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Bret Pimentel, woodwinds
Bret Pimentel, woodwinds
  • Musicianship

    Simple and effective cues

    ByBret Pimentel November 15, 2016December 8, 2021

    Inspired by Jenny Maclay’s post about the importance of giving good cues in chamber music, I’d like to share some advice on cueing technique. Beginners to this often work much too hard at it, trying to execute movements that are large, elaborate, and confusing.

    Instead, try one of these:

    1. Just breathe. For intimate ensembles, a purposeful breath on a preparatory beat is often enough. (For example, for a piece in 4/4 time that starts on beat one, breathe on beat four.) The breath is simple and natural, and is subtle but just detectable visually and aurally. To an audience, it looks almost like telepathy. A breath cue is also expressive—it can communicate not just tempo and downbeat, but also character.
    2. Or, if a more visually-oriented cue is really necessary, keep it extremely simple. For a preparatory beat, lift your instrument and/or head up (an inch is more than enough), then cue by bringing it back down. Skip the curlicues.

    cue

    Easy!

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  • Woodwind playing and pedagogy

    Woodwinds and “altissimo” registers

    ByBret Pimentel November 8, 2016March 14, 2017

    I recently had a saxophone student perform a repertoire piece with some altissimo technique in it, and a non-woodwind-playing musician asked me afterward about the instrument’s extended range. This led to further questions about “altissimo” on other instruments. The answers are a little complicated, but here is some information:

    The term “altissimo” suggests an extreme high register. The term is widely used by clarinetists and saxophonists, with essentially the same definition: pitches in the instrument’s third register or higher. Basically, this is notes above (written) F-sharp-6 for saxophones or (written) C6 for clarinets. (It’s not really that simple if you factor in alternate fingerings: a clarinetist, for example, might use a trill fingering to produce a D6 in the second register, or a saxophonist might use a “front” fingering to produce E6 or F6 in the third register.) For clarinetists, using some of the altissimo register is a pretty basic technique, part of the instrument’s “standard” range (which extends maybe to G6, depending on who you ask), and accessible to, say, an intermediate-level high school student. For saxophonists, altissimo is viewed as a more advanced technique, outside the “standard” range, perhaps accessible to college-level musicians or motivated high schoolers.

    The word “altissimo” isn’t used much in the flute and double reed worlds, though those instruments’ third registers are widely used even by intermediate-level players. (Christopher Redgate does use the term in his writings about oboe extended techniques, but arbitrarily defines it as beginning at G6, well into the instrument’s third register.) The flute’s third register begins (basically) at D6, the oboe’s at C-sharp-6, and the bassoon’s at E-flat-4.

    the lowest pitch (written) of each woodwind's third register
    the lowest pitch (written) of each woodwind’s third register

    In short, all of the woodwinds do have an “altissimo” range in the sense that they have a third register and higher. But not all of them use that terminology, and those that do differ on whether the altissimo range is “standard” or an extended technique.

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  • Favorite blog posts

    Favorite blog posts, October 2016

    ByBret Pimentel October 31, 2016July 19, 2022
    • Rachel Taylor Geier offers a “practice blueprint” for the Poulenc flute sonata. I also liked her post on playing second flute (applicable to players of other instruments, too).
    • Meri Dolevski-Lewis makes a case for not hiring woodwind doublers for performing or teaching gigs [update: link dead].
    • Flutist Deanna Mathews Kilbourne discusses what an electronic tuner (or tuner app) is and isn’t good for.
    • Saxophonist Ben Britton explains his theory about ligature position.
    • Chris Hankin lists and comments on classical-period flute concerti by composers who aren’t Mozart.
    • Clarinetist Jenny Maclay shares warm-up routines in small, medium, and large sizes.
    • Cate Hummel offers suggestions on teaching the flute’s third octave.
    • “Quinn the Eskimo”(?) expounds the history of the Mazzeo-system clarinet, with references.
    • Eryn Oft discusses bassoons in the less-than-$5000 category. (Fair warning: she appears to have some kind of financial arrangement with one of the makers in question.)
    • Bassoonist and historical-woodwinds player Theresa Koenig shares her experience with practicing and Alexander Technique.
    • Saxophonist Bill Plake recommends practicing with vision.
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  • Education | Musicianship

    Solo/chamber stage etiquette for first-year music majors

    ByBret Pimentel October 18, 2016September 6, 2022

    Here’s what I teach my first-year music majors as they are preparing for their first public performance of solo or chamber repertoire. Customs may vary in your area.

    photo, Converse College
    photo, Converse College
    • Dress professionally and comfortably. Formalwear/eveningwear is overkill and a distraction for most music major recital performances. I like to wear a necktie and preferably also a jacket, but something of roughly equivalent dressiness also works (slacks/skirt and a nice top are another example).
    • Enter the stage by walking swiftly and confidently. Stop just short of the music stand, so that it isn’t between you and the audience (at least not yet).
    • Before you do anything else, acknowledge your audience with a bow. (If you are on stage with collaborative musicians, wait for them to get into position so you can all bow together. Whoever is standing closest to the front should start the bow as soon as everybody is ready.) To bow: bend at the waist, look at your shoes for a second, then straighten back up. Keep both hands either on your instrument or at your sides. Don’t curtsy. Don’t shrug or roll your eyes or pull faces. (I suggest practicing your bow a little before your performance. Maybe take smartphone video so you can see if you are doing something weird.)
    • After bowing, make any last-minute arrangements or adjustments: arranging sheet music, checking reeds, etc.
    • If you are taking a tuning note on stage, turn to whoever is providing the pitch. Mostly listen, then play briefly, adjust, and if needed play one more time (briefly!) to be sure. Don’t play a long tuning note, like you’re trying to convince yourself that you’re right. If you’re uncertain about your ability to tune accurately on stage, you can tune to a tuner or other reference before going on stage, and use the onstage tuning as a chance to just play a note before you begin the performance.
    • During the performance, don’t make faces or gestures in response to mistakes. It calls unnecessary attention to what probably are barely-noticeable glitches, and takes you and your audience out of the moment.
    • As you and/or your collaborators play the last note of each movement or piece, freeze in place. Hold your position until the last note finishes reverberating in the performance space, then another second or two.
    • If you just finished a complete musical work (not just one movement of the larger work you are performing), you can bring your instrument down into a carrying position, look out into the audience, and smile to signal that the piece is complete. They should start to applaud at this point.
    • Leave the stage quickly. Don’t be caught still on stage when the applause ends. In some situations you can leave your sheet music behind to be retrieved later.
    • In some cases the audience will continue to applaud enthusiastically after you leave the stage. If you like, you can return to the stage for another bow and then leave quickly again. Sometimes the audience doesn’t bring you back for another bow—don’t take that personally.

    Break a leg!

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  • Woodwind playing and pedagogy

    Accents and the tongue (or not)

    ByBret Pimentel October 13, 2016March 14, 2017

    As a follow-up to my previous post on the role of the tongue in articulation, I would like to address the problem of accents.

    When I hear my students playing heavy, thumpy accents, I ask them how they are playing the accents. The answer is usually the same: “tongue harder?”

    But when the tongue is properly understood to release the reed (or release the airstream on the flute), the idea of tonguing harder doesn’t make much sense. (How do you release harder?) Unfortunately, for many developing woodwind players, it translates to a larger area of contact between the tongue and the reed, causing unwanted percussive sounds.

    accent

    Accents are better understood as what they appear to be on the page: small decrescendos. An accent is a note shape: louder at the beginning, softer at the end. It is produced by the mechanisms of volume/dynamics, not the tongue. Often, but not always, the note starts louder than the baseline dynamic level and decrescendos back to it.

    As with most aspects of musical interpretation, this leaves a great deal of room for variation; accents can have many characters and shades. But none of those should include thuds or thumps (unless, I suppose, called for by the composer). Practice beautiful and stylish accents by slowing down the music enough to give each accented note a graceful decrescendo.

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  • Woodwind playing and pedagogy

    “Starting” notes with the tongue

    ByBret Pimentel October 11, 2016August 2, 2017

    There’s a common misconception about woodwind articulation, that notes somehow “start” with the tongue. So, how do you start notes with your tongue? Does your tongue somehow strike the reed, making it vibrate? Try it, I’ll wait.

    Hit that reed with your tongue as hard as you like, but I suspect nothing will happen until you add air. The truth of the matter is that air starts the vibration—the tongue actually stops it.

    photo, Evan Long

    So why use the tongue at the beginning of a note—why not just start the air? Try it as an experiment. Starting from zero air pressure, very gradually add air. You will probably hear air noise first, and then tone. Can you predict precisely when the tone will kick in? Using the tongue allows the note to be “released” after sufficient air pressure is in place, avoiding the airy and unpredictable note beginning.

    Thinking in terms of the tongue releasing the note rather than kickstarting it leads to more efficient, controlled, and subtle articulation.

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  • Announcements and news

    Bret on the Clarineat podcast

    ByBret Pimentel September 30, 2016March 14, 2017

    I had the pleasure of appearing on Sean Perrin’s Clarineat podcast. We talked about my blog, teaching, woodwind doubling, and more. Visit Clarineat.com to listen and subscribe, or search for it in iTunes or your favorite podcast app. Join the mailing list, too, to win a fancy ligature or future giveaways (plus stay up to date on new interviews).

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  • Favorite blog posts

    Favorite blog posts, September 2016

    ByBret Pimentel September 30, 2016January 1, 2018

    So many great woodwind blog posts in September. The flute bloggers are on fire!

    • Deanna Mathews Kilbourne offers some fingering tips for the flute’s notoriously sharp C-sharp.
    • Oboist Jennet Ingle explores quarter tones. Also, an open letter to her students about making their own reeds.
    • Flutist Nicole Riner shares some creative practice tips.
    • Ed Joffe discusses the history of woodwind doubling.
    • Flutist Angela McCuiston gets into some nuts and bolts of teaching lessons remotely via internet.
    • Bassoonist Jolene Mason experiences burnout.
    • Flutist Andrée Martin warns against mindless, repetitive practicing.
    • Joan Martí-Frasquier provides an annotated list of amateur/student-appropriate baritone saxophone repertoire.
    • Flutist Rachel Taylor Geier offers some suggestions on lesson scheduling.
    • Viviana Guzman reports on the National Flute Association conference.
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  • Announcements and news

    Recital videos, August 2016

    ByBret Pimentel September 25, 2016March 14, 2017

    I performed a recital with a faculty colleague on our campus at Delta State University, and again at the University of Mississippi (“Ole Miss”). Program and videos are below.

    The idea behind the first half was to play Paris Conservatory competition pieces from 1916 (100 years ago). The Büsser and Lefebvre pieces are not unknown, and the Fauré Fantaisie for flute and piano is core repertoire. The Paul Puget Solo for bassoon and piano was much harder to find, as it seems to have been out of print for some time. The University of Michigan library has it, and was willing to send their yellowed copy on interlibrary loan for a fee. (I am hoping to get it up on the IMSLP. Update: it’s now on the IMSLP.) If anybody is familiar with the piece, I would be curious to hear from you.

    No special theme on the second half, just a couple of contemporary works I wanted to do. Greg Pattillo’s Three Beats for beatbox flute was a fun challenge and a crowd pleaser. (My beatboxing has a long way to go. Also: I bought the piece as a PDF through Pattillo’s website, but the site seems to have been updated and now I can’t find it to link to.) And Roberto Molinelli’s Four Pictures from New York is a charming piece for saxophonist playing soprano, alto, and tenor, performed here with piano but also available in several ensemble versions. I copied Otis Murphy‘s substantial cuts to the third movement, which make sense for the saxophone/piano texture.

    Program (PDF)

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  • Musicianship

    The best practice routine

    ByBret Pimentel September 22, 2016September 2, 2022

    Lately I’ve been on a diet that has a weekly “cheat” day. Six days out of the week, my meals are Spartan, but on cheat day I get to eat whatever I want.

    My guess is that isn’t the ideal way to manage my waistline. I would be better off eating more regimented meals every day. But I would burn out and quit. The cheat day is a compromise. It cedes a little ground to my sweet tooth, but keeps me going back to lentils and broccoli for another six days.

    photo, Dave Crosby
    photo, Dave Crosby

    Every so often I decide to revamp my practice routine. It’s always ambitious. I plan hours of long tones, a battery of scales and exercises and etudes, piles of classical repertoire, and new jazz tunes. I see myself drilling every aspect of my playing for hours and hours every day.

    It usually goes well for a few days, and then fizzles out. I tell myself that I’m not getting my routine done because of a deadline. Or a conflict. Or because I just needed to sleep in a little that day. But the truth is that I’m burned out—I’ve given myself a practice routine that I can’t or won’t sustain.

    It’s often said that the best diet is the one you stick to. I think that’s good advice for practicing, too. It would be great to do a super-intense practice routine every day. But if a little lower intensity is what prevents burnout, then so be it.

    If you are finding your latest practice routine to be hard to keep up, ask yourself what you can do to make it a better experience. What will bring you back again the next day? Shorter sessions? More frequent breaks? Fewer things to practice? A greater variety of things to practice? More structure? Less structure? A weekly “cheat day” when you get to skip scales and play whatever you want?

    A practice routine, like a diet plan, should be good for you and should help you reach your goals, but it should also be something you can sustain and even enjoy.

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