Advice on writing for doublers

Manuscript score
Photo, liza31337

I got an interesting question by email last week. I’m reprinting the message here, followed by the suggestions I sent in return (I’ve edited a bit).

Hi Bret,

I’m doing my first arrangement for a musical, which will be an amateur production.

I’m going to be hiring players from amateur/student orchestras (university), or simply people who play well enough to take on the parts. I don’t think at this time I will be able to have more than 3 wind players.

One wind player has advised (from their experience as a musician) not to expect a player at this level to be able to play both a single and double reed instrument. Is it common for this to be the case, in your own experience? Is there any doubling of a mix of certain double and single-reeds instruments that’s even commonplace amongst ‘amateur’ players?

Do you have any recommendations of how to group the players, in terms of if I only have 3 available, and they are ‘amateur’ (but still ‘good’) level?

I had a look at the reed books on this site, but had to bear in mind that when putting on professional productions, you’re more likely to find players who can switch between a wider range of instruments. Any tips you can provide would be greatly appreciated.

Hello,

Thanks for stopping by my website and for taking the time to write. This is a great question with, I’m afraid, no great answers.

Woodwind doublers, like most commodities, are most easily found in larger cities, but can also pop up in odd places. Depending on where you are located, you may have more or fewer (or none) at your disposal. The best solution, when possible, is to line up your musicians in advance, and write for their strengths. Shows on Broadway are sometimes written this way.

Assuming that you can’t do that, you may have to hedge your bets somewhat. You might, for example, do something like this:

Reed 1: Piccolo, flute, clarinet [optional]

Reed 2: Flute [optional], clarinet, soprano saxophone [optional]

Reed 3: Bassoon, clarinet [optional]

In this case, the parts could be played by a flutist, a clarinetist, and a bassoonist. The optional parts could be notated on ossia lines for the “primary” instruments, or omitted according to your instructions. All of these books include clarinet writing, but you would want to put the important solos and the lead clarinet parts in book 2; likewise the Reed 2 flute parts would be harmony parts to Reed 1’s lead.

As for university-level musicians (or musicians of ANY level) who play both single and double reeds well: I would say that this is certainly not unheard of, though definitely on the rare side. Woodwind doublers can come with any variety of available instruments, but these combinations might be among the most common:

  • Saxophone with flute and/or clarinet. For some reason it’s unusual to see alto and tenor saxophone in the same book, but I’m not sure why. Many if not most serious saxophonists will have both available.
  • When oboe is used with doubles, they are most often (besides English horn) clarinet and/or tenor saxophone.
  • Low reeds: some combination of bassoon, bass clarinet, and/or baritone saxophone, maybe with some flute and clarinet as well.

Allow me to suggest that when it comes to hiring musicians, you avoid doing it by posting notices in music stores or university music departments. Instead, get in touch with:

  • Musical directors of other local musical theater productions
  • University music professors
  • Church music ministers
  • Personnel from local recording studios and live music venues

The way to get good, reliable musicians is by word-of-mouth recommendations. Even before you start writing, these kinds of contacts can give you an idea of whether you’ve got strong woodwind doublers available. Also, most professional musicians won’t be offended if you offer them the gig, even if the pay is low. They might not accept, but they may be willing to recommend their star students (who will work cheap, and maybe take your music in to their lessons).

I hope that helps.

Best,

Bret

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  • Doubling up pinky fingers on the clarinet

    There are two basic fingerings a clarinetist can use for B4:

    option 1 option 2


    But there are some other possibilities, such as adding either of the pinky C keys. Doing this doesn’t open or close any additional toneholes, so the note isn’t affected at all:

    option 3 option 4

    While the extra pinky finger is technically unnecessary, it is sometimes convenient and conducive to smoother technique. For example, option 4 is frequently taught as a “standard” B fingering in beginning band method books. That is probably because it works well in a C major scale:

    When moving from A to B, this only adds one extra finger, the right hand pinky, to the B. Since there are already several fingers of the right hand moving in the same direction (down onto keys), this is only a minimal issue. And the movement from B to C is very simple: just release the left pinky.

    The same sequence can be played without the extra key:

    This is very slightly advantageous for A to B, since there is one fewer finger to move. But it introduces a more significant complication for B to C, since there is a “flip-flop:” the left pinky is lifting up as the right pinky is pressing down. A good clarinetist can execute this successfully, but it’s a little risky, since fingers on different hands are moving in different directions. There’s a possibility of finger mistiming that can result in an audible blip—a moment when both fingers are up together, producing a brief D5.

    So there are advantages to using “extra” pinky fingers in some cases, but it doesn’t make sense in others. Some of my students stumble over sequences like this:

    The right-hand pinky isn’t needed for the B, but some of my students use it out of habit whenever they see that note. Then they run into trouble when they have to slide the pinky to a different key for the E-flat. Advancing clarinetists should be aware of the fingerings they are using, and make each choice purposeful. Careful, consistent scale and arpeggio practice can help reinforce and habituate good fingering choices.

    By the way, for the sake of completeness, you can add the opposite-hand C/F key for any of these written notes on the clarinet:

    Adding pinky keys to any other pinky note will affect pitch.

    To make your own fingering and note images like the ones in this post, try the Fingering Diagram Builder and the Note Image Generator.

  • 10 ways to strengthen your embouchure right now!

    1. You don’t need a “strong” embouchure, you need a relaxed embouchure.
    2. Embouchure “strength” is a myth. Stop biting and pinching.
    3. Your embouchure is made up of little facial muscles, which are good at subtle, expressive movements, like for facial expressions and language (or for nuanced variations in woodwind dynamics and tone color). They aren’t good at feats of strength or endurance.
    4. Your abdominal muscles, on the other hand, are very good at strength and endurance. You use them all day long and they probably never feel tired unless you are doing sit-ups or something. Instead of straining with your embouchure, let breath support do the work.
    5. You should probably check on your voicing, too. I mean, you could bite your clarinet up to pitch instead, but it’s painful and causes lots of other problems.
    6. You know that thing where you play a reed instrument and you get a blister or callus from your teeth on your lower lip? Good news, you don’t need a dental appliance or some kind of tape. You just need to relax your embouchure. Try it! Now you can practice for hours without fatigue or blood, and sound better doing it.
    7. Ever try to play in one of the upper registers of the flute, and get an undertone or some dirtiness/growliness in your attacks? The key to clear, beautiful transitions into the upper register is a relaxed and flexible embouchure.
    8. We can argue about whether your jaw is part of your embouchure. Nah, never mind, I have better things to do. But in any case it should be open, creating space for the soft tissues of your lip and facial muscles to make the aperture. Go ahead and unclench. By the way, opening up your jaw is what people really mean when they tell clarinetists (mostly) to do weird things with their chins.
    9. I know, somebody taught you in your formative years about the vital importance of a brutishly muscular embouchure. Take a deep, cleansing breath. Everything is going to be fine.
    10. Go practice.

  • Does material affect tone quality in woodwind instruments?: Why scientists and musicians just can’t seem to agree

    Most woodwind players would be surprised if you asked them whether the material from which their instrument is made affects its sound. Certainly!—most would reply. An inexpensive nickel-plated flute has a tone lacking in character and brilliance, but a fine silver flute sounds, well, silvery! It has a tone that sparkles, that sings, that carries to the back of the concert hall. The most discriminating flutists might opt for the more luxuriant timbres of white, yellow, or rose gold, or even the rare and weighty quality of platinum.

    And any self-respecting oboist or clarinetist would refuse to even consider an instrument made of lifeless black plastic. Only the finest aged African blackwood can provide the dark, rich, woody tone that a true artist requires. Bassoonists likewise insist upon bassoons made from the best maple, and preferably treated with a secret-formula varnish, which, like that of the famous Stradivarius violins, is rumored to impart a special vividness and resonance to the instrument’s sound.

    And fine saxophones, though most often made from brass and lacquered in a gold color, can be special-ordered in silver or even gold plate, which, saxophonists just know, bestow a unique sonic personality. Some saxophonists are willing to pay a premium for certain hard-to-find French instruments made in the decade following World War II, which are reported to be made from melted-down artillery shell casings, and to have a correspondingly powerful quality of tone. Read More “Does material affect tone quality in woodwind instruments?: Why scientists and musicians just can’t seem to agree”

  • Woodwind Doubler Census 2021 results, part 5 (final): self-identification

    Thanks to all who participated in my 2021 woodwind doubling survey, and to those who helped spread the word. I’ve released the results in installments, so be sure to check out the rest.

    I got 284 responses, an improvement over 2011’s 187. The numbers for each of these questions don’t necessarily add up to exactly that number, since not everybody responded to every question.

    In the final section of the survey, I gave respondents the option to identify and tell me a little about themselves, including their names, locations, affiliations, websites, and other comments. I’m not sharing personally-identifiable information here, but I’ll respond in a general way to each question.

    What is your name?

    Almost 180 of you identified yourselves by name. It was lots of fun to scroll through see musicians I know and have worked with, who I have connected with online, and even some of my heroes and role models. And it was also very cool to see lots of names I didn’t know (yet). If you’re out there and would like to connect, I hope you will feel free to reach out.

    Where do you live?

    I’m sharing these sorted alphabetically and lightly edited.

    19047
    Ada, OK
    Ada, Oklahoma
    Archer City, Texas
    Arizona
    around Boston
    Around Raleigh, North Carolina
    Asheville, NC
    Ashland, KY
    Atlanta
    Auburn, ME
    Austin TX
    Austin, TX
    Australia
    Baltimore, MD area
    Bangkok, Thailand
    Berlin, CT
    Birmingham, England (studying)
    Bolivar, MO
    Boston
    Boston
    Boston-area
    California
    Cambridge, UK
    Canada
    Centra Michigan
    Charlotte, NC
    Chatham, Ontario, Canada
    Chicago
    Chicago Suburbs
    Chicago suburbs
    cincinnati
    Cleveland OH
    Coburg, OR (but still gig in San Jose, CA, my previous residence)
    Colorado
    Comerío, Puerto Rico.
    Connecticut
    Conroe, TX (40 miles north of downtown Houston)
    Coopersburg, PA
    Corvallis
    Covington, LA
    Currently in Tampere, Finland; usually SoCal/ SF Bay Area
    Dallas – Fort Worth Area
    Dallas, Texas
    Dallas, TX
    Dallas/Fort Worth region
    Darien, IL
    DC area
    Durant, Oklahoma / Las Vegas, Nevada
    East Bay of SF Bay Area
    East Lansing, MI
    Eastern Mass
    Eastern North Carolina
    Edmonton, Alberta, Canada
    Eugene, Oregon
    Fargo ND
    Fargo, ND
    Finger Lakes region of New York
    Florida
    Fort Worth, Texas
    Fresno, Ca.
    Germany
    Germany
    Grand Rapids, Michigan
    Greater Vancouver, BC, Canada
    Greensboro, NC
    Greensboro, NC
    Greensboro, North Carolina
    Hamels, Braughing, Hertfordshire, England
    Hampton Roas, VA
    Harrisburg, PA
    Hong Kong
    Honolulu, Hawaii
    Houston
    Houston TX
    Houston, TX
    Ihio
    Indiana
    Indianapolis
    Indianapolis
    iowa
    Iowa USA
    Jersey City
    Kanagawa, Japan* (originally from Maine)
    Kansas
    Kansas
    Kansas City metro area
    Lancaster area PA
    Lancaster, CA
    Las Vegas
    Las Vegas
    Little Rock, Arkansas
    Liverpool, NY
    London
    London
    London and Cape Town
    Long Beach, CA USA
    Los Angeles
    Los Angeles
    Los Angeles/Orange County, CA
    Madeira Beach, FL
    Manhattan and Connecticut
    Melbourne, Australia
    Melbourne, Australia
    Melbourne, Australia
    Memphis
    Memphis
    Memphis, TN
    Memphis,TN USA
    Metro Atlanta
    Miami, FL
    Miami, Florida
    Michigan
    Middleton Massachusetts
    Midwest U.S.
    Milwaukee
    Milwaukee
    Milwaukee
    Milwaukee WI
    Minneapolis
    Minneapolis, MN
    Minnesota
    Mississippi
    Mississippi
    Montgomery, AL
    Murfreesboro
    Myrtle Beach, SC
    Nashville, TN
    Nashville, TN
    Nashville, TN
    Near Eugene Oregon
    Nebraska
    Nevada
    New England, USA
    New England, USA
    New Jersey
    New Jersey
    New Jersey, US
    New Orleans
    New York
    New York City
    New York City
    New York City
    New York City Metro area
    New York, Montreal, and Florida
    New York, NY
    North Kingstown, RI
    North Texas
    Northeast Ohio/Western PA
    Northeast Tennessee
    Northeast U.S.
    Northeastern and Central Pennsylvania
    Northern California
    Norway
    NY
    NY area
    NYC
    NYC
    NYC
    Ocean Reef, Perth, Western Australia
    Ohio
    Ohio
    Oklahoma City
    Oregon
    Oregon
    Orlando, Florida
    Oxford, UK
    Pennsylvania
    Perth
    Perth, Western Australia
    Pickering, ON Canada
    Piedmont Triad Area of North Carolina
    Pittsburgh
    Pittsburgh, Pa.
    Preston, UK
    Queensland, Australia
    Reno, NV
    San Antonio
    San Antonio TX
    San Antonio, TX
    San Francisco
    San Fransisco Bay Area
    San Jose
    San Jose, CA
    San Jose, CA
    San Jose, CA
    San Jose, CA
    San Jose, CA
    San W
    Saskatchewan, Canada
    Scenic Martin, TN
    Scotland
    Scotland
    Seattle, WA
    SF Bay Area
    SF Bay Area
    SF Bay Area
    SF Bay Area
    SF South Bay Area
    SF South Bay Area
    Singapore
    SLC Utah
    South Eastern Wisconsin, USA
    southern Virginia
    Springfield, MO
    St Andrews
    St Paul/Minneapolis
    St. Louis area
    St. Louis, MO
    State College PA
    Sussex, Wi
    Tampa Florida
    Teaneck, NJ
    Tennessee
    Toronto
    Toronto
    Toronto CA -> Greensboro,NC
    Toronto, Canada
    Troy, AL
    Trumansburg, NY
    UK
    Urbana, IL (& Springfield, IL)
    Va Bch, VA.
    Washington, DC
    Washington, DC
    Washington, DC metropolitan area
    Wellington, New Zealand
    Will be moving to Denton, Texas
    Yorkton, Saskatchewan, Canada

    What is your main gig, performing group, teaching institution, etc.?

    I have edited a number of these (the asterisks are mine) in cases where, based on my best judgment, I felt strangers might be able to identify you through web searches.

    *** Big Band
    *** College/*** Community College/*** College/private studio/*** Festival Orchestra/*** Philharmonic
    *** County Schools, Freelance musician
    *** Ensemble, Broadway shows, recordings, *** College of Performing Arts
    *** Episcopal School
    *** High School (band director)
    *** Jazz Band
    *** London West End
    *** Middle School (Teacher)
    *** Musician
    *** Quartet, Goodspeed Musicals, Playhouse on Park, etc.
    *** Symphony Orchestra (Assistant Principal Bassoon/ Contrabassoon and much of the Saxophone work), teach at the University of ***, lots of studio recording sessions.
    *** Symphony Orchestra, Bassoon
    *** University graduate teaching assistant
    *** Videogame Symphony
    *** Winds, Ballet *** Orchestra
    ***Winds, ***, ***
    2nd Alto Sax, US Navy Band *** Jazz Ensemble
    6-12 band director
    A school big band
    ABRSM
    Air Force, formerly with a regional band, but now assigned a non-music job
    Alabama State University
    Band Director – High School
    Band instrument repair
    Bar gigs w/ a combo
    Before the pandemic I was regularly doing musical theatre work 3/4s of the year and also was doing a fair bit of big band playing as well. The big band and various offshoots of it play pre 1940s swing music and some smaller “Dixie” stuff so there’s a lot for me to do on clarinet. I also teach privately at a school system and a music store and was leading an after school ensemble and doing sectional work with the other bands at the school system. Those ended up being fairly evenly split, and then I would pick up various odd work at studio sessions or local bar gigs
    Big band jazz
    Broadway
    Broadway and Lincoln Center
    Broadway pits
    Certified bad*** (jk, picking up jobs when I can/doing musicals)
    Church and Various community bands
    Church Music Director
    Church of ***, Music Director and keyboardist
    Coastal Carolina University
    Community band/ musicals
    Community bands
    Community Bands – 4 of them.
    community orchestra
    Community theater
    Community wind ensemble
    Cruise ship musician (saxes, flute, piccolo, clarinet)
    Currently all virtual – mostly with the Royal Canadian Naval Reserves at ***.
    Currently RSO/VVGO/various guest player roles at Chinese orchestras in Singapore
    Currently teaching orchestra.
    DMA student at the University of ***
    Elementary Music Teacher
    Everywhere 😂
    Fargo Moorhead Community Theatre
    Free-lance musician
    Freelance
    Freelance
    Freelance musician around the west end and London
    Freelance teaching and performing
    Freelance woodwind specialist, director of local volunteer big band (Ensemble Swing Time), Singer
    Freelancer / university adjunct
    Going to the *** College of Music and Drama for Oboe Performance (with a touch of Woodwind doubling) this september
    High School
    High School Teacher
    Home based teacher
    I am a high school student at *** High School
    I attend Brandon University
    I play the flute family for the *** Symphony Orchestra
    I primarily teach private students.
    I work at *** full-time during the days, and sub regularly on Broadway on nights and weekends (under normal circumstances)
    I’m in high school so this doesn’t apply
    Instrument repair
    Instrument Repair at ***
    Jazz Big Band
    Just freelance
    Local high school and regional theater
    Local theatre groups
    Mainly in undergrad jazz band and concert band
    Mars Hill University
    Mid-*** Symphony, *** Jazz Band
    Middle school music teacher, play in local symphony and a collegiate wind orchestra
    Military Band
    Military musician and private teacher
    Missouri State University
    Music bachelors student
    Music education undergrad
    Music teacher/Teaching artist
    Musical instrument repair/orchestral oboe.
    Musical theater, church
    My band, The ***
    My online business as a content creator and educator
    National or international tours.
    No main gig during The pandemic.
    No main gig.
    None, teach at *** College, produce concerts at ***, run the *** Saxophone Quartet,
    North Carolina State University
    Nowadays it’s mostly University ensembles in Cambridge
    Performing
    Performing
    pit orchestra
    playing in musical orchestras/ bands
    Playing in musical theater pits
    Playing on Broadway
    Playing: Civic Theater and the *** Jazz Orchestra. Clarinet teacher for local school district.
    Private instructor, various big bands, west coast style combo and various pits when they come up
    private lessons at *** Music
    Private lessons teaching
    Private Studio
    Private Studio
    Private teacher & reed maker out of my home
    Private teaching studio
    Private woodwind teacher & freelance musician
    Prof. of Music, The University of ***
    Professional and community theatre pits. Too many to list.
    Professional orchestra librarian
    Professor at *** University
    Professor at NDSU
    Put work
    Recent college graduate, premed, member of *** (funk group), and jazz musician/woodwind instrumentalist
    Regional big band & GB
    Regional Broadway caliber theater productions and local hire for national tours.
    Regional theater, private lessons
    Retired
    Rockland County Concert Band
    Royal Birmingham Conservatoire (studying)
    Sam Houston state
    Saxophone with ***
    School band
    Schriener University
    Self-employed
    senior in college, about to student teach
    simpson college
    Six Flags
    Small School Band Director
    Software Engineer
    solo jazz performer
    Southwest *** Community College
    Stockton CA
    Student
    Student
    Student right now
    Substitute teacher specializing in music
    Teach at ***. Play gigs w/my jazz combo.
    Teacher (Elementary)
    Teaching and free lancing.
    Teaching and instrument repair
    Teaching at a school(still a uni student)
    Teaching Bassoon Lessons
    Teaching middle school band
    teaching private lessons
    Teaching the reed studio at *** University.
    Teaching: *** Music (lesson studio and music store) | Playing: *** (amusement park) Dixieland Band
    The *** Quartet (baritone chair), freelancer/soloist, Orchestra of ***
    Theater
    Theater Musician
    Theatre
    There are several
    Touring Musician (Broadway shows)
    UNC Charlotte
    Univ. of ***, *** Technical College
    University adjunct professor, Broadway touring shows (local hire) and local theater company.
    University as a student
    University New Music Ensemble
    University of *** *** Society (the musical theatre society)
    University of Nevada, Reno
    University of North Carolina School of the Arts
    University of Oregon
    University of Texas at San Antonio/private lessons (self employed)
    University Professor an conductor
    University student with some private teaching and freelancing
    US Army Musician
    US Navy Pacific Fleet Band
    Varies
    VVGO, RSO, UFB – virtual ensembles.
    WAAPA – Western Australian Academy of Performing Arts
    Weddings
    Western Australian Academy of Performing Arts
    Will be attending UNT
    Youngstown State University

    What is your website address?

    Lots of you shared websites. In cases where I could locate a relevant and reasonably-fresh RSS feed, I’ve added them to my feed reader, which also puts them on my public blogroll.

    Any other comments you would like to share?

    Some of you took this opportunity to share some general thoughts about woodwind doubling, to expand upon your biographical details or musical experiences, or to offer critique/commentary on the survey itself. Many of you were also kind enough to express appreciation for the survey, my blog, and other resources on my website. It was deeply gratifying and also super weird to hear from a few of you that you drew inspiration from my website as kids and are now working musicians, graduate students, etc. Anyway, thanks for taking the time to say hello or share a few thoughts.

    In conclusion, thanks once again to all for your participation, readership, and friendship. It was great to hear from so many of you, and I hope to do it again in 2031.

  • Woodwind technique and conservation of energy

    That people prefer to move in energetically optimal ways has been established for decades and now represents a central principle of movement science. … Energy optimization may also occur over the course of a lifetime, as years of experience could allow people to learn the optimal way to move in familiar situations and allow training to tune physiology to be more economical. An additional hypothesis—one that underpins many modern theories of motor control—is that people can adjust their movements to continuously optimize energetic cost.

    Selinger, Jessica C., Shawn M. O’Connor, Jeremy D. Wong, and J. Maxwell Donelan. “Humans can continuously optimize energetic cost during walking.” Current Biology 25, no. 18 (2015): 2452-2456.

    I certainly see this phenomenon in my own woodwind playing and teaching. How many times have you encountered these?

    • More resistant notes failing to respond because there’s just enough breath support for the less-resistant ones
    • Embouchures losing their shape, reverting to a neutral/normal mouth position
    • Voicing, such as the high, cold-air voicing needed for clarinet playing, or the low, warm-air one for flutes and double reeds, lapsing into a medium, luke-warm state that negatively affects tone, pitch, and response
    • Pitch sagging at ends of notes as breath support peters out

    These are often addressed by teachers as “habits,” which may be true, but they may also be fed by the brain’s capacity—and priority—to micro-optimize our muscle use to conserve energy. No wonder they are difficult to overcome! Patience and persistence are necessary to train our bodies to put the right amount of effort into playing our instruments.

    A factor in this is establishing a suitably high bar for success. For a beginner, the only question might be, “did a sound come out?” For a slightly more advanced student, it might become, “did the correct approximate pitch come out?” A more advanced player might examine the precision of the pitch, the quality of the tone, and the immediacy of the response, among many other factors. It takes a relatively low amount of energy to meet the beginner’s threshold of success, but potentially much more for the advanced player’s.

    Additionally, this intentional use of greater energy resources must be managed carefully to avoid its misapplication, which can result in excessive tension.

    I find that when I am playing at my best balance of efficiency and effort, an hour of playing a woodwind instrument leaves me feeling like I have done some light exercise; I’ll feel the mild and pleasant fatigue of having taken a walk or reorganized a bookshelf. Serious tiredness or soreness are warnings that I’m overusing my body. (Your results may vary depending on your physical capabilities.)

    Be in tune with your own body as you play, and teach your students to be in tune with theirs, so that you’re in the sweet spot of working hard enough but not harder.

  • The magical properties of air

    Often, when I discuss with my students issues in their playing technique, I follow up by asking them, “How can you solve this problem?” They learn quickly that “breath support” (or a rough synonym like “more air”) is generally a safe answer.

    And with good reason. Breath support is absolutely key to tone production—it is crucial to reliable response, consistent tone quality, and stable intonation. If I can get a student to improve their breath support, I can generally count on each of those things improving immediately and noticeably.

    But I think there are other things that are improved, perhaps indirectly, with air:

    • Finger and tongue movement. I am lumping these together because I have a theory that air helps them in the same couple of ways. The first is that focusing on breathing—a movement so natural that we literally do it for our whole lives and barely think about it—diverts attention away from the finger and tongue movements that woodwind players get so stressed and tense about. This lets the autopilot (or Gallwey’s “Self 2”) take over and execute in a relaxed, natural way. The second way air helps here is that good breath support requires good breathing, and good breathing gets more oxygen to the finger and tongue muscles.
    • Expression. Expressive playing often involves things like dynamic contrasts, vibrato, and nuances of tone color (to name only a few). Each of those things functions better when well-supported: dynamic range expands, and vibrato is smoother and more controlled (again a result of better-oxygenated muscles?). Tone color, I think, actually gets less flexible, in the sense that it becomes more consistent note-to-note despite quirks of the instrument; this means that tone color changes may be applied in a more deliberate way.
    • Confidence and relaxation. Deep breaths are a common and effective insecticide for pre-recital butterflies. The breathing should remain centered and Zen even after the music starts.
    Pictured: air. Photo, Matt Peoples
    Pictured: air. Photo, Matt Peoples

2 Comments

  1. Dr. Pimentel,
    If a student were interested in playing more gigs that required doubling. What would you suggest the instruments the player should be able to play, and what parts should they expect? Stick to single reeds only, or use single and double. And what combinations are most common.

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