Interview: Stefanie Harger Gardner, clarinetist and #clarequality activist

Dr. Stefanie Harger Gardner teaches clarinet, chamber music, and music theory at Glendale Community College and Ottawa University. Previously she served on the faculty at Northern Arizona University. Gardner has performed with Arizona Opera, the Phoenix Symphony, Red Rocks Chamber Music Festival, Seventh Roadrunner, the Paradise Winds, and the Égide Duo, whose mission is to commission, record, and perform music inspiring social change. During her time as chair of the International Clarinet Association New Music Committee, Stefanie founded and organized the biennial ICA Low Clarinet Festival and the annual ICA New Music Weekend. She has performed in concert with PitBull, Ceelo, Tony Orlando, Reba McEntire, Michael Bolton, David and Katherine McPhee Foster, Jordin Sparks, Weird Al Yankovic, Hanson, and The Who. Her chamber music albums are recorded on the Soundset label and can be heard on iTunes, Spotify, and YouTube. In 2012, Gardner won first prize at the International Clarinet Association Research Competition with her study, “An Investigation of Finger Motion and Hand Posture during Clarinet Performance.” Gardner received Bachelor, Master, and Doctor of Musical Arts degrees in Clarinet Performance from Arizona State University, studying with Robert Spring.

Here’s my interview with Stefanie:

BP: What is #womenplayclarinettoo?

SHG: I’m lucky to have a strong network of women all over the world speaking up about female representation in the clarinet community: Sarah Watts, Julia Heinen, Carrie RavenStem, Dawn Lindblade-Evans, Lara Diaz, Marta Kania, Fie Schouten, Kristine Dizon, Larkin Sanders, and many others. We use this hashtag to promote clarinet events embracing equality and to call out events lacking in representation of women and other marginalized populations. We are actively working together to ensure the future of clarinet is welcoming of all underrepresented populations (races and ethnicities, gender diversity, sexual orientations, and those with disabilities). In short, we are a coalition of worldwide clarinetists using our voices to demand change. 

Why did you start #womenplayclarinettoo? 

The hashtags #womenplayclarinettoo and #clarequality grew out of frustrations that women and other marginalized groups have been excluded in recent clarinet events. In just April and May of 2023, there were at least 24 international festivals with male-only faculty, jurors, or guest artists. 

We publicly asked the organizers and panels of these events on social media “Where are the women?” Many organizers did not reply, deleted our comments, emailed us or privately messaged us threats, or, even worse, said that they only hired the best faculty and artists (implying that women can’t play or teach as well as men). We have asked sponsors to think carefully about supporting these events, and how that reflects on their company and their consumers. 

What are the goals of #womenplayclarinettoo and #clarequality?

We believe that our clarinet community is made stronger by the diversity within it. Events within our community should represent our diverse makeup and be accessible to all. We are inviting all clarinetists to join us by taking this pledge:

“I am an ally and advocate for equality and diversity in the worldwide clarinet community. I will inquire about, support and insist on increased visibility and opportunity for underrepresented populations; races and ethnicities, gender diversity, sexual orientations, and those with disabilities in events and programs that I take part in.”

Clarinetists and sponsors can sign the pledge at clarequality.com and have their name listed on the website as allies for equality. There are “next steps” to becoming an ally listed on the website as well. 

What are some of the ways gender inequities are manifested in the world of clarinet playing?

Many women in the international clarinet community have come forward with personal stories of inequity, harassment, and even sexual abuse by male colleagues and teachers.

The #womenplayclarinettoo movement has met resistance from some men in the clarinet community. Some have told us to “be more ladylike,” “stop shouting,” or “plan your own events” (excuse me, but we do!), or warned us we are “burning bridges.” Others have threatened lawsuits and changed our slogan to “B****es play clarinet, too!”

Asking nicely or ignoring the issue has not brought change. With our campaign, we are finally getting festival organizers and sponsors to think carefully about their rosters and programming, and getting allies to spread the word and speak up for us too.

What experiences have you had with gender inequity as a female-identifying clarinetist? 

In addition to never having a female teacher or role model, I am often the only woman in the clarinet section. It is rare for me to play with another professional female-identifying clarinetist in orchestras and other gigs. I’ve been attending ICA festivals for decades now, and it has only been in the past 5 years or so that we have had women headliners at the night concerts. I can recall past years like 2016 when there were zero women soloists at the coveted night concerts.

I want my diverse clarinet studio (primarily female, Hispanic, and LGBTQIA+) to see themselves in the performers they admire and want to study with. I don’t want my students to feel like they don’t belong in the clarinet community because they don’t look the same as the teachers or artists in the poster, or that they can’t be professional clarinet players too.

When with my spouse, Joshua Gardner (another professional clarinetist) at music festivals, I am often introduced as “Josh’s wife” and rarely introduced as another clarinet player or even by my name. (To be clear, Josh never introduces me this way, but other males in the clarinet community often do.) 

The low clarinet community used to be very male dominated, but in recent years has been a very accepting community of all marginalized players with the work of Sarah Watts, Jon Russell, and the very first ICA Low Clarinet Festival. 50.6% women low clarinet artists performed at the festival last January.

Has there also been positive response to #womenplayclarinettoo and #clarequality?

The ICA has taken notice of the #womenplayclarinettoo and #clarequality movement. Many of the board members use profile picture frames, created by Carrie RavenStern, for their social media accounts. They also worked with us to create a powerful diversity statement to remind the international clarinet community that we are an inclusive community.

Where can people find you on the internet?

Where can people find #clarequality and #womenplayclarinettoo on the internet?

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  • Q&A: Personal reflections

    A couple of weeks ago I put out a call for questions, in honor of today being the fifteenth anniversary of this blog. A few of the questions asked about my own career and approaches to various things. I’ll try to answer the best I can.

    One reader asked about music education and work/life balance. This person completed a degree in music education but found there was pressure to make teaching a “lifestyle” rather than just a 9-to-5 kind of job.

    To be clear, my degrees are in performance, not music education, though I make my living as an educator at the university level. But most of my students are music education majors, and on the track to become public school band directors. Some of my former students have really embraced that career, have excelled in it, and have wrestled with the work/life balance aspects to various results. Others have burned out quickly and moved on to other career options. I do think sometimes there’s a sort of cult around music as a career—the rueful but revealing jokes about college music majors “living” in the practice rooms, or about high school band directors kissing their families goodbye until after marching band season. It’s a complex and very individual calculus whether passion, time investment, family and other “life” demands, finances, and identity balance in the right ways to make those careers worthwhile. It’s also a moving target: after 14 years and a couple of promotions in my university position, the demands on my time and energy have shifted, and my approach to the job has adapted to make it more sustainable for me and my specific needs.

    A related question came from another reader: am I happy with the balance of teaching and performing in my life, and do I have plans to adjust that?

    As a full-time university music professor, a certain quantity of teaching (and to some extent performance) is non-negotiable. And I live in a rural and relatively remote area, so pre-made freelance performance opportunities are somewhat limited. But there are some choices I have made to adjust my balance. I don’t teach summer classes, so I’ve got a few months each year to do some relaxing/recovery and some concentrated work on projects that are important to me, like preparing recitals, working on online content and tools, and writing. A few years ago I cut loose my private students outside of my university responsibilities, in order to focus on finishing a book and further developing some online projects. I’m fortunate that the book and online things have more than replaced the income from those additional students, and let me have a little more variety in my days. Plus, I get to refer lesson inquiries to my college students, who are usually anxious for the experience and the reed money.

    A longtime woodwind player asked what I do to “keep things fresh.”

    I can respond with some of the things I’ve done, but of course these are specific to my interests and circumstances. I continue to pursue interests in world/folk instruments, and the Zoom era has opened up some possibilities for connecting and studying with expert players around the world. I’m also having fun with combining woodwind instruments with electronics. My university job gives me a venue and audience to do new and/or familiar things on stage, in annual faculty recitals. This blog and my other web-based projects combine my interest in music and woodwinds with my interest in software and coding. I’ve released the one book, and am in the process of writing another. And of course I’m always on the lookout for new etudes, exercises, and repertoire for me and for my students.

    Thanks for the thoughtful questions!

  • Interview: Ryan Lillywhite of Cannonball Musical Instruments

    Ryan Lillywhite of Cannonball Musical Instruments

    I’m pleased to share an interview that I did with Ryan Lillywhite of Cannonball Musical Instruments. Ryan and I played in college jazz band together, and recently reconnected. He is a really creative and fun soloist with an incredible tenor sound, plus a cool guy with a cool job, not to mention a new dad. Read all the way to the bottom to find a video of Ryan and his Cannonball colleagues (all very tasty players) showing off their chops and their horns. Cannonball is a serious contender in today’s saxophone market, doing some very interesting and innovative things, generating some great buzz, and signing big-name endorsing artists left and right. Ryan was kind enough to answer a few questions about what he does at work. [Full disclosure: I recently bought a new Cannonball tenor with Ryan’s expert help, and it is a seriously awesome horn.]

    BP: Tell us a little about yourself.

    RL: I work for Cannonball Musical Instruments. I studied at Brigham Young University where I started in music but ended up graduating with a business degree and a music minor. When I’m not working, I stay busy performing, fixing up old horns, working on my old muscle car, and spending time with my wife and five-month-old daughter.

    Tell us about your performing background.

    I had a blast as lead tenor in Synthesis (BYU’s jazz band); I’ve performed with the Utah Symphony and some smaller local groups, recorded for movies and commercials, and recently performed with the Cannonball Band at the Salt Lake City International Jazz Festival. Most of that was on tenor sax, but I’ve done my share of doubling on flutes and clarinets in pit orchestras. I currently take my jazz quartet around for local weddings and other events, which I’ve been doing for about a decade now and still enjoy. Especially when food is provided.

    What is your job title? What do you do at work?

    It kind of depends on the day … we all wear a lot of hats around here. I play test, inspect, and acoustically customize about half of the saxophones we sell; I’m in charge of the spare parts/repair department; I manage a number of international accounts; I do our social media; I contribute to product and acoustical development and testing; I clean the boys’ bathroom (hey, you asked!); and whatever other projects come up. Things definitely don’t get boring around here.

    How did you get the job?

    Read More “Interview: Ryan Lillywhite of Cannonball Musical Instruments”

  • Stuff bad music teachers say

    We can all stand to improve our teaching. Here are some things I’ve either said or heard said that are symptomatic of gaps in pedagogical knowledge.

    “I’ve been doing it this way for years and I’m very successful.”

    Nobody is arguing with your success. But success isn’t a reason to stop improving, nor is it evidence of a perfect approach. Be open to new ideas. Choose to accept or reject a new approach based on its merits, not based on inertia.

    “My famous and well-respected teacher taught it to me this way.”

    The craft doesn’t progress if your let hero worship blind you to new ideas. Would your teachers want you to cling to outdated pedagogy out of loyalty, or to further your knowledge and advance the discipline?

    “Well, those scientific results don’t matter, because this is music and it can’t be studied in that way. I think musicians know a little more about music than scientists, don’t you?”

    Sound is a phenomenon very observable, measurable, and understandable through empirical study. Don’t worry, more information won’t ruin the magic. Take the example of high-level athletes and embrace careful, systematic scientific method as a means of achieving more.

    In woodwind teaching in particular, I hear a lot of vague, contradictory, or fantastical ideas that fall apart after even a cursory study of anatomy, acoustics, or fluid dynamics.

    And, just like you wouldn’t expect a stodgy old scientist to fully grasp the finer points of your musical performance, recognize your own limitations when it comes to scientific rigor. The Wikipedia article or a blog post you read probably aren’t very solid sources, and the experiment you did with different mouthpieces in your living room probably wouldn’t pass muster with a scholarly journal.

    “It’s not a contradiction.”

    If your teaching is making you and your students experience cognitive dissonance, getting defensive and brushing past the problem doesn’t help. Watch out for this kind of nonsense: “You have to increase the breath support as you go up to the high register. No, no, don’t reduce the breath support as you go back down to the low register.”

    “No, I haven’t read it.”

    Music teachers should be active readers of pedagogical materials new and old, and should be actively questioning what they read. (Attending masterclasses, watching videos, etc. is also good, but you will find someone’s clearest, most organized thinking when they have to commit it to paper and/or digital text.) Proliferation of small publishing companies, self-publishing operations, and, of course, the internet, have made the bar for “expertise” very low, but have also made it possible for conscientious readers to consume more and to police what is written. Readers shouldn’t take anything at face value, and authors shouldn’t expect a pass on low-quality work.

    Have the courage, conscience, and dedication to pursue deeper, broader, and more accurate knowledge of the concepts you are teaching!

  • Clarifying woodwind doubling goals

    A couple of months ago, I wrote this as part of a sort of tongue-in-cheek FAQ:

    Q. Should I be a woodwind doubler?
    A. In most cases, no. If you already feel driven to do it, and have the time and resources to devote to it, then maybe.

    I got a comment on this by “C Lee”:

    I’m a teen who started playing pits last year on flute and piccolo a year ago. Since then, I’ve fallen in love with pit, have played in four more musicals and am actively seeking out other gigs to gain experience. In addition, I’ve also taken up the saxophone and have plans to learn as many woodwinds as I can if not all of them. Do you think I should be a woodwind doubler?

    It would be irresponsible to make a recommendation based on so little information, and of course it’s ultimately a very personal choice. I’ve previously suggested some questions worth asking oneself before pursuing woodwind doubling, so I won’t rehash those here.

    But I think it’s also worth considering exactly what you mean by being a “woodwind doubler:”

    • Playing as many instruments as possible?
    • Playing a select group of instruments?
    • Playing multiple instruments as a hobby or part-time semi-pro gig?
    • Studying multiple instruments at a university/conservatory level?
    • Playing professionally or semi-professionally as a specialist on one instrument, but adding doubles to increase employability?
    • Competing for the highest-profile doubling gigs in a major market like New York City or Los Angeles?
    • Performing recital repertoire, orchestral music, and/or chamber music on multiple instruments?
    • Using multiple instruments in the creation of a unique personal repertoire (jazz, avant-garde, electronic, etc.)?

    Your individual goals might include several of these, or others I haven’t listed. And your goals might be a little fuzzy or might change, which is okay. But just “woodwind doubler” isn’t a very clear path. Having some sense of direction might help you make decisions about education and training, investment in instruments, location, practice strategies, and more.

  • |

    Teaching multiple instruments in higher education

    My academic credentials in multiple woodwind instruments have served me well so far: I was fortunate to be one among my graduating class who did get a college teaching job right out of school, and it’s a job that happens to be an excellent fit. Part of the reason it’s a great fit is because teaching multiple instruments is what I want to do, at least at this point; sometimes others assume that I’ve taken a multiple-woodwinds job as a stepping stone to something else, but that isn’t the case.

    While I thoroughly enjoy the variety in my day (I’m teaching oboe, clarinet, bassoon, and saxophone), there are some additional things worth considering if you take on multiple instruments in a collegiate teaching career. For example:

    • Resources allocated per faculty member sometimes get spread extra thin. When I arrived at my new job, I was given a little bit of funding for library acquisitions in my area. If I were teaching a single instrument, my current and future students would have benefited from all that money being spent on items directly relevant to them. Instead, I was able to get only a few items related to each instrument. My students, through no fault of their own, got fewer applicable new library resources.
    • Time also gets spread thin. We recently hosted a high school honor band on our campus as a recruiting event. At one point the visiting students were sent to masterclasses with the professors on their instrument, so I got all the reed players. It’s certainly not impossible to run a worthwhile masterclass in that situation, but the circumstances do complicate things a bit. The same problem exists with studio classes for my college students.
    • Some of the work multiplies. When we hold our ensemble auditions, I select audition excerpts and sightreading material for four instruments instead of one. When it’s time to submit textbook orders to the bookstore, I submit separate requests for each instrument’s separate batch of course numbers.
    • It is common for applied music professors to attend their professional organizations’ conferences annually, and to seek out officer positions in those organizations as a way to enhance their tenure portfolios. I would love to attend the annual conferences of the International Double Reed Society, the International Clarinet Association, and the North American Saxophone Alliance each year, but my limited travel funding and the potential time away from my teaching make this unrealistic. And since I don’t attend any one conference every year, it’s difficult to get taken seriously as an officer candidate.
    Photo, Trevor Hempfling Photography
    Photo, Trevor Hempfling Photography

    Not that I am complaining—I am grateful every day that I get to do what I love for a living, and most of these problems can be mitigated with a little effort and creativity. But I think they are worth knowing about if you see yourself headed for a career in college music teaching.

     

  • Interview: Jonathan Tunick, Broadway orchestrator and more

    Jonathan Tunick is a show business legend: a composer/arranger/orchestrator/musical director for stage and screen; a collaborator with Stephen Sondheim, Placido Domingo, Barbra Streisand, and too many more to mention; and a winner of many awards.

    Needless to say, I was thrilled to hear from Mr. Tunick a few years ago, when he contributed some information to my list of Broadway shows. Recently we were in touch again and he was kind enough to answer some of my woodwind-player questions about his work.

    Jonathan Tunick

    I understand you have background in clarinet playing. Are you still actively playing?

    Although I can play the piano after a fashion, the clarinet was my true instrument. My uncle, a dedicated amateur who studied with Bellison, started me on the instrument at age ten, turning me over after a few months to Harold Freeman of the NBC Symphony, with whom I studied for several years. As a college freshman I had a year of saxophone lessons with Jimmy Abato, who gave me a few clarinet lessons as well. Later when I entered Juilliard I studied (mostly clarinet, but some saxophone too) with Joe Allard, a wonderful man and teacher, for four years. I consider him my principal teacher.

    I was a fair classical clarinet player, played bass clarinet in the Juilliard Orchestra, and could play either lead or jazz in a band. My flute (Haynes, Louis Lot piccolo) playing was mediocre but passable. I freelanced in New York playing orchestra, opera, dance band, theater, resort and club dates through the sixties until my arranging career superseded my playing and my horns went into the closet.

    A few years ago I started playing the clarinet again; chamber music with friends and fronting a 14-piece swing band made up of Broadway musicians around New York. I play a 1959 Buffet clarinet picked out for me by Joe Allard, and alternate between a Selmer Table HS** c.1938 and a Leon Russianoff c.1950 mouthpiece (these are Chedeville blanks faced by George Jenney) with Vandoren #4 and #5 reeds from my stash still in their sealed boxes since the 1960s.

    Does your background as a woodwind player inform your orchestrations? How so?

    More so as an orchestral and big-band section player in general than specifically as a woodwind player. The orchestra player learns to understand the principles of intonation, attack, articulation, sound color, and balance in a way that the pianist never can. The pianist will tend to hear chords vertically and so stack notes on the score rather than considering the movement of the parts. He or she will be tempted to write for orchestral instruments patterns that are comfortable for the piano, for example, repeated wide skips, which may be awkward for woodwind and other orchestral instruments.

    This is why most of the great arrangers have been orchestra players rather than pianists. This said, it must be noted that the exceptions are dramatic ones: Wagner, Debussy, Strauss, Mahler, Ellington, Strayhorn, Gil Evans, Ralph Burns, etc.

    What factors do you have to consider when writing parts for woodwind doublers? Do you have any rules of “thumb” about how long of a player will need for an instrument switch, or which instruments can go together in a book, or other logistical issues?

    When planning an instrument change (and I try to avoid them altogether whenever possible) I simply count out the bars of rest in tempo while mentally going through the motion of changing instruments. Four bars of moderate tempo, six or eight of fast are usually enough.

    I usually organize my sections somewhat along the following pattern, although many variations are possible

    1. (The “lead” chair and “flute specialist”) Lead alto, flute 1, piccolo, alto flute, clarinet 1 or 3. Will usually play 1st clarinet unless busy on flute, in which case reed 2 or 3 will be clarinet 1.
    2. (The “second” chair) Alto 2, flute 2, piccolo, clarinet 2.
    3. (The “clarinet specialist) Tenor, flute 3, clarinet 3 or 1, E-flat clarinet, bass clarinet.
    4. (The “oboe specialist”) Tenor, oboe, English horn, clarinet 4.
    5. (The bassoon and “big horns” specialist) Baritone, bassoon, clarinet 5, bass clarinet.

    If you eliminate the saxophones, a pattern more suited to operetta or classical players emerges:

    1. Flute, piccolo (optional clarinet double)
    2. Clarinet 1 (optional other clarinets and flute 2 double)
    3. Clarinet 2 (optional other clarinets and flute 3 double)
    4. Oboe, English horn (optional clarinet double)
    5. Bassoon (optional clarinet, bass clarinet, flute double)

    Here is a good plan for four reeds, with or without saxophones:

    1. Alto saxophone, flute 1, piccolo, clarinet 1 or 2
    2. Alto saxophone, flute 2, clarinet 1 or 2, bass clarinet (this might be on reed 4)
    3. Tenor saxophone, oboe, English horn, clarinet
    4. Baritone saxophone, bassoon, clarinet, bass clarinet (this might be on reed 2)

    Phil Lang used a very versatile layout again with or without saxophones:

    1. Alto saxophone, flute 1, piccolo, clarinet 2 or 1
    2. Alto saxophone, clarinet 1, E-flat clarinet, bass clarinet
    3. Tenor saxophone, oboe, English horn, clarinet 3
    4. Baritone saxophone, bassoon, flute 2, clarinet 4

    As bands become smaller, requirements become more stringent. Here is a typical format for three reeds:

    1. Alto saxophone, flute, piccolo, clarinet
    2. Tenor saxophone, oboe, English horn, clarinet (much greater clarinet ability required of this player than with 5 or even 4 reeds)
    3. Baritone saxophone, bassoon, clarinet, bass clarinet

    If the score doesn’t require saxophones, The above formats work equally well without them; otherwise I try to do without doubles altogether, such as A GENTLEMAN’S GUIDE, scored for 1. Oboe/English horn 2. B-flat/A clarinet and 3. bassoon, or INTO THE WOODS: 1. Flute/piccolo 2. Clarinet 3. Bassoon. This way I have a larger pool of accomplished players to choose from, especially out of town.

    Do you often orchestrate for a Broadway-type woodwind section with specific doublers in mind, knowing their individual strengths, or do you more often write for musicians to be selected later? How much does that affect your writing?

    I know my players well, and write to their particular abilities. Hiring a section is much like casting a show. I think of my players as specialists; the “flute specialist,” “oboe specialist,” “bassoon and big horns specialist,” etc., as well as the occasional need for a stylist: jazz, ethnic, etc. I assign solos according to the specialties. For example, the clarinet solo will not usually go to the oboe or bassoon specialist. When working out of town with an unfamiliar orchestra I am even more careful, avoiding unusual doubles altogether, even when assured by the contractor that he has people that “play all the instruments.” I remember all too well the guy who played bassoon, bass clarinet and baritone and they all sounded the same!

    It seems that over the last few decades, woodwind sections for musicals have gotten smaller and smaller but also call for more and more instruments, including “world” instruments and other things. Is this true in your orchestrations?

    In general, no. I use no more doubles than I ever did, and in most cases fewer. I want the player who plays the best, not the one who owns the most horns.

    Do you have any advice for woodwind doublers who aspire to play on Broadway or other major venues?

    Saxophone players seem not to realize the sheer brute power of this instrument. Three or four of them can swamp any brass section. They are amazed at how incredibly loud the saxes are when I invite one of them to come and listen up front. I’m always on the saxes to play softly, even under loud brass, and to use civilized mouthpieces with medium chambers and baffles.

    But remember, this is just me. Other arrangers and leaders will have their own preferences and it’s up to you to find out what they want (very difficult) and do it for them (relatively easy).


    Many thanks to Mr. Tunick for sharing his knowledge, and for all the great woodwind parts!

One Comment

  1. Amazing that you have taken this on! I love your courage and your message…..I feel like I’ve met someone who has read my mind for the last 30 years! THANK YOU!

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