Clarinet glissando

There are few more coveted clarinet techniques than the smooth glissando, as heard in the famous opening to Rhapsody in Blue. But the technique isn’t intuitive, and lots of questions persist about how to do it.

(Incidentally: the Rhapsody in Blue score doesn’t call for a smooth portamento-type effect, but a scale with discrete notes. But the portamento became tradition early in the piece’s life and is now more or less required.)

How the clarinet glissando is done, technique-wise

One key thing to understand is that finger movement is the smallest part of the clarinet glissando. It’s not possible (or at least I’ve never seen it done) to achieve the full effect by simply uncovering toneholes gradually. The real work here is done with voicing.

Let’s break the technique down. We’ll use Rhapsody in Blue as an example, but the principles can be applied to other repertoire (or improvisations).

First, let’s look at what’s called for in the score:

clarinet glissando notation from Rhapsody in Blue

Glissandos that cross register breaks are a particular challenge, so most clarinetists avoid that, opting to play a scale in the lower register, and beginning the glissando at the lower-clarion B or C.

High C is the destination note. Start by playing that note and using your voicing (think of blowing warmer air) to bend the pitch downward. Resist the urge to “lip” it down with your embouchure muscles or to let your breath support sag.

Bend it down absolutely as far as you can, until the note quits. It can take some practice to get a wide pitch bend range. Don’t strain; play around with it for a few minutes, then try again tomorrow.

Once you’re able to bend it fairly far, try kicking in some extra breath support. The air column is reluctant to vibrate when it’s bent too far (I’m fudging a little here on the acoustics). Use powerful air, even more powerful than usual, to make it keep vibrating, and see if you can bend even farther.

Now go to the lower part of the glissando, B or C in the staff. Try to bend it. You probably can’t bend this long-tube note, with lots of closed toneholes, nearly as much as you could bend the short-tube high C.

Now play the note, and gradually let your fingers lift, just a little bit, off the toneholes.

Notice that with the toneholes just slightly vented, the note becomes much less stable—or more bendable. Play around with the pitch to get the feel of it.

Now play the lowest note of the glissando (I’m using C here for simplicity). Move the fingers a little off their toneholes (all of them, except the left thumb, which stays in position for high C) while simultaneously bending the pitch down hard with voicing. (Remember to keep breath support strong.) While gradually moving the fingers farther off the toneholes, bend gradually upward with voicing. As the fingers finally completely clear the toneholes, the voicing arrives at its standard high position, and the pitch settles in on high C.

It takes practice to get the fingers and voicing coordinated, and to gain enough control to shape the bend just how you want it.

To execute the Rhapsody in Blue opening, play a scale in the lower register, then switch as seamlessly as possible to a glissando just above the register break. Some players play the scale portion as written, but some attempt to make it sound more glissando-like by turning it into a chromatic scale. Sometimes they also start the scale on chalumeau F-sharp rather than the written G.

How the clarinet glissando is done, taste-wise

Mastering the technique of the glissando, like mastering any technique, is only the first step. The next and perhaps more important step is to learn to do it with good musical taste.

When performing a glissando, carefully consider the shape of the pitch bend. How long is the bend overall? Should the pitch move in a straight line from one pitch to another? (Unlikely.) Should it have more of a curve, staying low at first and then rising at an increasing rate? Should there be a moment at the beginning or end at which the pitch remains stable, or is it constantly in motion?

These are fine distinctions, but important to the character of the glissando. Careful, detailed listening is crucial to the process—be sure to check out as many good recordings as you can, and note the differences in approach. If your intention is for the glissando to sound jazz-like, make sure you are listening to jazz players who use that effect, not just classical players who may or may not have done their homework.

Why it’s a clarinet-specific effect

The clarinet, unlike any of the other major modern wind instruments, uses a very high voicing for general playing. This leaves room to lower the voicing considerably for this special glissando effect. Flutes and double reeds (and brass instruments) use a very low voicing, which theoretically can be raised, but a raised voicing on a low-voicing instrument doesn’t cover as much territory pitch-wise; in other words, it’s harder to raise the pitch with voicing than it is to lower it. The saxophones, with an in-between voicing, have some flexibility here, but also have to contend with large keys on large toneholes, which are not as precise for hole-uncovering as fingertips on small clarinet toneholes. (The keys situation also explains why the larger clarinets aren’t nearly as agile with glissandos, even though those instruments are properly played with a high voicing.) In short, the technique lends itself particularly to the high clarinets, and may be much more difficult on other woodwinds.

Practice smart!

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  • Why do I need to use alternate fingerings?

    Disclosure: As an Amazon Associate I earn from qualifying purchases, at no cost to you.

    Woodwind instruments including the flute, oboe, clarinet, bassoon, and saxophone all have more than one fingering for some notes. Why is that, and do you need to learn them all? Instead, could you just learn the one main fingering for every note and get really good at using it?

    Here are some things to think about:

    • There’s not always one “main” fingering. For example, the clarinet has its “pinky finger” notes that have left-hand or right-hand options, and you need to know both equally well to play above the beginner level. The flute has “1 and 1” and “thumb” fingerings for B-flat that are both common and standard. The oboe has two or three standard fingerings for F. The bassoon’s thumb and pinky options for F-sharp and A-flat and the saxophone’s “side” and “bis” B-flats are also arguably equally important.
    • Using an alternate fingering can sometimes help avoid awkward movements. One example is flip-flopping (one finger lifting up while another presses down) with F to F-sharp on saxophone or in the clarinet’s middle register. Another is sliding (moving a finger from one key to another) like going from D on the oboe to F with the right-hand F key. Sometimes these awkward movements are unavoidable, but good woodwind players avoid them whenever possible.
    • Alternate fingerings don’t always sound or respond the same. Some do, such as the clarinet’s pinky finger notes, because the pinky keys open and close the same holes. But some alternate fingerings might be a little louder or softer, sharper or flatter, more or less resistant, or brighter or darker in tone. Excellent woodwind players use these differences in artistic ways.

    So alternate fingerings are important and useful. But do you need all of them?

    There can be a lot of alternate fingerings. Advanced bassoonists sometimes refer to a book of fingerings that is over 300 pages long! (There are books for other instruments, too.) Sometimes there can be dozens of fingerings for a single note.

    If you’re currently learning an instrument and using a method book (individual or band method) that has a fingering chart, you could check to see which notes have more than one fingering. It might be a worthwhile challenge to learn all those fingerings, and see if the book gives any hints about when to use which ones.

    If you’re a more advanced student, the music you’re working on might present challenges when fingering patterns get awkward. Take on the challenge of researching lesser-known alternate fingerings that might help. (Sometimes a fingering has both advantages and disadvantages that you have to weigh carefully.) Start collecting useful fingering charts, or compile your own.

    If you have my sights set on playing professionally, then you will need to know lots of alternate fingerings, have good resources to consult when you need more options, and know exactly how each fingering sounds, responds, and tunes on your instrument.

    Good luck!

  • Woodwind doubling and clarinet problems

    Disclosure: As an Amazon Associate I earn from qualifying purchases, at no cost to you.

    Here are a few of the common problems woodwind doublers have with the clarinet:

    Flabby/saggy/tubby/airy tone and flat pitch. This is a dead giveaway for a self-“taught” clarinet doubler. The clarinet’s voicing is quite high, higher than any of the other woodwinds, and beginning clarinetists sometimes struggle for years to make that proper voicing a consistent habit. Once it settles in, pitch problems mostly evaporate, tone becomes clear and ringing, and notes respond beautifully and easily in every register. If you’re thinking about buying a shorter barrel because your “clarinet” is so flat all the time, don’t. Work on your voicing instead. Voicing is the #1 crucial technique for successful clarinet doubling, and will solve most of your problems.

    It may also be worth checking your mouthpiece angle—it should be quite steep compared to saxophone or double reed instruments. Keep your head up straight and eyes forward, and aim in the ballpark of keeping the clarinet around 30° from vertical. You can also use the paper trick to make sure you’re taking in the right amount of mouthpiece.

    Reeds can be a contributing factor, too. Often (but not always) saxophonists lean toward a slightly more open mouthpiece and softer reed, while clarinetists lean toward a little more closed mouthpiece and stiffer reed. The strength you prefer on a typical saxophone mouthpiece may not be right strength for a typical clarinet mouthpiece.

    Constricted tone. Bafflingly, there’s a common pedagogical idea that clarinetists should tighten their embouchures to fix various problems. This is nonsense. Keep your jaw open to make space for the reed to vibrate, and let your lips (not your jaw/teeth) close around the mouthpiece, not tight but just airtight. Notes will respond more readily, with a fuller, prettier tone, and you can throw away the tape or paper or dental appliance you have been using to cushion your lower lip from your teeth.

    Squeaks. 95% of the time this is an issue of fingers failing to properly cover toneholes. (And 95% of the time, struggling clarinet doublers blame it on something having vaguely to do with embouchure, reeds, or the clarinet somehow just being a squeaky instrument.) Use the large, fleshy pads of your fingers (not the tippy-tips) to cover the holes. Sometimes a quick check in the mirror can reveal that your fingers aren’t where you think they are.

    Fingering awkwardness. The clarinet’s fingering system and unique overtone series provide tremendous advantages: an expansive range, clean and precise technique, and lots of useful alternate fingerings. (It’s superior to the saxophone’s “easier” system with awkward palm keys and relatively few alternates. Fight me.)

    But if you’re coming from another instrument, you might find the 12th between the lower and clarion registers confounding. That’s because you’re still thinking about the fingerings. Practice your scales, arpeggios, and études until your fingers move on autopilot, like they already do on your primary instrument. It can be done.

    The clarinet’s dreaded “break” as a technique concern is mostly a myth. Keep your support, voicing, and embouchure well-formed and stable, and just move your fingers. Your left index finger should rock or tilt between its tonehole and the A key, not hop (losing contact with the instrument) or slide (dragging along the key). Work toward a tiny, efficient, relaxed movement.

    The clarinet’s clever system of redundant pinky keys enables lightning-fast technique in virtually any key, but it takes real effort to learn to use them well. Remember that for those pinky-finger notes there aren’t really “standard” vs. “alternate” fingerings—you need to know them all well enough to use interchangeably. And if you have beginner habits like using both pinkies for third-line B, you will need to learn to use a single pinky in many cases for the most efficient and flexible approach.

    Ledger line catastrophes. Because of the clarinet’s broad tessitura, clarinetists have to be fluent in ledger lines above the staff (maybe more than you’re used to if you’re an oboist) and below the staff (more than you’re used to on any treble-clef woodwind). Hit the Baermann or Kroepsh books for thorough workouts spanning the clarinet’s range.

    Remember the best money you can spend on your clarinet playing isn’t another mouthpiece or barrel or book—it’s some lessons with an excellent teacher. Learn the instrument on its own terms, and, whatever you do, try not to sound like a doubler.

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    Essential woodwind literature

    I’m spending the summer studying for my doctoral comprehensive exams. One major component of the exams will be woodwind literature, so I’ve been trying to narrow down lists of really essential pieces. It has been an interesting challenge to select a list long enough to have depth and short enough to be manageable (I’ve was shooting for around 100 pieces total – I’m a little over).

    I wanted the list to be a balance of a lot of different things: commonly-taught and commonly-performed literature, pieces of historical import, pieces representing style periods from Baroque to the 21st century, pieces covering a range of difficulty levels, and so forth.

    Here’s what I’ve come up with.

  • 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 is to have them explore some available pedagogical resources, and assemble them into a resource they can use for reference in their future teaching. 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 but were rejected by classmates as 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 be 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. My students liked the article’s thoroughness and day-to-day applicability. Two cautions with this article: firstly, I think it’s wise to be careful with (paid?) articles from websites that want to sell you things, but Ms. DeRoche’s credentials are above reproach and the information checks out. Secondly, 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, which mostly but not completely 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 for The Double Reed. I’m including this excellent article 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 Players written originally for BandWorld Magazine 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.

  • “Tip of the tongue” mythology and the flute

    As woodwind players we are often taught that articulation requires the use of the tip of the tongue and no more—to use more than the tip would just be wrong!

    For reed instruments, I think this is essentially true, but I don’t think it works that way on the flute. Try this:

    1. Using a reed instrument mouthpiece, or substituting a (clean) finger, simulate “tip of the tongue” articulation. Find the very tip of the tongue and touch it lightly to the tip of the reed (real or imaginary). With the tongue frozen in this position, apply some air pressure. If you allow the lips to “unseal” from around the mouthpiece at this point, air escapes.
    2. Now try it with nothing inside your mouth, in the manner of a flutist. Touch just the very tip of the tongue to your favorite articulation spot (palate, teeth, or maybe lip, depending on your pedagogical pedigree) as though about to tongue a note, and apply air pressure. Notice all the air leaking out? Me neither.

    Are you really holding back  all that air with just the very tip of your tongue? While I think “tip of the tongue” is still a useful fiction for flute playing, it seems to me that I must actually use a surprising amount of tongue to seal off the air from escaping—the sides of my tongue contact my molars to help contain the air until I am ready to release it.

    Photo, drurydrama
    Photo, drurydrama

    (The tip of the tongue is effective for reed instruments because it is only necessary to prevent the reed from vibrating as the air pressure is applied—a very small amount of tongue is quite effective for this.)

    The “tip of the tongue” is a good concept for helping flutists to keep their articulation light, crisp, and relaxed, and I don’t particularly recommend teaching the sides-of-the-tongue thing to students as it can easily be misunderstood or taken too far. But I do think a clearer understanding of the invisible parts of woodwind playing can help advanced students and their teachers diagnose and solve subtler problems.

  • Finding information for the Woodwind Doubling in Musicals list

    I continue to be amazed by all the interest in and support for my Woodwind Doubling in Musicals list. I hear frequently from musicians who have information to contribute or who just want to say hello or thanks. It’s pretty great.

    Over ten years ago(!) when I started putting the list together, I spent a good deal of time and effort compiling data. I don’t do that very much anymore, partly because I have already picked over the most obvious sources, partly because I want to focus more time on teaching and playing music, and partly because I get better information when I get emails from woodwind players down in the orchestra pits with the reed books in front of them.

    So these days my role in the list’s upkeep is basically that of editor, data-entry monkey, and mostly-benevolent dictator, and I count on you cool people to send me what you know. In the interest of encouraging and facilitating that, I’m going to dump here (in alphabetical order) some potential resources for gathering information. Maybe some of you know of other sources that you would like to share in the comments section. (I’ll selectively edit them into this post.) Enjoy!

    Woodwind Doubling in Musicals

    Show publishers, rental companies, etc.

    Sometimes these websites list woodwind doublings. You might find that information under something like “orchestration,” or under something like “rental materials.” The information is often vague and has errors, but it’s a start. (Also, keep in mind that I do want submissions for shows that have no reed books, since a verified lack of reed parts can be useful to doublers.)

    Information on specific productions

    Sometimes in sources like this you can find the orchestra personnel, sometimes with their instruments listed. Or you may be able to use this information to, say, Google the orchestra members and possibly get in touch through a personal website or social media account. Please be super considerate and respectful of people’s time and privacy.

    Miscellaneous

    • Google and social media sites. Sometimes people post information from productions, photos of program pages, etc. Sometimes musicians put a brag list on their personal websites of what shows they have played. Or, sometimes you can find out something like a musical director’s name, get in touch, and ask for information (maybe the doubling information itself, or maybe a connection to the woodwind players). Again, be incredibly sensitive about hitting up strangers on the internet.
    • Musical Theatre Reed Book Orchestrations [update: link dead] – I believe this one actually precedes my list, though I didn’t discover it until mine was already online. I don’t think it has been updated in a number of years.

    Have information to submit? Check out the contribution guidelines and send it along. Thanks, you’re awesome.

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