How well do you know your major scales?

Can you play them…

…in all twelve keys, smoothly and evenly, the full range of your instrument(s)?

…with a beautiful sound on each and every note, and each note right in tune?

…with poised, elegant phrasing?

…in eighth notes at quarter = 100? 120? 140? 160? How about eighth-note triplets? Sixteenths?

…all slurred? All tongued? In mixed articulation patterns?

…with a variety of dynamic nuances?

…in pairs of ascending thirds, up and down the scale? Descending thirds? Fourths? Fifths? Sixths? Sevenths? Octaves? (Ninths…) How about ascending and descending diatonic triads? How about adding sevenths (plus ninths…) to the triads?

…using all relevant combinations of alternate fingerings?

…while double- and triple-tonguing? While circular breathing? While standing on your head?

I’m going to go practice for a while. Tune in June, 2018 for a follow-up post, “Now let’s try minor scales.”

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  • Reader email: maintaining doubles

    Photo, nigel_appleton

    I love getting good questions by email:

    I have a question about maintenance on your doubles. Once you feel like you have a good foundation and can play them at a high level, how do you maintain that in your practice routine?

    There’s no great answer to your question. Playing one instrument “at a high level” takes lots of time and commitment, and playing several just multiplies the requirement.

    I don’t know if I really play any of my instruments at a high level, but here are a few things that seem to help me:
    • Spend some time living in the world of each instrument. Read books and journals, buy and listen to recordings, attend concerts, masterclasses, and conferences. When I start to feel like I’m really getting a handle on an instrument, it’s time to go immerse myself in it and realize what is really possible. Last month I went to the John Mack Oboe Camp, and was blown away by the great playing I heard there. It made me really aware of some things that needed improvement in my own playing. I got to participate in some masterclasses and got some great suggestions.
    • Keep yourself challenged. I do a faculty recital each year for my college teaching job, and I try to crank things up by a small notch each year in terms of difficulty. Not because difficult music is necessarily better, but because I need to push myself. Find something you can’t quite do—a repertoire piece, a fundamental technique issue, an advanced or extended technique—and work on it until you can do it.
    • Focus on fundamentals. There just isn’t time in the day to give each instrument the 3-4 hours of practice they need. What time I do have, I try to really pack with long tones, scales, and other really fundamental stuff, and make everything as perfect, polished, and controlled as possible.
    • As a practical matter, I find that I need an hour or more with an instrument to make any progress when I’m practicing, and I need to practice it a few days in a row to get some momentum going. So if I’ve only got a couple of hours, it’s usually not useful to cram in half a dozen instruments. I try to rotate them in such a way that each instrument gets practiced for a few days in a row, then gets a few days off. Something like:
      • Monday: flute, oboe, clarinet
      • Tues: oboe, clarinet, bassoon
      • Wed: clarinet, bassoon, saxophone
      • Thurs: bassoon, saxophone, flute
      • Fri: saxophone, flute, oboe
    I hope that helps. Good luck!
  • So you want to hire a horn section

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    So, you want to hire a “horn” section for an upcoming gig or recording. Great! Horns can add a special touch to your rock, pop, blues, etc. performance.

    If you haven’t hired horns before, here are some things to keep in mind:

    • A small thing: the word “horn” as it’s used in this kind of music usually means trumpet, trombone, and/or saxophone. In classical music it means one specific instrument, probably not the one you want for this situation. Just something to remember if you ask someone to recommend some “horn” players.
    • If you’re planning to play some covers and there are horns on the original, depending on the mix it can be hard to tell exactly which horns. A horn section might range in size from two to a half dozen players or more, with some combination of trumpets, trombones, and saxophones in various sizes. There’s no single, standard setup.
    • Good working horn players can learn their cover-song parts by ear from a recording, just like your guitar/bass/keys/drum set players probably do. But it can be tricky to get the chord voicings right, just like if you’re trying to get a group of backup singers to imitate the harmonies from a favorite recording. It takes some coordination to make sure all the notes are covered, nobody is playing/singing somebody else’s part, and it sounds like a cohesive unit.
    • One thing that makes a great horn section great is precision in executing the details. This includes things like the coordinating the exact moment that notes begin and end, their shapes (do the notes swell? taper? etc.), and the gentleness or aggressiveness of the notes’ beginnings. Plus, horns don’t automatically play exactly in tune or in balance, so each chord may require the players to adjust to each other. That kind of precision doesn’t come quickly or easily (or cheaply).

    Here are some tips to make it all work:

    • Most working horn players read music well. (They often have some kind of formal training.) If you can get some professionally-prepared horn “charts” (sheet music) for the combination of horns you intend to use, and hire top-notch players, they will likely be able to nail the parts on stage with little or no rehearsal. Well-written charts don’t just tell each horn player which notes to play, but also have detailed markings that help a good section play together with precision and style. Good charts cost money, but once you’ve got them you can reuse them with another horn section next time, or even hire local horn players at each tour stop.
    • To put together a really polished, professional horn section without charts requires some rehearsal time to get all the notes sorted out and establish a unified style. This also costs money, because good horn players usually won’t rehearse for free.
    • Depending on the market you are working in, it may be possible to hire a pre-existing horn section. There can be advantages to this, like that they have already put in many hours learning to play together as a coordinated section. Some horn-sections-for-hire might have a set instrumentation, or they might revolve around a single player who provides services like contracting the rest of the section from a roster of top-notch players, and maybe composing or transcribing horn section charts.
    • One budget-friendly option to consider is a single horn player. It’s not the same as a tight, well-coordinated section, but it’s flexible and easy. (I think a single saxophone works especially well for this, but I may be biased.) If you hire the right person you can go without charts or rehearsal time. A good player will learn the most important horn lines from a recording, or even make up something convincing on the spot. I do a fair amount of playing that way—a band hires me to join them on a gig, and either I already know most of the cover songs well enough, or I can play something off-the-cuff that works. If the gig pays well enough, I can afford to do some extra homework in advance and learn the cover parts cold.
    • Horns are loud, but not loud enough to compete with amplified instruments. They will need mics and monitors. Basic vocal/general-purpose mics like SM57s or SM58s are a solid starting point, or your sound engineer may have some other options available. Include the horn section in your sound check so they can get monitor levels. (Generally they will need to hear fair amount of themselves in the monitor, like singers.) If you are providing charts they will also need music stands and maybe stand lights, but can probably bring their own if given advance notice.
    • Horn-playing freelancers are often accustomed to jazz gigs and maybe performances in a local symphony, so they should be ready on a moment’s notice to wear coat and tie (or equivalent female attire), “gig black” (all black, somewhat dressy), or “concert black” (tuxedo or similar dressiness). Decide whether you have any dress code expectations and communicate them.

    A horn section brings some extra class and professionalism to your performance. Knowing what to expect helps things go smoothly. Enjoy!

  • Five little things that will make a difference in your next performance, audition, or competition

    When I listen to young and advancing woodwind players at the high school level (masterclass participants, scholarship or honor band auditionees, competition participants), I often think that there are some small fixes that would make a big difference in their success. There’s no substitute for lessons with a qualified teacher, but these improvements are easy and set you apart from the rest:

    • Slow down a little. Speed is only impressive if your playing is clean, even, and precise. If taking a slightly slower tempo gives you better accuracy and control, do it.
    • Breathe intentionally. Where you breathe in the music makes a huge difference in your phrasing. Never just play until you run out of air. Find places to breathe that sound natural. If you’re not sure, listen to a recording of a good player and copy their breaths, or record yourself and notice what sounds right or wrong. Mark the breaths in (all of them!) and practice them carefully until they are a habit.
    • Do bigger dynamics. Even if you think you are already following the dynamic markings, make your softs softer and your louds louder.
    • Choose reeds wisely. I hear lots of ambitious young players using reeds that are much too hard. If a little softer reed allows you to play with ease and comfort, you will probably sound better. And a performance isn’t the time to use a brand-new one, or one that is past its prime. A week or two ahead, break in some new reeds and pick the best 2-3 to have on hand.
    • Relax. Tension is the biggest thing that tanks even well-prepared performances. Practice releasing the tension in your body. As you feel tension creep back in, release it again. Take advantage of rests or other pauses in the music to release once more. Try a pre-performance ritual like box breathing to reduce your adrenaline response, focus and calm your mind, and steady your hands.

    Sometimes the smallest adjustments make the biggest difference. If you are an advancing player, which of these do you think would help you the most? If you’re a teacher, what small fixes do you recommend most?

  • Counting rhythms with a non-quarter-note pulse

    Sometimes my students are stymied by rhythms like this:

    subdivisions

    These rhythms are really not at all difficult to play—to actually execute—for an intermediate-level student. The problem is just one of unfamiliar notation. It is usually related to the all-too-common misconception that the rhythmic pulse is always equal to a quarter note. If you approach this example with a quarter-note pulse in mind, the rhythms are indeed rather complex.

    But even an intermediate student should be quite at ease playing subdivisions of a beat into twos, threes, and fours. For a student with the pulse-is-always-a-quarter-note mentality, that means this specifically:

    subdivisions-1

    So the key is to reframe the “difficult” rhythm so that it breaks down into subdivisions of two, three, and four. One way would be to rewrite it like this, using more familiar notation:

    subdivisions-2

    But often it’s enough for my students just to mark up the original to show an eighth-note rhythmic pulse:

    subdivisions-3

    If I walk them through marking the first few measures, they can often finish the project without much additional help. At that point, they are surprised to discover that the rhythms are really much simpler than they first appeared (and that 32nd notes are not necessarily “fast”).

    For me this issue comes up most often in the Romantic-period etudes I have my students play, most especially the oboe etudes by Ferling (which my saxophonists also play) and the 32 clarinet etudes by Rose (which are mostly based on the Ferling etudes), but also some of the Milde bassoon etudes and Andersen flute etudes.

    In each of these cases, by far the most common occurrence of a non-quarter pulse is the eighth note pulse, and some editions of these indicate an eighth-note based metronome marking (which should be a big hint to a student). In general, my students handle this less-familiar notation with ease once they learn to watch out for etudes or repertoire movements that have 32nd-note rhythms, and to count those with an eighth-note pulse. (The clarinetists run into this early in the Rose 32, as the first and third etudes begin with seeming quarter-note-pulse rhythms, then surprise the student with 32nd-note passages later.)

    A 16th-note pulse is also not unheard of (I run across this most often in Baroque repertoire), and certainly others are possible. “Cut time” (2/2) time signatures also fall into this category, though they seem to alarm my students less because they are generally easy enough to count in 4/4; they do sound much more poised if I can convince them to use a true half-note pulse.

    In summary:

    • If an etude or repertoire piece has 32nd-note rhythms, try counting with an eighth-note pulse. If it has 64th notes, try a sixteenth-note pulse, and so on.
    • If the composer or editor provides a metronome marking, notice what note duration is suggested (for ♩ = 50, count in quarters, but for ♪ = 100, count in eighths).
    • If it helps, mark in the pulse to reveal the familar two, three, and four subdivisions.
    • Don’t panic!
  • This week in airline travel with musical instruments

    Photo, caruba

    A couple of blog posts related to airline travel with musical instruments have caught my eye so far this week:

    Saxophonist Greg Vail had a bad experience checking his horn. Yes, he did check it—sent it to be stowed in the airplane’s cargo hold rather than carrying it on himself. But it wasn’t the baggage handlers who caused a problem. It was security inspectors who opened the strong custom flight case, damaged the key clamps, broke some reeds, and couldn’t get everything packed up properly again.

    I know I need to carry this case because they have done this before, but the real question is why?? I feel like these goofballs would riffle thru my medicine cabinet given the chance just because they are noisy and idiots, but I digress.

    Read More “This week in airline travel with musical instruments”

  • Recital preparation

    A few of my students have had recitals or other solo performances recently. Besides musical preparation, this is the advice I give:

    Visualize. If possible, spend time in the performance space before performance day. If not, imagine up a good representation of what the space is likely to look and “feel” like. Mentally walk through the entire performance, from your arrival at the venue to your departure. Include every detail you can, no matter how mundane. In your mind’s eye, see yourself entering the stage, taking a tuning note, making a reed adjustment, waiting for the audience to fall silent. Audiate the whole performance the way you want it to sound. Hear the last note reverberating in the hall, then see yourself taking a bow and leaving the stage.

    I find this valuable because everything feels familiar on the night of the performance. Even if I get some of the details wrong or leave something out, I can deal with those things as minor glitches in an otherwise controlled experience, rather than seeing them as part of a flood of unanticipated events. It also gives me a chance to think through any logistical issues; I take notes and make a to-do list while I do this exercise.

    Warm up intelligently. I like to keep practicing to a minimum on performance day when possible. It’s not likely that I will make significant improvements in my preparation at that point, and I want my mind clear and body rested. If I have an evening recital, I typically do a leisurely warmup in the morning and make semi-final reed decisions. I focus the warmup on tone production and tension-free technique.

    I practice the performance repertoire as little as possible on recital day. If there are difficult technical passages that I am worried about, I make a point of not trying to play them up to tempo, but instead run through them in a very slow and controlled way, focusing on tone and expression. That keeps my final practicing positive and constructive, rather than causing me stress about potential failures.

    Have a good, normal day. I don’t want to depend on recital day rituals or superstitions, but I do want to be in a good mood. I don’t eat a special breakfast, but I eat something that is a favorite among my typical breakfasts. I don’t wear new clothes, but I wear something that I feel good in. I don’t take the day off work, but I do carve out a non-working lunch hour. Small, ordinary pleasures are the order of the day.

    I find that if I make too big a deal of performance day, I overthink and attach unwarranted weight to the event. Keeping things good but normal makes performing less stressful.

    I would be curious to hear your advice for performance preparation (besides the hours of practice). Please share in the comments section if you feel inclined.

One Comment

  1. This sounds exactly like a conversation I had with Kirk Macdonald (http://www.kirkmacdonald.com/) the first time I met him.

    I attended an audition prep workshop that took place 6 weeks before auditions to Humber the first time I auditioned… in that workshop we got a 30 minute lesson with a prof from the school. The first thing he asked me is if I knew my major scales … I said yes … BIG mistake! HAHA … He went through that whole spiel you just listed.

    The crazy thing is … he CAN do all of that stuff and more on all his major scales (minor, bebop … you name it etc.)

    Guess it’s back to the practice module for me!

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