FAQ on multiple woodwinds degrees

I get to hear fairly often from aspiring woodwind doublers who are considering the option of a college degree in multiple woodwinds. Here are some of the questions I answer most often.

What school should I go to?

There are a few options for undergraduates, more at the masters degree level, and a few for doctoral students. I maintain a list that is meant to be comprehensive but probably isn’t; please let me know if there’s anything missing or erroneous.

Mostly, the schools that have multiple woodwinds degrees are ones that have large and reputable music programs. I personally did one multiple woodwinds degree at a music school that is widely regarded as one the best; this was an excellent experience but I found my opportunities limited in terms of professors’ attention and ensemble placement. I did a second multiple woodwinds degree at an excellent but less-famous music school, and got many more opportunities. Your mileage may vary.

Will I need to be able to play all the instruments well before I start the degree?

Most multiple woodwinds programs seem to be for either three instruments of your choice or for all five major/modern woodwinds (flute, oboe, clarinet, bassoon, and saxophone). In most cases you will need to enter with some level of proficiency on each instrument that is covered in the degree, and will need to be well-accomplished on at least one of them. By “proficiency” I mean evidence of a disciplined and serious approach to the instrument over a non-trivial period of time, preferably under the guidance of a good teacher. I entered my masters degree program with an undergraduate degree in saxophone, several serious summers’ worth of flute and clarinet lessons plus some experience playing those instruments in university ensembles, and a semester’s study each on oboe and bassoon.

Will I need to own all the instruments?

It’s possible that some schools will instruments available for you to check out. But if you’re serious about doubling, my advice is to consider instruments to be a necessary educational expense. Your professor may be able to make some recommendations of instruments that are of suitable quality for a “secondary” instrument at a lower cost than a true artist-level instrument, if that suits your goals.

What is required for auditions?

Each school’s requirements are different, so be sure to find out what precisely they require. I auditioned for several masters and doctoral programs in five woodwinds; most of those required a three-instrument audition process. Some had specific rules: one school required that flute be one of the audition instruments, and another required at least one double reed.

If you are auditioning for a masters program then you will probably need to play a respectable short underclassman-level repertoire piece or movement on each weaker instrument, and one or more strong senior-recital-level pieces on a “primary” instrument. For a doctoral program, you will likely need to play upperclassman- or masters-level repertoire on weaker instruments and serious masters-level repertoire on at least one instrument.

Who do I contact with questions about the specific degree program?

I would recommend checking the university’s music department website to see if there is someone listed as the woodwind area chair (or some similar title). If not, I would start with the professor of your “main” instrument.

What will I be qualified to do with this degree?

For a bachelors or masters degree in performance (multiple woodwinds or any concentration at all, really) the answer is “nothing specific.” Careers in performance rarely require a degree; however, you should gain some skill, experience, and network connections during your degree that can help. A doctoral degree is generally a requirement, more or less, for university teaching, and a doctorate in multiple woodwinds can make you a strong candidate for a job that requires teaching multiple instruments. (A masters in multiple woodwinds plus a doctorate in a single instrument or some other music concentration might also help, depending on the job and your other qualifications.)

While finishing my doctorate in multiple woodwinds, I applied for a large number of university teaching jobs, some of which specifically called for multiple instruments, and some of which didn’t. I heard back from several, and without exception they were multiple woodwinds jobs. I don’t think a multiple woodwinds degree would ever automatically disqualify someone from a single-instrument teaching job, but those jobs attract an alarming number of extremely-qualified applicants, and most often those jobs go to someone who is very, very focused on that instrument.

Is a multiple-woodwinds degree geared toward, or appropriate for, jazz players?

All of the programs that I have any familiarity with are essentially classical performance degrees. During my masters degree, at a school that had a classical saxophone professor and a jazz saxophone professor, I obtained permission to do some off my studies with each of them, and also did jazz studies as an area of secondary study (find out if the programs you’re interested in require a minor or something similar). Doubling skills can certainly be of use to a jazz musician, but most programs don’t combine jazz and doubling within the curriculum in any meaningful way.

Will I really master all these instruments by graduation?

No way. In my experience, for example, the very best doublers in degree programs will be competitive with their single-instrument classmates on one or maybe two instruments. But they will hopefully lay some foundations for future improvement, and will likely have the sense that they are playing catch-up on the other instruments for many years to come.

Each program does (or should) have its own guidelines on what type of proficiency multiple-woodwind students need to achieve before graduating, and on how those proficiencies are evaluated.

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    Sample woodwind methods syllabus

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

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

    Shortly before the beginning of fall and spring semesters, I usually get a few emails from new university professors and adjuncts looking for advice and resources on teaching woodwind methods courses. I’m happy to hear from folks, but thought it might be helpful to make available a generic syllabus based on how I teach my class.

    My class is 2 credits, and meets 50 minutes 3 times per week during an approximately 15-week semester. A few points of interest:

    • I cover all five major/modern woodwind families (flute, oboe, clarinet, bassoon, saxophone) within the single semester.
    • I do four units, with students playing a different instrument during each unit. Students who major in a woodwind instrument will play the four besides their major; everybody else plays just one of the double reeds. (In a perfect world I wouldn’t slight the double reeds this way, but there are some practical/logistical reasons.)
    • I teach my class with students playing a heterogeneous group of instruments, but since I use a concept-oriented approach this sequence should also work if you have everybody playing flute at the same time, etc.
    • I of course use my own book. Since I have students all playing different instruments, I pair it with a band method. If I were using a homogeneous group of instruments, I would swap out the band method for a series of individual methods.

    Download the syllabus in your preferred format:

  • |

    Solo/chamber stage etiquette for first-year music majors

    Here’s what I teach my first-year music majors as they are preparing for their first public performance of solo or chamber repertoire. Customs may vary in your area.

    photo, Converse College
    photo, Converse College
    • Dress professionally and comfortably. Formalwear/eveningwear is overkill and a distraction for most music major recital performances. I like to wear a necktie and preferably also a jacket, but something of roughly equivalent dressiness also works (slacks/skirt and a nice top are another example).
    • Enter the stage by walking swiftly and confidently. Stop just short of the music stand, so that it isn’t between you and the audience (at least not yet).
    • Before you do anything else, acknowledge your audience with a bow. (If you are on stage with collaborative musicians, wait for them to get into position so you can all bow together. Whoever is standing closest to the front should start the bow as soon as everybody is ready.) To bow: bend at the waist, look at your shoes for a second, then straighten back up. Keep both hands either on your instrument or at your sides. Don’t curtsy. Don’t shrug or roll your eyes or pull faces. (I suggest practicing your bow a little before your performance. Maybe take smartphone video so you can see if you are doing something weird.)
    • 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.
    • If you just finished a complete musical work (not just one movement of the larger work you are performing), you can bring your instrument down into a carrying position, look out into the audience, and smile to signal that the piece is complete. They should start to applaud at this point.
    • Leave the stage quickly. Don’t be caught still on stage when the applause ends. In some situations you can leave your sheet music behind to be retrieved later.
    • In some cases the audience will continue to applaud enthusiastically after you leave the stage. If you like, you can return to the stage for another bow and then leave quickly again. Sometimes the audience doesn’t bring you back for another bow—don’t take that personally.

    Break a leg!

  • |

    Q&A: Instrument purchases

    Here are some of the questions readers sent me in celebration of this blog’s 10-year anniversary. I have edited, combined, and otherwise adapted some of them but hopefully there are answers here for those of you who were kind enough to inquire.

    What starting models do you recommend as an entry point for each woodwind?

    Hi! What brand of clarinet would you recommend for an intermediate high school clarinetist who plans on majoring in music education?

    I suspect that you’re both looking for specific brand recommendations, which I mostly avoid doing on the blog, for reasons I’ve highlighted previously (tl;dr: equipment recommendations tend to outlive their usefulness—people cling to them while the market changes around them). Sorry. What I’ll do instead is offer some general advice that applies to beginners, college music majors, woodwind doublers, everybody.

    If you’re buying an instrument on a budget, because you’re a beginner, or because you’re a doubler picking up a secondary instrument: buy the highest-quality student-model instrument you can afford. Get good, current, targeted advice from your private teacher (contact/hire one before you buy your instrument!).

    If you’re in, or about to be in, college: consult with your professor. Period. Head off to college with the instrument you already have, and let your professor guide you through the process of buying what you need.

    As far as I’m concerned, that’s what most woodwind players need to get through their complete formal musical training: a good beginner instrument, and then an instrument suitable for college-level study. “Step-up” or intermediate instruments generally aren’t worth it—they cost most of what a college-suitable instrument costs, but don’t play much better than a good beginner instrument. If your budget is bigger than necessary for a student-level instrument but not big enough for a college-appropriate one, buy a good student model and save up the rest for the next purchase.

    For clarinetists, saxophonists, and oboists, often the college-level instrument is a true professional model, and you won’t ever need anything fancier. Professional level flutists and bassoonists may have more of a need(?) for a nicer instrument beyond their undergraduate degrees, and these can sometimes be in the price range between a new car and a new house.

    How do I deal with the cost of buying all of these woodwind instruments for college?

    If you’re thinking of studying multiple woodwind instruments as a college undergraduate, firstly I recommend that you think that through carefully, and get in touch with the music faculty at the school(s) you are considering. I think for most undergraduate students (including my past self), it makes sense to major in just one instrument, for reasons I’ve addressed previously, and at many schools high-level undergraduate study of multiple woodwinds is impossible or impractical. I think that for most aspiring doublers, graduate school is a better place to dig deeply into it.

    To address your question, though: college-suitable woodwind instruments are expensive, but almost certainly less expensive than tuition or room and board at an American university or maybe even a few semesters’ worth of textbooks. If you’re college-bound in the USA, a pro-level clarinet or oboe is probably the least of your financial woes.

    If you’re planning to pay your way through school with scholarships, then that might not be money you’re able to access for things like instrument purchases. Depending on your personal financial values, it may be worthwhile to get student loans to cover the cost of a new instrument, and pay them off at relatively low interest after you graduate.

    Depending on the instrument and the school, you may be able to borrow or rent a suitable school-owned instrument while you make arrangements to purchase your own.


    Thanks for the questions! Good luck with your instrument purchases.

    More 10-year anniversary Q&A

  • Hi, come on in, you’re right on time for your lesson.

    I have lots on things on my list for you today: we should double-check your rhythms on that etude, review those melodic minor scales that were giving you trouble last week, and discuss some finer points of vibrato.

    But something about your sunken eyes when I met you at the door, the way you slouched into the room, the slept-in fashion statement, says that today you are Struggling. Not because you are lazy or undedicated. But because college life is fraught with deadlines for research papers and rent payments, and scheduled to the brim with marching band rehearsals and late shifts waiting tables, and fueled by store-brand Pop Tarts and never enough sleep.

    And because of the heavy secrets that you carry. A friend spiraling into addiction. A boyfriend or girlfriend who tells you you’re not enough. A medical worry that you can’t afford to acknowledge. Sexual assault. Depression.

    We can try to fight through your repertoire piece, but today Saint-Saëns isn’t breaking the top twenty things on your mind.

    And while sometimes the biggest obstacle between you and your senior recital is sluggish articulation, sometimes it’s crippling anxiety about something else. And my calling is to get you from here to that recital, whatever is standing in the way. 

    So for now let’s put off talking about how many practice hours you have logged. Instead I want to know whether you have eaten anything in the last 24 hours. How much you slept last night, and the night before. Whether you have gotten any sunshine this week. Sometimes, I think, the best thing I can do to improve your playing isn’t to harangue you about intonation, but to offer you a protein bar from my desk drawer, send you home for a nap before you have to clock in at the restaurant, or make you walk a few laps around the quad and take some breaths of fresh air.

    Or sometimes to ask how you’re doing, ignore the reflexive “fine,” and wait for the real answer to come tumbling out.

    I’m no therapist. And I’m not your parent or your doctor or a social worker. I might not always be the right person for you to talk to—luckily you have friends, family, clergy who are also ready to listen. And there’s the campus counseling center, for when you need to talk to someone who isn’t invested in your life, or someone who can offer a professional opinion when medications or other therapies are needed. But if I seem like the right person to open up to, then I want you to feel safe and unjudged doing it.

    One thing, though: mentioning suicidal thoughts, even in passing, is a showstopper. Before we move on, I need you to tell me, emphatically, that you’re not in danger of harming yourself. If you can’t convince me, then I’m going to use this circa-1982 office phone to call one of the counseling staff for some help.

    Your musical pursuits are important, but not more important than your life and health and happiness. So let’s make sure the real problems are at a manageable level first, and then I’ll resume hassling you about tension in your embouchure.

    See you next week. Hang in there!

    Thanks for reading! You’re awesome. If you found this post helpful, let me know with a donation or an email.

  • University of New Mexico offers new multiple woodwinds degree

    The University of New Mexico is now offering a masters degree program in multiple woodwinds.

    unm-multiple-woodwinds
    Click for flyer (PDF)

    A few items of interest from the degree requirements (also see an update in the comments):

    • It is a 4-instrument degree, with one “primary” and three “secondary” instruments. Two semesters of study are required on the primary instrument, and one semester each on the secondaries.
    • The audition must include at least two instruments (one of them must be the primary instrument).
    • The single required degree recital appears to be a recital on the primary instrument only. Personally, I’m not a fan of this—to me it doesn’t make much sense to study one instrument for performance and three more just to play in the practice room. But it may be a good option for a doubler who intends to have a single “main” instrument.

    I am always glad to see new multiple woodwinds programs. I have added UNM’s to my list of multiple woodwinds degree programs. The list is intended to be comprehensive but likely has some gaps, so please let me know if you are aware of any others. In particular, I have been hearing from doublers outside the US who are looking for programs in their respective parts of the world, so be sure to send those along if you know they exist.

    For more information about the program at UNM, please contact them directly using the email addresses in the flyer.

  • Ideas for directing student jazz bands

    The following is a summary of lessons learned from observing rehearsals of jazz big bands. A great debt is owed here to Dr. Ray Smith of Brigham Young University, director of the Synthesis big band.

    A picture is worth a thousand words

    The student jazz group should be exposed to recordings (or, when possible, live performances), especially of the arrangements they are learning. This benefits the band in several ways:

    First, the band members further absorb general concepts, such as swing feel, sense of time, and concept of tone, as well as bits of jazz “vocabulary” (melodic, harmonic, and rhythmic ideas, for example). These concepts, no matter how clearly explained, can only really be learned by listening and imitating—like learning the correct accent for a foreign language. Read More “Ideas for directing student jazz bands”

One Comment

  1. Word of advice to prospective students – it’s critical when considering a multi-woodwind program, that you understand the proficiency levels that will be required of you to complete the program – and that goes for each instrument you’ll be playing. In my program, one instrument is classified as “primary”, another as “secondary” and the other three as “minor” – but the Masters Handbook provides literally zero guidance about what level of mastery is expected on these different classes of instruments. It’s quite possible that the different woodwind teachers could have very different ideas about how well you need to play each instrument in order to graduate. Before entering such a program, do whatever it takes to find out how you’ll be graded, by whom, and what level of mastery will be required of you on each instrument – do this *before* you enter the program. Talk to as many of the teachers as necessary. Pin them down and ask very specific questions. Mention specific pieces that you’re already familiar with as a gauge to the proficiency levels required. Ask if the instrument needs to be played to levels such as “undergraduate” or “undergraduate junior” or “undergraduate sophomore” or perhaps “equivalent to a graduating masters student.” These kinds of questions help eliminate the possibility you’ll be surprised, and you can also use their answers as ammunition when professors are trying to twist your arm and make you take more semesters of lessons on an instrument in which you’ve already achieved the requisite proficiency level.

    On another topic, if you aren’t experienced with your doubles, it’s quite likely you’ll find yourself advancing more quickly on some instruments than others, and the ones you find an affinity for may not be the ones you expected! So find out if you can change your “secondary” or “minor” instruments mid-stream. There may be recital or other requirements that prevent you from doing this, so it behooves you to find out as early as possible which instruments you really enjoy the most and play the best on.

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