Maintaining direction in staccato passages

In my last post, I pointed out that staccato notes are not always exactly “detached,” even though they may give that impression. Now let’s consider how this sense of detachment, real or false, can disrupt a phrase.

To make a legato phrase sound like a unified idea, all I have to do as a minimum is make sure my air doesn’t stop: my fingers and tongue delineate individual notes, but the sound is continuous. But with a staccato phrase, the sound stops (at least sort of). We could perhaps visualize it this way, with each box representing a note:

staccato notes

There’s not a clear sense of continuity—each note is an island.

But I can make the notes sound like they belong together, without eliminating the space between them. For example, suppose I give the passage a subtle crescendo:

staccato notes, with crescendo

The space between the notes is the same, but now there is a clear relationship. It’s obvious that the individual notes, though detached, make up a single structure and not six separate ones.

A bit of crescendo is a reliable and tasteful way to do this in many cases, but really any variable aspect of musical expression could ostensibly be used: decrescendo, change in tone color, change in vibrato, accelerando or ritardando, or just about anything else that can be varied continuously across a group of notes. Make sure each note you play serves a larger phrase!

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  • Woodwind doubling for flutists

    Here is a cleaned-up version of my lecture notes from a presentation on woodwind doubling I gave last week at the Mid-South Flute Festival:

    Woodwind doubling for flutists

    • What is doubling?
      • Primary-to-secondary doubling: Playing multiple instruments within a family, such as flute (primary), piccolo (secondary), and alto flute (secondary)
      • Primary-to-primary doubling: Playing instruments from different families, such as flute (primary), clarinet (primary), and saxophone (primary) [The idea of primary-to-secondary or primary-to-primary doubling comes from a web article by Mary AllyeB Purtle.]
    • Why double?
      • More (and more varied) gigs. Also, doublers can sometimes get bonus pay.
      • More teaching opportunities
      • Larger network
      • Fun; expanded horizons
    • Flute with non-flute woodwinds
      • Doubling opportunities in musical theater, backing up singers, jazz big bands (requires strong saxophone). With strong enough skills on secondary instruments, gigs on those instruments become a possibility. Employers often value musicianship over virtuosity.
      • The flutist’s advantage: flute and especially piccolo are often weak spots for woodwind doublers. A strong, soloistic flutist with at least basic reed skills can be a hot commodity.
      • For maximum pre-existing gig opportunities, add alto saxophone first, then clarinet. Convincing swing style is also helpful. For create-your-own opportunities, any combination can work!
      • To do multiple-instrument teaching really well, you need to play all of your teaching instruments well! To do this at a lower level, you will at least need to be familiar with current/respected pedagogical literature, a variety of repertoire (including method books, etudes, and solos), a variety of excellent recordings, and a variety of equipment options.
    • Flute with other flute-like instruments
      • Doubling opportunities in situations that increasingly call for “other” flutes: recent musical theater, studio recording, even recent orchestral music. Check out my dissertation on this topic.
      • “World” transverse flutes: bansuri, dizi, “Irish” flute. Also non-tradition-linked bamboo, wooden, or plastic flutes
      • Historical transverse flutes (baroque, etc.)
      • Fipple flutes: recorders, pennywhistle (tinwhistle)
      • Endblown flutes: quena, shakuhachi, panflutes (Romanian, South American)
    • Getting started
      • Be a beginner (but an informed beginner). Get a good teacher. Buy quality instruments within your price range. Do thorough work from good method books. Give yourself all the advantages you wish you had had when you started the flute.
      • Work out a practice schedule that reflects your priorities. If you are juggling a lot of instruments, it may not make sense to practice each one each day, but do practice each one at least a few days in a row to get some momentum.
      • What to practice? If your goal is maximum gig employability, prioritize intonation, rhythm, tone, and sight reading. Practice scales, arpeggios, and other technical drills in all keys, through the full range of the instrument. (Musicals are notorious for “singer” keys and unforgiving tessituras!) Begin working methodically through time-tested etude and technique books. Start learning the easier standard repertoire if that suits your goals.
    • Will doubling hurt my flute playing?
      • Some flutists believe that doubling can damage your embouchure. Realistically, if reed playing is leaving your embouchure swollen, numb, or sore, you need to reexamine your reed-playing approach. Embouchure muscles are agile, flexible, and accustomed to doing varied tasks: playing the flute, eating, speaking, facial expressions. If your tone production on all instruments is based on solid principles, embouchure is not an issue.
      • The real issue: doubling diverts time, money, and mental energy away from flute playing. Committing to “serious” doubling means committing to less time with the flute.
  • Dan Willis in the West Side Story pit

    Tip of the hat to Patty at oboeinsight for this one:

    EDIT: I originally had an embedded video here, of a CBS news interview with Broadway woodwind doubler Dan Willis. It appears the video is no longer available. You can read a text summary here, at least for the time being. Below is a picture I stole from their website.

    Dan Willis

    It appears Mr. Willis is playing reed 3.

  • Voicing: stable vs. flexible

    I have discussed here previously the importance of proper voicing for woodwind instruments. In a nutshell, voicing is the configuration of the oral cavity, manipulated by moving the back of the tongue.

    There seems to be some debate about voicing: is it something static, or something that changes from note to note? I find that the answer is, sort of, both.

    photo, stonelucifer
    photo, stonelucifer

    For beginning woodwind players, tone, intonation, and response (virtually every aspect of tone production) can be improved by habituating a single, stable, “correct” voicing. When this is accomplished, an ideal woodwind instrument, which of course does not exist, would play perfectly in tune, with perfectly consistent tone from note to note, and with perfectly even and reliable response.

    An instrument that is merely good will do these things well, but imperfectly. A more advanced musician can use small and temporary voicing adjustments to improve individual notes by altering their pitch, tone, or responsiveness. Doing this requires a “stable” voicing as a stepping-off point, fine control of the mechanics of voicing, and an ear trained to hear notes that are out of tune, uncharacteristic in tone, or problematic response-wise.

    So, in general, when working with beginning students or others with significant tone production issues, the goal is to work toward a stable voicing that stays the same from note to note, but with more advanced students the goal is to learn to adjust the voicing ever so slightly to improve each note as needed.

  • “More air”

    When I use the term “breath support,” students and colleagues often echo back something like “oh, right, more air.” But is breath support the same thing as “more air?”

    Measuring quantities of air isn’t completely straightforward—when we say “more air,” we might rightfully wonder whether that means a greater volume filled with air, or a greater number of air molecules, or whether we’re really thinking of something like airflow or air velocity.

    For my purposes in teaching, I find a few different measures to be relevant:

    First, you must set up breath support with a good inhalation, and I think it’s generally helpful to inhale a large volume of air into the lungs.

    Then, you must pressurize the air by engaging the torso muscles, constricting the space in which the air is contained. (The diaphragm’s relaxation alone does create pressure, but not enough for good woodwind playing.)

    The increased pressure makes the air escape your embouchure at a higher velocity. You can adjust the size of your embouchure, allowing more or less air to pass through, which is the basic mechanism woodwind players use to change (sound) volume (or “dynamics”).

    I’m most directly concerned with air pressure when I talk about breath support, and in some ways in which that does translate to “more” air. But since “more” can be measured in multiple ways, I like to use a more exact term like “breath support.” That also has the concreteness of referring to something that the player actively does, rather than focusing the imagery on air, which is invisible.

    Be precise in your pedagogical vocabulary, and consistent in your breath support.

  • FAQ: Ligatures

    These are questions I am often asked about clarinet or saxophone ligatures, by blog readers or by my students.

    • Is there a ligature that can accomplish _____ for me? If you are looking for something to hold the reed onto the mouthpiece, then yes. If you are hoping to achieve something loftier, then probably not.
    • Should I get one of the rigid (usually metal) kinds, or one of the soft (usually some leather-ish synthetic) kinds? The very cheapest options are usually metal, and they generally work fine. If they are of especially low quality, they might break quickly, or scratch your mouthpiece or dig into your reed. The soft ones are a little more expensive, but have the advantages of (a) better gripping an oddly-shaped mouthpiece or reed and (b) surviving being stepped on.
    • What about a fancy one, with jewelry metals or cryogenic treatment or inset “tone jewels” or some other expensive gimmick? Won’t those make me sound better? This is extremely doubtful. There’s a possibility that you will sound a little different inside your own head, and that might make you play a little differently. Or that platinum plating (or just having spent a lot of money) will increase your confidence. But it’s very  questionable that the ligature has some inherent sound quality that your audience can hear, unless you plan to hit it with a drumstick. Remember that in some parts of the world, top orchestral clarinetists use shoelaces. (I heard a story of one of these clarinetists being asked what kind of shoelace he used. His response: “Black.”) If you are deeply invested in the idea that a ligature needs to be fancy or expensive, Michael Lowenstern has a video you might find enlightening.
    • But doesn’t a ligature affect the reed’s vibrations? The vibrate-y part of the reed is the thinner part, away from the ligature.
    • Should I use the kind with one or two screws? What about those ones with no screws? Any number of screws is fine, as long as it holds the reed on the mouthpiece.
    • Should I get the kind where the screws go on top of the mouthpiece or underneath? I really cannot emphasize enough the unimportance of the screw situation.
    • How tight should my ligature be? Tight enough to hold the reed securely in place.
    • How far back or forward should I put the ligature? You could try some different positions and see if one feels better to you. Some mouthpieces have a line on them to suggest where the ligature should go. You are not obligated to follow this guideline, but if you are having difficulty deciding where your ligature should go then I suggest using this as a starting point.

    If you would like to purchase something that will improve your tone quality or your articulation or whatever, I recommend getting some recordings of very fine clarinetists and some lessons with an excellent teacher. Enjoy!

  • Written jazz articulation problems

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    Stylistically-appropriate articulation has long been under-taught in jazz education. (Or waved away with a “ya gotta listen”) . But that is changing , with some recent guides and method books starting to find some consensus about best practices. Concepts like which notes to accent, or how long to sustain certain notes, apply to all jazz instrumentalists. But wind-instrument players have the extra complication of which notes to tongue or slur. This distinction is critical to good jazz style.

    In classical music, wind players usually perform articulation markings with accuracy. But printed jazz music can take varied approaches to articulation markings.

    Some charts for experienced players have sparing articulation markings or none at all. The composer, arranger, and/or editor trust the performers to apply appropriate style:

    Jazz tune with no articulation

    Others, particularly more recent ones, use markings that reflect the crystallizing best practices:

    Jazz tune with best-practice articulation

    But may otherwise well-written charts, bafflingly, use markings that are not stylistically appropriate:

    Jazz tune with poor articulation

    Some red flags include long slurs and staccato markings. Experienced jazz players instinctively ignore these bad markings and use better articulation practices. (Long slurs can in some cases be explained away as “phrase” markings. But since they are visually indistinguishable from slurs, it’s better to omit them.)

    Occasionally a good jazz composer or arranger will use an articulation marking in a surprising or unusual context. It’s up to the performers to determine whether this is an intentional break from typical jazz style, or an editing error.

    In some cases, a composer/arranger might even choose a particularly anti-swing articulation as a kind of joke. This is usually followed by a figure that should be played with exaggerated, correct swing and articulation. This heightens the contrast between “good” and “joke” style:

    Jazz tune with "joke" articulation

    Jazz players and educators are responsible to know and apply correct articulation, using their best musical judgment to override the written parts when appropriate.

One Comment

  1. The idea is not to think in terms of each individual note, but rather think of the entire phrase…. it just happens that the notes are played short, that’s all. It’s like impressionist painting with dabs versus long brush strokes, you still look at the whole canvas, not each dot in turn.

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