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.

Flute

  • Materials: The most inexpensive flutes are made of nickel. Don’t be fooled if the salesperson says “nickel silver,” it’s still just nickel. Nicer flutes are at least plated with silver, or, even better, made of solid silver. Sometimes the headjoint will be solid silver and the body silver plated. Generally, it is thought that the more silver, the more “ring” there will be in the sound (though acoustical studies have failed to verify this). Professional instruments are sometimes made from other materials (platinum, “rose” gold, etc.), but the nuances of these metals are lost on all but the finest flutists. Some flutists experience irritation where the lower lip contacts the instrument; a gold-plated embouchure plate may help (for some extra money).
  • Keywork options: The only significant options for flutists buying less than a custom instrument are inline versus offset G, and the split E mechanism. Some flutists find the inline G key more ergonomic, and some prefer offset. Hand size is one factor, but try both to see which is a more comfortable, less tense reach. Offset G flutes are much more likely to have the split E mechanism, which makes the difficult high E respond more easily.
  • Keys with open holes are popular with American flutists, but realistically make little difference in the instrument’s sound. Still, many flutists insist that open holes improve tone and/or pitch, and facilitate some extended techniques like microtones and pitch slides. Closed holes are a little easier for beginning flutists to cover with their fingers. Removable plugs for open-holed flutes are commercially available, but if you have an open-holed flute you might as well learn to play it “unplugged.”
  • Student instruments usually have a footjoint that is keyed down to a low C. More expensive instruments often (but don’t necessarily) have a low B footjoint, which stabilizes and adds resonance to some notes. The low B itself is occasionally used in flute solo music, but the beginner or casual doubler won’t miss it and might like the lighter weight of a C footjoint.
  • For more information, see my flute page.

Oboe

  • Materials: Generally, cheaper oboes are made of plastic, and more expensive ones are made of grenadilla wood. All else being equal, the tonal advantages of wood are minimal at best, but oboes of superior design and workmanship are almost always made of wood. (This doesn’t mean that just because an oboe is made of wood, it’s a good one!) Wood instruments require careful maintenance to avoid cracking. Previously cracked oboes, if expertly repaired, are perfectly playable but drop significantly in resale value. Keywork on cheaper instruments is nickel plated, more expensive instruments may have shinier silver-plated keys.
  • Keywork options: Oboe keywork options are staggering. Pay for the most complete keywork you can afford. I would prioritize the “extra” keys in roughly this order: F resonance, left F, low B-flat, split-ring D, low B-flat resonance, third octave key. American oboists should avoid ring-key models, fully-automatic octave mechanisms, and thumbplate oboes.
  • For more information, see my oboe page.

Clarinet

  • Materials: The wood vs. plastic discussion in the oboe section applies here.
  • Keywork options: Clarinets, thankfully, have little variation in their keywork. Beware “full-Boehm” instruments, which are favored by a few professionals but rarely used in the United States.
  • For more information, see my clarinet page.

Bassoon

  • Materials: The wood vs. plastic discussion in the oboe section applies here. Wooden bassoons are made of maple.
  • Keywork options: Above the most basic student instruments, bassoon keywork options are perhaps as complicated as with the oboe. Advancing players will find use for a high D key, Ab/Bb trill, and whisper lock, and may find optional rollers to be handy.
  • For more information, see my bassoon page.

Saxophone

  • Materials: Saxophones are made of brass. Sometimes professional instruments are made with special alloys or plated with silver or even gold, but the differences, if they really exist, are too subtle to matter much to most players. The color of the lacquered finish has no effect on the instrument’s sound—don’t be concerned about a lighter or darker gold color. Cheaper instruments sometimes have nickel-plated keys, but this doesn’t affect playability in any way.
  • Keywork options: A high F-sharp key is present on most newer high-quality instruments (but also some of lower quality), but is not a high priority for a beginner. Some professional saxophonists don’t use the high F-sharp key anyway, preferring alternate fingerings. An articulated low C-sharp key is usually present on higher-end instruments and eases navigation of the low register.
  • For more information, see my saxophone page.

Similar Posts

  • Things beginning band directors say to clarinet sections

    • “Firm up those embouchures!”Ā An efficient embouchure is relaxed, not tight (nor “firm” nor any other euphemism) and allows the reed to vibrate easily for a beautiful, seemingly effortless sound.
    • “You’re flat!”Ā This is very, very often a voicing issue. It’s not helpful in the long run try to fix it with biting (or “lipping up”), overly resistant reeds, or needless equipment purchases.
    • “Next year, I’m making you all move up a reed strength.”Ā Stiffer reeds won’t make you play better any more than larger shoes make you better at basketball. Use what fits.Ā 
    • “You all need to switch to a ________ mouthpiece.”Ā Sweeping gear recommendations aren’t useful. Often they are based on outdated or incomplete information, plus mouthpiece purchases in the beginner stage are often pricey lateral moves. Mouthpieces aren’t always made consistently, either, and having a student switch blindly to a bad specimen (even of a highly-regarded model) may actually make things worse. Generally, stock mouthpieces are fine for beginners, and advancing players would be wise to consult with a private teacher who can work with them individually on upgrades. And the finest professional clarinet sections in the world play on non-homogenous equipment and blend beautifully—having everybody play the same thing isn’t the key to matching tone or pitch.
    • “Get ready, because next month you’re going to learn how to cross the break, and it’s going to be hard.”Ā Crossing the break is only as hard as you make it. If you are teaching good tone production and finger technique, crossing the break is a non-event, not even worth mentioning.
    • “Keep those chins flat and pointed.”Ā “Wow, your chin sounds amazing,” said nobody. Focus on the real issue: forming a relaxed embouchure within the space of an open jaw, backed up with good voicing and breath support. You will know it’s working because of good response, characteristic tone, and stable intonation, not because everybody’s chins look a certain way.

    Focus on the important and too-often-overlooked fundamentals for success in your clarinet section.

  • Irish flute/whistle ornamentation symbols Ć  la Grey Larsen, in Lilypond

    If you are nerdy/awesome enough to be into (1) the pedagogy of Irish traditional woodwind playing and (2) open-source text-based music notation software, then you may want to check out my set of symbols for Lilypond,Ā based on the excellent ornamentation system byĀ Grey Larsen.Ā You can get the .ily file on GitHub (and submit your pull requests to make improvements to my code).

    Cuts, strikes, rolls, cranns, etc.
    Cuts, strikes, slides, rolls, cranns, etc.

    If you are unfamiliar with Mr. Larsen’s system and you play pennywhistles or wooden flutes, then really I must insist that you buy a copy of his The Essential Guide to Irish Flute and Tin WhistleĀ immediately—his ornamentation system is clear and logical and should be regarded as the standard for teaching and learning Irish-traditional ornamentation for wind instruments.

    If you are unfamiliar with Lilypond, chances are good that you won’t like it even though it’s free and produces much better notation than the software you already spent several hundred dollars on.

    Also, it’s worth notingĀ that Chris Throup already had a similar idea a few years ago. Mine is a bit more complete, but his is really simple.

    SlƔinte!

  • Doubling-specific skills vs. instrument-specific skills

    I don’t think a woodwind player really learns the skill of “doubling” so much as he or she learns the skill of flute playing, plus the skill of saxophone playing, and so forth. 99% of being a good doubler is being a good flutist and a good saxophonist and whatever.

    There are only a few aspects of woodwind doubling that are unique to multi-instrumentalists. These are:

    • The physical act of switching instruments. This becomes an issue in Broadway-type situations when instrument changes sometimes need to happen very quickly. It’s worth practicing these little bits of choreography until they can be done as quickly, quietly, and safely as possible. Tips: own good, sturdy stands, and keep your instruments laid out in a consistent way.
    • The mental effort of switching instruments. Years of developing a fine clarinet embouchure can go right out the window when making a quick change from tenor saxophone. The problem isn’t with your lips, it’s with your focus. As you switch instruments, shift gears mentally, too. Tips: warm up thoroughly on each instrument before the rehearsal or gig, and take a brief (sometimes very brief) moment of meditation as you physically change instruments, so that you are 100% in clarinetist mode by the time the reed hits your lip.
    • The guts to play an instrument that isn’t your best one. Even if your secondary instruments are quite strong, it can be unnerving to perform on one instrument when you know you can do better on a different one. Courage! You’ll be that much more experienced when the next gig rolls around. Tips: be aware of your body—is your nervousness affecting your posture? Breath support? Hand relaxation? If so, simply recognizing the physical symptoms can be enough to relieve them. Focus on musical things that you may be able to bring to the table despite technical deficiencies, like blend or phrasing.

    Practice hard!

  • Not making your own double reeds

    I’ve posted a few times over the past year about making double reeds (cf. here, here, and here), and I maintain that this is the truest way to abiding oboe/bassoon satisfaction. If you consider those instruments to be serious parts of what you do as a musician, you need to learn to make—or at least skillfully adjust—reeds.

    But, frankly, not everyone is up to the challenge.

    The basic reedmaking process can be learned within a few lessons, but developing the skills well enough to make good reeds consistently can take years, and most reedmakers will continue to develop and modify their approach over a lifetime.

    Reedmaking is expensive, too. A set of the most basic tools for making reeds from preprocessed (gouged, shaped, and, for bassoon, profiled) cane costs as much as several boxes of clarinet or saxophone reeds, and the cane doesn’t come cheap, either. If you want the control of doing your own gouging, shaping, and so forth, the additional equipment may cost you nearly as much as a pro-line clarinet.

    And, of course, reedmaking takes time. I’ve heard the “rule of thumb” that an oboist, for example, should spend an hour making reeds for every hour he or she spends practicing. I don’t know that I agree entirely, but you get the idea of what kind of commitment is involved.

    So, if I’ve now talked you out of making your own reeds, what are your options?
    Read More “Not making your own double reeds”

  • Why doesn’t my new mouthpiece work?

    So you bought a new mouthpiece! How exciting. But wait—it’s not playing as well as you hoped. Maybe it squeaks, or some (or all) notes don’t come out very well, or the tuning is weird. Let’s consider some possible reasons why:

    • First, it’s always a good idea to review the fundamentals of tone production: breath support, voicing, and embouchure. Those things probably didn’t really change when you got a new mouthpiece, but maybe the old one was more forgiving of some weaknesses in your technique, and the new one is revealing those issues.
    • A new mouthpiece is likely to require a different reed than the old mouthpiece. Try some harder or softer reeds and see if your results change. In general, a mouthpiece with a larger tip opening tends to like a softer reed, and a smaller opening works better with a harder reed. But it’s more complicated than that, and the only way to really know which strength, cut, brand, etc. will work best is to try them out. (Some mouthpiece makers do suggest reeds that go well with their mouthpieces, but your results may vary.)
    • Also: even if your new mouthpiece is compatible with the reeds you have been buying, ones that you previously used on the old mouthpiece may have kind of molded to the old mouthpiece. Try some fresh ones.
    • Not all mouthpieces are created equal, even mouthpieces of the same brand and model. This can be due to hand-finishing or other manufacturing variables. It’s possible that the one you got isn’t as good as the one that your friend or teacher or favorite professional player uses. If possible, it’s worth trying several before you pick one. And especially with older or used mouthpieces, they can warp or otherwise change shape in small ways, and that can change their playing characteristics and ability to mate well with a reed.
    • Let’s consider one more hard truth: if you bought a mouthpiece never having played on it (or at least one like it) before, you may have picked something that just isn’t going a good match for you. It’s easy to get caught up in the promises in advertising copy or on product websites, or to assume that your favorite player’s mouthpiece will be suited to your equipment and playing style. Some mouthpieces are made for extreme or unusual reed choices, embouchures, or playing situations, but most players benefit from a relatively middle-of-the-road mouthpiece. And, of course, some mouthpieces just aren’t as good as advertised at all. Your best bet might be to return or sell the new mouthpiece, and invest instead in lessons with a good teacher who can either guide you in a better-informed purchase, or help you get the results you want out of a mouthpiece you already have.

    A good rule of thumb is that a mouthpiece can’t give you skills, talent, or creativity. It can only remove, or add, obstacles to tone production. Pick a mouthpiece that makes it easier for you to do what you do, and get some help from a qualified teacher if needed. Good luck!

  • Giving feedback in masterclasses and competitions

    As a graduate student and younger professional I started to get opportunities to teach in masterclass/workshop settings and to adjudicate competitions. I had taught private lessons for many years. But sometimes I found it challenging to give effective feedback in these newer situations, where I was hearing someone play for the first time and needed to give useful suggestions after just a quick first impression. For example:

    • I would listen to a talented competition entrant who played at a much higher level than my students, and I would find myself at a loss for what to address.
    • I would listen to a struggling masterclass student with deep fundamental flaws in their playing, but it seemed too overwhelming to tackle in fifteen minutes. So instead I would harp on some small detail like an esoteric alternate fingering or the various possible approaches to a certain grace note.

    There are plenty of “right” ways to teach in these situations, but here’s the breakthrough that really helped me:

    1. Have a specific list of things in mind to listen for. In terms of the woodwind sounds I’m hearing, I generally focus on tone, response, intonation, execution of volume/dynamics, and finger and tongue fluency. Assuming these are generally in place, I might also consider non-woodwind-specific musical/interpretive factors.
    2. While listening, make a list, mental and/or written, of a very small handful of items I want to address (sometimes just one). I do my best to pick the most bang-for-the-buck ones, or the ones I haven’t already addressed with another student in the same masterclass, but I don’t stress over it too much.
    3. Have some accumulated ideas of techniques and approaches that can be applied to the problem areas. For woodwind fundamentals, which are appropriately addressed at every stage of advancement, I zero in on posture and playing position, breath support, voicing, embouchure, finger and tongue movement, and fingering selection. For interpretive matters, I might address small-scale phrase shaping, and from there work up to interpretation of larger structures like themes, movements, complete pieces, and even full recital programs.

    Your lists (what to listen for, and what techniques/approaches to apply) might differ from mine, though you are welcome to adopt them if you need a starting point. The object is to have a methodical approach to listening and problem-solving, so I’m making efficient and effective use of time.

    Good luck!

3 Comments

  1. This is a very good article. I wish my kids had read this when I was a band director!

    I’m looking to buy several non-playing clarinets and saxophones for a fund-raiser for my son’s high school band, The Franklin County High School Flyer Band, Frankfort, Kentucky. Can you direct me to someone/somewhere who/that might be able to help me?

    Thanks in advance . . . Bob Bosworth

Leave a Reply

Your email address will not be published. Required fields are marked *

Comments that take a negative or confrontational tone are subject to email and name verification before being approved. In other words: no anonymous trolls allowed—take responsibility for your words.

This site uses Akismet to reduce spam. Learn how your comment data is processed.