In a blog post from last week, New York City composer Joseph Phillips discusses his ensemble Numinous and his decision to use woodwind doublers instead of a conventional orchestral woodwind section.
Joseph Phillips. Photos stolen from Joseph’s post.
When I started Numinous back in the fall of 2000, I knew I wanted flexibility of colors in the woodwind section. Even though I’m a saxophone/woodwind player, I didn’t want a saxophone dominant sound to the section. I also didn’t want to have 10 woodwind players to cover saxophones, oboe, English Horn, flutes, clarinets, and whatever woodwinds I happen to write for. So the most natural solution was to have woodwind doublers who would be able to play multiple instruments. Of course with the demands of my music, I didn’t want or need a typical jazz saxophone doubler: someone that plays maybe passable flute or clarinet but not well enough to match their saxophone abilities. In addition to being able to improvise well on all of the instruments, I really need musicians whose abilities on the other woodwind instruments are all fairly equal and could move easily between jazz, classical, and popular genres.
One of Numinous’s woodwind players is Ben Kono, who currently plays the reed 1 book for Jersey Boys on Broadway. In Joseph’s blog post, he interviews Ben about his woodwind abilities:
On Vipassana you play 8 different instruments, but truth be told, how many instruments can you play? What are some of the more unusual or interesting ones?
Ben Kono
As a woodwind specialist, I am classically trained on all five woodwind families of the orchestra: saxophones, clarinets (Bb and Eb soprano, bass), flutes, oboe/english horn, and bassoon. In practice, however, I tend to play some more than others, and I have left bassoon completely behind. About fifteen years ago or so, I became interested in indigenous musics from other countries and started to collect instruments from my travels, some of which I have incorporated into my own music. I have performed and recorded (in various degrees of success) on the “kena” flute from South America; the “khaen” pipes from Thailand; and the “dizi” flute from China. Of course, as a Japanese descendent I have a special interest in the shakuhachi flute which I was exposed to early on by my aunt who performs traditional Japanese music on the shamisen and koto. I played it on a Pulse Composers concert, and the lesson I learned is that playing western music on it is a lot more difficult than I imagined! So in answer, I am constantly adding and subtracting the number of instruments.
Read the whole thing here. And if you’re in the New York City area, hear Numinous perform Joseph Phillips’s Vipassana this week. Ben Kono will be playing piccolo, flute, alto flute, oboe, English horn, and soprano and alto saxophones.
Numinous performs Vipassana
Wednesday October 28, 2009 8:00pm
$10 Brooklyn Lyceum
227 4th Avenue (Park Slope)
Take the M or R Train to Union Street
We have this conversation often in my woodwind methods classes:
Me: What do you hear in so-and-so’s playing? Student: Their embouchure is too tight? Me: Can you hear their embouchure muscles? Student: …? Me: Not directly, right? But what are you hearing that makes you think their embouchure is tight? Student: Well, it looks like it could be kind of tight. Me: But what do you hear?
Woodwind teaching isn’t, or shouldn’t be, primarily a visual activity. Crucial parts of woodwind-playing technique happen entirely out of view, inside the player’s body. And the most important element—air—is mostly invisible.
But lots of teachers like to focus on visual things. (It’s easier!) My college students often arrive on campus able to explain in elaborate detail the “right” way to sit in a chair when playing, but with little understanding of less-visible concepts like breath support and voicing. Students in my woodwind methods course, given opportunities to critique woodwind playing, often zero in on how a classmate’s embouchure looks, rather than on the sounds they are making. I see educators from beginning-band directors to world-famous masterclass teachers tackling the most immediately visible elements of a student’s approach, while ignoring glaringly audible issues.
Additionally, visual evaluation is complicated by the variety of human bodies. I regularly have to talk students literally off the ledge, as they sit precariously on the forwardmost inch of their chairs, determined that this is the one-size-fits-all correct position, regardless of the size and shape of their bodies. And I can’t count the times that I’ve seen a pedagogical book describe in breathless detail the way a player’s lips should look when playing, always assuming that those lips are of a very specific size and shape (and sometimes color).
Like many teachers, I’ve done much of my instruction in recent months remotely, via video. In the early weeks of the New Normal, I got caught up in concerns about lighting and camera angles. But I find lately that I really don’t look at the screen much when my students are playing. Most of the information I need comes from their audio feeds. Visual evaluation is at best a helpful supplement.
It’s hard to break the habit of always using our eyes first, or of jumping to conclusions about things we can’t observe directly. Start with the sound, and work from there.
Here’s a comment I made by email to Sy Brandon, regarding the saxophone movement of Divertissement, the new multiple woodwinds piece he is writing for me.
So much contemporary saxophone music is bombastic and grating—I always make sure I bring some aspirin when I attend the saxophone conferences. But the saxophone has such wonderful lyrical qualities, and I’m pleased that the saxophone got assigned to play something pretty in this piece.
Don’t get me wrong; I love the saxophone’s expansive palette of tone colors, and will happily flutter-tongue or play multiphonics or whatever. But it’s nice to play a melody once in a while.
A couple of weeks ago I put out a call for questions, in honor of today being the fifteenth anniversary of this blog. A bunch of the questions boiled down to: what advice do you have on woodwind doubling? Here are a few answers:
Be a beginner on each instrument. Take the time to work through beginner materials (starting probably with pages of whole notes!), scales, and so forth. Resist the temptation to dive in on advanced or even intermediate repertoire.
Get comfortable with a long timeline. You can’t reach the highest levels of playing on a bunch of instruments in the same time that your peers are reaching the highest levels on single instruments, unless you’re a lot more talented than me. And you can’t afford to buy a section’s worth of top-quality instruments in that same time frame, either, unless you’re a lot richer than me.
Prioritize what motivates you. Lots of aspiring doublers seem very concerned about what instrument they “should” learn next. There’s no roadmap, and it’s hard to predict what gigs might come your way in the future. So you might as well devote your time, effort, and money to whichever instrument you feel most excited about adding to your collection.
Be skeptical of instruments, accessories, method books, etc. that are marketed as “for doublers.” If you want to play clarinet like a clarinetist, use what the clarinetists use.
Some other readers asked about the “secrets” to practicing multiple instruments.
As far as I know there aren’t any; if you want to play three or five instruments well, plan to put in three or five times as many hours. I’ve posted previously about an approach to an instrument rotation for practicing, but it really depends on you particular set of instruments, abilities, and goals.
Another reader asked how hard it was for me to learn secondary instruments.
Beyond general musicianship skills (like reading music or blending into an ensemble), I don’t think there’s a lot of useful cross-training effect. In other words, no instrument is a good shortcut to learning another, at least not learning it well. But I do think there are underlying concepts that can be useful for thinking of the woodwind family and its techniques as part of a unified whole. (I address those concepts in my book Woodwind Basics, or sprinkled throughout the last 15 years of blog posts.)
Someone else asked about when to get serious about woodwind doubling (high school? undergraduate studies? graduate school?), which is something I’ve opined about previously.
Everyone’s circumstances are different, but for my undergraduate music majors (and for me when I was in that stage) there are a couple of things that need to happen in their development: gain a certain level of mastery at operating the instrument itself, and develop a certain maturity of musicianship. While these things should be in development concurrently, achieving the first is ultimately a prerequisite to achieving the second. (You can’t fully execute a mature musical idea if you’re held back by technical deficiencies.) I think it can be a fun side pursuit to pick up an additional instrument or two in high school or college, but I think many people won’t be ready to pursue professional-level playing on multiple instruments until graduate school, and then won’t achieve it within the time frame of a graduate degree.
Another reader asked questions about pursuing a career in playing in musical theater orchestras: is it worthwhile to go on to graduate school? How do you get more gigs (cold-call theaters? take lessons with Broadway players)?
Graduate degrees (or any degrees) aren’t necessary for just about any kind of gig work, although they can provide useful training to improve your skills, gain some experience, and network with fellow musicians.
I would say don’t call theaters. Venues are unlikely to hire musicians directly. Instead, you want to connect with the musical directors or contractors who are likely hiring the orchestra members. Direct outreach to those folks might be effective in some cases. But a lot of musical directors, if they call their usual players and find them unavailable, will ask them for recommendations, so the musicians already playing the gigs you want are both your competition and your best chances at getting hired. Taking lessons is a possible way to get a foot in the door. Sometimes just catching them after a show, introducing yourself, complimenting their playing, and handing over a business card can be enough to get you on their radar.
Additionally, a career exclusively playing musicals would be an oddity. Most woodwind players who do musicals do lots of kinds of gigs. Develop your skills, build your network, and see what possibilities come your way.
Someone else asked a question about the history of multiple woodwinds degree programs.
This isn’t something I have dug into enough to answer with any confidence, but it would make a nice thesis or dissertation for someone working on a multiple woodwinds graduate degree. I do know that I’ve heard lots of folks confidently make conflicting claims about which degree programs were first or biggest or best, or about how the number or configuration or quality of degree programs has changed.
Here are a few predictions (or wishes) about the woodwind instruments we might be able to buy in the future.
Personalized ergonomics
With the amount of worry musicians expend over repetitive motion injuries and other playing-related ailments, it’s truly baffling that instruments are still almost entirely a one-size-fits-all affair.
For just one example: for generations, saxophonists have applied cork or other stuff to their palm keys to help avoid collapsing the hand to press them. Most of the finest saxophones in the world still offer palm keys in a single height, meant to accommodate child and adult hands, male and female hands, large and small hands. (A couple of exceptions are Keilwerth’s wrench-adjustable left hand palm keys, and Cannonball’s “Stone Series” instruments, which can be purchased or retrofitted with stone touchpieces of varying heights for both left and right palm keys.) And this is only one of the ergonomic issues of saxophones and other woodwinds.
Imagine buying a production woodwind instrument that had fully adjustable keywork that could be matched to your individual hands. This could be done with interchangeable parts, or with keywork adjustable via screws or other means.
Related to this is a need to re-examine the possibilities of plateau (“closed”) keys. Most of the modern woodwinds have at least some fingerholes or keys with holes in them, and these cannot be moved to accommodate ergonomics without affecting pitch and tone. But the touchpieces on a saxophone or bass clarinet can largely be located according to convenience, to open or close toneholes somewhere else on the instrument’s body. Our largely unfounded derision of plateau keys on woodwind instruments prevents us from embracing much better ergonomic possibilities.
New materials
Far too much credit is given to materials, especially if those materials are costly and pretty, for their contribution to an instrument’s sound. Inventors have created incredible new materials for aerospace, automotive, and electronics applications. Why couldn’t we make woodwind instruments out of amazing new materials that are inexpensive, crack- and dent-resistant, sustainable, lightweight, and beautiful? (Buffet-Crampon’s “Greenline” instruments are an example of high-quality instruments made from synthetic materials.)
A move to new materials could reduce investment in instrument purchase and maintenance, prevent the heartbreak of a new clarinet or oboe cracking, stop over-harvesting of certain woods, and reduce repetitive-motion injuries.
And it wouldn’t be the first time woodwind players gave up traditional materials for better ones; there aren’t a lot of players still using boxwood flutes and clarinets.
Imagine, too, the possibilities of reeds and pads that are long-lasting, stable, and consistent.
Player-maintainable
It’s axiomatic among woodwind players that good instrument technicians are getting harder to find. In my rural area, it’s a 2½-hour drive to a city where I can get my high-quality instruments worked on competently, by people doing instrument repair in their homes rather than in music stores or commercial repair shops.
Many woodwind instruments have at least some adjustment screws or other relatively intuitive ways to keep them adjusted and playing well. Installing pads is still somewhat of a specialist art, but imagine how that could change with improved materials for pads and for toneholes, and with approaches like MusicMedic’s “self-leveling” Neo Pads.
Imagine instruments that are user-adjustable using common household tools or tools included with the instrument, supplemented with detailed instructional videos. Some routine tasks like pad or bumper replacement could become the player’s responsibility, or something that could be done by a minimally-trained music store employee, school band director, or private teacher.
Your turn
Let me know what features and qualities you would like to see in the woodwind instruments of the future!
As a 10-year-old brand-new saxophonist, I learned a bunch of tasks I needed to do to play the instrument: blow in a certain way, form my lips just so, put my fingers into such-and-such positions, and so on. Every time I thought I had learned all of the skills I needed, my teacher would add some more.
In the 30 years since, playing saxophone and other woodwinds, I have mostly worked on doing less—letting my embouchure relax, keeping my jaw still, keeping my breath support consistent, moving my fingers more efficiently. The more I can strip away the excess effort, the more my playing is easy, pleasant, pain-free, fatigue-free, and expressive.
On some level it feels more like teaching if I can tell a student a new thing to do. Assign them an additional task. But the most productive and valuable lessons (or personal practice sessions) are often the ones when I can convince a student (or myself) to do one fewer thing.
The fingering diagrams I’ve provided in the Fingering diagram builder came into existence gradually over the last several years. As part of the process of developing them, I’ve looked at a great many fingering charts.
I’d like to share a few of the most horrifying examples, and tell you why I’ve tried to make mine the opposite of these. I’m not naming names on the sources, but many of them are well-known and recognizable. Many come from players and pedagogues who I deeply respect for reasons other than their fingering-chart-making skill. (Please don’t identify them in the comments. I’ll edit you if you do.)
Case study no. 1
Here’s a partial saxophone fingering chart from my collection:
Thanks for posting this! Your site is a great resource for woodwind players. One thing I left out of Joe Phillips’ interview was the concept of the “schlep”. After you add all those instruments together, plus their cases, you have an enormous mountain of horns to haul! Having a car is one thing, but my gig tonight is in Brooklyn via subway during rush hour—and it’s pouring rain! If I’d thought ahead, perhaps a zipcar would have been in order. It’s worth it though because the music is gorgeous—be sure to check out Joe’s sound clips on the Numinous website. Ben
Hi Bret,
Thanks for posting this! Your site is a great resource for woodwind players. One thing I left out of Joe Phillips’ interview was the concept of the “schlep”. After you add all those instruments together, plus their cases, you have an enormous mountain of horns to haul! Having a car is one thing, but my gig tonight is in Brooklyn via subway during rush hour—and it’s pouring rain! If I’d thought ahead, perhaps a zipcar would have been in order. It’s worth it though because the music is gorgeous—be sure to check out Joe’s sound clips on the Numinous website. Ben
Ben – Thanks for stopping by and for the additional behind-the-scenes peek. Good luck tonight with the subway and the music!
Bret, it has been good reading some of what you are up to in the blogworld; thank you for posting about Numinous and my interview with Ben.
why is the woodwinds off beat