Ernie Watts on not doubling
Check out this blog post by Helen over at the Bassic Sax blog for some thoughts from saxophone great Ernie Watts about the downside of doubling.
At some point, you end up in a mush of mediocrity.
Check out this blog post by Helen over at the Bassic Sax blog for some thoughts from saxophone great Ernie Watts about the downside of doubling.
At some point, you end up in a mush of mediocrity.
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.
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?”

“Gertjan” at the WindWorks Design blog posted some interesting comments about using a wind controller in a local production of Seussical the Musical. Gertjan (I wasn’t able to positively identify him from the WindWorks website, but maybe he will find his way here and let us know who he is) played saxophones in the show as well, and used the wind controller to cover a number of wind and non-wind instrument parts.
Although it gives me a little indigestion to see a wind controller substituting for woodwinds that might otherwise have been played by a doubler, I do think there is application for wind controllers in orchestra pits. Keyboard-driven synthesizers are ubiquitous in recent shows (or are sometimes used to replace other instruments, especially a string section), and, in some cases, a wind synth might be even better suited to certain kinds of synthesizer parts. Gertjan mentions some synthy sounds like “vocal doo,” “scary voices,” and “ghostly shimmering breathy sound,” all of which strike me as likely to be very effective with a wind synthesizer’s breath control. Some others, like “harp” and “tinkle bell” seem like they might be more intuitively assigned to a keyboard. Read More “From WindWorks Design: Wind controller in a pit orchestra”
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.)
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:

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.
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.
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!
Thanks to all who participated in my 2021 woodwind doubling survey, and to those who helped spread the word. I’ve released the results in installments, so be sure to check out the rest.
I got 284 responses, an improvement over 2011’s 187. The numbers for each of these questions don’t necessarily add up to exactly that number, since not everybody responded to every question.
In the final section of the survey, I gave respondents the option to identify and tell me a little about themselves, including their names, locations, affiliations, websites, and other comments. I’m not sharing personally-identifiable information here, but I’ll respond in a general way to each question.
Almost 180 of you identified yourselves by name. It was lots of fun to scroll through see musicians I know and have worked with, who I have connected with online, and even some of my heroes and role models. And it was also very cool to see lots of names I didn’t know (yet). If you’re out there and would like to connect, I hope you will feel free to reach out.
I’m sharing these sorted alphabetically and lightly edited.
| 19047 |
| Ada, OK |
| Ada, Oklahoma |
| Archer City, Texas |
| Arizona |
| around Boston |
| Around Raleigh, North Carolina |
| Asheville, NC |
| Ashland, KY |
| Atlanta |
| Auburn, ME |
| Austin TX |
| Austin, TX |
| Australia |
| Baltimore, MD area |
| Bangkok, Thailand |
| Berlin, CT |
| Birmingham, England (studying) |
| Bolivar, MO |
| Boston |
| Boston |
| Boston-area |
| California |
| Cambridge, UK |
| Canada |
| Centra Michigan |
| Charlotte, NC |
| Chatham, Ontario, Canada |
| Chicago |
| Chicago Suburbs |
| Chicago suburbs |
| cincinnati |
| Cleveland OH |
| Coburg, OR (but still gig in San Jose, CA, my previous residence) |
| Colorado |
| Comerío, Puerto Rico. |
| Connecticut |
| Conroe, TX (40 miles north of downtown Houston) |
| Coopersburg, PA |
| Corvallis |
| Covington, LA |
| Currently in Tampere, Finland; usually SoCal/ SF Bay Area |
| Dallas – Fort Worth Area |
| Dallas, Texas |
| Dallas, TX |
| Dallas/Fort Worth region |
| Darien, IL |
| DC area |
| Durant, Oklahoma / Las Vegas, Nevada |
| East Bay of SF Bay Area |
| East Lansing, MI |
| Eastern Mass |
| Eastern North Carolina |
| Edmonton, Alberta, Canada |
| Eugene, Oregon |
| Fargo ND |
| Fargo, ND |
| Finger Lakes region of New York |
| Florida |
| Fort Worth, Texas |
| Fresno, Ca. |
| Germany |
| Germany |
| Grand Rapids, Michigan |
| Greater Vancouver, BC, Canada |
| Greensboro, NC |
| Greensboro, NC |
| Greensboro, North Carolina |
| Hamels, Braughing, Hertfordshire, England |
| Hampton Roas, VA |
| Harrisburg, PA |
| Hong Kong |
| Honolulu, Hawaii |
| Houston |
| Houston TX |
| Houston, TX |
| Ihio |
| Indiana |
| Indianapolis |
| Indianapolis |
| iowa |
| Iowa USA |
| Jersey City |
| Kanagawa, Japan* (originally from Maine) |
| Kansas |
| Kansas |
| Kansas City metro area |
| Lancaster area PA |
| Lancaster, CA |
| Las Vegas |
| Las Vegas |
| Little Rock, Arkansas |
| Liverpool, NY |
| London |
| London |
| London and Cape Town |
| Long Beach, CA USA |
| Los Angeles |
| Los Angeles |
| Los Angeles/Orange County, CA |
| Madeira Beach, FL |
| Manhattan and Connecticut |
| Melbourne, Australia |
| Melbourne, Australia |
| Melbourne, Australia |
| Memphis |
| Memphis |
| Memphis, TN |
| Memphis,TN USA |
| Metro Atlanta |
| Miami, FL |
| Miami, Florida |
| Michigan |
| Middleton Massachusetts |
| Midwest U.S. |
| Milwaukee |
| Milwaukee |
| Milwaukee |
| Milwaukee WI |
| Minneapolis |
| Minneapolis, MN |
| Minnesota |
| Mississippi |
| Mississippi |
| Montgomery, AL |
| Murfreesboro |
| Myrtle Beach, SC |
| Nashville, TN |
| Nashville, TN |
| Nashville, TN |
| Near Eugene Oregon |
| Nebraska |
| Nevada |
| New England, USA |
| New England, USA |
| New Jersey |
| New Jersey |
| New Jersey, US |
| New Orleans |
| New York |
| New York City |
| New York City |
| New York City |
| New York City Metro area |
| New York, Montreal, and Florida |
| New York, NY |
| North Kingstown, RI |
| North Texas |
| Northeast Ohio/Western PA |
| Northeast Tennessee |
| Northeast U.S. |
| Northeastern and Central Pennsylvania |
| Northern California |
| Norway |
| NY |
| NY area |
| NYC |
| NYC |
| NYC |
| Ocean Reef, Perth, Western Australia |
| Ohio |
| Ohio |
| Oklahoma City |
| Oregon |
| Oregon |
| Orlando, Florida |
| Oxford, UK |
| Pennsylvania |
| Perth |
| Perth, Western Australia |
| Pickering, ON Canada |
| Piedmont Triad Area of North Carolina |
| Pittsburgh |
| Pittsburgh, Pa. |
| Preston, UK |
| Queensland, Australia |
| Reno, NV |
| San Antonio |
| San Antonio TX |
| San Antonio, TX |
| San Francisco |
| San Fransisco Bay Area |
| San Jose |
| San Jose, CA |
| San Jose, CA |
| San Jose, CA |
| San Jose, CA |
| San Jose, CA |
| San W |
| Saskatchewan, Canada |
| Scenic Martin, TN |
| Scotland |
| Scotland |
| Seattle, WA |
| SF Bay Area |
| SF Bay Area |
| SF Bay Area |
| SF Bay Area |
| SF South Bay Area |
| SF South Bay Area |
| Singapore |
| SLC Utah |
| South Eastern Wisconsin, USA |
| southern Virginia |
| Springfield, MO |
| St Andrews |
| St Paul/Minneapolis |
| St. Louis area |
| St. Louis, MO |
| State College PA |
| Sussex, Wi |
| Tampa Florida |
| Teaneck, NJ |
| Tennessee |
| Toronto |
| Toronto |
| Toronto CA -> Greensboro,NC |
| Toronto, Canada |
| Troy, AL |
| Trumansburg, NY |
| UK |
| Urbana, IL (& Springfield, IL) |
| Va Bch, VA. |
| Washington, DC |
| Washington, DC |
| Washington, DC metropolitan area |
| Wellington, New Zealand |
| Will be moving to Denton, Texas |
| Yorkton, Saskatchewan, Canada |
I have edited a number of these (the asterisks are mine) in cases where, based on my best judgment, I felt strangers might be able to identify you through web searches.
| *** Big Band |
| *** College/*** Community College/*** College/private studio/*** Festival Orchestra/*** Philharmonic |
| *** County Schools, Freelance musician |
| *** Ensemble, Broadway shows, recordings, *** College of Performing Arts |
| *** Episcopal School |
| *** High School (band director) |
| *** Jazz Band |
| *** London West End |
| *** Middle School (Teacher) |
| *** Musician |
| *** Quartet, Goodspeed Musicals, Playhouse on Park, etc. |
| *** Symphony Orchestra (Assistant Principal Bassoon/ Contrabassoon and much of the Saxophone work), teach at the University of ***, lots of studio recording sessions. |
| *** Symphony Orchestra, Bassoon |
| *** University graduate teaching assistant |
| *** Videogame Symphony |
| *** Winds, Ballet *** Orchestra |
| ***Winds, ***, *** |
| 2nd Alto Sax, US Navy Band *** Jazz Ensemble |
| 6-12 band director |
| A school big band |
| ABRSM |
| Air Force, formerly with a regional band, but now assigned a non-music job |
| Alabama State University |
| Band Director – High School |
| Band instrument repair |
| Bar gigs w/ a combo |
| Before the pandemic I was regularly doing musical theatre work 3/4s of the year and also was doing a fair bit of big band playing as well. The big band and various offshoots of it play pre 1940s swing music and some smaller “Dixie” stuff so there’s a lot for me to do on clarinet. I also teach privately at a school system and a music store and was leading an after school ensemble and doing sectional work with the other bands at the school system. Those ended up being fairly evenly split, and then I would pick up various odd work at studio sessions or local bar gigs |
| Big band jazz |
| Broadway |
| Broadway and Lincoln Center |
| Broadway pits |
| Certified bad*** (jk, picking up jobs when I can/doing musicals) |
| Church and Various community bands |
| Church Music Director |
| Church of ***, Music Director and keyboardist |
| Coastal Carolina University |
| Community band/ musicals |
| Community bands |
| Community Bands – 4 of them. |
| community orchestra |
| Community theater |
| Community wind ensemble |
| Cruise ship musician (saxes, flute, piccolo, clarinet) |
| Currently all virtual – mostly with the Royal Canadian Naval Reserves at ***. |
| Currently RSO/VVGO/various guest player roles at Chinese orchestras in Singapore |
| Currently teaching orchestra. |
| DMA student at the University of *** |
| Elementary Music Teacher |
| Everywhere 😂 |
| Fargo Moorhead Community Theatre |
| Free-lance musician |
| Freelance |
| Freelance |
| Freelance musician around the west end and London |
| Freelance teaching and performing |
| Freelance woodwind specialist, director of local volunteer big band (Ensemble Swing Time), Singer |
| Freelancer / university adjunct |
| Going to the *** College of Music and Drama for Oboe Performance (with a touch of Woodwind doubling) this september |
| High School |
| High School Teacher |
| Home based teacher |
| I am a high school student at *** High School |
| I attend Brandon University |
| I play the flute family for the *** Symphony Orchestra |
| I primarily teach private students. |
| I work at *** full-time during the days, and sub regularly on Broadway on nights and weekends (under normal circumstances) |
| I’m in high school so this doesn’t apply |
| Instrument repair |
| Instrument Repair at *** |
| Jazz Big Band |
| Just freelance |
| Local high school and regional theater |
| Local theatre groups |
| Mainly in undergrad jazz band and concert band |
| Mars Hill University |
| Mid-*** Symphony, *** Jazz Band |
| Middle school music teacher, play in local symphony and a collegiate wind orchestra |
| Military Band |
| Military musician and private teacher |
| Missouri State University |
| Music bachelors student |
| Music education undergrad |
| Music teacher/Teaching artist |
| Musical instrument repair/orchestral oboe. |
| Musical theater, church |
| My band, The *** |
| My online business as a content creator and educator |
| National or international tours. |
| No main gig during The pandemic. |
| No main gig. |
| None, teach at *** College, produce concerts at ***, run the *** Saxophone Quartet, |
| North Carolina State University |
| Nowadays it’s mostly University ensembles in Cambridge |
| Performing |
| Performing |
| pit orchestra |
| playing in musical orchestras/ bands |
| Playing in musical theater pits |
| Playing on Broadway |
| Playing: Civic Theater and the *** Jazz Orchestra. Clarinet teacher for local school district. |
| Private instructor, various big bands, west coast style combo and various pits when they come up |
| private lessons at *** Music |
| Private lessons teaching |
| Private Studio |
| Private Studio |
| Private teacher & reed maker out of my home |
| Private teaching studio |
| Private woodwind teacher & freelance musician |
| Prof. of Music, The University of *** |
| Professional and community theatre pits. Too many to list. |
| Professional orchestra librarian |
| Professor at *** University |
| Professor at NDSU |
| Put work |
| Recent college graduate, premed, member of *** (funk group), and jazz musician/woodwind instrumentalist |
| Regional big band & GB |
| Regional Broadway caliber theater productions and local hire for national tours. |
| Regional theater, private lessons |
| Retired |
| Rockland County Concert Band |
| Royal Birmingham Conservatoire (studying) |
| Sam Houston state |
| Saxophone with *** |
| School band |
| Schriener University |
| Self-employed |
| senior in college, about to student teach |
| simpson college |
| Six Flags |
| Small School Band Director |
| Software Engineer |
| solo jazz performer |
| Southwest *** Community College |
| Stockton CA |
| Student |
| Student |
| Student right now |
| Substitute teacher specializing in music |
| Teach at ***. Play gigs w/my jazz combo. |
| Teacher (Elementary) |
| Teaching and free lancing. |
| Teaching and instrument repair |
| Teaching at a school(still a uni student) |
| Teaching Bassoon Lessons |
| Teaching middle school band |
| teaching private lessons |
| Teaching the reed studio at *** University. |
| Teaching: *** Music (lesson studio and music store) | Playing: *** (amusement park) Dixieland Band |
| The *** Quartet (baritone chair), freelancer/soloist, Orchestra of *** |
| Theater |
| Theater Musician |
| Theatre |
| There are several |
| Touring Musician (Broadway shows) |
| UNC Charlotte |
| Univ. of ***, *** Technical College |
| University adjunct professor, Broadway touring shows (local hire) and local theater company. |
| University as a student |
| University New Music Ensemble |
| University of *** *** Society (the musical theatre society) |
| University of Nevada, Reno |
| University of North Carolina School of the Arts |
| University of Oregon |
| University of Texas at San Antonio/private lessons (self employed) |
| University Professor an conductor |
| University student with some private teaching and freelancing |
| US Army Musician |
| US Navy Pacific Fleet Band |
| Varies |
| VVGO, RSO, UFB – virtual ensembles. |
| WAAPA – Western Australian Academy of Performing Arts |
| Weddings |
| Western Australian Academy of Performing Arts |
| Will be attending UNT |
| Youngstown State University |
Lots of you shared websites. In cases where I could locate a relevant and reasonably-fresh RSS feed, I’ve added them to my feed reader, which also puts them on my public blogroll.
Some of you took this opportunity to share some general thoughts about woodwind doubling, to expand upon your biographical details or musical experiences, or to offer critique/commentary on the survey itself. Many of you were also kind enough to express appreciation for the survey, my blog, and other resources on my website. It was deeply gratifying and also super weird to hear from a few of you that you drew inspiration from my website as kids and are now working musicians, graduate students, etc. Anyway, thanks for taking the time to say hello or share a few thoughts.
In conclusion, thanks once again to all for your participation, readership, and friendship. It was great to hear from so many of you, and I hope to do it again in 2031.
I recall as a beginning flutist (coming from background in saxophone) finding the third-octave fingerings to be a confusing, illogical jumble, but they do actually make some sense. There is an incorrect explanation for these fingerings that I hear every so often, and have seen published on a couple of flute-related blogs recently. It goes something like this: the flute’s third-octave fingerings are some kind of combination of two different first/second-octave fingerings. For example:
![]() |
+ | ![]() |
= | ![]() |
? |
Or…
![]() |
+ | ![]() |
= | ![]() |
? |
If I squint my eyes just right I can sort of see how this almost makes sense fingerings-wise and overtones-wise, but ultimately this system is unnecessarily confusing and also doesn’t reflect acoustical realities.
Here’s a better way to look at third-octave flute fingerings: they are the same as the first/second octave fingerings, with a vent opened. This is very similar to how upper registers are achieved on the reed instruments: by adding an octave or register key or releasing a whisper key to open a vent. Since the flute doesn’t have dedicated vent holes, toneholes are used.
For some of the third octave notes, additional keys must be added or subtracted to improve pitch, tone, or response; again this is analogous to the systems used for the reed instruments. But here are the simplest examples of opening single vents for the third octave:
![]() |
→ | open vent | → | ![]() |
![]() |
→ | open vent | → | ![]() |
![]() |
→ | open vent | → | ![]() |
![]() |
→ | open vent | → | ![]() |
It is probably worth pointing out that having any “system” for remembering fingerings is just a crutch; for a performing musician, the only practical “system” is to thoroughly habituate them to the point that no conscious thought is required. Practice carefully and be on the alert for dubious pedagogy.
Make your own handsome woodwind fingering diagrams with the Fingering Diagram Builder

A disturbing amount of flute pedagogical literature includes drawings or descriptions of what types of lips are good for flute playing and what types aren’t. Usually the lips deemed flute-appropriate are perfectly symmetrical and not too thin, not too wide. I tend to think that those kinds of distinctions are garbage, as are the descriptions of the “right” lips for clarinet or oboe playing or the suggestion that students with natural overbites are born bassoonists.
I also object to the instrument-assigning days that I understand happen in many beginning band programs, at which students are allowed to try several instruments, and assigned based on the “aptitude” that they show in their first 30 seconds holding the instrument. Read More “Physical factors and beginning woodwind players”
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I like Ernie and all, but maybe him and Dan Higgins (or anybody else on LA’s first call list) never quite crossed paths.
Pronounced as ‘saxOFFanist’ – that was a chuckle. Better than sexophone or sexoffanist, I suppose.
Hmmmmmmmmmmmm…………
OK….that works for Ernie Watts……However…..Throughout my career….Doubling has created many amazing musical and creative opportunities for me….My advice is….
Follow Your Dream and play your L-o-n-g Tones. Ray Pizzi
Totally agree Ray! If you don’t like it, don’t do it! There are plenty of other people that would jump at the chance to play whatever instruments they are asked to play. And I’m one of them!!! I also don’t think that working on my other instruments have harmed my oboe playing at all. I played more oboe now (and better) that I’ve been doubling a lot more, in and outside of school. But, to each his own.