Principal Applied Trombone

Course Description

MVB1313 — Principal Applied Trombone is the freshman-level principal applied music course for music majors who have declared trombone as their primary performance instrument. As a Principal Applied course in the Florida Statewide Course Numbering System (SCNS), it is distinguished from Secondary Applied courses (e.g., MVB1213 (Secondary Applied Trombone)) by the depth of study, weekly lesson length, and performance expectations placed on the student.

Within the SCNS music applied numbering convention, the course code encodes the level of study: MVB1313 begins with 1 (freshman year), followed by 3 (Principal placement level), with the final two digits identifying the specific instrument. The expected curricular sequence continues into the sophomore-level course MVB2323, completing the typical four-semester applied study required of Associate in Arts (A.A.) music majors transferring into Bachelor of Music programs at Florida public universities.

Instruction is delivered through individual private lessons of 30 to 60 minutes per week (institutional practice varies), supplemented by departmental studio class, performance class, or recital seminar where required by the institution. Students are expected to practice daily — most Florida college music programs assume a minimum of 1 hour of practice per credit hour per day, or roughly 14 hours per week for a 2-credit Principal Applied course. Enrollment requires audition approval and concurrent participation in the appropriate large ensemble (band, orchestra, or wind ensemble, typically MUN 1120 or MUN 1210).

This course is offered at approximately 24 Florida institutions, including Daytona State College, Indian River State College, State College of Florida, Florida SouthWestern State College, Eastern Florida State College, Broward College, Florida Gulf Coast University, University of West Florida, University of Florida, and Florida State University. Course-specific repertoire, jury content, and recital expectations vary somewhat by institution; what follows reflects the common practice across Florida public colleges.

Learning Outcomes

Required Outcomes

Upon successful completion of this course, the student will be able to:

• Demonstrate fundamental tone production on the trombone, including proper breath support, embouchure formation, and consistent characteristic tone across the playable range expected at the freshman level.
• Perform major and minor scales (natural, harmonic, and melodic) and arpeggios at standardized tempos and rhythmic articulations, demonstrating accurate intonation and even technical facility.
• Sight-read grade-appropriate musical literature with accurate rhythm, pitch, dynamics, and stylistic interpretation.
• Apply music-theoretical concepts from the corequisite music theory and ear training sequence (key signatures, intervals, chord qualities) to the interpretation and study of repertoire.
• Prepare and perform at least one solo work or movement of standard repertoire at the freshman level, demonstrating the ability to learn music independently between lessons.
• Perform a jury examination at the end of the term before a panel of music faculty, presenting prepared scales, technical material, and assigned repertoire.
• Attend the required number of departmental recitals, studio classes, or convocations as specified by the institution, and participate in the corequisite large ensemble.
• Demonstrate professional habits of practice, including the use of a metronome, tuner, mirror, and recorded self-evaluation, and maintain a practice log when assigned.
• Demonstrate care and maintenance of the instrument, including slide care (pulling, cleaning, and lubricating with slide cream and water spray bottle), tuning slide grease, mouthpiece cleaning, and water key (spit valve) maintenance, recognizing the need for professional servicing, and proper case/storage discipline.

Optional Outcomes

Depending on the institution, faculty, and student level, additional outcomes may include:

• Perform a full or partial student recital at the end of the second semester of freshman applied study (some institutions require this for the freshman year, others defer to the sophomore year).
• Demonstrate orchestral excerpts commonly used in audition contexts, even at the freshman level, where institutional practice emphasizes orchestral preparation.
• Demonstrate tenor and alto clef reading, introduced gradually beginning at the freshman level, in preparation for orchestral and ensemble literature.
• Develop introductory F-attachment (trigger) technique — alternate position fluency, valve linkage care, and the use of the F attachment to extend the lower range and improve technical passages.
• Engage in brass quintet or trombone choir chamber coaching where the institution sustains such ensembles.
• Develop introductory improvisation skills or jazz idiom literacy where the program emphasizes commercial/jazz performance pathways.

Major Topics

Required Topics

• Posture, breathing, and physical setup — instrument hold, body alignment, breath capacity and breath management as fundamentals of tone production.
• Embouchure development — formation, flexibility, endurance, and registers; troubleshooting common student issues.
• Tone quality and characteristic sound — focused listening to model performers, pursuit of a centered sound, characteristic timbre across registers.
• Articulation — legato (a hallmark trombone challenge given the slide), staccato, marcato, and the coordination of slide motion with tongue articulation to avoid glissando between non-legato pitches.
• Technical exercises — major and minor scales (all forms), arpeggios, scale-in-thirds, long tones, lip slurs or equivalent flexibility exercises, and standardized étude literature.
• Sight-reading — systematic approach to unfamiliar literature: key/time/tempo identification, rhythmic accuracy, melodic contour preview.
• Repertoire study — preparation of one or more standard solo works at the freshman level, with emphasis on phrasing, style period awareness, and historical context. Representative literature includes: Galliard Six Sonatas; Marcello Sonata in F; Barat Andante et Allegro; Guilmant Morceau Symphonique; Saint-Saëns Cavatine; Arban's Famous Method for Slide Trombone (Randall edition); Bordogni / Rochut Melodious Etudes for Trombone (Books I and II); Blazhevich Clef Studies; Tyrell 40 Progressive Studies.
• Practice methodology — goal-setting, slow practice, looping, recording and self-assessment, weekly objectives, and time management.
• Performance preparation — managing performance anxiety, mock juries, dress rehearsal procedures, stage presence and audience etiquette.
• Instrument care and maintenance — daily and weekly cleaning, slide care (pulling, cleaning, and lubricating with slide cream and water spray bottle), tuning slide grease, mouthpiece cleaning, and water key (spit valve) maintenance.

Optional Topics

• Position studies — accurate slide placement, alternate positions, position-and-partial relationships across the harmonic series.
• Tenor clef and alto clef literacy — required for advanced solo and orchestral repertoire and gradually introduced over the freshman and sophomore years.
• F-attachment introduction — for students playing tenor trombones with F triggers, the use of the trigger to extend range, smooth technical passages, and access alternate slide positions.
• Orchestral excerpts — introduction to standard audition material from the symphonic and operatic repertoire.
• Chamber music — duet, trio, or quartet repertoire coached in tandem with private instruction.
• Pedagogical fundamentals — for students considering music education, an introduction to the teaching of beginners on the principal instrument.

Resources & Tools

• The student-owned instrument — students are normally expected to own a step-up or professional-quality trombone; some institutions own school instruments available for short-term use during the audition-to-purchase transition.
• Required accessories — slide cream (Slide-O-Mix, Trombotine, or Yamaha slide lubricant), mouthpiece (Bach 6½AL, 5G, or 4G are common starting points; the studio teacher will guide refinement), polish cloth, and a mouthpiece brush.
• Standard etude and method books — Galliard Six Sonatas; specific assignments are made by the studio teacher based on the student's developmental level.
• Metronome and chromatic tuner — physical or app-based; required for daily practice.
• Audio/video recording capability — smartphone-based recording is the typical minimum for self-evaluation.
• SmartMusic, Tonal Energy Tuner, or equivalent practice apps — adopted by many Florida college studios for accompaniment, intonation work, and practice tracking.
• IMSLP (International Music Score Library Project) — public-domain repertoire access (imslp.org) for students and teachers to source scores not under copyright.
• Naxos Music Library or Spotify — listening libraries used for model-performance reference, often available through the college library.
• Studio recital, juried recital, and convocation calendars are part of the resource set — attendance and participation are required.

Career Pathways

Principal applied study at the freshman level is the foundation for several professional and academic trajectories. Successful completion supports continued progression in:

• Music Performance (B.M.) — the most direct path; students continue applied study at the sophomore level (MVB2323) and transfer into a four-year B.M. program at the upper-division Performance level (4xx-series applied courses).
• Music Education (B.M.E.) — combining applied study with pedagogy, conducting, and methods coursework leads to K-12 music teaching certification in Florida.
• Music Therapy (B.M.T.) — board-certified music therapist programs (offered at FSU and other institutions) require applied performance proficiency on a primary instrument.
• Composition, Conducting, Theory, and Musicology — applied performance fluency on a principal instrument is foundational for these B.M. concentrations.
• Trombone-specific commercial and orchestral careers — Florida hosts professional symphony orchestras (Florida Orchestra in Tampa Bay, Jacksonville Symphony, Orlando Philharmonic, Naples Philharmonic, New World Symphony in Miami Beach), the Walt Disney World and Universal Studios live entertainment industries (consistently among the largest employers of professional trombonists in the United States), the Mar-a-Lago and South Florida hotel circuit, and a robust cruise-line industry sailing from PortMiami, Port Canaveral, Port Tampa Bay, and Port Everglades — all of which provide steady freelance opportunities for skilled trombonists.
• Studio teaching, freelance performance, and military bands — performance proficiency at and beyond this level supports private studio teaching of beginning and intermediate students, freelance performance work, and competitive auditions for military service bands (Army Field Band, U.S. Marine Band, Air Force Band, Navy Band).

Special Information

Course Format and Credit Variation

This is a private-lesson course; credit hours and contact hours vary across Florida institutions. Most Florida public colleges offer this course at 2 credits with one 60-minute lesson per week (Daytona State College, Eastern Florida State College, State College of Florida). Some institutions offer it at 1 credit with one 30-minute lesson per week, or in a 1-2 credit range (Florida Gulf Coast University, University of West Florida). Students should consult the awarding institution's catalog for the credit value applicable to their enrollment. Upper-level state university programs (UF, FSU) generally require all transfer students to undergo placement audition regardless of the credit structure of prior applied study.

Audition and Placement Requirement

Enrollment in any Principal Applied course requires audition approval by the music faculty. The audition typically consists of two contrasting prepared selections, scales, and sight-reading. Placement at the Principal level (3 in the second numerical digit of the course code) presumes meaningful prior playing experience — typically at least three to four years of formal study before college entry.

Corequisite Ensemble Participation

Concurrent enrollment in the appropriate large ensemble (commonly MUN 1120 College Band, MUN 1210 Symphonic Band, MUN 1310 Concert Choir, or MUN 1410 Orchestra) is normally required and is treated as an integral component of applied study. Students who do not also enroll in ensemble may be unable to register for the applied course at most Florida institutions.

Jury Examination

The end-of-semester jury is the principal summative assessment. Students perform before a panel of music faculty (typically 2-4 instructors including the studio teacher) and present prepared technical material, scales, and assigned repertoire. The jury grade is a significant component — often 20-40% — of the final course grade and is the basis for continuation in applied study.

Articulation and Transfer

Applied music courses are generally not transferable as full music-major credit between institutions without an audition at the receiving school. The receiving four-year institution will place transferring students at the applied level appropriate to their demonstrated proficiency at the time of transfer audition, regardless of how many semesters of applied study were completed at the sending institution. Florida College System Associate in Arts students intending to transfer into a Bachelor of Music program at a Florida public university (UF, FSU, USF, FAU, FGCU, UCF, FIU, UWF, FAMU, NCF) should plan to complete the equivalent of two years of applied study (4 semesters) at the principal level before transfer, and should verify ensemble, theory, and ear-training course articulation directly with the intended receiving institution.

Course Repetition

This course may typically be repeated one time for credit (institutional policy varies; some allow up to four repetitions for total program credit accumulation). Music majors normally take the freshman-level Principal Applied course in both the fall and spring semesters of the freshman year before progressing to the sophomore-level course.