As a graduate student and younger professional I started to get opportunities to teach in masterclass/workshop settings and to adjudicate competitions. I had taught private lessons for many years. But sometimes I found it challenging to give effective feedback in these newer situations, where I was hearing someone play for the first time and needed to give useful suggestions after just a quick first impression. For example:
I would listen to a talented competition entrant who played at a much higher level than my students, and I would find myself at a loss for what to address.
I would listen to a struggling masterclass student with deep fundamental flaws in their playing, but it seemed too overwhelming to tackle in fifteen minutes. So instead I would harp on some small detail like an esoteric alternate fingering or the various possible approaches to a certain grace note.
There are plenty of “right” ways to teach in these situations, but here’s the breakthrough that really helped me:
Have a specific list of things in mind to listen for. In terms of the woodwind sounds I’m hearing, I generally focus on tone, response, intonation, execution of volume/dynamics, and finger and tongue fluency. Assuming these are generally in place, I might also consider non-woodwind-specific musical/interpretive factors.
While listening, make a list, mental and/or written, of a very small handful of items I want to address (sometimes just one). I do my best to pick the most bang-for-the-buck ones, or the ones I haven’t already addressed with another student in the same masterclass, but I don’t stress over it too much.
Have some accumulated ideas of techniques and approaches that can be applied to the problem areas. For woodwind fundamentals, which are appropriately addressed at every stage of advancement, I zero in on posture and playing position, breath support, voicing, embouchure, finger and tongue movement, and fingering selection. For interpretive matters, I might address small-scale phrase shaping, and from there work up to interpretation of larger structures like themes, movements, complete pieces, and even full recital programs.
Your lists (what to listen for, and what techniques/approaches to apply) might differ from mine, though you are welcome to adopt them if you need a starting point. The object is to have a methodical approach to listening and problem-solving, so I’m making efficient and effective use of time.
…it could have a variety of shapes, depending. But often a rising line gets a subtle crescendo, and a long note at the end gets a little decrescendo:
To play create this shape, you blow air that makes the shape. You can imagine playing a single note, like this:
…and then let your fingers and tongue play the notes over the shape.
But sometimes less-experienced players blow like this:
That makes the phrase sound weird, like the notes each have their own shapes. For the notes to unite into a phrase, they need to combine into one shape.
To practice this, first decide what shape your phrase should have, and mark it into your music. Then, without your instrument, blow air that makes the shape of the phrase. Then pick up your instrument and do the fingerings, blowing the air shape outside the instrument. If some notes should be tongued, add that next. Once you are comfortable with all those steps, combine them to play a smooth, connected, well-shaped phrase.
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:
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.
Visit a music store or an instrument maker’s website and you will frequently see band instruments sorted into categories like “student,” “intermediate/step-up,” and “professional.” It’s important to understand that these distinctions are not bound to any specific criteria, and not policed by any governing body. The labels have a lot to do with target market, and not much to do with the instruments’ actual playing characteristics.
For example,Ā I often have prospective college music majors proudly show me their “professional” clarinets, a specific model that a local retailer labels as such even though very few professional players would find the instrument to their liking. These students will, in most cases, have to purchase another, more expensive instrument to meet the demands of college-level playing.
On the other hand, some of my college students have instruments that are positioned by the maker as lesser than the maker’s more premium line, but which are popular and well-regarded among professional musicians.
“Student” instruments are rarelyĀ betterĀ for students, mostly just less expensive—made more cheaply or with fewer features. In most cases, if money were no object, I think it would be an advantage for a beginner to start on a high-quality (“professional”) instrument. Sometimes “student” instruments are designed to be more comfortable forĀ smallerĀ players, which of course doesn’t necessarily correspond to quality requirements.
Labeling instruments as “intermediate” or “step-up” is another exercise in creative writing. In my experience, these are rarely worth it—they tend to cost nearly as much as “professional” instruments but play only slightly better than “student” ones.
There are a very few other designations that have specific meanings. For example, the term “full conservatory” for oboes is widely accepted as meaning the instrument has certain required keys and mechanisms on it. However, an oboe maker or retailer can label any oboe as “full conservatory” without any formal consequence. (My nearest retailer does this exact thing.) Many makers sell “modified conservatory” oboes, which has no specific meaning—it’s just aimed at people who can’t afford “full conservatory” but like to believe they have gotten some version thereof.
If you are a student (including a college student) or are purchasing an instrument for one, you should ideally do so with significant input from your teacher. And if you are a professional, you should prioritize carefully which features and qualities are most important, regardless of labels.
A reader emailed me to ask this question (edited):
I was wondering if you could give me some information on what kind of opportunities being a doubler has opened up for you. I am beginning to consider options for graduate school and am looking into multiple woodwinds degrees. Thanks!
I do consider myself to be at the beginning of a hopefully long career, but doubling has already given me some opportunities that I surely wouldn’t have had otherwise.
Doubling isn’t a career that typically leads to fame outside the music business, but within the industry many of the best and best-known doublers are working in Broadway pit orchestras, in the Los Angeles recording studios, or on the road with touring jazz or pop acts.
I haven’t had any of those jobs, nor do I anticipate pursuing any of them at this point. But here are a few things doubling has done for me:
Doubling gigs. These are gigs where I am actually hired to perform on multiple instruments. Most reasonably large cities in the US seem to have at least a few community or school musical theater productions with large enough budgets to pay a professional or semi-pro orchestra, and woodwind doublers are generally in demand (bonus points for double reed players or “low reeds” players). Doubling gigs can also include being hired as a local to play behind a touring show or artist who is passing through town, or being a sort of utility woodwind player for local orchestras, churches, and so forth. Often for me these have been sort of write-your-own-job-description situations, where I’m hired to play one instrument, and later re-hired because I’m able and willing to cover some other parts, too. Read More “Reader email: doubling opportunities”
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Composers (or a performer’s interpretation) often call for “lightness” in music. How do you play a wind instrument “lightly?”
When I discuss this with my students, they often suggest that the way to play lightly is to be lighter with their tongue. When I turn that around on them—”is there a situation where you should use a heavier tongue?—they are quick to say no, the tongue should never be heavy. Sometimes instead they suggest using “lighter” air, but upon further interrogation they aren’t able to explain that without stumbling into no-nos like “less air” or “less powerful support.”
Creating musical lightness is easy, if not completely intuitive. The key is to forget about trying to make the tone light, and focusing instead on making the texture light. That means creating some contrast.
For example, consider the second movement of the Bernstein clarinet sonata. After an Andantino introduction, the musicians are instructed by the composer to play “Vivace e leggiero” (lively and lightly). Here are clarinetist Wonkak Kim and pianist Eunhye Grace Choi:
Notice the subtle but important contrasts Dr. Kim creates in the clarinet line. Many of the notes have a small accent at their beginnings, then quickly taper to a softer volume. Some notes get more emphasis from higher volume or from sustaining the note with less taper. The lightness comes from stringing softer notes between the more emphasized ones, or even from individual notes having louder and softer moments within them.
The volume in the Bernstein clip is soft, but this approach is very effective at louder dynamics, too. I stress this when rehearsing my university’s jazz big band, since things can easily get heavy- or angry-sounding at fortissimo. To bring some lightness back into a loud, thickly-orchestrated passage, I ask the band to look for the marked or implied accents and let those set the fortissimo ceiling. The in-between notes can be brought back down perhaps to a comfortable mezzo-forte, giving the musical line some texture and headroom without losing the excitement of the louder dynamic.
Creating lightness in music means giving some notes some gravity, so the others can float weightlessly.
Thanks to all who participated in my 2021 woodwind doubling survey, and to those who helped spread the word. I’m releasing the results in installments, so be sure to use my social media links, RSS feeds, etc. to keep up.
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.
Which was your first instrument, among the major woodwinds?
school band/orchestra program (high school or younger)
175
94%
private lessons outside of school
170
91%
summer camps
131
70%
university band/orchestra program
143
76%
university/conservatory bachelors degree with formal concentration(s) in multiple woodwinds
27
14%
university/conservatory bachelors degree with single-instrument or other music concentration
97
52%
university/conservatory masters degree with formal concentration(s) in multiple woodwinds
13
7%
university/conservatory masters degree with single-instrument or other music concentration
37
20%
university/conservatory doctoral degree with formal concentration(s) in multiple woodwinds
4
2%
university/conservatory doctoral degree with single-instrument or other music concentration
5
3%
other university/conservatory music degree or certification
12
6%
self-taught on one or more instruments
118
63%
What factors influenced you first to get involved in woodwind doubling?
Besides the provided answers, several of you included personal anecdotes of influences including boredom, norms of the early music scene, orthodontia and injuries, career aspirations like instrument repair and studio work, and the Lawrence Welk Show.
2021 data
just interested in more than one instrument
202
72%
required/helpful for a jazz (or other improvisatory music) group you played in or wanted to play in
139
49%
had or wanted opportunities to play for musical theater
196
70%
influenced by a teacher or role model
136
48%
wanted to improve employability
138
49%
an ensemble you were in (or wanted to be in) needed someone to play a specific instrument, and you were willing to learn it
118
42%
an ensemble you were in (or wanted to be in) didn’t include the instrument you already played and you needed to learn another
46
16%
your training/experience as a teacher required you to branch out
required/helpful for a jazz (or other improvisatory music) group you played in or wanted to play in
37
had or wanted opportunities to play for musical theater
35
influenced by a teacher or role model
23
wanted to improve employability
19
an ensemble you were in (or wanted to be in) needed someone to play a specific instrument, and you were willing to learn it
19
your training/experience as a teacher required you to branch out
9
What sources have you used to learn about or otherwise engage with woodwind doubling?
Besides the provided answers, nine of you wrote in something to the effect of “lessons” or “teachers,” which I didn’t include as an option because I covered formal training in other questions. A few of you also wrote in “YouTube,” which I have lumped in with “social media sites.”
Thanks again for your participation and stay tuned for more survey results.