Clarinet and saxophone embouchures and the “chin”

The chin is much-discussed in clarinet pedagogy. Keith Stein suggests a “stretching” of the chin, making it feel “long and pointed” and “rather hard.” David Pino, a student of Stein’s, echoes this. Jane Ellsworth describes a chin that is “drawn downward” (while the jaw provides a “controlled” “upward pressure.” Michele Gingras advocates a “flat” chin. Bil Jackson indicates that the chin “flattens naturally” when the lip configuration and voicing are correct. Tom Ridenour explains that the chin should be “down and flat” and that this happens “virtually automatically” as a result of proper voicing.

The chin gets somewhat less attention in saxophone teaching, but some pedagogical examples can be found. Larry Teal indicates that the “chin muscles” should support the lower lip (as the jaw drops downward), and Timothy McAllister agrees. Tracy Heavner recommends that the chin muscles be “held flat against the chin” with a sensation of those muscles “pushing … down and away from the body.” Brian Utley advocates a “firm but relaxed [chin] position.”

Most of these sources seem to generally agree that the “chin” (or something) must be flattened or stretched or firmed in some way. Let’s look more closely at exactly what is being described, and how it does or doesn’t differ from the clarinet to the saxophone.

“Chin” is probably not a specific enough term for our purposes. Is it a bony structure? a muscular one? The pedagogical literature is rather unclear and contradictory about exactly how the “chin” moves, and even whether it is actively engaged or whether its movement is a result of some other thing moving.

Additionally, there is a common misconception in single-reed teaching that the lower lip forms a “cushion,” without which the teeth would contact the reed. This creates an embouchure that is formed by pressure from the jaw, with the lips serving passively as a gasket, and the lower lip taking quite a bit of abuse from the lower teeth.

A better way to form the embouchure is to bring the jaw (and teeth, and chin) down, away from the reed, and allow the muscles of the lips to form the embouchure. This moves the effort from the larger, stronger jaw muscles to the smaller but more supple muscles of the lips (of the citations above, Teal’s describes this the most clearly). For early beginners (or those who have played for many years with unnecessary jaw pressure and the resulting shredded lower lip) it may be necessary to gradually develop a little endurance in those muscles.

Taking this approach, it becomes clear that the pointing/stretching/whatever, which is actually mostly jaw movement, must be more extreme for the clarinet than for the saxophone, to accommodate the clarinet’s steeper angle.

Left: clarinet jaw position (more open). Right: saxophone jaw position (less open).
Left: clarinet jaw position (more open). Right: saxophone jaw position (less open). Note that the lower teeth clear the reed; the lip will rise to meet the reed and form a muscle-based (rather than jaw/teeth-based) embouchure.

However, the chin area does have muscles, too, and these play an additional role. The lower lip has an acoustical damping effect on the reed, which plays a role in response, tone quality, and volume. Pulling the muscles around the chin downward around its bony structure (this is independent of jaw movement!) firms the lip slightly, reducing the damping. Allowing the muscles to relax softens the lip, increasing the damping. To take an oversimplified view of one aspect of this, we could say generally that the smaller clarinet requires a slightly firmer lip (and thus less damping) to accommodate its higher frequencies (pitches), while the larger saxophone needs less firmness (more damping) to accommodate its lower ones. Note that firmness of the lower lip should not be confused with overall embouchure “tightness.”

Understanding better the anatomical and acoustical aspects of the “chin” (and, of course, the skeletal and muscular systems that combine there) lead to clearer, more accurate teaching and better single reed playing.

Similar Posts

  • Woodwind organizations

    I recently renewed a few memberships in some of the woodwind-related professional organizations. I like to stay current with as many of these as I can, because I enjoy receiving their publications and attending their conferences whenever possible. Most offer some other benefits like score and book lending libraries, eligibility for a group instrument insurance plan, member directories, and exclusive website content.

    Membership is especially useful for woodwind folks in academia—students and professors alike—who are hoping to build their vitae. There are opportunities to publish articles, interviews, reviews, and such in the organizations’ publications, and to perform, present lectures and demonstrations, and participate in competitions and masterclasses at the conferences. Students can usually join the organizations and attend the conferences at significant discounts.

    The groups I’m listing below are the major ones that North American woodwind players ought to seriously consider joining. There are others, mainly regional groups, of which I list as many as I’m aware elsewhere on this site (see flute, oboe, clarinet, bassoon, and saxophone organizations). Read More “Woodwind organizations”

  • Which instrument should I learn next?

    Photo, Jon Delorey

    One of the questions I get most frequently from aspiring woodwind doublers is “Which instrument should I learn next?”

    The short answer is “Whichever you want.” Woodwind doublers’ motivations (career, artistic, or personal) are varied, and your interests and goals should override any advice I (or anyone) can offer. If you really want to learn to play a certain instrument, then no need to read further—that’s the one you should tackle next. And if you don’t feel motivated about a certain instrument, then your chances of success aren’t good.

    But many of the doublers I hear from have designs on picking up several instruments over the long term, and are just looking for advice to maximize some aspect of their current careers:

    Employability

    If your goal is to get as many doubling gigs as possible, then there are some relatively common combinations of instruments that are used for musical theater, jazz big bands, and other commercial-type live-performance situations. (If you play another combination, then there are probably still opportunities out there if you find them or make them yourself.) Some of the common ones are:

    • Flute, clarinet, and saxophone. For jazz situations, you need good saxophone chops coupled with a good grasp of jazz style and possibly improvisation. If doubling is required, it will almost always be C flute, B-flat clarinet, or both, and often the bar isn’t terribly high on these. For theater, you will find that the weighting depends on the show and the book; often the Reed 1 and Reed 2 books both call for flute, clarinet, and saxophone, but Reed 1 might have the lead flute parts and solos, and Reed 2 is the lead/solo clarinet part. If it’s a jazz-heavy musical, then either part might call for orchestral-type soloing on flute or clarinet, plus demand convincing lead alto saxophone playing. Theater books are also likely to call for doubling on “secondary” instruments like piccolo, E-flat clarinet, and soprano saxophone.
    • Low reeds. In a jazz big band, this means primarily baritone saxophone with some bass clarinet (and occasionally B-flat clarinet and/or flute). For theater, a more “classical” show will likely be bassoon-heavy, with bass clarinet and baritone saxophone doubles; a jazzy show will lean toward baritone saxophone and bass clarinet with less (or no) bassoon. Bass saxophone and contrabass clarinets occasionally appear as well; most smart arrangers will provide ossia lines to enable covering these on more standard instruments.
    • Oboe specialist. This surprising combination shows up in many musicals: oboe, sometimes with English horn, plus B-flat clarinet and tenor saxophone. Generally the oboe and English horn parts call for a soloist-level player, with little more than inner harmonies on the single reed instruments.
  • Student-selected online woodwind pedagogy articles

    If you are teaching a woodwind methods course, you might be interested in my book.

    In the past I have had my woodwind methods classes make woodwind pedagogy notebooks. The idea isĀ to have them explore some available pedagogical resources, and assemble them into a resource they canĀ use for reference in their future teaching.Ā But that assignment is starting to feel a little weird, especially since I have been trying to go increasingly paperless in my own life, and because it has been increasingly difficult to persuade my digitally-oriented students to go to the actual library and look at actual books.

    To be clear, I’m a lover of libraries, and for me there’s no question that there are tremendously valuable resources there that are not available online (yet?). But it seemed like time to experiment with embracing an online approach to the assignment. So during the past semester I had them each locate some online articles they thought might be useful. Then they used a discussion board to collaborate on vetting the articles for usefulness and author credentials, and to compare their content against the concepts we covered in class.

    I’m going to provide here a heavily-edited report of their results with my own commentary. Some articles were proposed butĀ wereĀ rejected by classmates asĀ less useful or credible, and I don’t see any need to list those. Also, I wanted my students to go through the process of vetting online information, but I didn’t entirely agree with their conclusions, so I’m omitting some that I personally think are problematic. (If you’re wondering, my own blog posts were off-limits.)

    photo, Knight Foundation
    photo, Knight Foundation

    Here are some of the articles my students voted to beĀ worthy of inclusion in a digital notebook:

    • Clarinet Basics: Maintenance Habits, written by Julie DeRoche for The Woodwind and The Brasswind. This one was very highly regarded by the class, and I am inclined to agree with their assessment.Ā My students liked the article’s thoroughness and day-to-day applicability. Two cautions with this article: firstly,Ā I think it’s wise to be careful with (paid?)Ā articlesĀ from websites that want to sell you things, but Ms. DeRoche’s credentials are above reproach and the information checks out. Secondly,Ā the article does describe briefly the process of oiling a clarinet’s bore, though it does not strongly recommend this procedure. That is probably information best not given to beginners—at that stage it should be prescribed and carried out by a professional.
    • Reed Help for Beginners, written by Sarah Hamilton. This oboe-related article was another top pick by the class, who appreciated its down-to-earth advice, clearly-explained concepts, and helpful illustrations. I agree that this is a great resource, though some of the reed evaluation and adjustment procedures described might be beyond the scope of what a non-oboist band director can or should attempt.
    • Beginner Clarinet Tips, written by “Andrea.” This one is really more of a table of contents to some other articles on the site. My class liked the breadth of material covered and the extensive photos. I find the information to be very similar to much of the conventional wisdom regarding beginning clarinet playing,Ā which mostly but not completelyĀ agrees with my preferred approaches.
    • The Big Switch, by Amanda King. My students found this advice on switching students to the bassoon to be useful. I am on record as disagreeing with the premise that beginners should start on some other instrument before switching to the one they want, but the article does raise some relevant points for cases where that is happening.
    • Teaching the Beginning Bassoonist, written by Terry Ewell forĀ The Double Reed.Ā I’m including this excellent articleĀ even though it really is geared toward private bassoon teachers rather than band directors; it’s a good example of solid information that would be mismatched to this particular audience. It’s also a good (and relatively harmless) demonstration of the importance of using up-to-date materials, as bassoon reeds now cost well over $6 USD.
    • Tips for Teaching Beginning Flute PlayersĀ written originally for BandWorld MagazineĀ by Randy Navarre. My students liked the article’s concision and clarity. I generally agree with the information presented.

    I think some good things came out of the assignment, though I still feel like I sold out a little by excusing my students from visiting the library. I stayed fairly hands-off through the discussion process, and that did result in the students selecting some articles that weren’t really a fit for what I wanted them to learn. In the future I might consider being more involved with guiding the discussion. I’m also concerned that the final product—this blog post—isn’t as tangible as an actual notebook, and might not be as ready at hand, but hopefully they have developed some skills in evaluating information they find online.

  • Recorder notation vs. band/orchestral woodwind notation

    At the request of a reader, I’m going to try to clarify some things about notation for recorders. (I touched on it previously in an article about woodwind key nomenclature systems.)

    Those of us who play modern band/orchestral woodwinds are familiar with a system in which, within a family of instruments, a notated pitch always corresponds to a certain fingering. No matter how large or small the instrument, the same fingering always corresponds to that same written pitch, even though the smaller instruments produce higher sounding pitches and the larger instruments produce lower sounding pitches. For example:

    E-flat clarinet B-flat clarinet A clarinet Bass clarinet
    Notated pitch
    Fingering
    Sounding pitch

    This is convenient for clarinetists because, essentially, they only need to learn one set of fingerings to be (in that respect) prepared to play any instrument in the clarinet family. Note also that even the bass clarinet is notated in treble clef, as are its even lower cousins. All the major modern woodwind families (flutes, oboes, clarinets, bassoons, and saxophones) use this approach: consistent clefs, and consistent correspondence of notated pitch to fingering. The transposition is a function of the instrument’s size.

    Because of the prevalence of this system in the Western woodwind tradition, it’s an understandable error to assume that the recorder family is notated in the same way. But recorders typically use a different system, in which each instrument is notated in concert pitch, and the fingerings change depending upon the instrument. Or, to be more precise, each instrument is notated in a sort of “concert pitch class,” since someĀ of the recorders are notated as transposing by one or more octaves, but a notated C always produces a sounding C. Bass recorder and lower are notated in bass clef. Here are the most common ones:

    Descant (“soprano”) recorder Treble (“alto”) recorder Tenor recorder Bass recorder
    Notated pitch
    Fingering
    Sounding pitch

    Recorder players must learn twoĀ sets of fingerings, one with the instrument’s lowest note being C (for descant and tenor recorders), and one with the instrument’s lowest note being F (for treble and bass recorders), and must be prepared to read in two clefs. Read More “Recorder notation vs. band/orchestral woodwind notation”

  • The right clarinet or saxophone reed strength “for you”

    How do you pick the clarinet or saxophone reed that is the right strength “for you?” You mostly don’t, really.

    It’s important that the reed be a good match to the mouthpiece. In most cases the primary consideration is the mouthpiece’s facing curve and resultant tip opening. Generally, a shorter curve and/or wider opening require a softer reed, that can flex enough to meet the mouthpiece while vibrating. A longer curve and/or narrower opening need a stiffer reed, which will have enough guts to spring back after flexing to the mouthpiece.

    This means that the “right” strength for a player using a particular mouthpiece will be pretty close to the “right” reed for anyone else using that mouthpiece.

    Some players and teachers object to this, insisting that the “strength” of the embouchure needs to be accounted for. But the embouchure shouldn’t employ much “strength”—it should close just airtight (but not tight) around the mouthpiece and reed. If you are using your embouchure to muscle the reed around, then you might think you need a stiffer reed, but what you really need is a more open, relaxed embouchure. (If you feel like you will lose control by relaxing your embouchure, make up for it with powerful breath support.)

    So, assuming a reed reasonably well-matched to the mouthpiece, and a correctly-formed embouchure, the only thing left to consider is personal preference for how much resistance is in the setup. A slightly more resistant setup is good for things like soft, gentle articulations and stable pitch and tone. A slightly less resistant setup favors crisp, immediate articulations and some pitch and tone flexibility. I find this acceptable range of reed stiffnesses to be small enough that I can usually find some softer and some stiffer specimens within a box of reeds that are nominally the same strength.

    Some mouthpiece and reed makers publish information about which reeds match to which mouthpieces. If you find yourself straying far from these recommendations, take a closer look at your embouchure and your stability/flexibility priorities.

  • |

    Woodwind Doubler Census results, part 6: benefits

    In this installment, we look at why woodwind doublers do what they do.

    Q. What is the greatest benefit of being a woodwind doubler?

    Here’s my own breakdown of the most common types of answers. Many answers fit into more than one category.

    • More gigs: Unsurprisingly, this was a factor for over half of the respondents. However, many if not most indicated some non-monetary motivation:
    • Variety
    • Fun/satisfaction
    • Artistic expression: A number of respondents mentioned the ability to access a variety of tone colors as a motivating factor.
    • Cross-training: Several respondents indicated that playing one instrument improves their skills at another.
    • Challenge

    Here is the complete list of responses, with only very minor editing, in random order.
    Read More “Woodwind Doubler Census results, part 6: benefits”

4 Comments

  1. <>

    Hi Bret, I enjoy the breadth of your blog. I believe that a careful study of the physics involved demonstrates that the lips are a gasket exactly, regardless of how the structure is “believed”. The common misconception is actually that the lower lip need take any “abuse” from the teeth. The single reed embouchure (single or double lipped) is fundamentally different than the double reed embouchure. In holding single reed the same principle as holding a pencil (and the same muscular exertion) is employed. The abdominal muscles controlling the air stream and the jaw muscles manipulating the distance between the reed and the mouthpiece are the two factors involved in single reed sound production. The reed is controlled by the amount of pressure, the location of pressure and the speed and volume of air.
    I usually don’t comment in this sort of forum, but you do some nice academic work here and I appreciate the effort. I don’t mean to engage in controversy, and I freely admit I got most of this from Joe Allard years ago, but the most simple solution is often the most effective.

  2. I never was able to produce the flat chin demanded by my clarinet teacher back in my school days. Years later, after hours in front of mirrors or just sitting around trying to form the desired shape, I’ve decided the relative positions of my jaw and teeth result in it being physically impossible for me to get a textbook flat chin. Maybe it’s a good thing I had no aspirations to be a pro!

    Bad things happen if I try to play clarinet with a sax embouchure or vice versa. My clarinet embouchure is firmer, especially just below the corners of the mouth. The area at the front of the chin is firmer. I especially notice the differences when I brush up on doubles I play less commonly, such as soprano sax, bari sax or bass clarinet. I’m not sure if it’s the result of different muscles being used or the same muscles being set in a different position.

    Think of the effect of mouthpiece angle, what is your recommended angle for a straight soprano sax? It seems to me the angle has to be between that of the lower saxes, but higher than the clarinet.

    1. I can’t see any (tone-production-related) reason for the angle on a straight soprano to be different from that of a curved soprano, or any other saxophone for that matter.

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.