Favorite blog posts, January 2021
- Jennet Ingle | Oboist: On FLOW
- Indy Flute Shop (Erin Nichols): Flute history crash course
Huey Lewis tells the story in Kansas City Magazine (strong language edited):
Well, my dad was a jazzer and Zoot Sims died. And when Zoot Sims died, they had a benefit in San Francisco at Kimball’s or somewhere. …
So I take him and sit down … and then I get a tap on my shoulder. I turn around, and it’s Getz. It’s really amazing … he’s wearing his horn and taps me on the shoulder, and my dad turns around and Phil Elwood turns around. And my old man goes, “Holy s***!”
Getz says, “Why don’t you let me play on some of your s***? I can play that s*** too.” And I said, “Oh, why, yes sir, I’m sure you can.” And then he took a card and he wrote on it: “Stan Getz. Have sax, will travel.”
He played beautifully, and on the way home, my old man says, “If you don’t take him up on that offer, I will never, ever forgive you!”
Changing your instrument, mouthpiece, headjoint, reeds, etc. on a frequent basis isn’t productive, but sticking with the same equipment forever isn’t a virtue either. Here are some questions to ask yourself (or a trusted teacher or colleague) when you start feeling the itch to spend money on shiny new things:
If you’re currently a student, be sure to check in with your teacher before any new gear purchase!
Hereās a new minor release of the Fingering Diagram Builder with a few small improvements:
Enjoy!
Response is how readily the equipment/player combination produces sound. “Good” response generally means that the player-plus-instrument are able to produce a sound that starts precisely when intended, with clarity and with no unwanted additional noise. Many factors affect the quality and reliability of the response:
For your best response on every note, be sure to address each of the many factors involved.
The Akai EWI series’ “EWI” fingering mode is powerful and flexible. It bears a resemblance to basic saxophone fingerings (while wisely eschewing saxophoney compromises like rollers and palm keys). But with a little imagination EWI players can “borrow” a number of useful fingerings from other woodwinds, too.
For clarity, I’m considering any fingering that appears in the EWI 4000s’s Reference Manual under “EWI Fingerings” as a basic, non-borrowed fingering. Some of the fingerings I’m listing do appear in the manual for other fingering modes (saxophone, flute, and oboe). Some of the fingerings aren’t great-sounding fingerings on the “real” (non-electric) woodwind instruments, but work beautifully on the EWI, which of course isn’t subject to the acoustical problems of air-filled tubes.
And of course these fingerings work in any octave, which is not always the case with “real” woodwinds. I have arranged them octave-wise here in ways that will mostly look familiar to woodwind players.
Right C-sharp
Borrowed from: oboe, clarinet
Provides a useful alternative in left-hand-pinky-heavy passages.

Left E-flat
Borrowed from: oboe, some clarinets
In the example, prevents having to “jump” the right pinky from one key, over another, to another.

Side F-sharp
Borrowed from: saxophone, clarinet
Similar to using the saxophone’s side F-sharp key or clarinet’s side F-sharp(/B-natural) key (shown here in the wrong octave for clarinet), except using the right pinky rather than the ring finger. Useful for avoiding the right index-middle flip-flop.

Right G-sharp
Borrowed from: oboe
Provides a useful alternative in left-hand-pinky-heavy passages.

1+1 B-flat
Borrowed from: flute, saxophone, clarinet
Similar to a standard flute fingering, or to a problematic saxophone or clarinet alternate fingering (shown here in the wrong octave for clarinet). Of course on the EWI there are no pitch, timbre, or response issues with this (or any) fingering.

1+2 B-flat
Borrowed from: saxophone
A slightly lesser-known alternate fingering for saxophone (which, on saxophones, often sounds better than 1+1). Useful for transitions such as F-sharp to B-flat.

Right B
Borrowed from: clarinet
Similar to the sensation of using the clarinet’s right B(/E) key, but in this case you must use the right pinky to press two keys at once. In the example, this allows you to keep the movement in one hand, rather than having to coordinate both pinkies.

Side C
Borrowed from: saxophone
Useful in chromatic passages and trills for avoiding the left index-middle flip-flop.

These fingerings of course only scratch the surface of what’s possible with the EWI-mode fingering system. But because of their familiarity and time-tested usefulness to players of “real” woodwinds, they can be adapted easily and fruitfully to EWI playing.
Just one favorite to share this month:
I get lots of emails and search traffic from people trying to find the answer to questions about woodwinds and “similar” fingerings: Do they use the same or similar fingerings? Which instruments are the most similar? Can I use fingerings from _____ instrument on _____ instrument?
I’ve addressed before why these questions might be coming from misconceptions about woodwind doubling, and why the answers might not be as useful as one might think. But beyond that, some of those questions are difficult to answer in a straightforward way.
Do any of the major modern Western woodwind instrument families use identical fingerings (such as saxophones using the same fingerings as oboes, or clarinets using the same fingerings as bassoons)? No.
Do instruments within those families use identical fingerings? Kind of. For example, the members of the concert flute family (piccolo, flute, alto and bass flutes, and others), use fingerings that are at least very similar. But some use slightly-varied fingerings to improve pitch, tone, or response of certain notes: for example, piccolo players often use a modified fingering for the third-octave A-flat, which they wouldn’t use on a lower-pitched flute. And the keys that appear on flutes aren’t set in stone—some might have a special C-sharp trill key, or a low B key, that other flutes lack. And clever flute makers can add anything else they dream up that customers will pay for.
Do any of the woodwind families have similar enough fingerings that you can play them without significant additional effort to learn how? No, not if you want to play them well.
But really, which ones are the most similar? It’s not as simple as counting up the number of “matching” fingerings between two instruments. You could argue that the written note D below the treble clef staff is “similar” for flute, oboe, and saxophone. D uses the three middle fingers of each hand on each of these instruments. But the flute also requires pressing a left-hand thumb key, while the others don’t. And the oboe has more than one key for the right ring finger, and I suppose it’s up to you whether the correct one for this note feels the “same” to you as the other two instruments. On clarinet, this written note uses a very different fingering, but the note written an octave higher has similarities to the flute/oboe/saxophone note. And the bassoon doesn’t have a D fingered in a closely similar way, but its low G uses a similar fingering that falls into roughly analogous scale fingering patterns.
(While brainstorming this post, I briefly considered trying to create some kind of chart showing which fingerings were the “same” or “similar” across the woodwind families. I quickly abandoned the idea because the necessary exceptions, explanations, and context would have complicated it beyond any usefulness.)
Like asking if two languages are similar, asking if two instruments’ fingerings are similar begs an answer that is incomplete, misleading, and ultimately not useful. If your intention is to apply that answer to playing or teaching woodwind instruments, your success will depend on instead approaching each instrument on its own terms.
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.