Oboist on the Supreme Court? part III

Elena Kagan
Supreme Court Justice Elena Kagan: Not, as far as we know, a woodwind player.

Well, it looks like we’re going to have to wait a while longer for a woodwind player on the US’s highest court. Oboist Diane Wood, previously a candidate for the Supreme Court vacancy, has been passed over in favor of newly-confirmed Elena Kagan. I’m sure that, despite her presumably total inability to play the oboe, she will serve her nation well.

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    Teaching multiple instruments: IDRS 2016 presentation

    Lecture notes from a presentation on teaching multiple instruments, especially double reeds in a higher education setting, from the 2016 International Double Reed Society conference.

    Downloadable version

    Teaching Multiple Instruments

    Dr. Bret Pimentel, Delta State University

    IDRS Conference 2016, Columbus, Georgia

    More and more university music teaching positions require wearing several hats, sometimes including teaching multiple instruments. (Oboe plus bassoon is an especially common combination, even though it’s unusual for musicians to play both well.) Teaching multiple instruments is also a potentially valuable skill for instructors at lesson studios in private music schools or in music stores, for instructors in middle or high school band and orchestra programs, and for those establishing private studios from their homes.

    Getting hired

    • In many multiple-instrument hiring situations, the expectation is proficiency on one instrument and willingness to fake your way teaching the other(s). Any actual training or background on secondary instruments immediately sets you apart. Strongly consider taking at least a few lessons on a secondary instrument—this shows seriousness about the multiple-instrument thing, even if it doesn’t make you a virtuoso.
    • Having access to books (or websites) isn’t a substitute. Neither is “knowing a guy” who you can “ask questions.” Though those are usable resources, they aren’t convincing to hiring committees because they don’t demonstrate any actual effort prior to submitting your application.
    • Be honest but positive with yourself and with hiring committees about your ability and/or enthusiasm for teaching multiple instruments. For example:
      • “I play oboe professionally, but I am deeply committed to both instruments and am working to improve my bassoon skills. I have some experience playing bassoon in semi-professional settings.”
      • “Bassoon is really my thing, but I took oboe lessons for a couple of summers during graduate school and am enthusiastic about teaching the double reeds.”
      • “Teaching bassoon would be a brand new challenge for me, and one that I would take seriously.”

    Lesson time

    • You won’t have to fix all of your students’ technical issues on day one, but you will have to assign repertoire and studies right away. Spend some serious time browsing other teachers’ syllabi and “suggested repertoire” lists (many are available online!), and start compiling some lists of your own. Are you ready to recommend, for example:
      • some remedial etudes and an easy solo for an incoming freshman?
      • an hour’s worth of varied and challenging-but-doable repertoire for a junior entering a competition?
      • a solid program for a senior recital that can double as serious graduate school audition repertoire?
      • Baroque pieces?
      • pieces with extended techniques?
      • chamber pieces with strings?
      • concerti with concert band?
      • and so on…
    • You will, of course, have to address technical issues at some point. Be advised that your students know when you’re making things up. But it can be a great experience to spend a few minutes researching a question together, or calling a colleague or mentor on speakerphone for advice.
    • Both you and the student can learn a lot when you dare to get an instrument out and try some things together. Your students know it’s not your main instrument, and appreciate seeing you step out of your comfort zone. Consider giving them a chance to teach you something—teaching is a skill they should be learning anyway.

    Managing resources

    • Institutional resources like money, time, and space are often allocated per faculty member, not per instrument taught. As appropriate, consider making a case for the following (for example):
      • Funding for your oboe studio plus funding for your bassoon studio. Per-faculty funding can be unfair to students, who won’t benefit from purchases made for the other studio.
      • Additional prep time built into your schedule to accommodate the logistics of multiple studios.
      • Studio space and storage space suitable for several studios’ worth of instruments, sheet music, reed desks, etc.
    • If you are a single-instrumentalist teaching multiple instruments, consider forming partnerships with others in the same situation. Visit each other’s schools once or twice a year, maybe more often if the travel is short. Be each other’s consultants, guest artists, masterclass teachers, reed sources.
    • Consider which aspects of running a studio you can streamline to accommodate multiple instruments without multiplying your workload. For example:
      • Use your university’s LMS features, perhaps to combine all of your applied students into one “course,” instead of having to communicate separately to each instrument group.
      • If permissible and appropriate, rotate or combine things like studio classes and chamber group coachings.
      • Repurpose, say, oboe sight-reading excerpts as saxophone excerpts, or vice-versa. (Doesn’t work as well between oboe and bassoon. Clefs, you know.)

    Staying sharp (figuratively)

    • Join an organization. Attend conferences. Read the journal. Summer camps (that welcome or at least tolerate adults) are great, too.
      • For oboe-plus-bassoon teachers, IDRS is perfect! Be sure to attend recitals and masterclasses for your secondary teaching instrument, and familiarize yourself with equipment and repertoire options in the vendor exhibits.
    • Build your library of recordings, pedagogical materials, and experiences related to your secondary teaching instrument(s). If it suits your goals, budget toward buying or upgrading your secondary instruments and investing in your further education.
    • Be smart, informed, and conscientious about learning what pedagogical techniques, ideas, etc. you can share between instruments and what you can’t.
    • If you are at even an intermediate performing level on a secondary instrument, strongly consider playing it on your faculty recitals (one short, easy piece?). Keep yourself challenged to improve.
    • Shameless plug: Keep an eye on bretpimentel.com for blog posts and other resources related to playing and teaching multiple woodwind instruments, and the fundamental techniques that those instruments share.

    Long-term career planning

    • Is teaching multiple instruments an end goal for you, or just a way to get that first teaching job that will be a stepping stone to something that fits you better? Hint: either is okay, and it’s also okay to change your mind.
    • If you need to meet certain expectations for tenure, annual reviews, etc., be smart about how your multiple-instrument duties affect this. For example:
      • If leadership in professional organizations is important, you may need to attend your major instrument’s conference every year, instead of bouncing from conference to conference.
      • Understand student recruitment expectations—will you need to keep your studios balanced in a certain way, or is it acceptable if, say, recruiting for your main instrument is more successful?
  • New multiple woodwinds commission: Sy Brandon

    Sy Brandon

    I am pleased to announce a newly-commissioned piece in progress, for multiple woodwinds soloist and piano, being composed by Sy Brandon. Dr. Brandon is Professor Emeritus of Music at Millersville University in Pennsylvania and an active, prolific composer. He also blogs about his composition process at Composing Insights. The commission is made possible by a Co-op Press Commission Assistance Grant.

    I was delighted a few years ago to have a fascinating new piece, seventy times seven, written by Dan Bradshaw, which was a blast to perform but required some instruments I don’t own (baritone saxophone and B-flat contrabass clarinet) and some fairly sophisticated electronics operated in live performance by the composer. I fear that, because of the complications involved (did I mention the composer now lives in Hawaii?) I may never get to perform it again.

    In my application for the Co-op Press grant, I made the case that even though there are a small handful of pieces for woodwind doublers, few of them are very portable—most require a large ensemble, hard-to-find instruments, or electronics, or otherwise have logistical barriers to performance. I think there is demand among the doubling community for pieces that showcase multiple-woodwind skill and that can be programmed on a recital with reasonable ease.

    I’ll be posting updates here, and Dr. Brandon has already started documenting his work on the piece over at Composing Insights. He has posted the first movement, for flute and piano, and is asking for comments, so surf on over and take a look.

  • Oboist on the Supreme Court? part II

    I posted last week about Diane Wood, the federal judge and oboist who is a candidate to fill a soon-to-be vacant seat on the US Supreme Court. (Unsurprisingly, Patty Mitchell, prolific blogger and online curator of all things oboe-related, also picked up the story.)

    Yesterday the LA Times ran an op-ed by Meghan Daum, herself a recovering oboe player, entitled “The Supreme Court could use an oboist.” Here are the good parts:

    The oboe isn’t just an instrument; it’s a way of life. … Playing the oboe means living your life entirely at the mercy of tiny wooden double reeds that crack at inopportune moments (weirder and more awful yet, you’re supposed to make them yourself as though you were a 19th century artisan). It also means blowing so hard into them that you risk a brain aneurysm every time you try to hit a high D. It also means you’re a huge nerd.

    Read More “Oboist on the Supreme Court? part II”

  • Important people in woodwind history

    In my ongoing quest to learn all things woodwind-related in time for my doctoral comprehensive exams, I’ve compiled lists of important woodwind players, makers, teachers, composers, etc., with very brief biographies. Here’s the result. Read More “Important people in woodwind history”

  • Fingering Diagram Builder, version 0.51: flute half-holes

    Okay, nerds. I got email from a composer acquaintance who pointed out, correctly but also politely, that the Fingering Diagram Builder was lacking a bit in the area of flute half-holing. Here is a minor release to fix that problem. Now you can do some different half-holes on an open-holed flute’s rings. Here is the most obvious kind:

    Lengthwise upper half-hole
    Lengthwise upper half-hole

    But this may also be useful:

    Widthwise proximal half-hole

    Or, hey, get creative with it:

    A variety of half-holes. On the right hand third finger, I’ve overlapped a lengthwise upper half-hole and a widthwise distal half-hole. Works great if you have oddly-shaped fingers.

    You can even do this if you want to. It’s no skin off my nose.

    Gah

    If you’re going for something relatively simple, a few clicks will do it. For the first example (lengthwise upper), click the “Keywork” tab on the menu, then “Keywork details.” Scroll down quite a bit and set “Open holes” to “always” and “Lengthwise upper half-holes” to “always.” Now you are in business. For the key that you want, click the main key (biggest circle) on the diagram, then the open half of the hole, then the closed half of the hole. Bam.

    I’m interested in making the FDB useful for new and interesting kinds of fingering diagrams, so let me hear your requests for future versions. Stay tuned for more new features and improvements that are already in the planning stages.

  • Jazz recital videos, August 2017

    This year I played all jazz at my Delta State University faculty recital. Program and some selected videos are below.

    I’m very much a part-time jazz player, so it was fun to spend the summer trying to get my chops in shape to play tunes in a variety of styles on a variety of instruments. This was my new record for number of instruments on a recital: flute, oboe, clarinet, bass clarinet, bassoon (electric bassoon), soprano/alto/tenor saxophones, and EWI, 9 in all. I’ve written previously about the challenges of improvising on multiple instruments, which I suspect might be surprising to non-doublers or non-improvisers.

    An additional challenge is that I live in a small town in an isolated area, so I had to bring in some rhythm section players from out of town and rehearsal time was extremely limited. Enjoy the videos warts and all.

    I have previously done some things with bassoon and electronics, but I took that to a new level this time around with a Little Jake pickup and a few new effects pedals. This was lots of fun and I’m already brainstorming how I can use the Little Jake with some other instruments.

    The pedalboard setup I used for electric bassoon and EWI

    Program

     

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