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Bret Pimentel, woodwinds
Bret Pimentel, woodwinds
  • Interview: Stefanie Harger Gardner, clarinetist and #clarequality activist
    Career

    Interview: Stefanie Harger Gardner, clarinetist and #clarequality activist

    ByBret Pimentel July 3, 2023July 31, 2023

    Dr. Stefanie Harger Gardner teaches clarinet, chamber music, and music theory at Glendale Community College and Ottawa University. Previously she served on the faculty at Northern Arizona University. Gardner has performed with Arizona Opera, the Phoenix Symphony, Red Rocks Chamber Music Festival, Seventh Roadrunner, the Paradise Winds, and the Égide Duo, whose mission is to commission, record, and perform music inspiring social change. During her time as chair of the International Clarinet Association New Music Committee, Stefanie founded and organized the biennial ICA Low Clarinet Festival and the annual ICA New Music Weekend. She has performed in concert with PitBull, Ceelo, Tony Orlando, Reba McEntire, Michael Bolton, David and Katherine McPhee Foster, Jordin Sparks, Weird Al Yankovic, Hanson, and The Who. Her chamber music albums are recorded on the Soundset label and can be heard on iTunes, Spotify, and YouTube. In 2012, Gardner won first prize at the International Clarinet Association Research Competition with her study, “An Investigation of Finger Motion and Hand Posture during Clarinet Performance.” Gardner received Bachelor, Master, and Doctor of Musical Arts degrees in Clarinet Performance from Arizona State University, studying with Robert Spring.

    Here’s my interview with Stefanie:

    BP: What is #womenplayclarinettoo?

    SHG: I’m lucky to have a strong network of women all over the world speaking up about female representation in the clarinet community: Sarah Watts, Julia Heinen, Carrie RavenStem, Dawn Lindblade-Evans, Lara Diaz, Marta Kania, Fie Schouten, Kristine Dizon, Larkin Sanders, and many others. We use this hashtag to promote clarinet events embracing equality and to call out events lacking in representation of women and other marginalized populations. We are actively working together to ensure the future of clarinet is welcoming of all underrepresented populations (races and ethnicities, gender diversity, sexual orientations, and those with disabilities). In short, we are a coalition of worldwide clarinetists using our voices to demand change. 

    Why did you start #womenplayclarinettoo? 

    The hashtags #womenplayclarinettoo and #clarequality grew out of frustrations that women and other marginalized groups have been excluded in recent clarinet events. In just April and May of 2023, there were at least 24 international festivals with male-only faculty, jurors, or guest artists. 

    We publicly asked the organizers and panels of these events on social media “Where are the women?” Many organizers did not reply, deleted our comments, emailed us or privately messaged us threats, or, even worse, said that they only hired the best faculty and artists (implying that women can’t play or teach as well as men). We have asked sponsors to think carefully about supporting these events, and how that reflects on their company and their consumers. 

    What are the goals of #womenplayclarinettoo and #clarequality?

    We believe that our clarinet community is made stronger by the diversity within it. Events within our community should represent our diverse makeup and be accessible to all. We are inviting all clarinetists to join us by taking this pledge:

    “I am an ally and advocate for equality and diversity in the worldwide clarinet community. I will inquire about, support and insist on increased visibility and opportunity for underrepresented populations; races and ethnicities, gender diversity, sexual orientations, and those with disabilities in events and programs that I take part in.”

    Clarinetists and sponsors can sign the pledge at clarequality.com and have their name listed on the website as allies for equality. There are “next steps” to becoming an ally listed on the website as well. 

    What are some of the ways gender inequities are manifested in the world of clarinet playing?

    Many women in the international clarinet community have come forward with personal stories of inequity, harassment, and even sexual abuse by male colleagues and teachers.

    The #womenplayclarinettoo movement has met resistance from some men in the clarinet community. Some have told us to “be more ladylike,” “stop shouting,” or “plan your own events” (excuse me, but we do!), or warned us we are “burning bridges.” Others have threatened lawsuits and changed our slogan to “B****es play clarinet, too!”

    Asking nicely or ignoring the issue has not brought change. With our campaign, we are finally getting festival organizers and sponsors to think carefully about their rosters and programming, and getting allies to spread the word and speak up for us too.

    What experiences have you had with gender inequity as a female-identifying clarinetist? 

    In addition to never having a female teacher or role model, I am often the only woman in the clarinet section. It is rare for me to play with another professional female-identifying clarinetist in orchestras and other gigs. I’ve been attending ICA festivals for decades now, and it has only been in the past 5 years or so that we have had women headliners at the night concerts. I can recall past years like 2016 when there were zero women soloists at the coveted night concerts.

    I want my diverse clarinet studio (primarily female, Hispanic, and LGBTQIA+) to see themselves in the performers they admire and want to study with. I don’t want my students to feel like they don’t belong in the clarinet community because they don’t look the same as the teachers or artists in the poster, or that they can’t be professional clarinet players too.

    When with my spouse, Joshua Gardner (another professional clarinetist) at music festivals, I am often introduced as “Josh’s wife” and rarely introduced as another clarinet player or even by my name. (To be clear, Josh never introduces me this way, but other males in the clarinet community often do.) 

    The low clarinet community used to be very male dominated, but in recent years has been a very accepting community of all marginalized players with the work of Sarah Watts, Jon Russell, and the very first ICA Low Clarinet Festival. 50.6% women low clarinet artists performed at the festival last January.

    Has there also been positive response to #womenplayclarinettoo and #clarequality?

    The ICA has taken notice of the #womenplayclarinettoo and #clarequality movement. Many of the board members use profile picture frames, created by Carrie RavenStern, for their social media accounts. They also worked with us to create a powerful diversity statement to remind the international clarinet community that we are an inclusive community.

    Where can people find you on the internet?

    • @stefaniegardner (Instagram) 
    • Egideduo.com
    • ParadiseWinds.org

    Where can people find #clarequality and #womenplayclarinettoo on the internet?

    • Clarequality.com
    • ClarEquality Facebook group
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  • Favorite blog posts

    Favorite blog posts, June 2023

    ByBret Pimentel June 30, 2023June 30, 2023
    • The Flute View (Kim Lewis): Three Takeaways from Playing at the Met Gala with Lizzo
    • Flute Journal (Peter Westbrook): The Bansuri and Pulangoil, Bamboo Flutes of India
    • the Operatic Saxophone (Mary Huntimer): The Mystery of the Selmer Cigar Cutter Alto Saxophone in E and the followups A Selmer Cigar Cutter in E? Some Answers and more Questions… and Selmer high pitched alto saxophone? Possible answers to why this exists… [spoiler: it’s a “high pitch” alto]
    • International Clarinet Association (Douglas Carleton, Bob Wilber, Henry Duckham, Artie Shaw, Benny Goodman): Reprints from Early Years of The Clarinet: Jazz

    See the woodwind blogs I’m following, and suggest others!

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  • Favorite blog posts

    Favorite blog posts, May 2023

    ByBret Pimentel May 31, 2023May 31, 2023
    • International Clarinet Association (Di Xiaoyan and Zhai Xingxing): International Spotlight: How to Play “Pitch Bending Tones” on the Clarinet (English Version)
    • Jennet Ingle | Oboist: Adding Punctuation
    • The Flute Examiner (Jessica Dunnavant): Tune In, Tune Out
    • Rachel Taylor Geier (flute): Earning Your Keep – 100 Ways to Make Money as a Flutist
    • The Flute View (Morgan Pappas): The Importance of Having an Electronic Press Kit

    See the woodwind blogs I’m following, and suggest others!

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    Career

    Q&A: Personal reflections

    ByBret Pimentel May 24, 2023May 29, 2023

    A couple of weeks ago I put out a call for questions, in honor of today being the fifteenth anniversary of this blog. A few of the questions asked about my own career and approaches to various things. I’ll try to answer the best I can.

    One reader asked about music education and work/life balance. This person completed a degree in music education but found there was pressure to make teaching a “lifestyle” rather than just a 9-to-5 kind of job.

    To be clear, my degrees are in performance, not music education, though I make my living as an educator at the university level. But most of my students are music education majors, and on the track to become public school band directors. Some of my former students have really embraced that career, have excelled in it, and have wrestled with the work/life balance aspects to various results. Others have burned out quickly and moved on to other career options. I do think sometimes there’s a sort of cult around music as a career—the rueful but revealing jokes about college music majors “living” in the practice rooms, or about high school band directors kissing their families goodbye until after marching band season. It’s a complex and very individual calculus whether passion, time investment, family and other “life” demands, finances, and identity balance in the right ways to make those careers worthwhile. It’s also a moving target: after 14 years and a couple of promotions in my university position, the demands on my time and energy have shifted, and my approach to the job has adapted to make it more sustainable for me and my specific needs.

    A related question came from another reader: am I happy with the balance of teaching and performing in my life, and do I have plans to adjust that?

    As a full-time university music professor, a certain quantity of teaching (and to some extent performance) is non-negotiable. And I live in a rural and relatively remote area, so pre-made freelance performance opportunities are somewhat limited. But there are some choices I have made to adjust my balance. I don’t teach summer classes, so I’ve got a few months each year to do some relaxing/recovery and some concentrated work on projects that are important to me, like preparing recitals, working on online content and tools, and writing. A few years ago I cut loose my private students outside of my university responsibilities, in order to focus on finishing a book and further developing some online projects. I’m fortunate that the book and online things have more than replaced the income from those additional students, and let me have a little more variety in my days. Plus, I get to refer lesson inquiries to my college students, who are usually anxious for the experience and the reed money.

    A longtime woodwind player asked what I do to “keep things fresh.”

    I can respond with some of the things I’ve done, but of course these are specific to my interests and circumstances. I continue to pursue interests in world/folk instruments, and the Zoom era has opened up some possibilities for connecting and studying with expert players around the world. I’m also having fun with combining woodwind instruments with electronics. My university job gives me a venue and audience to do new and/or familiar things on stage, in annual faculty recitals. This blog and my other web-based projects combine my interest in music and woodwinds with my interest in software and coding. I’ve released the one book, and am in the process of writing another. And of course I’m always on the lookout for new etudes, exercises, and repertoire for me and for my students.

    Thanks for the thoughtful questions!

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    Woodwind playing and pedagogy

    Q&A: Woodwind doubling advice

    ByBret Pimentel May 24, 2023May 29, 2023

    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.

    Thanks for the thoughtful questions!

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    Announcements and news

    Fifteenth anniversary

    ByBret Pimentel May 24, 2023May 24, 2023

    Today is fifteen years since I started the blog. Thanks for all the comments, social media shares, emails, donations, and other connections. I hope you will continue to read and engage.

    A few weeks ago I put out a request for questions from my readers. Here are a couple of posts with some answers:

    • Q&A: Woodwind doubling advice
    • Q&A: Personal reflections
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  • Announcements and news

    At the 15-year mark: ask me anything

    ByBret Pimentel May 11, 2023May 11, 2023

    To my own amazement, this blog is rapidly approaching its 15-year anniversary later this month, May 24th. (Some of the content is dated at even older than 15 years, because I wrote it before starting the blog and retroactively turned it into blog posts.)

    If you like, send me question(s) about whatever you want, about woodwind playing, doubling, blogging, teaching, or whatever. You can remain anonymous if you like. If it makes sense to do so based on the responses, I’ll answer them in one or more blog posts starting on about the 24th. If the response is low or the questions are not particularly of interest to my audience at large, I’ll answer as many as I can privately.

    I did this at the 10-year mark as well, and got some good questions.

    Thanks for reading!

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  • Favorite blog posts

    Favorite blog posts, April 2023

    ByBret Pimentel April 30, 2023April 30, 2023
    • DoctorFlute (Angela McBrearty): You Can’t Have a Good High Register Without Having a Really Good Low Register
    • oboealli (Alli Gessner): A new perspective on teaching oboists to play softly
    • The Flute Examiner (Keith Hanlon): Getting in Shape When You’re Out of Shape
    • Meerenai Shim (flute): How to choose a good recording engineer/studio

    See the woodwind blogs I’m following, and suggest others!

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    Woodwind playing and pedagogy

    Do I really need…

    ByBret Pimentel April 27, 2023April 30, 2023

    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!

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    Woodwind playing and pedagogy

    Principles for teaching woodwind methods

    ByBret Pimentel April 16, 2023April 30, 2023

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

    I teach a woodwind methods course at my university. This class (sometimes known as “woodwind techniques” or “class woodwinds”) is for music education majors. It’s a kind of crash course in the woodwind instruments (flute, oboe, clarinet, bassoon, and saxophone) in preparation for careers in school band directing. Here are some things I try to keep in mind when teaching it.

    • It’s a pedagogy course, not a performance course. Since my background is in performance, not music education, it’s tempting to veer off into the finer points of playing. But while hands-on experience with the instruments is crucial, the real goal here is that they are able to effectively teach beginning and intermediate students, which is a (somewhat) separate skill. Give your students lots of chances to practice their teaching.
    • Keep it concept-based. While some time needs to be spent on the quirks of each instrument, it’s more efficient to teach underlying principles like breath support, voicing, embouchure, and finger movement, which vary from woodwind to woodwind less than many educators think. Help your students make connections between how the instruments are played, rather than walling the concepts off into a flute unit, an oboe unit, etc.
    • Keep it mission-critical. Mine is a one-semester course; some schools offer the luxury of spreading the woodwinds over several semesters. But even a semester for each instrument wouldn’t be nearly enough. Be disciplined about sticking to the most central, useful concepts. Knowing the early history and development of the oboe isn’t a bad thing, but it’s not critical to this course. Ditto for show-and-tell with the alto flute or sopranino saxophone, discussion of circular breathing and double-lip clarinet embouchure, and reedmaking. Be ruthless about cutting what are probably your favorite lectures—the more advanced, obscure ones.
    • Expect your students to forget everything. They can probably learn just enough clarinet fingerings to get through the test, but they will almost certainly forget them as soon as you hand them a bassoon. Gear your woodwind methods course activities toward broader skills like the ability to read a fingering chart, rather than short-term memorization of specifics.

    Give your students their best chance at becoming successful woodwind teachers!

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