12(+) ways to practice a technical passage

A popular article from the Bulletproof Musician blog has been making the rounds on social media again, which, to oversimplify, recommends variety in your practice routine.

What is crucial is that you are keeping your brain engaged by varying the material.

One of the suggestions the author (clarinetist Christine Carter) makes is to practice passages “in different rhythmic variations.” She doesn’t go into detail because that isn’t the main thrust of the article, but here are some of my favorite ways of varying rhythms for practice.

Let’s take this example passage:

Original excerpt (from Piazzolla Tango Etudes, notation simplified)

The most obvious and common rhythmic variation for practice is to use uneven rhythms, alternating long and short notes. There are two ways to do it:

Methods 1-2: Long-short, then short-long

In all of these examples, note durations aren’t necessarily set in stone—they are just meant to show which are the long notes and which are the short ones. The first example above could alternatively be notated this way:

Method 1a

Those examples use groupings of two notes, a long one and a short one. We can extrapolate that to, say, groups of three notes, one long and two short. There are three ways to do that:

Methods 3-5: Long-short-short, short-long-short, short-short-long

Another variation would be groupings of four notes, done four different ways:

practice4
Methods 6-9

For additional practice, try groups of five, six, and so on.

Another extension of this technique is to keep the basic rhythm the same but shift it within the meter:

Methods 10-12

Use subtle anchoring to make this especially effective. Again, the possible variations are limited only by your imagination: try playing the passage in triplets instead of sixteenths, and then shift those within the meter.

I find these techniques to be an excellent way to keep some variety and interest in my practicing even when I’m stuck on a particularly frustrating passage. The Bulletproof Musician article suggests rotating between several passages in order to keep the routine varied, and I agree that is a useful way to practice, but I find that, in moderate doses, playing one passage in many different ways has similar effects.

Keep your practicing varied and goal-oriented!

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    Q&A: The big picture

    Disclosure: As an Amazon Associate I earn from qualifying purchases, at no cost to you.

    Here are some of the questions readers sent me in celebration of this blog’s 10-year anniversary. I have edited, combined, and otherwise adapted some of them but hopefully there are answers here for those of you who were kind enough to inquire.

    Why does music move humanity so profoundly?

    My personal belief is that music is divine in origin, and that there is something inherent to humankind that responds to music. Since I believe that everyone is a child of God, I suppose the love of music is a divinely-inherited trait. Leaders in my faith have said, for example, that “Music is given of God to further his purposes,” and observed “Music is truly the universal language, and when it is excellently expressed how deeply it moves our souls.”

    If that’s not your style, you may prefer Darwin’s speculation that the earliest attempts at human language were more like musical gestures than like words. An ability to relate to these sounds is at the foundation of language in the more modern sense, and thus underlies virtually all human experience and culture.

    In any case, even as a faith-plus-science kind of guy, I’m definitely out of my depth here, so feel free to share your theories in the comments.

    Are applied music studios in higher education sustainable considering the supply of music graduates exceeds available employment?

    There are issues here for sure. I can only vouch for my own approach:

    Most of my university students are music education majors, and where I live this does seem to be sustainable. My graduates for the most part are able to land and keep jobs doing what they are trained for: directing middle school and high school bands.

    Many of my students at some point inquire about the degree in performance. If they are interested in that route and have the skill to pursue it, we have a long talk about the career path of a performance major. Essentially, a bachelors degree in performance qualifies you for one thing, entry into an masters program. The masters qualifies you for a doctoral program, and that qualifies you to teach in higher education and perpetuate the cycle. We talk seriously about the prospects for employment in higher ed (slim).

    On the other hand, a college or university education isn’t a trade school certificate—it is meant to produce a well-rounded citizen of the world, with literacy in key fields of human thought and skills in areas like communication and critical thinking. If a prospective student wishes to study the art of musical performance for reasons that are not necessarily 100% practical, then I would like to see that opportunity available to them. Schools and students should be clear with each other about their goals, so there isn’t any confusion about, for example, guarantees of employment.

    Some of my students have leveraged some of the more general skills developed in their musical education to pursue careers in other fields, which I find to be a perfectly good outcome. There is also at least some anecdotal evidence that college music majors are welcomed by challenging, high-status programs like law and medical schools.

    When will woodwind makers deplete resources of grenadilla/mpingo wood?

    I don’t know the answer. My understanding is that these woods are not in danger of extinction, exactly. But the culling of the tallest, straightest specimens for products like oboes and clarinets has potential to cause an evolutionary bottleneck, since only trees that are unsuitable for instruments (because they are curvy, for example) are left alone to reproduce.

    I think that the inevitable conclusion to this is alternative materials for instruments. This will be a tough sell for some musicians, but will ultimately be for the better. If modern science can develop amazing new materials for everything from mobile phone technology to medicine to space travel, why not for music? I’m confident that the “wood”-wind instruments will continue to exist in materials that are more sustainable, stable, affordable, crack-free, ergonomic, and beautiful-sounding.

    Why does the principal oboist tune the orchestra?

    Tradition. We have methods of providing a reference pitch that are far more accurate and reliable than even the best oboist. But the ritual is a comfortable one.

    There are lots of additional theories. I’ve written previously about why a bunch of these don’t make sense, and that post continues to draw comments largely based on questionable understanding of “overtones.”


    Thanks for your questions! These are some tough ones.

    More 10-year anniversary Q&A

  • Preventing accidents with pencil marks

    After some recent windy weather I saw someone in my neighborhood cutting up some fallen tree branches with a chainsaw. He wore jeans and sneakers and handled the saw with something less than familiarity.

    Later, I saw a professional tree removal crew working at a similar task. They operated their chainsaws expertly and with confidence, and wore helmets, eye and ear protection, and heavy protective clothing.

    I thought the amateur might really be the one in need of safety gear. But the professionals showed up equipped to do the job right, do it promptly, and do it without mishaps. Read More “Preventing accidents with pencil marks”

  • Counting rhythms with a non-quarter-note pulse

    Sometimes my students are stymied by rhythms like this:

    subdivisions

    These rhythms are really not at all difficult to play—to actually execute—for an intermediate-level student. The problem is just one of unfamiliar notation. It is usually related to the all-too-common misconception that the rhythmic pulse is always equal to a quarter note. If you approach this example with a quarter-note pulse in mind, the rhythms are indeed rather complex.

    But even an intermediate student should be quite at ease playing subdivisions of a beat into twos, threes, and fours. For a student with the pulse-is-always-a-quarter-note mentality, that means this specifically:

    subdivisions-1

    So the key is to reframe the “difficult” rhythm so that it breaks down into subdivisions of two, three, and four. One way would be to rewrite it like this, using more familiar notation:

    subdivisions-2

    But often it’s enough for my students just to mark up the original to show an eighth-note rhythmic pulse:

    subdivisions-3

    If I walk them through marking the first few measures, they can often finish the project without much additional help. At that point, they are surprised to discover that the rhythms are really much simpler than they first appeared (and that 32nd notes are not necessarily “fast”).

    For me this issue comes up most often in the Romantic-period etudes I have my students play, most especially the oboe etudes by Ferling (which my saxophonists also play) and the 32 clarinet etudes by Rose (which are mostly based on the Ferling etudes), but also some of the Milde bassoon etudes and Andersen flute etudes.

    In each of these cases, by far the most common occurrence of a non-quarter pulse is the eighth note pulse, and some editions of these indicate an eighth-note based metronome marking (which should be a big hint to a student). In general, my students handle this less-familiar notation with ease once they learn to watch out for etudes or repertoire movements that have 32nd-note rhythms, and to count those with an eighth-note pulse. (The clarinetists run into this early in the Rose 32, as the first and third etudes begin with seeming quarter-note-pulse rhythms, then surprise the student with 32nd-note passages later.)

    A 16th-note pulse is also not unheard of (I run across this most often in Baroque repertoire), and certainly others are possible. “Cut time” (2/2) time signatures also fall into this category, though they seem to alarm my students less because they are generally easy enough to count in 4/4; they do sound much more poised if I can convince them to use a true half-note pulse.

    In summary:

    • If an etude or repertoire piece has 32nd-note rhythms, try counting with an eighth-note pulse. If it has 64th notes, try a sixteenth-note pulse, and so on.
    • If the composer or editor provides a metronome marking, notice what note duration is suggested (for ♩ = 50, count in quarters, but for ♪ = 100, count in eighths).
    • If it helps, mark in the pulse to reveal the familar two, three, and four subdivisions.
    • Don’t panic!
  • Airline travel with musical instruments

    airplaneDuring the past few months, I’ve had the opportunity to do some traveling with my instruments, on a number of airlines and through quite a few airports. Here are a few thoughts on getting instruments safely and smoothly to your destination.

    Going through airport security

    • In most cases, your plan should be to carry your instrument(s) onto the plane with you. That means taking the instrument through airport security, and sending it on the conveyor belt through the x-ray scanner. In my experience, security personnel are generally very good about recognizing musical instruments as such, and sending them on through without raising an eyebrow.
    • Security personnel may, however, wish to open instrument cases for closer inspection. In my experience, inspectors are uniformly courteous and respectful about this, and usually notify me before they begin. Earlier this week I had a security officer let me know that he needed to open my oboe case, which I had sent  through the x-ray within a larger carry-on bag. I asked politely if he would let me open the case for him, and he was more than happy to allow this. I recommend taking this approach, since security personnel may not know which side is “up.” If you open the case yourself, you won’t have to worry about instrument parts rolling out onto the airport floor.
    • I also like to lock any carry-on instruments cases that can be locked, and, of course, make sure I keep the keys handy. This ensures that security personnel can’t open the case without me while I’m still trying to get my shoes back on. Besides, airports and planes can be crowded, and I like to be sure that my cases won’t pop open if jostled or bumped. Read More “Airline travel with musical instruments”
  • Buying more instruments, or making do with what you have

    I get asked every so often whether it’s a good idea for a woodwind doubler to try to have a fairly “complete” set of instruments, or whether it’s better to make do with a few and make substitutions as needed. For example, do you need a B-flat clarinet and an A clarinet, or can you just transpose? Is it worth it to buy an English horn for sporadic use, or can you cover the part on saxophone?

    The answers, of course, depend on your goals. It’s hard to predict for sure which instruments will end up being useful or financially worthwhile. And a new instrument isn’t always something you can just hurry and buy when a gig offer demands it. 

    If your aim is to maximize your income, and some substitutions are acceptable at your gigs, then you should buy as few instruments as you can get away with. Prioritize the ones that are most likely to pay for themselves in terms of new gigs within the shortest time frame.

    If it makes you happy to have a larger collection of instruments, and you can afford to make it happen, then there’s nothing wrong with that, either. For many of us music straddles the line between profession and hobby, and being a woodwind doubler isn’t necessarily any more expensive a hobby than boating or fine woodworking or international travel. If you can count the purchase as a business expense as well, then all the better.

    Follow the instrument acquisition strategy that best suits your financial situation and personal goals.

  • Fix fixable problems now

    Just about every day I have a student show up for a lesson with an etude or repertoire movement they have been working on for a week or more, and there are little, silly problems that haven’t been fixed:

    • A spot where a fingering choice needs to be made, but hasn’t.
    • A page turn in an awkward spot.
    • An unfamiliar foreign term that hasn’t been looked up.
    • An ambiguous accidental that need to be double-checked against the piano part.

    It’s easy for them (or me) to ignore or procrastinate small but easily-fixable issues while busily drilling technical passages. But I know they—and I—are doing our best work when those details don’t slip through the cracks.

    It’s not worth it to spend a week practicing something in an incorrect or compromised way because you haven’t gotten around to fixing the fixable problems. Would any of these help you solve those issues more promptly?

    • Print an alternate/trill fingering chart and keep it with your practicing stuff, or bookmark an online one on your phone.
    • Put a few dollars on your copier/printer card/app so you can photocopy a page when needed.
    • Keep a good music dictionary in the pocket of your instrument case.
    • Keep your piano score and solo part together so you can always use them in tandem.

    Consider what other easily-fixable problems you haven’t bothered to fix, and ask yourself what you can do to remove friction so they get solved right away next time you practice.

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