Initially, we anticipated having fourteen children participating in Horn Day, though this number was subject to change, as is often the case. To ensure that we were fully prepared, I pre-cut enough tubing for fourteen horns in advance. When purchasing the tubing, I opted for the same type of hose I had previously used, but in a longer size to maintain consistency and avoid introducing any new variables. However, upon receiving the tubing, I noticed an issue: despite being labeled the same and produced by the same manufacturer, the material composition of the new hose differed from the previous batch. This led to an unexpected challenge— the small adapter pipe I had purchased no longer fit snugly into the new tubing as it had before. To resolve this issue I brought along extra plumber’s tape, which I used as an insulating layer to create a secure fit between the two pipe lengths. Fortunately, this solution worked effectively, and the construction process could proceed as planned.
In preparation for the workshop, I not only pre-cut the fourteen lengths of pipe but also brought along additional supplies, including extra tape, additional pipe, a large bag of zip ties, and a collection of funnels, ensuring we had everything necessary for the hands-on construction portion. When the workshop began, we ended up with a total of nine participants—five in the senior group and four in the junior group. Given the time constraints, I knew that the construction portion needed to be as efficient as possible to allow ample time for practice and playing. Fortunately, the students were highly engaged and eager to begin making their horns. As they worked on assembling their instruments, I took the opportunity to briefly explain the purpose of the activity, providing some historical context about the instrument before we moved on to playing.
Once the instruments were ready, an interesting challenge arose: the students initially played too softly, and we had to actively encourage them to increase their volume. This was likely due to a lack of familiarity with projecting sound through such instruments. Interestingly, the younger students appeared to adapt more quickly, possibly because they felt less self-conscious compared to the older participants, who may have been hesitant for fear of making mistakes. Despite this, both groups successfully worked on their assigned pieces— the senior group focusing on one piece, while the junior group managed to tackle three. Unfortunately, we only had about twenty-five minutes for practice, which was far from ideal, but we made the most of the time available.
During the final performance, the students did remarkably well, particularly considering their minimal rehearsal time and the fact that they also had to perform several pieces on their modern instruments. The senior group successfully learned and performed Jagdfanfare by Karl Steigler1, while the junior group played three adapted pieces, which I had slightly modified from beginner horn books to better suit their skill level.
One of the most rewarding moments came at the end when the students learned that they would be able to take their handmade horns home. They were visibly excited at the prospect, and based on the feedback I received afterward, many have continued to enjoy playing them outside of the workshop.
