The Influence of the Teaching Concepts of William Adam on Four First Generation Students

Abstract

William Adam enjoys a reputation as one of the most important trumpet teachers in the twentieth and twenty-first centuries and is known as a pedagogue who develops highly proficient trumpet performers and teachers. Adam earned this reputation primarily as professor of trumpet at Indiana University from 1946-1988.

This document examines the musical lives of four of Adam's students who are successful both as trumpet performers and teachers at post-secondary institutions: Dr. Karl Sievers, Professor of Trumpet at the University of Oklahoma (Norman, Oklahoma); Robert Slack, Professor of Trumpet and Director of Instrumental Music at Citrus College (Glendora, California); Dr. James Stokes, Professor of Trumpet at Appalachian State University (Boone, North Carolina); and Gregory Wing, Professor of Trumpet at Morehead State University (Morehead, Kentucky). These individuals exhibit diverse playing expertise--from commercial to orchestral, from Broadway shows to ballet pit orchestras--demonstrating that Adam's pedagogy transcends musical style.

Adam utilizes a holistic teaching style. A course of study with Adam involves more than trumpet playing. Through supplementary reading and personal encouragement, he positively affects the student's self-image. In master classes, Adam focuses as much or more on developing a strong, collegial character as on trumpet performance. Additionally, Adam emphasizes concentration on the desired sound rather than the physical aspects of playing the trumpet. The primary method he uses is modeling the desired sound and instructing the student to copy his example.

This document investigates the efficacy of Adam's pedagogy as employed by his students, its relevance to diverse musical genres, and how he teaches life lessons via the study of the trumpet. Interviews with four first-generation Adam students provide free-response opportunities to identify which aspects of Adam's teaching approach have the greatest impact. Comparison and analysis of responses ultimately lead to the conclusion that Adam's process can be adapted by others, given sufficient understanding of his concepts. Ideally, this document will lead to greater understanding within the profession of one of the most important pedagogues of our time.