Advice on multiple-woodwinds graduate degrees and teaching careers

I often have university students bring up the idea of graduate school and a university teaching career, and I have previously given general advice about that.

Perhaps since my graduate degrees and a teaching career are in multiple woodwinds, my students sometimes wonder if that’s a path they should take. Here are a few thoughts:

I’ve mentioned previously that, even for talented and hardworking folks, a graduate education is far from a guarantee of employment. Does a multiple-woodwinds degree help? I think it helped me, but I also had some significant luck.

The year I was on the job market, I applied for a small handful of multiple-woodwinds jobs and got a small handful of interviews. I landed in the job that was the best match. I kept an eye on job listings in subsequent years, and years went by without a single multiple-woodwinds job being listed. If I had graduated a year later than I did, I may well have been unemployed.

During my job search I also applied for single-instrument teaching jobs, and got zero responses. Having been on the hiring side of things a few times now, I understand why. Faculty jobs get dozens of applicants that need to be narrowed down quickly, and the ones whose qualifications and experience are laser-focused for the job in question rise to the top. Though I felt I had things to offer, my multiple-woodwinds background wasn’t a precise enough fit, and somebody else’s background was.

So is a multiple-woodwinds education better, employability-wise, than focused study of a single instrument? It’s a calculated gamble. When you’re on the job market there might happen to be a windfall of single-instrument jobs, and if you’ve been focused on multiple woodwinds instead, you may be out of luck. However, there are fewer multiple-woodwinds graduates, so if a multiple-woodwinds-geared job opens, your background might prove very valuable.

Multiple-woodwinds teaching jobs tend to be common at smaller schools with smaller music departments, and that may or may not affect your decision. I have a mixed but mostly positive relationship with my small-university job. If your heart is set on teaching at a major university, then most of the jobs won’t be multiple-instrument jobs, and your competition will mostly be highly-specialized, highly-focused single-instrument players.

One other factor to consider is what kind of multiple-woodwinds education you want to get. Do you want to have a “primary” and “secondary” instruments, or study them in an equal way? Do you want to do a masters degree and a doctoral degree both in multiple woodwinds, or one in multiple woodwinds and one in a single instrument? How you focus your studies will affect which theoretical future jobs you will or won’t be a match for. (Each degree program is a little different, so check with the schools you’re interested in to see how their programs are structured.)

Graduate study in multiple woodwinds can be valuable preparation for a career in higher education, but the job opportunities are limited and hard to predict. I suggest pursuing that path if you have additional reasons or motivations for doing so, like a fascination with the woodwind instruments and woodwind doubling.

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  • Five things to do before starting a new school year as a college music major

    Most colleges and universities will be starting classes again within the next month or two. If you are a music student, now might be a good time to make some preparations that will set you up for success in the new school year.

    photo, KosmoKarlos Photography
    photo, KosmoKarlos Photography
    1. Get your instrument ready. After a year of hard playing in ensembles, lessons, solo recitals, and the practice rooms, your (woodwind) instrument is most likely in need of a little maintenance. Take (or ship) your instrument to your teacher’s recommended technician for some care and you will be glad you did—a well-maintained instrument is fun to play, and makes you sound better with less effort. High-quality woodwind instruments played daily probably ought to have a full overhaul at least every 5-10 years; this is a bit expensive and includes things like replacing all the pads and corks, making sure the keywork fits precisely, removing dents or bends, and thorough cleaning and lubrication. In between overhauls, get your instrument checked out at least annually for what some shops call “playing condition”—a cheaper service, replacing or repairing just what is necessary to fix the most immediate issues.
    2. Get in shape. If you can feel a case of “summer chops” setting in, then now is the time to start getting back into fighting shape. If your summer days are long and unstructured, it can be easy to procrastinate, so set up a routine. Make a practicing schedule and stick to it. I recommend doing it first thing in the morning, before you get distracted by other things.
    3. Get a jump on lesson preparation. If you are a returning music major, you probably have a good idea what you will be assigned in that first lesson (let me guess: scales and/or technical exercises, etudes, and repertoire?). How pleased would your teacher be if you showed up to the first lesson of the semester with a week’s worth (or more) ready to go? What kind of momentum would that give you for the semester? You might not know yet exactly what repertoire your teacher will want you to tackle in the fall, but this could be a great chance to get started on a piece you would really like to play. (I, for one, am usually happy to accommodate students who show that kind of initiative.) If you are a new music major or aren’t sure what to expect, your teacher may or may not be answering email or phone calls over the summer, but it wouldn’t hurt to try.
    4. Clean up and stock up. Take a few minutes to clean out your instrument case, reed case, backpack, sheet music filing system, etc. and get rid of the clutter. If you have been working at a summer job or saving rent by living at home, now might be a good time to provision yourself for the coming months (reeds, cleaning swabs, cork grease, pencils). If you have been saving money toward a new instrument or mouthpiece, hold onto it and get your teacher to advise and assist you with that purchase after the semester starts.
    5. Choose some new, positive habits. Times of changing routine (such as the start of a new semester) are great times to insert new habits. Ask yourself what habits a really excellent music student would have: increased practice? better recital attendance? instrument care? reedmaking? listening to recordings? Make a list, commit to some plans, and hit the ground running from day one.

    Have a great year!

  • What should be on your musician website

    It’s cheap and easy to create a website. Any serious freelance musician (or aspiring musician) should have one.

    This should be a website about you, an individual musician. It should be separate from your ensemble’s website or your academic institution’s website. It should exist long-term, and serve as a sort of permanent address for finding you online. If you do most of your online stuff on social media sites or on your organizations’ sites, that’s fine. Your individual website doesn’t have to replace or duplicate any of that. It can simply point people to those resources.

    I won’t go into any technical details here, because there is very extensive information available online about the ways to make websites. Suffice it to say that if you have only enough technical skill to send and receive email and post things on Facebook, there are website services simple enough for you to operate. Or if you want to roll up your sleeves and code every line from scratch, you can learn how to do that too.

    Here’s what you need, content-wise:

    Mandatory items

    • A domain name. Preferably this is something very simple and clear, like your name. Mine is bretpimentel.com. It works well because there aren’t a lot of Bret Pimentels, so web searches for my name usually put my site right at the top of the results.
      • If you have a more common name, you might need to add something meaningful to it. bretpimentelwoodwinds.com might work well, or bretpimentelmusic.com.
      • Pay for a real domain name. It’s not expensive. Something like bretpimentel.freewebsites.com looks unprofessional.
    • At minimum, a simple indication of what it is you do and how to contact you. That’s enough to be your whole website if you like. Here’s an example: “Bret Pimentel is a performer and teacher on the woodwind instruments: flute, oboe, clarinet, bassoon, and saxophone. Reach him at bret@bretpimentel.com.”
    • Some longevity. Go ahead and prepay the domain name and whatever hosting services you need for a good long time, maybe five or ten years, or set it up to renew automatically.

    Optional items

    • A more detailed biography.
    • A nice picture of you, especially one that helps reinforce what you do (like one where you’re holding your instrument).
    • Links to your social media profiles, YouTube channel, or other online things you want people to find.
    • Links to the websites of things associated with your career, like your performing ensembles or the institutions where you teach.

    Optional items with caveats

    Most of these things have to do with updating the content of your site on some kind of regular basis. That’s worth doing if your intention is to bring people back to visit your site again in the future. If you prefer to use your site as just sort of a digital business card, with no updating content, that’s fine too, and is much less effort to maintain.

    • A calendar of your upcoming performances. Only do this if you are thoroughly dedicated to keeping it up to date. An expired calendar makes your website look abandoned.
    • Recordings (audio and/or video) of some of your performances.
      • If you are hoping your website will help you get hired for things, only include recordings that you think appropriately and honestly reflect your current abilities.
      • Only post material you are certain you have the rights to post. For most individual-musician websites, chances are slim that anyone will take legal action against you for posting copyrighted material, but it’s still decent and polite to respect others’ intellectual property. (Acknowledging your non-ownership doesn’t make it okay to post something that isn’t yours. The copyright owner has to specifically give you permission or license the material to you in some way.)
    • A blog and/or some articles or other resources.
      • Again, this should be your own intellectual property or something you have explicit permission to post.
      • If you start a blog, start with a post that is about something, not a post about how you intend to start blogging soon, or asking people for ideas what to blog about. Lots of blogs start that way, with a single post promising big things to come, and then nothing more ever.
      • You don’t have to blog on any particular schedule if you don’t want to, just post when you have something to say.

    Don’t include these

    • Lists of who you have played with, unless they are significant and career-defining.
      • As a graduate student I got to play at a university event honoring Dave Brubeck, including playing in an ensemble “with” him. For years my professional biography indicated that I had played with Dave Brubeck, even though after the one gig was over he almost certainly wouldn’t have remembered me, much less considered me some kind of collaborator. Listing him on my website was a pretty transparent inflation of the truth. (If he had hired me to join his quartet and go on the road for a few years, that would definitely be worth mentioning on my site.)
      • There have also been many less-famous names I have performed with, and why list those?
    • Lists of the equipment you use. One possible exception is if you have official endorsement deals that contractually require you to include this information. Otherwise, what is the list for? To prove how much money you have spent? To encourage others to blindly buy the same products as you?
    • “Links” lists, except in the rare case that your curation brings something valuable to the table. Lists of sites that you think are interesting or somehow related to your site are an artifact of earlier days of the web. Now if people want to find sites related to a topic, they just do a web search or follow related entities on social media.
    • Gratuitous photo albums, unless there’s a good reason to post them. Being attractive and/or vain isn’t a good reason, if you are hoping people will focus on what you have to offer musically. And you do need permission from the copyright holder.

    A simple website is part of the modern musician’s professional face—you need one the same way you need a phone number, an email address, and black clothes for the gig. You can start for a few dollars and finish in less than an hour, or spend years building it into a powerful communication outlet. Get started today!

  • The myth of beginning band instrument “tests”

    Photo, Dyvo

    I’ve ranted about this previously, but since we are heading into a new school year, I thought it might be worth covering again and in more detail.

    Some beginning band programs kick off the year by allowing prospective students to “try out” the various instruments, ostensibly to determine which instrument they have the most natural aptitude for. I find this ludicrous.

    Firstly, no one is born knowing how to play the flute or the trombone or the snare drum. And physiological factors are only important at the most basic level: if a student isn’t strong enough to manage the weight of a tuba, then perhaps the euphonium would be a better starting point for this year, and if she can’t comfortably stretch her fingers far enough to reach all the baritone saxophone’s keys, tenor or alto might be a good alternative. Beyond that, and barring significant physical deformities or significant learning disabilities, any student is physically and mentally capable of playing any instrument he or she wishes. If your child’s future band director is examining your child’s lips or fingers and opining about which instrument he or she is destined to play, they are wasting the time of everyone involved.

    Secondly, the first few minutes that a child (or adult) spends with an unfamiliar musical instrument can turn out very differently depending on a large number of factors. When your child spends two minutes trying out a flute and two minutes trying out a trumpet, and is pronounced a budding trumpet virtuoso, is it really because of some genetic predisposition to the trumpet? Or is it that the flute had leaky pads? Or that the band director’s explanation of the flute embouchure wasn’t clear enough? Or that your child accidentally leaned on one of the flute’s trill keys, and the band director failed to spot it? Did your child do better at bassoon than oboe because the bassoon reed was well-balanced and vibrant, while the oboe reed was stuffy and insufficiently soaked? My point is that there are too many potential issues to sort out in a few minutes (perhaps even a few hours—or years), and judging aptitude at that stage is no better than guesswork.

    There is one admittedly understandable reason why even band directors who know better might still carry out the charade of the instrument aptitude test, and that is ensemble balance. The band director needs to balance the success of individual students with the success of the group, and the group’s chances for success are better if the instrumentation is well-proportioned: the right number of students on each instrument. I suspect that some shrewd band directors are “testing” students while keeping mental tallies and telling white lies: “Trust me—the horn is your instrument. I can tell already. Yes, I’m sure.”

    If you really want to know what instrument your child will be good at, ask them which one they want to play. Motivation is the make-or-break factor for beginning instrumentalists. (I do think that it’s worth introducing your child to the various instruments so that they can choose from all the available options, instead of just the ones whose names they already know.)

  • Getting gigs on woodwind doubles

    Here’s a question sent to me recently [edited lightly]:

    Do you have any advice on getting gigs on doubles? I play all the major modern woodwinds, but I’m definitely an oboe/English horn player first, and saxophone is my strongest double. I wouldn’t say I’m the best flute or clarinet player, but I’m good enough to gig or perform solo repertoire. I never get gigs on anything but oboe/English horn or saxophone, which makes me feel like I’m wasting my time practicing anything else.

    Here are a few things to consider:

    Firstly, hopefully it goes without saying, but continue developing your skills on your doubles.

    Developing a reputation in your local market takes time. Plus, your local ecosystem of musicians and gigs is a factor outside your control. For example, if there is already an abundance of well-established clarinetists in local contractors’ contact lists, then it may just take time before you get a shot.

    Get to know the players in town who are doing the kind of gigs you want, and establish professional acquaintances with them. There’s also a time-honored tradition of taking a “lesson” or two with top local players so they can see what you’re capable of, and potentially recommend you for gigs (plus you might learn something).

    Check in with contractors or other hirers you may be working with already. You could say something like, “Hey, I’ve been doing so much oboe and saxophone lately work that I’m not sure people realize I’m a strong flute and clarinet player, too. Just wanted to make sure you have that info in the back of your mind. Thanks!”

    Also consider what you are or aren’t doing to sell yourself convincingly as a doubler. I checked out your web presence, and found social media usernames and profile pictures that identify you very clearly as an oboist, plus some vague, apologetic hints that you are also woodwind doubler. Some humility is good, but if you want to work as a flutist then it helps to tell people you’re a flutist.

    You also do not have a personal web page, or not one that I could quickly find. That’s your digital-era business card. (Consider getting some actual business cards, too.) It should state clearly what you bring to the table, and ideally provide some evidence. If I visit your website and it doesn’t mention the bassoon, or it mentions the bassoon but has audio/videos of you playing everything but the bassoon, then I’m unlikely to consider you a hireable bassoonist. If your bassoon playing is only so-so, I might still need you for a gig that has less-critical bassoon parts, but hearing you play something gives me some reference point for what you can do. As a next-best thing, you can provide an easy-to-find, easy-to-skim list of some gigs you have done in recent memory.

    Find appropriate opportunities to offer your services on additional instruments. “Hey, I have my flute with me today, and I can cover that third part if you like.” “I was thinking maybe this passage would sound good on clarinet. Mind if I give it a try in rehearsal?” Don’t push it to the point of being annoying, and be a good sport if the person in charge wants you to stay in your lane.

    Good luck!

  • 6 advantages of adult students

    Now and then, non-musician friends express to me their regrets about their own supposed inability to play music. My usual response to this is meant to be encouraging: “It’s not too late to learn!” This is most often met with a doubtful look and a lament about wasted youth.

    I find that there is a prevailing attitude that learning a musical instrument is a new trick of the sort that old dogs simply can’t learn, and that if you didn’t start young you’ve missed your chance. I don’t think that’s true.

    Do children naturally learn more quickly or easily than adults? Possibly. But if it’s true that children have some sort of built-in edge at learning musical instruments, I would say it’s also true that adults have at least enough advantages of their own to level the “playing” field. Read More “6 advantages of adult students”

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