Information overload: oboe F fingerings

First and second octave F on the oboe
First and second octave F on the oboe

The oboe typically plays Fs in three octaves. The lower two have a variety of available fingerings, which can be a challenge for new oboists to navigate, particularly because the available fingerings change depending upon the make of the instrument.

A typical “budget” student model instrument, for example, uses the following fingerings. (For all fingerings given in this article, the one shown corresponds to the lower octave; the higher octave is achieved by adding the first [thumb] octave key.)

Basic "right" F
Basic "right" F
"Forked" F, with E-flat key
"Forked" F, with E-flat key

The “right” F is the basic choice, to be used in almost all cases where it is possible to do so, as the tone produced by this fingering tends to be the best match to the tone of the surrounding notes.

The “forked” F tends toward a sound that might be described as “muted” or sometimes even “fuzzy,” and should therefore generally be avoided where possible (unless the muted or fuzzy sound is desirable for the musical situation—I do like to use the forked F, for example, in the beginning and ending sections of the second movement of the Saint-Saëns sonata).

Young oboists in beginning band programs learn very quickly to use the forked fingering, and some, unfortunately, learn to use it exclusively, due to the predominance of “flat” key signatures like B-flat and E-flat  major that provide a good compromise for most of the beginning band’s limited technical skill. The issue here is that the “right” fingering can only be used if the preceding and following notes do not use the right ring finger on its tonehole; otherwise an extra note would be audible while the finger was still in motion from F key to tonehole or vice versa. The “right” fingering is the superior choice in scalar passages in the keys of C or F major, but use of the forked fingering is a necessity when the key signature includes an E-flat.

One additional fingering option exists here, which is rarely discussed but which can be useful in rare cases.

Forked fingering using left E-flat
Forked fingering using left E-flat

This could be used, for example, when moving from low C to F, avoiding a C-to-E-flat-key slide in the right hand.

For a more expensive “full-conservatory” instrument, the available F fingerings are somewhat different.

Basic "right" F
Basic "right" F
"Left" F
"Left" F
Forked F, with automatic resonance mechanism
Forked F, with automatic resonance mechanism

The basic fingering remains the same, and an alternate “left” F key is provided. The left F key opens the same pad as the right F key, so, if the instrument is adjusted correctly, the note should be identical whichever key is used. (On a poorly-adjusted oboe, this pad might, for example, be opened to a different height by each of the keys.)

The forked fingering is simplified slightly on the full-conservatory oboe, due to the automatic “F resonance” mechanism. This mechanism opens a tonehole that is similar in size and placement to that of the E-flat key, but adjusted slightly to optimize the forked F. This should provide a forked F superior to that of the student model instrument, but will still be distinguishable from the basic fingering. In the case that this mechanism exists, the E-flat key should not be used, since in combination with the F resonance mechanism the F will be too sharp.

Now let’s examine a sample passage and determine the best fingering for each F.

Sample passage

The Fs in the first measure are probably best played with the “right” fingering. The first one could as easily be played with the left F, if present, but the second is best played with the right. This keeps the movement to the G in the next measure to three fingers on one hand, more reliably synchronized than a two-handed movement. Playing the first in the same way provides the advantage of consistency.

For the same reason of synchronization, the first F in the second measure should also be played with the right hand, but the second F in that measure cannot because it moves to a D-flat. Forked F is the only option for a student-model instrument, but a full-conservatory oboe presents two options: forked or left hand. A good argument can be made for the forked F here, because, again, the motion is kept to one hand, but the left F is likely to provide the advantages of better tone and/or pitch. These advantages should probably get special consideration in this passage because the preponderance of Fs will make a variation in timbre or tuning more noticeable. I suggest that the small technical disadvantage of the left F in this case will usually be outweighed by the tone and pitch issue, though an oboe with a particularly good forked F may give the oboist the luxury of preference.

The sequence D-flat, E-flat, F in the final measure virtually requires the use of the left E-flat and the forked F to avoid sliding; on a student-model instrument, the forked F with left E-flat may be appropriate. One alternative may be worth mentioning for the sake of completeness: if the passage is played slowly, the player could conceivably begin the E-flat with the left hand, then, while sustaining the note, add the right E-flat, then release the left E-flat, and finally play the F using the left hand. For most situations this complication is not likely to be worth the effort; it does also require that the oboe be adjusted well so that the E-flat pad is opened to precisely the same width by either the left or the right hand E-flat key.

Here is the passage with fingerings marked for a full-conservatory oboe. In practice it likely wouldn’t be necessary to mark all of the Rs. The forked fingering marking, which resembles a string downbow, is the one I’ve seen most commonly used. Marking the forked fingering with an “F” can lead to confusion—an F marked with an F?

Markings for full-conservatory oboe
Markings for full-conservatory oboe

And here are the markings for a student-model oboe.

Markings for student-model oboe
Markings for student-model oboe

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  • 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.

    Go read it

  • Woodwind Doubler Census 2021 results, part 5 (final): self-identification

    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.

    What is your name?

    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.

    Where do you live?

    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

    What is your main gig, performing group, teaching institution, etc.?

    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

    What is your website address?

    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.

    Any other comments you would like to share?

    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.

  • A woodwind player’s introduction to: recorders

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

    For a “modern” woodwind player, recorders might show up in “period” classical music performance or in commercial situations like musical theater or studio gigs. They might be used in commercial settings to evoke Renaissance or Baroque periods, to function generically as “world” or folk flutes with robust chromatic capabilities, or (maybe due to their association with elementary school classroom music) to suggest themes of childhood or naivete.

    The use of recorders in classroom settings is an odd one, as something like a pennywhistle has a similar just-blow “fipple” (duct) mouthpiece and a much simpler fingering scheme. The effort required to play recorders fluently and convincingly shouldn’t be underestimated.

    Here are some important things to know:

    • While the finest recorders are usually made of wood, there are high-quality and relatively inexpensive ones made of plastic that are quite playable. The top-of-the-line plastic ones made by Yamaha and Aulos are well worth considering, at least as a starting point.
    • The alto (“treble”) recorder is the primary instrument of Baroque repertoire, with a solo range similar to the Baroque flute. The soprano (“descant”) is the one used in elementary classrooms.
    • Recorders are available in “modern” pitch (A=440 or similar) and in various historical pitches, which may be required for playing with period ensembles.
    • Recorders are often misunderstood as being in the “keys” of C or F. This isn’t quite the same thing as, say, clarinets in B-flat and E-flat, since properly-written recorder parts are always written in concert pitch (sometimes with octave displacements). Rather than learning one set of fingerings and reading from transposed parts, recorder players learn two different sets of fingerings, and may read in multiple clefs. (I’ve written more about this in a previous post.) However, some composers and orchestrators get this wrong, and transpose parts for “F” recorders as they would for F horns.
    • Recorders require much less breath than “modern” woodwinds. Like most fipple flutes, they don’t have much dynamic range, since blowing harder tends to cause sharpness or unwanted leaps into the upper registers.
    • The recorder’s left-hand thumbhole functions as an octave vent (this feature distinguishes the recorders from pennywhistles and other fipple flutes). The thumb octave vent helps balance the volume of the upper and lower registers, and gives the player some agility for moving between them.
    • Recorders respond best to a low, open voicing.
    • Vibrato may be produced on recorders using the breath-pulse technique used on modern flutes and double reeds. It can also be done with flattement, a microtonal trill technique common in the Baroque period.
    • There are many historical and modern method books available for recorders; I like Walter Van Hauwe’s The Modern Recorder Player (in three volumes) as a good introduction that assumes a strong musical background.

  • |

    Woodwind Doubler Census results, part 3: education and training

    More results from the Great Woodwind Doubler Census of 2011. Enjoy!

    Education and training

    Q: Which of these have been part of your education on woodwind instruments?

    Out of 187 total respondents, every one answered this question. The complete wording of the possible responses was as follows:

    • school band/orchestra program (high school or younger)
    • private lessons outside of school
    • summer camps, workshops, or other formal programs outside of school
    • university band/orchestra program
    • university/conservatory bachelors degree with concentration(s) in multiple woodwinds
    • university/conservatory bachelors degree with single-instrument or other music concentration
    • university/conservatory masters degree with concentration(s) in multiple woodwinds
    • university/conservatory masters degree with single-instrument or other music concentration
    • university/conservatory doctoral degree with concentration(s) in multiple woodwinds
    • university/conservatory doctoral degree with single-instrument or other music concentration
    • other university/conservatory music degree or certification
    • self-taught on one or more instruments

    The biggest surprise to me was the number claiming bachelors degrees in multiple woodwinds. I assume that many of these must be double majors or other oddities, since there are very few true bachelors degree programs in multiple woodwinds available.

    Read More “Woodwind Doubler Census results, part 3: education and training”

  • Woodwind instrument “care kits” are bad news

    Congratulations on your new student-level flute, oboe, clarinet, bassoon, or saxophone! Your music store’s friendly sales associate (or your online retailer’s auto-suggest software) is probably insisting that you purchase a “care kit” as well. This kit ostensibly contains all the items you need to keep your new instrument working well and looking shiny. I recommend that you do not buy it, because it is, at best, a waste of your money, and, at worst, a hazard to the instrument’s wellbeing.

    photo, Greg Williams
    photo, Greg Williams

    Here are some of the items that frequently appear in these terrible kits:

    • Polishing cloths. Chemicals or polishes (liquid or embedded in cloths) can gum up pads and mechanisms. Students can “polish” their instruments with a soft, dry cloth, like a piece of an old t-shirt. Your repairperson can remove the keys and do a more thorough polishing safely.
    • Swabs. Woodwind instruments should definitely have swabs, but beware the kinds in these kits.
      Silk is preferable for pull-through swabs (oboe, clarinet, bassoon, saxophone) because it is absorbent and compressible, so it’s less likely to get stuck inside the instrument than a cheaper felt swab. Even for a student instrument, it’s worth a few extra dollars to get silk.

      "headjoint swabs"
      “headjoint swabs”

      For flutes, avoid “headjoint swabs” that are little oddly-shaped pieces of chamois (or a synthetic version), unless you want to have to fish them out of the headjoint every time you try to use them. Instead, use the cleaning rod that came with the flute, plus a strip of fabric cut from an old bed sheet.
      The fuzzy “cleaning” brushes that look like giant pipe cleaners, that you insert and leave inside the instrument, do exactly the wrong thing by keeping all the moisture inside the instrument, instead of wiping it out like a good swab does.

    • Cork grease. Yes, for instruments with parts that friction-fit together with cork, such as clarinets, oboes, and saxophones. Flutes don’t have any corked joints (though some piccolos do). Some bassoons have corked fittings, but some have thread wrappings instead. Use cork grease on cork only—never on thread-wrapped or metal-to-metal joints.
    • Screwdrivers. Yikes! Woodwind instruments often have “adjustment” screws. Bored students and well-meaning dads can’t resist just tightening everything up, just to make sure. This leaves the instrument in unplayable condition, and only a professional can put those adjustment screws back just right.
    • Reed guards/cases. Yes! Keeping reeds in one of these generally keeps them intact and in playing condition for longer than the disposable ones that the reeds come in. Those little plastic or cardboard sleeves that clarinet and saxophone reeds come in don’t keep them flat when they dry. And oboe and bassoon reeds often come in tubes that are too flimsy for regular use, or hinged plastic cases that come apart in the instrument’s case, leaving the reeds to bounce around unprotected.
    • Mouthpiece brushes. These are basically little vegetable brushes, with scratchy synthetic bristles and the dreaded twisted-wire core, much too aggressive for cleaning clarinet and saxophone mouthpieces. Instead, try a gentle rinse with room-temperature water and a drop of mild dish detergent. Stephen Howard’s vinegar-and-cotton method is good for occasional deeper cleanings.
    • Neck or bocal brushes. Probably too aggressive for use on these particularly delicate and crucial instrument parts. Plus, a strong risk of getting something stuck.
    • “Tone hole cleaners.” These are usually garden-variety pipe cleaners. Tone hole cleaning isn’t a task for beginners to do. The pipe cleaners’ twisted-wire cores can damage toneholes, the instrument’s bore, or pads.
    • “Pad papers.” It’s really tempting to use a lot of pressure with these, which can distort pads and cause leaks. Some are coated with a powder—these operate on the same principle as getting some gum stuck on your shoe, then stepping in some dirt so the gum won’t keep sticking to the sidewalk when you walk.Pad papers and other powder treatments should be an emergency treatment applied wisely and carefully by a knowledgeable musician, not a daily treatment applied badly by a student.
    • Key-dusting brushes. Gently removing some dust from the instrument’s mechanism isn’t an all-bad idea, but be advised that it’s easy to knock springs and things out of place. The brushes in these kits usually have twisted-wire cores, which can scratch instruments’ finishes. Instead, consider using cheap kids’ watercolor paintbrushes. Or, even better, make sure the instrument gets professional maintenance and cleaning at least once a year.
    • Key oil. No, no, no. This is a job for a professional to do. Besides, the kind in these care kits is usually cheap 3-in-1-type oil. Even if applied properly, it tends to drip back out of the keywork onto fingers, or worse, pads.
    • Bore oil. Absolutely not. Using this at all (only in wooden instruments) is controversial. When you bring it in for its annual maintenance, your repairperson can apply bore oil properly and safely if they deem it necessary. (My opinion: if in doubt, don’t bother.)
    • Care manuals. These are generally provided to justify the other items in the care kit.

    Skip the care kit—they are a way for retailers to squeeze a few more dollars out of you at purchase, and then more when you bring the instrument back in to fix the damage you have done with your brushes and oils and screwdrivers.

  • What to listen for (or ignore) in cane vs. synthetic reed comparisons

    With the recent release of the second-generation Venn clarinet and saxophone reeds from D’Addario Woodwinds, there’s a new rush of YouTube videos and social media posts comparing them to cane reeds (and/or to other synthetics). Here are a few questions raised by those kinds of comparisons that you should be cautious of:

    • “Do synthetic reeds sound as good as cane?” You could decide whether one of the specific reeds in question sounds better to you, but if it’s the cane one, does that mean that all cane reeds are better-sounding than all synthetics? You could almost certainly find a cane reed that would sound much worse than either of the ones tested. Plus, if you’re hearing a comparison to a seasoned player’s favorite reeds, it’s likely that those are the reeds the player used to select their mouthpiece, and that they have been practicing and performing on for years. You may be hearing the new reed being played on a mouthpiece or embouchure to which it’s not well-matched.
    • “Can you tell the difference between cane and synthetic?” Would you be able to tell the difference between two different cane reeds? In many cases the difference between two high-quality, similarly-purposed reeds is audible (if subtle). Being able to hear a difference between this specific cane reed and that specific synthetic reed isn’t particularly remarkable or important. I’m not aware of any manufacturer claiming their synthetic reeds sound identical to any specific cane reed (even in the case of D’Addario, who is making both; they consider the Venn to be a new “cut” of reed, not a clone of one of their cane products).
    • “Is this synthetic reed the best-sounding of all reeds?” Tone is important, but remember to consider other factors. Sure, that includes response/articulation, pitch, etc., but it should also include some of the potential upsides of synthetics, like longevity, stability, and consistency. If a synthetic only “sounds” 98% as good as your cane reeds, but it lasts for months, isn’t affected by weather, and plays identically to others of the same model, is it worth it to you to switch? Is it likely that the 2% gap will narrow or even disappear with some practice and tweaks to your setup?

    Here is a better question to ask yourself as you consume the reviews, videos, comments, etc.:

    • Do I hear evidence that this is a viable reed? In other words, is it possible to sound good on it, in a way that’s competitive with my current favorites? (A comparison to a player’s old standby reeds can be useful here.) If the answer is yes, then you can decide whether you wish to pursue the possibility further. If the answer is no, that only tells you that you weren’t impressed by that specific demonstration; the reeds might work quite well for another player, another mouthpiece, etc.

    New products are exciting! But keep a level head.

    (Full disclosure: I have in the past made exactly the kind of comparison I’m criticizing here, but no longer think it’s that useful of a format.)

11 Comments

  1. That’s an interesting approach, Patty. The long-term technique benefit to skipping the E-flat key is clear, although I would be concerned about students learning to hear the F out of tune. Maybe this is less of an issue if you can require that they have a better instrument within three months? Your services must be very much in demand if you can successfully impose such an expensive requirement on your students.

  2. I don’t allow my students to include the E flat key in their forked F fingering. Even if they don’t yet have the F resonance key, they are learning a habit that isn’t easy to break. So no way do I start them that way! They know my “rule of order”: 1) regular F 2) left F 3) forked … only when the observe this rule all the time do I then allow them to sometimes break it!

    I’m with you about marking the Fs … never do I do an “F” for anything. It just looks as if I’m writing the name of the note over it! I do have colleagues who learned forked that way, though, and they continue to use it. Works for them, I guess!

    When I start a student I tell them to get an oboe with a left F. If they begin without one I give them a maximum of 3 months to get a different oboe (but rarely do I even let them go that long).

    1. Totally agree! The forked F without the pinky key sounds fine in student instruments (just a little flat) so I just teach to lip it up a little from the beginning.

      Labeling forked as “F” comes from band method books, as many of them do that. I prefer the “down bow” marking though!

    2. Although I will say I don’t require students to buy a specific instrument. I feel like that’s a decision the parents have to make based on their personal finances and that’s really none of my business. I will absolutely recommend or help them with renting or purchasing an instrument but would never require it.

  3. Most of my beginners rent an oboe first, as they aren’t ready to buy yet. So renting a Fox Renard 330 (or the close to comparable Yamaha) isn’t that different (if it’s different at all) than renting a lesser quality instrument. Most of the students rent from Forrests for a short time, and then the majority somewhat quickly move on to purchase an oboe, as they nearly always plan on playing at least through high school. At that point they either purchase the Fox Renard 330 or get something even better.

    I don’t know that I’d say I’m very much in demand, although I have a full studio of 19. (But not nearly the numbers that many folks have; I can’t teach in the evening, I don’t teach on Fridays or Sundays, and Saturdays I only teach in the morning.) I just have some policies and I state them plainly to parents. If they’re willing to put up with me, great. If not, I understand.

  4. Hi – I contacted Yamaha about 12 years ago about putting a left F key on their beginner’s oboe and they sent me an email a short time later saying they would do that and they thought it was a good idea. I think it is the only beginner’s oboe with this left F key. I discourage all students from using the forked F for obvious reasons. Using the left F really soon after starting the oboe is the best thing for students. I wrote a beginner’s and an intermediate oboe method because I was constantly copying music for my students to play. I played 2nd oboe in the Vancouver Symphony for 44 years until I retired in 2005. In my beginner’s book, I introduce the left F on page 5 just so it becomes a familiar fingering. That page has all 3 fingerings for F, the forked F is there just so they know it can be used, if necessary. You can find my books at http://www.cherryclassics.com/search.php. Gordon played 1st trombone in the VSO and also has a publishing company, mainly brass music. He put my books on his site as well, so you can find them looking up oboe in search.

    Thanks so much, Elaine Smith (Reid)
    oboe.elaine@gmail.com

  5. I am trying to locate a picture of an oboe showing the location of the keys(beyond basic). I’m trying to figure out an intermediate oboe. Can you help, Don

  6. I sometimes use the forked F fingering with the Eb key to figure out where I am intonation wise when tuning to another instrument. Using the Eb fingering makes it sharper and from there I can figure out if I’m worse with tuning or better.

  7. Thank you Bret, this is a great article. You seemed to cover it all. I am just learning oboe after putting the clarinet down 38yrs ago. I joined an adult concert band. It has been fun, if challenging. Renting a student Yamaha 241, it is necessary to use the Eb key with forked F, even though my teacher doesn’t want me to. Some teachers don’t even realize the student models don’t have the forked F resonance hole. I will pursue your book as you seem to be really thorough with details and examples. I like that. And I need all the tips I can find. Learning something later in life is always a bit more of a struggle!

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