Jazz opportunities for woodwind players: learn the saxophone

Jazz clarinetist (and saxophonist!) Eddie Daniels. Photo, Professor Bop

I’ve been having a great time directing the university jazz band this year (alas, a temporary assignment). The group performed recently for some talented high school musicians from around the state, the kind of students I would like to recruit. After the performance, I was approached by no less than three of them, each expressing an interest in playing in the group in the future. None of them play instruments typical of jazz big band arrangements.

I’ve had this happen with private students, too. I once met with a very young and enthusiastic clarinetist and her mother. They explained to me that the young clarinetist was being excluded from her middle school jazz band because she didn’t play a “jazz” instrument. Their plan was for her to study clarinet with me, and to get so good that the jazz band director would “just have to” accept her into the group.

The clarinet, of course, does have a noble history in jazz music (even big bands), as does the flute, and, less frequently, the double reeds. And don’t get me wrong here—I love playing and listening to jazz on all those instruments, and would love to see every young woodwind player, regardless of instrument, get the chance to participate. But there are some practical barriers.

Students who want to learn to play jazz need opportunities to play in jazz groups. The big band format, by far the most likely jazz ensemble to be found in a school setting, has crystallized into a format with pretty specific instrumentation, and the saxophonists are the only woodwind players who get in on the fun. Parts for flute and clarinet pop up occasionally, but almost always written as a double in what is predominantly a saxophone part. Some school jazz band directors make the extra effort to include a larger variety of instruments, transposing parts themselves or purchasing special everyone-is-included arrangements. This approach of course has significant merits, but also robs the players of “jazz” instruments of an experience that is more authentic. And the stronger the group is, the less likely it is to use a non-standard instrumentation.

Aspiring jazz players, can, of course, look beyond the school system for opportunities, but the grass may not be any greener. Neighborhood garage bands or other non-instructional ensembles in the community can provide valuable experience, but would a group like that care to include a beginning jazz player? Especially one who plays a “non-jazz” instrument?

For this reason, my approach has been to tell my non-saxophonist students who are interested in jazz that the shortest way from here to there is to pick up the saxophone. It hurts a little to tell them that. But by approaching jazz study as a saxophonist, a woodwind player opens up a world of opportunities and resources that otherwise just aren’t available. My university group, like most, has a set instrumentation. One of my oboe students has been a longtime member of the group, playing baritone saxophone. She gets jazz experience that most oboists don’t. But if she didn’t play at least a little bit of saxophone, she would be out of luck.

Clarinetists and flutists who are into jazz can become particularly valuable to a jazz group as members of the saxophone section. It’s not uncommon for an advanced school big band to play arrangements that call for those instruments woodwind doubles. Nor is it uncommon for the saxophonists to have a serious lack of ability to play those parts. A flute or clarinet specialist who is also a strong saxophonist can really save the day.

A handful of musicians have, of course, made names for themselves as jazz players on non-saxophone woodwind instruments. But most of them also have also played the saxophone.

To flutists, clarinetists, oboists, and bassoonists who want to play jazz, I encourage you to continue working hard at your instrument and to seek out recordings and concerts of the top jazz players on that instrument. But also consider taking a few saxophone lessons and getting access to some great opportunities.

Here are just a very few of my favorite jazz woodwind players. Note that all also play saxophone!

Flute Hubert Laws
Lew Tabackin
Clarinet Eddie Daniels
Ken Peplowski
Don Byron
Oboe Paul McCandless
Charles Pillow
Bassoon Paul Hanson
Ray Pizzi

Similar Posts

  • The problem with “ethnic” woodwinds

    I mentioned in a recent post that I am trying to get away from using the term “ethnic” woodwinds, one that I have used frequently in the past as a catch-all for the instruments I play that aren’t modern Western flutes, oboes, clarinets, bassoons, or saxophones. The term was problematic from the beginning, since, for example, I was using it to include instruments like recorders, which fall squarely under the umbrella of Western music traditions, but are arguably period or historical instruments.

    Additionally, I find that the term “ethnic” increasingly grates on my ear as too ethnocentric and limited a view, and incompatible with my real attitudes concerning music from cultures and traditions other than my native ones. For example, it’s clearly not politically correct to lump non-white people or non-Americans together under the label “ethnic,” so it doesn’t seem to make sense for me to use similarly divisive and condescending language to refer to musical traditions, either.

    photo, Vernon Hyde
    photo, Vernon Hyde

    I currently favor the term “major modern woodwinds” as an acceptable (though flawed) shorthand for all the Western orchestral woodwinds plus saxophones. But there isn’t a really accurate and culturally-sensitive way to lump together the woodwinds that don’t fall into that category. I frequently need to express verbally or in writing what instruments I play. If I am speaking to someone musically savvy, I can say that I play “woodwinds” and they will assume that I play most or all of the major modern woodwinds. They are unlikely to just assume, though, that I can also play recorders and dizi and Lakota flutes and a bunch of others, and that might be information that I want them to have.

    Recently I expressed this concern on social media, and got a few interesting suggestions. “World” woodwinds came up, and is what I have adopted for now on this website, though I think ultimately it has some of the same issues as “ethnic:” aren’t my clarinets “world” instruments (and, for that matter, don’t they have ethnicity, too)? Someone else suggested “woodwinds of various cultural origins,” which I think is pretty good but too wordy to be practical. Someone else suggested that I simply list the instruments individually rather than trying to affix a single label; I think this idea has clear merit in terms of cultural sensitivity, but it does fail the practicality test.

    It’s tempting to consider something clever like Pedro Eustache’s term “multidirectional flute soloist,” but, though charming, it doesn’t communicate the concept with any clarity. I have also experimented with materials-based terminology as in “wooden and bamboo flutes,” but this isn’t inclusive enough and ultimately has the same problem as the word “woodwinds” itself—wood construction isn’t what makes a woodwind a woodwind.

    So for now it’s “world” woodwinds, or perhaps “woodwinds of various cultural origins” when that kind of wordiness is practicable. I welcome additional suggestions in the comments section.

  • Concept-based woodwind methods

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

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

    Most college students studying instrumental music education have to take a woodwind “methods” course, a sort of crash course in teaching the woodwind instruments. I have taught woodwind methods classes for about the past ten years.

    A typical approach is to divide the semester into instrument-based units: x weeks studying the flute, x weeks studying the oboe, etc. I’ve taught woodwind methods that way, and it’s tough to get through all the material. How can you realistically cover the pedagogy of five instrument families in one semester? (Some schools offer this scant improvement: two semesters.)

    photo, Kerr Photography

    One big reason that woodwind methods teachers get stuck in the one-instrument-at-a-time paradigm is that existing textbooks, syllabi, etc. treat the woodwinds as being hopelessly different from each other. While the woodwinds are more diverse than the brasses or bowed strings (though perhaps not the percussion), the techniques of playing them are not as unrelated as many seem to believe.

    A symptom of this misunderstanding is the woodwind-methods-by-committee approach, in which a textbook has chapters written by five different authors, or in which a course is taught by a rotating cast of woodwind professors. This invariably leads to holes in the curriculum, confusion over vocabulary, and contradictory ideas.

    I have much, much better success when I focus on the basic concepts underlying good woodwind playing. My course addresses audible aspects of how woodwinds sound (tone, response, intonation, volume/dynamics, fluency), and connects them to elements of playing technique (posture/position, breathing and breath support, voicing, embouchure, tuning, articulation, finger movement, and selection from among alternate fingerings). When my students are conversant in those concepts, it’s almost trivial to apply them to a diverse group of instruments: “the clarinet uses a very high voicing, but the flute uses a very low voicing.”

    That’s still a lot to cover in a semester, but I actually find that I can get through the material efficiently enough to leave some days open for review, Q&A, or special/requested topics. And, more importantly, my students absorb widely-applicable concepts rather than trying to memorize seemingly unrelated factoids about seemingly unrelated instruments.

    This is a valuable approach for woodwind doublers, too, who have to parse out the differences in the instruments but also the differences in culture and tradition that have developed around those instruments and their pedagogy. Understanding the underlying concepts helps to make sense of the sometimes very different approaches to the same problems.

    Warning: commercial-ish plug

    I’ve hinted on the blog a few times about my upcoming book, based on materials I have developed for my woodwind methods courses. It clearly and concisely covers the most crucial concepts in woodwind playing. Since I usually teach a mixed-instrument class I pair it with a band method (such as Essential Elements or Accent on Achievement) for hands-on playing activities, but it would work just as well paired with an individual method (such as the Rubank series) if you have the luxury of a full class set of each instrument.

    I’m hoping to get the book launched before 2017 slips away. If you like, you can join a mailing list to be notified if when it becomes available. Update: the book is now available!

  • Woodwind Doubler Census 2021 results, part 1: demographics

    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.

    Gender identity

    I provided more options for gender identity than in 2011’s survey. Here’s the breakdown. (Percentages are of those who answered the question.)

    2021 Data
    Male22278%
    Female4917%
    Female, Transgender1~0%
    Nonbinary/nonconforming104%
    Transgender, Nonbinary/nonconforming1~0%
    2011 Data
    Male14678%
    Female4122%

    Age

    As was the case 10 years ago, the numbers skew toward the younger end. I’m not sure if this is affected by the survey being distributed primarily online. No respondents claimed to be younger than teenaged or older than in their 70s.

    2021 Data
    Teenage228%
    20s7225%
    30s6724%
    40s4014%
    50s4114%
    60s3512%
    70s62%
    2011 Data
    Younger than 20191%
    20s5410%
    30s3129%
    40s3617%
    50s3319%
    60s1218%
    70s16%

    Region

    I provided options for this that broke down by continent. A few of you island dwellers responded with “other” and specified locations in Oceania and the Caribbean. I probably need to rethink this question for 2031, but for purposes of data reporting I have lumped everyone together into continents for now.

    The continued absence of responses from Africa and South America may be related to language barriers and/or other factors. I did get a few responses from Asia this year, which I didn’t in 2011.

    2021 Data
    Asia31%
    Australia114%
    Europe207%
    North America24988%
    2011 Data
    Australia116%
    Europe126%
    North America16287%

    Which of these best describes where you live?

    The “city, but not a ‘major’ one” option was added based on feedback from the 2011 survey. A few of you used the “other” option to explain more complicated living situations (such as multiple locations), and for reporting purposes I’ve taken the liberty of lumping those into the categories I thought were the closest match.

    2021 Data
    major city or metropolitan area12745%
    city, but not a “major” one6924%
    suburb or exurb6322%
    rural or remote area248%
    2011 Data
    major city or metropolitan area9350%
    suburban area6635%
    rural or remote area2312%
    other53%

    Describe your current level of formal education (in any field).

    “Less than high school diploma” is a new option this yea. The categories in the graph are abbreviated; the full text from the survey is in the data table.

    2021 dATA
    Less than high school diploma83%
    High school diploma or equivalent62%
    Some college3312%
    Bachelors degree7025%
    Some graduate school186%
    Masters degree10337%
    Doctorate3813%
    Other degree type or comparable certification62%
    2011 Data
    High school diploma or equivalent84%
    Some college2815%
    Bachelors degree5932%
    Some graduate school169%
    Masters degree5328%
    Doctorate169%
    Other degree type or comparable certification63%

    Thanks again for your participation and stay tuned for more survey results.

  • Do I really need…

    For woodwind doublers and lots of other musicians, the shopping list can go on and on. Do I need a clarinet in A? In E-flat? Do I need an alto flute? A contrabassoon? A bass saxophone?

    Clearly there’s no one-size-fits all answer, but here are some things to consider.

    • Are you doing, or aspiring to, the kind of gigs where not having access to the right instrument is a dealbreaker? Or the kind where nobody minds too much if you cover that bassoon part on something else? (The answers to these may depend on a lot of factors like the musical genre, the hiring contractor, the location, and the availability of other musicians in the area.)
    • Are you happier being the person who is equipped for every situation? Or are you happier being the person who gets by with the necessities? (It’s okay to be either, or some of each.)
    • Do you expect, in purely financial terms, a return on investment for your new instrument? Do you see a clear path to pay for the instrument, its upkeep and accessories, and then some, by getting gigs you wouldn’t otherwise get? (It’s also okay if you have non-financial motivations.)
    • Are you pondering another purchase because of opportunities you’ve had to turn down? Or are you betting on future opportunities? Or just fascinated by another shiny object? (Any of those can be acceptable reasons if they fit with your financial resources and goals.)
    • If the purchase is part of a strategy to get more opportunities, what is the market like? For a particularly expensive instrument like a contrabassoon, it might be worthwhile if there is an unmet or under-met need for it in your area. (But if other contrabassoonists nearby have already locked down all the gigs, your expensive toy might end up collecting dust.)

    It’s hard to predict which instrument purchases will help you meet employment or income goals. Ultimately, it’s up to you to weigh the tangible and intangible factors and decide whether investing in something new is the right choice. Good luck!

  • The double reeds and “uneven” embouchures

    Oboists trained in the “American school” of oboe playing, like myself, tend to hold the instrument at around a 45° angle from the body. Oboists in many other parts of the world hold the instrument at a higher angle, a few degrees closer to horizontal. This is one factor (of several) that accounts for the difference in tone between American oboists (often described as having a “darker” sound) and, say, some European oboists (having a “brighter” sound).

    The reason the angle is important is because it affects the embouchure. Holding the oboe in a genuinely horizontal position situates the lips on the reed’s blades in an even way:
    oboe-bad

    This allows the reed to vibrate in a balanced, efficient way, with lots of vibrance and color. But holding the instrument at an angle makes the lips contact the blades of the reed in an uneven way:

    oboe-good

    Note that the upper lip is nearer the reed’s tip, and the lower lip is a few millimeters nearer the thread. This uneven contact reduces the reed’s efficiency, muting some of the overtones for a sound that is less colorful but also less strident—in other words, characteristic of the American oboe sound.

    A bassoon’s bocal brings the reed to the bassoonist’s mouth at a nearly horizontal angle, and a poorly-formed embouchure will create roughly equal contact with the upper and lower lips, causing a buzzy sound. But the bassoonist’s “overbite” technique makes the contact uneven, darkening and containing the sound (as well as improving response). This is actually upside down compared to the oboe, since the lower lip is nearer the reed’s tip and the upper lip is nearer the first wire.

    bassoon-good
    poorly-formed bassoon embouchure

    bassoon-good
    well-formed bassoon embouchure

    Well-formed oboe and bassoon embouchures require attention to angle and overbite (respectively) to produce the best sounds with the least effort.

  • Thoughts on plastic reeds

    I have been following with interest the discussion on the web of the new synthetic clarinet reeds by Forestone. A few days ago, the distinguished Sherman Friedland posted an absolutely glowing review:

    The Forestone reeds marks the beginning of a totally new era in the development of reeds, all reeds. It is a new beginning because these reeds are reeds which totally duplicate the feeling and response of cane. It  surpasses any reed currently being sold which is not made from cane which has been grown, harvested and then cut. It does have a tremendous advantage in consistency in that it does not have to  be warmed up and soaked. . . .

    What this means is that it is just a matter of time before cane reeds as such, become obsolete.

    In the same post, Mr. Friedland discusses the new Légère “Signature” reeds, which he finds to be an improvement over the standard Légère, but still not as good as the Forestone. [Update: see my review of the Légère Signature Series clarinet reeds.]

    I have not yet tried the Forestones myself, but have used the standard Légères at times, especially for contrabass clarinets. For the very large clarinets, I had a great deal of trouble keeping cane reeds from warping, even during the course of a two-hour rehearsal; the plastic reeds have a clear advantage in this department.

    Forestone, Legere, and a bad-news cheapie
    Forestone, Légère, and a bad-news cheapie

    In my high school marching band days, I was required to use an inexpensive, brittle plastic saxophone reed. In my opinion, these are not suitable for professional playing. Neither are the plastic oboe or bassoon reeds currently on the market.

    I do think it likely that, within my lifetime, I will see plastic single reeds take over in a big way. I expect there will be a few purists who will insist on cane, despite its obvious shortcomings, claiming that nothing sounds like good, old-fashioned cane. I think this blindfold test from Légère shows that plastic definitely can sound very much like cane, and will likely be indistinguishable very soon. Read More “Thoughts on plastic reeds”

6 Comments

  1. Great advice!

    As a doubler, I started out with strings, and starting learning oboe in high school, and later picking up flute and clarinet. I’d always thought playing in jazz band would be fun, and a better musical outlet at my school. I asked my parents for a sax, got a good mouthpiece (still using today…) and some books from my band director, and was in jazz band a week later, getting solos on flute, piccolo and violin oddly enough! It was a great experience, and for a well rounded player on any woodwind instrument, the saxophone is going to be an easier instrument to pick up and learn the basics of, although in hindsight I think that the oboe skills helped the most of any of the other woodwinds. The next year, since I had experience on it, I ended up playing some bass too, and learned a lot about chord structure and the bass line’s importance in general.

  2. Hey Bret,
    Thanks for writing this post. I started on clarinet and then picked up sax pretty soon after that (to play jazz). You’ll generally get more interesting parts in concert band and orchestra on clarinet/flute/oboe, etc compared to saxophone.

    But in jazz, saxophone does seem to be the woodwind of choice.

    That doesn’t mean you need to give up the other woodwind.
    Playing in a few music groups at school can be fun.

    And I did take a couple of clarinet solos in jazz band when the arrangements called for it.

    Playing saxophone will get you in the jazz world, and after middle school and high school when you’ve developed some musicality, you’ll have more opportunities to play jazz and other styles of music on the ‘less common’ in jazz woodwinds. That will actually make you stand out a bit more. Jazz bassoon isn’t a sound you hear everyday.

    Have you heard Anat Cohen Bret? I would add her to your jazz clarinet list! Great musician.

    -Neal

  3. Totally agree. “Jazz”, especially in school, means trumpet, trombone and saxophone.

    I also agree (as someone who started on sax and later learned flute, clarinet, and bassoon) that the person for whom the sax is the double will have a huge advantage when it’s time to play those double parts.

  4. My first jazz band experience came in the form of a “stage band.” The director had clarinet and flute players on sax for the band; but next year, he allowed flute. It’s been two years since I’ve seen the band, but I have heard that he still allows flute players in the band. I suppose it depends on the number of players one has available.

  5. As a jazz musician who finds expression with both clarinet and sax, it’s hard for me to argue with you here Bret. Your point that the saxophone is the reed of choice in jazz — especially orchestrated jazz — is absolutely true. But because I can’t resist chiming in, allow me to emphasize your point by adding that even during the hey-day of jazz clarinet, even the most famous players also honked away on saxes — at least at the start of their careers. For example:

    Benny Goodman played alto, tenor and baritone sax. An excruciating video of this, long before he was the King of Swing, can bee seen here: http://www.youtube.com/watch?v=HrI5oW2ykuU. Perhaps it serves as inspiration to beginning players!

    Artie Shaw started out on alto. Woody Herman did too.

    And just to cloud the mix even more: Arguably the greatest of jazz tenor men, Lester Young, played clarinet in his unique style throughout his career, but is rarely remembered for his work on that instrument.

    So there you are! Seems that the greats will inevitably make music, regardless of what horn they’re holding — but they don’t get far with out a sax. Perhaps a good example to follow.

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