Dear 2000

I’ve been reading the “Dear 1999” blogging project started by the guys over at MusicianWages.com. The project, which launched last month, was to have musician-bloggers answer this question:

If you could go back to 1999 and give yourself one piece of advice, what would it be?

I enjoyed the responses, including one from clarinetist Marion Harrington.

Although I was (*ahem*) not invited to participate, I’ve been thinking about the last ten years of my life and what brought me to where I am now. Over the last few weeks I’ve gotten a number of emails from musicians who are about the age I was ten years ago, who are interested in pursuing graduate school in multiple woodwinds, and so I’ve been in advice-giving mode already.

Since I missed posting at the end of 2009 anyway, I figure I can go ahead and change the format a little, as I think I’ve got more than one piece of advice for 2000 me.

Most of the “Dear 1999” bloggers are pursuing careers as performers, which I consider to be an important part of what I do, but my newly-begun main gig is as a university music professor. I am fortunate to be doing pretty much exactly what I love and what I’ve been aiming for for the past ten years, although sometimes it was hard to tell if I was headed in the right direction.

So here’s my advice, 2000 Bret:

  • So. You’re a saxophone performance major. How many paying classical saxophone gigs do you think you will get in the next ten years? Awfully close to zero. If you keep working on your jazz chops, you’ll get a few more. If you can learn to play decent flute and clarinet, you’ll double your employability; add piccolo, and you’ll double it again. And if you can play the double reeds with confidence, you’ll never wonder if you’re getting hired for the gig—you’ll only wonder which horns you need to bring.
  • Speaking of gigs, you’re young, energetic, and inexperienced enough that you can justify taking just about any gig that comes along. Do it. Weddings, parties, Oktoberfests—if they call, you play. Same thing goes for teaching gigs.
  • As you add to your arsenal of doubles, don’t forget to be a beginner at them. Some of your teachers, knowing that you are accomplished on other instruments, will feel uncomfortable assigning you beginner-level etudes and such, and you may feel that you don’t need them, either. You are wrong. Insist on building a solid foundation on each instrument.
  • Intonation is really, really, really important. Don’t stop working on your tone and technique, but, if you have to scale those back just a little to work on pitch, it will be worth it.
  • Realize that, when the time comes to apply for that first faculty position, you will be up against a lot of competition that is at least as qualified and talented as you. Chops and a strong CV are important, but you also have to be the kind of guy that the other faculty want to work with. The people on the hiring committees are your potential future colleagues.
  • Oh, and one more thing. You know how you’ve always been able to eat whatever you want without gaining a pound? Enjoy it while you can.

Best regards,

2010 Bret

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    Instead, try one of these:

    1. Just breathe. For intimate ensembles, a purposeful breath on a preparatory beat is often enough. (For example, for a piece in 4/4 time that starts on beat one, breathe on beat four.) The breath is simple and natural, and is subtle but just detectable visually and aurally. To an audience, it looks almost like telepathy. A breath cue is also expressive—it can communicate not just tempo and downbeat, but also character.
    2. Or, if a more visually-oriented cue is really necessary, keep it extremely simple. For a preparatory beat, lift your instrument and/or head up (an inch is more than enough), then cue by bringing it back down. Skip the curlicues.

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    photo, Converse College
    photo, Converse College
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    • After bowing, make any last-minute arrangements or adjustments: arranging sheet music, checking reeds, etc.
    • If you are taking a tuning note on stage, turn to whoever is providing the pitch. Mostly listen, then play briefly, adjust, and if needed play one more time (briefly!) to be sure. Don’t play a long tuning note, like you’re trying to convince yourself that you’re right. If you’re uncertain about your ability to tune accurately on stage, you can tune to a tuner or other reference before going on stage, and use the onstage tuning as a chance to just play a note before you begin the performance.
    • During the performance, don’t make faces or gestures in response to mistakes. It calls unnecessary attention to what probably are barely-noticeable glitches, and takes you and your audience out of the moment.
    • As you and/or your collaborators play the last note of each movement or piece, freeze in place. Hold your position until the last note finishes reverberating in the performance space, then another second or two.
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    Disclosure: As an Amazon Associate I earn from qualifying purchases, at no cost to you.

    Lately I’ve been on a diet that has a weekly “cheat” day. Six days out of the week, my meals are Spartan, but on cheat day I get to eat whatever I want.

    My guess is that isn’t the ideal way to manage my waistline. I would be better off eating more regimented meals every day. But I would burn out and quit. The cheat day is a compromise. It cedes a little ground to my sweet tooth, but keeps me going back to lentils and broccoli for another six days.

    photo, Dave Crosby
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    Not good

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    Me: How did that sound to you?

    Student: Not good.

    Me: What didn’t you like about it?

    Student: It didn’t sound good.

    Me: What aspect of it didn’t sound good to you? The tone? the pitch? the phrasing? the articulation?

    Student: Um, I guess the articulation?

    Me: What didn’t you like about the articulation?

    Student: It wasn’t good?

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    Photo, David Bailey
    Photo, David Bailey

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    To get the what across, I usually have to resort to an example: “Okay, so it works like this. If I am playing an alto saxophone, and I see an F-sharp on the page, I think ‘F-sharp,’ and do the correct fingering for F-sharp, and then I blow into the instrument and an A comes out.”

    Sometimes a visual representation is useful (here are transpositions for some common woodwind instruments):

    Instruments Written pitch Sounding pitch
    Piccolo
    Down an octave

    Up an octave
    Clarinet in E-flat
    Down a m3

    Up a m3
    Flute, Oboe
    (non-transposing)
    Bassoon
    (non-transposing)
    Clarinet in B-flat, Soprano saxophone
    Up a M2

    Down a M2
    Clarinet in A
    Up a m3

    Down a m3
    Alto flute
    Up a P4

    Down a P4
    English horn
    Up a P5

    Down a P5
    Alto saxophone
    Up a M6

    Down a M6
    Contrabassoon
    Up an octave

    Down an octave
    Tenor saxophone, Bass clarinet
    Up a M9

    Down a M9
    Baritone saxophone, Contrabass clarinet in E-flat
    Up an octave and a M6

    Down an octave and a M6

    This system is, shall we say, “difficult:”

    • Composer/arranger/copyist: “What was that transposition for alto flute again? A fourth, I think, but was it a fourth down or a fourth up? Or was it a fifth?”
    • Conductor: “Let’s see, the alto saxophones have an E and a B, the tenor has a D-sharp, and the baritone has a D-natural. So that chord would be, um…”
    • Educator: “Okay, everybody play a B-flat scale. I mean, ‘concert’ B-flat. So C for clarinets and tenor saxophones, G for altos and baritones, E-flat for English horn… or is it F for English horn?…”
    • Gigging musician: “I need to buy the fakebook in E-flat. Hmm, and I guess I also need the B-flat, in case I play clarinet on anything. I wonder if I’ll need the C book for flute, too? Wait, let me make a phone call.”

    (And that’s just the system used for the modern band and orchestral instruments!) Read More “Why do some instruments transpose?”

6 Comments

  1. Thanks for the mention! I enjoyed your post and the bit about weight at the end really made me giggle! It’s also refreshing to come across a musician in academia. I wonder whether too much emphasis is put on performance during training and not enough in exploring other potential musical careers which are just as rewarding. Happy to have found you!

  2. Hello Bret Pimentel-thank you very much for listing me there on your history of bassoon website! There are a few other jazz bassoon players that started before me-Ray Pizzi and the guy (whose name I can’t remember) who played in the Australian Jazz Quartet in the 1950’s. I really do appreciate the mention!
    I’m adding my website to your blog roll. This site is pretty fascinating-say hi to Ben Kono if you see him-I remember him from Ithaca IDRS in 2007!
    thanks again-Paul

  3. @Marion: Thanks for your comment. I think there are great rewards in both performing and teaching, and it’s worth doing some of each.

    @David: Thanks for including me, even though I came late to the party!

    @Paul: Thanks for stopping by! I’ve added Ray Pizzi to the page you mentioned—he definitely belongs there.

  4. Bret…ERROL BUDDLE was the Jazz Bassoonist with Australian Jazz Quartet (was also a FANTASTIC woodwind doubler on Sax and Flute) He can be found on YouTube.

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