Bad ideas woodwind doublers get

Some, but fortunately not all, of these are mistakes I have made myself.

Bad idea Good idea
“With the help of a fingering chart and the Internet, I can pick up clarinet on my own. I’ll take lessons later, once I’ve gotten pretty good.” “The earliest stages of learning are when the vital habits are formed. Now is the crucial time to get some expert guidance.”
“Someone is selling an oboe really cheap. This is my chance to pick one up.” “It will be worth it to save and sacrifice so I can get a high-quality instrument. Since I’m doubling, I need every advantage.”
“I just need to learn how to make a good embouchure and how to finger most of the notes, and then I can add this new instrument to my arsenal.” “I need a solid technical foundation on my doubling instruments, just like I have on my main instrument. Better start putting in some hours on long tones, scales and arpeggios, and etudes.”
“I play flute pretty well compared to the other guys in the saxophone section, so I figure I’m on the right track.” “I’m spending a lot of time listening to great flute recordings to develop a good sound concept.”
“I already have lots of etudes and exercises that I use on my main instrument, so I’ll just practice the same stuff on my other instruments.” “I’m immersing myself in the tradition of each instrument—learning, for example, to play saxophone like a saxophonist and clarinet like a clarinetist.”
“I sound bad. Maybe I need a really short barrel, a really soft reed, a really open mouthpiece, a really unusual headjoint…” “I’ll leave extreme gear choices for when I really know what I’m doing. For now I’d better stick to standard, middle-of-the-road equipment and get some embouchure advice from a good teacher.”
“Since I’m a jazz player, I can skip the tone exercises. I’m going for my own sound.” “Classical training will give me a thorough command of the instrument, and give me options in developing a personal sound concept. If I skimp on fundamentals, I’ll just be limiting what I can do.”
“I’ve got some money to spend. What new instrument can I get for this amount?” “This is a perfect opportunity to take some lessons with a good teacher. It’s the best investment I can make in my music habit.”

No shortcuts!

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  • Buying woodwind instruments

    General advice

    The information on this page is intended for beginning and intermediate players, including woodwind doublers who already play another instrument. Here are some rules of thumb:

    • Get the advice of a good teacher, preferably one that doesn’t get a sales commission from a music store. It’s okay to ask advice before starting lessons. A good teacher wants you to have a good, working instrument.
    • In fact, be very skeptical of anything you are told by music store salespeople. My students frequently begin lessons with poor, non-working woodwind instruments that were highly recommended by the guitar player working behind the counter. Ask the salesperson to demonstrate the instrument. If they can’t do it, there’s little reason to take their recommendations.
    • The most important consideration for a beginner’s instrument is its condition. Woodwind instruments use pads made of leather, skin, or cork that MUST seal properly. Poorly adjusted instruments are one of the top causes of frustration in beginning players. Don’t waste your time fighting with a leaking instrument. Cosmetic flaws like worn or scratched finish or small dents (except in vital spots such as a flute’s headjoint or saxophone’s neck) do not necessarily affect an instrument’s playability, but may be warning signs of larger problems. It is possible to buy a non-working instrument and have a good technician restore it to playable condition, but it would be a good idea to get their appraisal of the instrument before you buy it.
    • Don’t buy musical instruments from department stores, megastores, or warehouse stores. These temptingly cheap instruments are made from inferior materials and are almost always in poor adjustment. Good repair shops won’t even work on them because they tend to break under the normal strains of routine maintenance.

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  • Selecting alternate fingerings

    When several fingerings are available for a note, how do you choose the “right” one for a situation? Below are some criteria you might use in that decision, but be aware that it is virtually always impossible to meet all the criteria, so you have to choose the one that best balances the pros and cons.

    fingerings
    make cool fingering diagrams with the Fingering Diagram Builder
    • Which one would involve moving the fewest fingers? (Look at the previous note and the following note.) In general, moving fewer fingers is safer because it reduces the risk that the fingers will fail to move at exactly the same time.
    • Which one lets you make tidy, positive motions like lowering a finger onto a key or lifting it up from a key? Sliding fingers from key to key is harder to do accurately.
    • Which one lets you keep most or all of your fingers moving in the same direction? It is easier to keep your fingers synchronized if they are all either pressing down together or rising up together.
    • Which one keeps the movement in one hand? It is easier to keep your fingers synchronized if all the moving fingers are on the right hand, or all on the left hand.
    • Do the fingerings have different pitch tendencies? Does one sound more in tune in this situation? (It may be necessary to consider “just” intonation.)
    • Do the fingerings sound different tone-wise? Which one best matches the tone of the surrounding notes?
    • Do the fingerings have different response characteristics?

    That might seem like a lot of mental effort just for one note, but if you practice conscientiously over the long term, it will become more and more automatic. In the meantime, use a pencil to mark in reminders for which fingerings to use on things you are practicing.

  • B-flat and A clarinets: redundant?

    I wrote this a few years back for a graduate school course. The professor, not a wind player, raised the question of why I limited the discussion to clarinets in B-flat and A, and ignored, for example, the C clarinet. The reason for this, which may not be obvious to a non-clarinetist, is that the B-flat and A instruments use the same mouthpieces, reeds, and sometimes even barrels. Since other sizes of clarinet require their own mouthpieces and reeds, there is a clearer separation between these instruments.

    Photo, Ollie Crafoord

    Alert concertgoers will be aware that the orchestral clarinetist is often seen on stage with not one, but two clarinets, which appear to be nearly identical. These are clarinets in the keys of B-flat and A, and, in truth, they very nearly are the same—identical in keywork and playing approach. The difference is one of an inch or so in length, giving the A clarinet a range that is deeper by one semitone.

    It seems a redundancy to have two instruments so close in range. The ubiquity of the B-flat and A clarinets is a vestige of the clarinet’s early days, when its simpler keywork made it poorly suited to playing in more than a handful of keys; early clarinetists owned several instruments of different transpositions so that they could play in whatever key was required. But the modern instrument has a more involved mechanism that allows much more chromatic agility. The problem that remains is that the clarinet has accumulated two hundred and fifty years of repertoire, some of which calls for the instrument in B-flat, some of which calls for the instrument in A, and even some that calls for a little of each. Read More “B-flat and A clarinets: redundant?”

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    Practice slump checklist

    Sometimes my students complain that they have had bad practicing days or weeks. Not that I have ever had this problem (ahem), but here are a few ideas for breaking out of a practicing slump.

    photo, Katy Wrathall
    photo, Katy Wrathall
    1. Check equipment. Slightly-malfunctioning gear can make you feel like a bad player. Be sure to eliminate this possibility.
      • Are your reeds functioning well? Prioritize response-balanced-with-stability over more subjective and malleable things like tone. Many reed players use unnecessarily stiff reeds; consider trying something a little softer if you haven’t lately.
      • Is your instrument functioning well? If you know how, check the most important adjustment screws (oboe: left hand stack, left G-sharp key, F resonance; saxophone: bis, G-sharp, right hand stack). Re-check basics like alignment of bridge keys. And, of course, make sure your instrument gets regular (at least annual) maintenance checkups. Professional instruments should probably get full mechanical overhauls every 5-10 years.
      • Are you using the best equipment for you? Don’t let new purchases be your go-to solution for every problem, but in some cases replacing an instrument or accessory can remove a roadblock to progress. (Do a reality-check with your teacher to make sure you aren’t just throwing away money chasing a quick fix.)
    2. Check technique. It might be you after all.
      • Have you warmed up thoroughly and correctly today? It’s best to do this at the beginning of your practice session, but there’s no rule that says you can’t warm up some more mid-session to double-check your tone production and reset your mental focus.
      • Have you reviewed all your fundamentals? Take a closer look at your posture, hand position, breath support, embouchure, voicing, finger movement, etc. Have you slipped back into a bad habit? Are you suffering the effects of a technique deficiency you know you should fix but haven’t gotten around to yet? If you don’t know how to fix it, check in with your teacher.
      • Can you release some tension? Frustration often goes hand-in-hand with tense muscles. Consider doing a little deep breathing, stretching, mindfulness practice, yoga, Alexander Technique, or whatever else puts your body back in balance.
      • Have you laid sufficient technical groundwork? If you are working on something especially difficult, is there something else you could practice as an intermediate step? Études, technical exercises, or other preparatory material can help bridge the gap between your current ability level and the ability level you need.
    3. Check your health. If your body isn’t responding well, your practice sessions will be difficult and unpleasant.
      • Have you been getting enough quality sleep? Implementing good sleep habits is a major upgrade to the function of your mind and body.
      • Are you eating balanced meals? Are you eating enough? Are you eating too much? Is your diet too low on good stuff and/or too high in bad stuff?
      • Are you getting outside for at least a few minutes of sunshine and “fresh” air? Sunshine is important to your body’s vitamin D level.
      • Are you stressed, or otherwise not at your best mentally? In some cases, professional counseling and/or treatment may be needed. If you are a college student, there is a good chance there are free, discreet counseling services available on your campus. In other cases, taking a break, getting a little exercise, talking something out with a friend or loved one, or just getting a change of scenery might be enough.
    4. Check your mindset.
      • Are you practicing mindlessly or without direction? Try making a short list of goals you would like to accomplish during this practice session. If you’re not sure where to start, make a quick recording (perhaps with the voice memo app on your smartphone) and listen to it to get some ideas about what needs improvement. If you don’t meet all your goals, you can tackle them again tomorrow or re-prioritize.
    5. Check your environment.
      • At what time of day are your practice sessions the most productive and pleasant? Do you practice best in the morning before your body is tired and your brain is full? Or do you get a second wind after the sun goes down?
      • What locations are most conducive to good practice sessions? Sometimes just changing the scenery can revitalize your focus and productivity. Practicing in places with different acoustical qualities can make you hear yourself in new ways and get your creative juices flowing.
      • What distractions are getting in your way? Can you reduce or remove them?
    6. Check your ego. Practicing should challenge you, but not overwhelm you.
      • Are you working on music that is inappropriately difficult for your current abilities? If you have some freedom to choose what you practice, consider working on something else for now and tackling this project later. If you are committed to a performance of something very difficult and have to make it work, be sure to include other things in your practice session that you can be successful at, to keep your motivation primed.

    Don’t let poor practice sessions bring you down—use them to refine your habits and make the next session your best yet.

  • Woodwind doubling gigs: seven basic tips

    Here are seven simple things you can do to make a woodwind doubling gig go more smoothly.
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  • Voicing and clarinet undertones

    A few months ago I shared a list of published opinions on how to avoid undertones on the clarinet.

    Many of the ideas shared by the distinguished authors seemed like just descriptions of good basic clarinet technique (“ensure correct, stable embouchure formation,” “establish breath support/air pressure before releasing tongue”). I agree that the most important way to improve undertones is to have a solid baseline tone production technique. If you can play with a beautiful, characteristic tone, mostly in tune, with good response, then your undertones are probably mostly gone already.

    I do have one small tip that I find helps a great deal with clearing up any remaining undertones, that wasn’t mentioned by any of the sources I consulted. My readers know I frequently discuss the importance of keeping voicing very stable, but as I have indicated previously that’s only one side of a multifaceted issue.

    I have good success with lowering my voicing just a little bit in the upper clarion register. (I tell my students to think of warming the air by just a degree or two.) This seems to stabilize and clarify those notes.

    As always, expect any change in voicing to have multiple consequences, for tone, pitch, and response. In the case of clarinet upper-clarion notes, I find a very slight lowering of my voicing to have only minimal and acceptable effects.

    If anyone is aware of others teaching this technique, I would be curious to hear about it.

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