My doubling bag

Today I found myself in the embarrassing situation of arriving at a rehearsal, contrabassoon in tow, without a single contrabassoon reed. Luckily the problem was easily solved—the reeds were literally just a few moments away, and I didn’t miss a note of rehearsal.

The problem, of course, is that the contra is a university-owned instrument, used by several student bassoonists, and so I don’t like to leave my reeds in the case. I just keep them in my bassoon case, with my bassoon reeds, and usually this works out fine since it’s rare that I go anywhere with the contra unless I have my bassoon along, too. But on the rare occasion that it happens, like today, I can easily forget to bring the reeds with me.

A number of years ago, when I started to get really serious about the doubling thing, I decided I needed a bag in which to keep my non-instrument-specific stuff. For example, in prior years as a dedicated alto saxophonist, I kept my accessories in my saxophone case: a metronome, a tube of cork grease, and so forth. When my instrument cases began to multiply, I found myself sometimes without an accessory that I needed. Buying more tubes of cork grease isn’t a big deal, but multiple metronomes can turn into real money for a college student. So I invested in a cheap messenger-type bag.

In my instrument cases, I keep things that I use for that instrument only. So my clarinet case has my clarinet reeds, a clarinet swab, a clarinet reed trimmer, clarinet tuning rings, a couple of extra barrels, and that’s it. In my bag, I keep a metronome, tuner, some emergency repair items, a few reed tools, and cork grease. I also keep all the sheet music for my current practicing and gig projects in there, mostly because I like to keep my instrument cases compact rather than buying larger cases with sheet music pockets. So, whatever rehearsal or gig I’m running off to, I always grab my bag along with whatever instruments are coming along.

One weakness of this system manifested itself today in the brief contrabassoon reed crisis. If I owned my own contra, I would keep my reeds in the case. But I don’t, so the reeds currently cohabitate with my bassoon reeds. My oboe reed case also has English horn and oboe d’amore reeds in it. I’ve also got a stash of baritone saxophone reeds and reeds for the larger clarinets. I could possibly keep all those in my bag—that way I would always be sure I had them. But who wants to carry around oboe d’amore reeds for years on the slim chance of playing a borrowed d’amore again? Clearly, I’m going to have to buy a contrabassoon, an English horn, a d’amore, a bari, and some big clarinets so that my reeds will have permanent homes.

Another issue is that when I’m on my way to a gig with a saxophone case in each hand and several smaller woodwinds slung over my shoulders (case covers with shoulder straps are essential for a doubler!), I’ve got an additional bag to lug around, with lots of things in it that I may not really need for the situation.

For now, I’m putting the contrabassoon reeds into the bag, since contra is on the docket through December for sure, and likely through spring. The d’amore reeds will have to continue to bunk with the oboe and English horn reeds until further notice.

Similar Posts

  • |

    Essential woodwind literature

    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.

    Here’s what I’ve come up with.

  • |

    Woodwind Doubler Census results, part 8: final comments

    I decided to leave a space in the survey for general comments, and many of you took the time to remark on a variety of subjects. Many of them were directed to me personally or seemed otherwise non-public in nature, so I’m not going to list them all, but I’ll share a few and summarize the rest.

    Some of you politely made suggestions on how the survey could be better:

    • There’s a big gap between “casual dabbler” and “semi-pro”. I suggest an additional category: “serious amateur” or something like that.
    • It would be good to have a skill level between casual dabbler and music major (something along the lines of “good amateur”). As the poll currently is, it suggests that I play recorder to the same standard as sax. I would consider my recorder and flute playing better than “not at all” but my sax and clarinet playing not to be at the level of “music major”, hence they all closest to “casual dabbler”. I guess it’s too late to change the poll now, but I thought I’d offer my opinion anyway :).
    • maybe ask music arranging abilities. Small ensemble writing for different woodwinds is necessary in my working fields.
    • Not sure what your intent is with this data, but I do think that there are some fields that would be nice to have/know of (of course maybe for the next time you do this)…  For example,
      -“what do you consider your strongest/primary instrument”,
      -consider having three columns in the instruments section like:  own/play/don’t own
    • Didn’t know how to answer some of the questions because I’m still a high school student

    I think these are all good suggestions, and ones that I would probably take if I could do the survey over. (At this point I have no specific plan for future surveys, but haven’t ruled the idea out, either.) Read More “Woodwind Doubler Census results, part 8: final comments”

  • Q&A: Woodwind doubling

    Here are some of the questions readers sent me in celebration of this blog’s 10-year anniversary. I have edited, combined, and otherwise adapted some of them but hopefully there are answers here for those of you who were kind enough to inquire.

    What are the highlights of your career related to doubling thus far?

    Hello, I was wondering about how feel about what you play as a woodwind doubler vs as a single instrumentalist. Do you feel like you’re still able to connect musically with things like pit orchestra as opposed to solo repertoire? Or what other options are there for woodwind doublers to express themselves?

    I’m not a Broadway pit orchestra doubler, or a Los Angeles studio doubler, or even working in a medium-sized market. When the opportunities have arisen I’ve done the usual journeyman doubling work: playing local musical theater, regional orchestras and chamber groups and big bands, church gigs, and rock and blues bands. I enjoy all of these, and in particular I enjoy the variety in my performing career.

    For me the biggest highlights have been connected to my academic career. This includes my attempts at bringing doubling to the recital hall, doing recitals (on my own college campus and others) of concert repertoire on multiple instruments. It also includes my teaching of multiple instruments in a studio setting, as well as woodwind methods courses, plus the textbook I wrote. This blog has been a highlight, too, that has put me in touch with woodwind doublers around the world, including some of my heroes.

    How does someone with a full time job, kids, etc. who does doubling as a hobby effectively split practice time among all of their instruments? I’m usually able to practice 1 hour per day. Should I split my session among instruments, or focus on one a day? What’s a good rotation? Any tips or tricks are appreciated!

    There’s never enough time in a day for a woodwind doubler. The answers to your questions will probably depend on you: what are your goals? do you want to play all your instruments equally, or do you want to have a “primary” instrument? are you practicing for specific performances or with specific goals in mind, or are you just trying to maintain and develop your skills in a general way? I think the answers to these questions will help clarify for you how you should be allocating your time.

    For me personally, an hour is just enough to feel like I’m making some amount of progress on a single instrument, so I suppose if I were in your situation I would mostly practice one instrument per day. Your results may vary. If you’re practicing for general skill development, I do think some kind of pre-planned rotation is valuable, though I don’t think the specifics are important. For me, just having some kind of purposeful rotation makes sure I don’t fall into a rut of, say, grabbing my flute every time because it’s easier than getting a reed wet.


    Thanks for your questions! It’s extra special to me to hear from fellow woodwind doublers.

    More 10-year anniversary Q&A

  • Woodwind Doubler Census 2021 results, part 1: demographics

    Thanks to all who participated in my 2021 woodwind doubling survey, and to those who helped spread the word. I’m releasing the results in installments, so be sure to use my social media links, RSS feeds, etc. to keep up.

    I got 284 responses, an improvement over 2011’s 187. The numbers for each of these questions don’t necessarily add up to exactly that number, since not everybody responded to every question.

    Gender identity

    I provided more options for gender identity than in 2011’s survey. Here’s the breakdown. (Percentages are of those who answered the question.)

    2021 Data
    Male 222 78%
    Female 49 17%
    Female, Transgender 1 ~0%
    Nonbinary/nonconforming 10 4%
    Transgender, Nonbinary/nonconforming 1 ~0%

    2011 Data
    Male 146 78%
    Female 41 22%

    Age

    As was the case 10 years ago, the numbers skew toward the younger end. I’m not sure if this is affected by the survey being distributed primarily online. No respondents claimed to be younger than teenaged or older than in their 70s.

    2021 Data
    Teenage 22 8%
    20s 72 25%
    30s 67 24%
    40s 40 14%
    50s 41 14%
    60s 35 12%
    70s 6 2%

    2011 Data
    Younger than 20 19 1%
    20s 54 10%
    30s 31 29%
    40s 36 17%
    50s 33 19%
    60s 12 18%
    70s 1 6%

    Region

    I provided options for this that broke down by continent. A few of you island dwellers responded with “other” and specified locations in Oceania and the Caribbean. I probably need to rethink this question for 2031, but for purposes of data reporting I have lumped everyone together into continents for now.

    The continued absence of responses from Africa and South America may be related to language barriers and/or other factors. I did get a few responses from Asia this year, which I didn’t in 2011.

    2021 Data
    Asia 3 1%
    Australia 11 4%
    Europe 20 7%
    North America 249 88%

    2011 Data
    Australia 11 6%
    Europe 12 6%
    North America 162 87%

    Which of these best describes where you live?

    The “city, but not a ‘major’ one” option was added based on feedback from the 2011 survey. A few of you used the “other” option to explain more complicated living situations (such as multiple locations), and for reporting purposes I’ve taken the liberty of lumping those into the categories I thought were the closest match.

    2021 Data
    major city or metropolitan area 127 45%
    city, but not a “major” one 69 24%
    suburb or exurb 63 22%
    rural or remote area 24 8%

    2011 Data
    major city or metropolitan area 93 50%
    suburban area 66 35%
    rural or remote area 23 12%
    other 5 3%

    Describe your current level of formal education (in any field).

    “Less than high school diploma” is a new option this yea. The categories in the graph are abbreviated; the full text from the survey is in the data table.

    2021 dATA
    Less than high school diploma 8 3%
    High school diploma or equivalent 6 2%
    Some college 33 12%
    Bachelors degree 70 25%
    Some graduate school 18 6%
    Masters degree 103 37%
    Doctorate 38 13%
    Other degree type or comparable certification 6 2%

    2011 Data
    High school diploma or equivalent 8 4%
    Some college 28 15%
    Bachelors degree 59 32%
    Some graduate school 16 9%
    Masters degree 53 28%
    Doctorate 16 9%
    Other degree type or comparable certification 6 3%

    Thanks again for your participation and stay tuned for more survey results.

  • Why I don’t loan out instruments

    I am slowly building a good collection of high-quality instruments. It’s not easy to do that on a graduate student’s budget; I accomplish it by living frugally, saving carefully, shopping around, and generally putting a great deal of thought and planning into each purchase. I don’t buy instruments on credit. I protect my investments with conscientious care and maintenance, as well as an excellent insurance policy by a company that specializes in musical instrument coverage. (Incidentally, this policy quickly paid for itself, several times over, when there was an “incident” with my flute a couple of years ago. Seriously consider getting one if you don’t have one already!)

    Every now and then someone asks to borrow an instrument from me. Often it will be a saxophonist who needs a flute or clarinet for a gig they have already agreed to play. My policy, which I have upheld almost perfectly for several years now, is simple: I don’t loan instruments to anybody, for anything, period. Read More “Why I don’t loan out instruments”

  • |

    Planning breaths

    Disclosure: As an Amazon Associate I earn from qualifying purchases, at no cost to you.

    When learning a new étude or repertoire piece, it’s common to practice at first with focus on the notes, often playing them at a slow tempo and/or divided into chunks. This is a good approach for mastering the needed finger technique, but it may neglect one of the crucial parts of a performance: breathing.

    In some music, it’s obvious where to breathe. But in a page of nonstop sixteenth notes, it’s harder to find the right places, and to execute them gracefully. Adding to the problem, I find that when I am nervous or playing under pressure, my breathing is one of the first things that falls apart: I start breathing in unaccustomed places, or skipping breaths that I know I really need.

    I recommend establishing a breathing plan early in the process of learning new music. That way you can practice the breaths just like you practice the notes—they become a part of your muscle memory, and will happen automatically even under pressure.

    The first step for a wind player should be to mark in the musical breaths, the ones that demarcate phrases. These are breaths that you will take (or possibly fake) regardless of your need for oxygen, because they serve the music. How exactly to do that is beyond the scope of this post, but here are a few quick tips:

    • Beware breathing at bar lines. They look like nice stopping points, but often don’t make musical sense. (They are there only for your convenience in counting.)
    • Background in music theory helps a lot, but you can also use your ears to help you figure out intuitively where a phrase comes to rest, or steal ideas from a good recording.
    • To go deeper, consider studying phrasing, perhaps from a book like David McGill’s. (Put that one on your wish list if you haven’t read it already!)

    Once the breaths required by the music are in place, you may decide you need more, perhaps because you haven’t worked the piece up to its full tempo yet (or because the piece isn’t written with sensitivity to your desire to survive). Mark in-between “survival” breaths as needed, perhaps in parentheses so you remember which ones they are. Put them in the best places you can find, and execute them as musically as you can, but as your tempo increases you may be able to skip them. If so, be sure to erase them so your marked-in plan stays up to date.

    Choosing places for survival breaths is a trial-and-error process. Mark some in and give them a try, then adjust as needed. If you feel uncomfortable while playing, this can lead to panicked decisions on stage, so choose breaths for your comfort.

    Particularly for the oboe, you may find you need some “breaths” where you can actually exhale stale air. Mark these clearly, too.

    Always update your pencil marks if you decide to change the plan at all, so that your plan is 100% clear and you can practice it in a consistent way. You can change your mind later, as long as you change your marks.

    To summarize:

    • Start early in the process of learning a new piece.
    • Mark in musical breaths, which you will observe even if you’re capable of playing longer without stopping.
    • Mark in survival breaths, if necessary. Use trial and error to get them right.
    • Practice the breaths just as diligently as you practice the notes.
    • As you get closer to the performance, you might alter the breathing plan as your interpretation evolves, or as you no longer need some of the survival breaths.
    • Be strict about keeping the markings current, and about playing just what is marked.

    Well-planned, thoroughly-practiced breaths contribute to a relaxed, musical performance.

Leave a Reply

Your email address will not be published. Required fields are marked *

Comments that take a negative or confrontational tone are subject to email and name verification before being approved. In other words: no anonymous trolls allowed—take responsibility for your words.

This site uses Akismet to reduce spam. Learn how your comment data is processed.