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
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. Read More “Jazz opportunities for woodwind players: learn the saxophone”
I’m spending the summer studying for my doctoral comprehensive exams. One major component of the exams will be woodwind literature, so I’ve been trying to narrow down lists of really essential pieces. It has been an interesting challenge to select a list long enough to have depth and short enough to be manageable (I’ve was shooting for around 100 pieces total – I’m a little over).
I wanted the list to be a balance of a lot of different things: commonly-taught and commonly-performed literature, pieces of historical import, pieces representing style periods from Baroque to the 21st century, pieces covering a range of difficulty levels, and so forth.
I gave a presentation at the International Clarinet Association conference (“ClarinetFest”) last week on woodwind doubling, with a particular focus on the rising expectations on woodwind doublers to play more instruments at a higher level (including “world” and even electronic woodwinds). Here is the blurb from the program:
The typical working woodwind doubler in the 20th century was a strong player on one or two instruments, with a lesser level of achievement on one or two more. Woodwind doubling continues to be a marketable skill in live performance and studio work, but the expectations of woodwind doublers have changed with the music industry; 21st century “doublers” may be expected to play a much larger group of instruments (sometimes including “world” woodwinds and electronic instruments), and to play each of those at a more virtuosic level and in a variety of styles. This places increasingly high demands on woodwind players, but also offers a variety of rewards. This presentation profiles the modern woodwind doubler, and includes practical information for developing valuable doubling skills.
The crowd, as usual, was small but enthusiastic. I got to reconnect with some old doubler friends and meet some new ones. I was gratified to have many of them mention that they follow this blog (hello!) or make use of other resources on this site.
I understand there are several doubling-related events going on at the International Double Reed Society conference this week, as well!
I have my woodwind methods classes do a lot of observing of woodwind playing. They comment on each other’s woodwind playing in class, write concert/recital reports, and make written comments on each other’s playing exams (for my eyes only). This is a crucial skill for their future teaching careers.
I try to push them to keep their observations objective. But often the comments are things like:
“Your tone sounds really good.”
“Your articulation was sluggish.”
“So-so finger fluency.”
Remarks like this, especially if detached from technique observations or recommendations, are unhelpful but often also unfounded. “Good” tone is a difficult thing to pin down, even for a specialist in the instrument. Even my college woodwind-instrument majors usually haven’t done enough critical listening in their lifetime for me to fully trust their judgments of what tone is “good,” even on their own instrument.
I find it more helpful to the development of my students’ disciplined, precise teaching to hold them to a standard of objectivity. Tone isn’t inherently “good” or “bad.” (It might be more possible to effectively use a standard like “characteristic,” but even that requires some context.) But it’s fairly straightforward, and more useful pedagogically, to determine whether tone is, say, consistent.
Some better versions of the above observations might be:
“Your tone is consistent from note to note, and also seems characteristic of the instrument.”
“I hear a moment of air noise before each note, especially in the low register. Try increasing breath support to help each note respond immediately.”
“Your fingers seem to move quickly and confidently to most notes, but you seem to arrive late at the F-sharps. Let’s review that fingering.”
Keeping observations factual and non-judgmental makes lessons more efficient and targeted, and keeps lines of communication open for better teaching and learning.
I’d like to address the term “voicing,” which I think is often misunderstood. Here’s my best definition:
Voicing refers to the relative size of the oral cavity, which can change depending on the position of the back of the tongue.
There are a number of other terms that are used to describe this same concept in woodwind playing. I don’t take issue with any of these terms individually, and I think that as a teacher it’s useful to have a variety of possible ways to explain this concept. (These terms can become problematic, however, when they are used in opposition to each other: “Open up, and blow cooler air.”)
Here are some examples of ways of describing voicing. I consider the terms in the left column all to be descriptions of the same thing, and those on the right to be likewise equivalent to each other. Read More “What is voicing?”
I’ve taught college-level woodwind methods courses for a few years now. This is a course primarily for instrumental music majors, who will go on to become school band or orchestra directors, and who need a crash course in the playing and pedagogy of each instrument that will be in their future ensembles. At the places I’ve taught, it means taking students from zero to playing a little bit of flute, oboe, clarinet, bassoon, and saxophone, all in one semester. It’s a semester-long sprint.
There are a handful of textbooks available for these types of courses, most of which I own, and none of which I use in class. I’m continually surprised by the material that is and isn’t covered in these books.
I try hard to keep my courses focused on core concepts, like position/posture, breath support, basic embouchure, voicing, and finger technique, and I try to keep those concepts as simple and clear as possible. I have students observe each other’s playing of these instruments, identify things that don’t look and/or sound right, and put their observations into terms of those basic concepts. (“So-and-so’s pitch sounds unstable, and his embouchure appears to be moving a lot. Perhaps keeping the embouchure still and increasing breath support will help to stabilize his intonation.”)
I find discouragingly little discussion (or even understanding) of these concepts in many of the published texts. Instead, I find what appears to be a lot of filler—not bad information, necessarily, but information that’s far from mission-critical. The students in these classes will mostly end up teaching beginning or intermediate students in large-group settings. They need to understand the fundamentals in ways that will help them problem-solve efficiently.
Don’t get me wrong: I’m certainly not opposed to knowledge for knowledge’s sake. I’m just saying that for an already too-short woodwind methods class, that 300-page book could perhaps be trimmed down to 100 or even 50 clear, concise pages, for significant savings of money, trees, class time, shelf space, and brain cells. Here are some examples of things that I’ve seen in actual classroom-intended woodwind methods textbooks, that just plain don’t need to be there: Read More “Things you don’t need to cover in woodwind methods class”
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