to play both the melody and harmony
simultaneously, thus teaching important perceptual and musical skills…. In summary, choosing
either of these introductory instruments is a wise decision for young children.

Violin:
Temperament: This is not the instrument for a hyperactive child. …With violinists, I’ve always
noticed that there is a lot of competition about who gets to play the top part in a group.

Physique: A child who likes dancing will probably enjoy playing the violin. The instrument
transmits a lot of vibration to the chin and shoulder. Some children like this, but some hate
it. …

Mind Power: Playing the violin is complicated needs a lot of perseverance. …

Initial Expense: There are lots of cheap small instruments on the market.

Viola:

Temperament: The same as the violin. However, a violist likes to be in the middle of the group
and generally enjoys a more holistic feel for music.

Physique: ...Older violists need more physical strength, long fingers and flexible hands to cope
with larger instruments. Children with a lower voice are often drawn to the viola.

Mind Power: The same as the violin. Initial Expense: There are lots of cheap small violins on
the market which can be converted into violas.

Cello:

Temperament: Some children just fall in love with the cello’s beautiful singing voice. …

Physique: An adequate sense of pitch is useful. Cellists often come with big hands, long arms
and lower voices. A child with a big chest cavity will enjoy the resonance of the cello. This
instrument requires a certain amount of strength, not only to play but also to carry.

Mind Power: The cello suits a quiet, shy, deeply thinking child.

Double Bass:

Temperament: A supportive child who likes rhythm will enjoy the double bass. …

Physique: It is really helpful for a young bassist has to be physically big and strong.

….Harp:

Temperament: Your child will just know that this has got to be his or her instrument.

Piano:

Temperament: This is not an instrument for social children as playing the piano is quite a
solitary activity. A loner .
Physique: The piano doesn’t require lots of energy and would suit a quite delicate
child. Anyone who can sit still and who is reasonably good with their hands can learn to play
it. Good eyesight is useful for reading complicated piano music.

Mind Power: A child who does well at school, is good at figuring things and has plenty of
mental energy will find it easier to learn.

Organ:

Temperament: Like the piano and harp, this is an instrument for a child who is a bit of a
loner. It would suit a child who needs to feel more powerful but who hasn’t found a way.

Physique: With the pedal extensions used by Suzuki organ teachers, children don’t have to be
large, but as they grow it helps to be able to reach several keyboards, stops and a
pedalboard. Good eyesight helps. The music is complicated to read and has to sit at a distance
from the player. The player will develop excellent coordination and powerful core muscles from
balancing on the bench and using all 4 limbs at once.

Mind Power: The same as the piano. Initial Expense: Some churches will let you practice
free. An electric organ for home practice can be pricy.

Flute:

Temperament: Shy, quiet and sociable, not dominant or aggressive.

Initial Expense: A bit more expensive than a beginners violin (Hunt).

Some people have disabilities like: ADHD/ADD, depression (Being Creative is

helpful)/anxiety, autism, hearing loss, limited sight, prosthetics, and so forth. Stevie Wonder is

an example of a musician succeeding despite disability. He was born blind, yet was able to end

up performing and recording popular songs such as: “Living in the City,” “Isn’t She Lovely” and

“Superstition” (Editors). She makes a point that disability should not prevent a person from

learning music. In a TED Talk, she said:

Another example is Evelyn Glennie, a deaf percussionist. And I remember when I was 12

years old, and I started playing tympani and percussion, and my teacher said, "Well, how

are we going to do this? You know, music is about listening." And I said, "Yes, I agree

with that. So what's the problem?" And he said, "Well, how are you going to hear this?
 How are you going to hear that?" And I said, "Well, how do you hear it?" He said, "Well,

I think I hear it through here." And I said, "Well, I think I do too -- but I also hear it

through my hands, through my arms, cheekbones, my scalp, my tummy, my chest, my

legs and so on. (Glennie 07:45).

It is impressive to think of people like Wonder and Glennie showing that it is possible for anyone

to succeed in music, though there may be unique obstacles to be overcome. Most teachers and

institutions are willing to help those with disabilities to grow musically….

11:18 Under no circumstances were they to refuse any application whatsoever on the basis of

whether someone had no arms, no legs -- they could still perhaps play a wind instrument if it was

supported on a stand. No circumstances at all were used to refuse any entry. And every single

entry had to be listened to, experienced and then based on the musical ability -- then that person

could either enter or not.”

Finding an instrument well-suited to an individual “may take considerable experimenting

on various instruments” (Markel 53). Selecting an instrument that fits an individual makes things

more enjoyable, because various aspects could be mastered a little easier. Each person is unique,

with different physical, mental, and emotional traits, and various desires. These all vary in

intensity. Just imagine a world without music, for many, this would be an unpleasant idea, since

quite a few turn to music when happy, sad, angry, thinking, or just to be in the background while

working on other tasks. Why should someone learn to play a musical instrument? Even if one

ends up not having the desire to pursue music professionally, the study of music, even if just for

a year, provides experience to help make more well-rounded individuals.