Physical factors and beginning woodwind players

Ideal flute embouchure?
Ideal flute embouchure?

A disturbing amount of flute pedagogical literature includes drawings or descriptions of what types of lips are good for flute playing and what types aren’t. Usually the lips deemed flute-appropriate are perfectly symmetrical and not too thin, not too wide. I tend to think that those kinds of distinctions are garbage, as are the descriptions of the “right” lips for clarinet or oboe playing or the suggestion that students with natural overbites are born bassoonists.

I also object to the instrument-assigning days that I understand happen in many beginning band programs, at which students are allowed to try several instruments, and assigned based on the “aptitude” that they show in their first 30 seconds holding the instrument.

I would consider physical factors only when they are unusually significant. Potential beginners with genuine lip deformities might run up against challenges—or maybe not.

I worked briefly with a beginning flutist who was missing two fingers. He won’t be able to tackle serious flute literature (or even a full chromatic scale) without some kind of special accommodations—perhaps a customized instrument, or at least a unique approach to fingering—but his desire to play is strong enough that he’s willing to give it a shot. (When I left the teaching institution, he continued lessons with another teacher.)

That’s an extreme case that I’ll concede calls for a serious heart-to-heart with the potential beginner, and might be beyond a harried school band director’s ability to deal with. But to turn away a prospective student because their lips are the wrong thickness seems a little silly in comparison.

Larry Krantz hosts some interesting flute embouchure photos on his website, which are illustrative of the very personal and individual nature of flute embouchures.

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    Synthesis, BYU’s award-winning jazz ensemble directed by Dr. Ray Smith, filled the role of pit orchestra. The five-member Synthesis saxophone section became an orchestral woodwind section, with a combined arsenal of over twenty instruments. The practice of “doubling,” or playing more than one instrument, is common in theater orchestra woodwind sections. A woodwind doubler may be expected to play instruments from all five woodwind families (flute, oboe, clarinet, bassoon, and saxophone) in a single show!

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    Practice slump checklist

    Sometimes my students complain that they have had bad practicing days or weeks. Not that I have ever had this problem (ahem), but here are a few ideas for breaking out of a practicing slump.

    photo, Katy Wrathall
    photo, Katy Wrathall
    1. Check equipment.Ā Slightly-malfunctioning gear can make you feel like a bad player. Be sure to eliminate this possibility.
      • Are your reeds functioning well?Ā Prioritize response-balanced-with-stability over more subjective and malleable things like tone. Many reed players use unnecessarily stiff reeds; consider trying something a little softer if you haven’t lately.
      • Is your instrument functioning well? If you know how, check the most important adjustment screws (oboe: left hand stack, left G-sharp key, F resonance; saxophone: bis, G-sharp,Ā right hand stack). Re-check basics like alignment of bridge keys. And, of course, make sure your instrument gets regular (at least annual) maintenance checkups. Professional instruments should probably get full mechanical overhauls every 5-10 years.
      • Are you using the best equipment for you? Don’t let new purchases be your go-to solution for every problem, but in some cases replacing an instrument or accessory can remove a roadblock to progress. (Do a reality-checkĀ with your teacher to make sure you aren’t just throwing away money chasing a quick fix.)
    2. Check technique.Ā It might be you after all.
      • Have you warmed up thoroughly and correctly today? It’s best to do this at the beginning of your practice session, but there’s no rule that says you can’t warm up some more mid-session to double-check your tone production and reset your mental focus.
      • Have you reviewed all your fundamentals?Ā Take a closer look at your posture, hand position, breath support, embouchure, voicing, finger movement, etc. Have you slipped back into a bad habit? Are you suffering the effects of a technique deficiencyĀ youĀ knowĀ you should fix but haven’t gotten around to yet? If you don’t know how to fix it, check in with your teacher.
      • Can you release some tension? Frustration often goes hand-in-hand with tense muscles. Consider doing a little deep breathing, stretching, mindfulness practice, yoga, Alexander Technique, or whatever else puts your body back in balance.
      • Have you laid sufficient technicalĀ groundwork?Ā If you are working on something especially difficult, is there something else you could practice as an intermediate step? Études, technical exercises, or other preparatory materialĀ can help bridge the gap between your current ability level and the ability level you need.
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      • Have you been getting enough quality sleep?Ā Implementing good sleep habits is a major upgrade to the function of your mind and body.
      • Are you eating balanced meals? Are you eating enough? Are you eatingĀ too much? Is your diet too low on good stuff and/or too high in bad stuff?
      • Are you getting outside for at least a few minutes of sunshine and “fresh” air? Sunshine is important to your body’s vitamin D level.
      • Are you stressed, or otherwise not at your best mentally? In some cases, professional counseling and/or treatment may be needed. If you are a college student, there is a good chance there are free, discreet counseling services available on your campus. In other cases, taking a break, getting a little exercise, talking something out with a friend or loved one, or just getting a change of scenery might be enough.
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      • Are you practicing mindlessly or without direction?Ā Try making a short list of goals you would like to accomplish during this practice session. If you’re not sure where to start, make a quick recording (perhaps with the voice memoĀ app on your smartphone) and listen to it to get some ideas about what needs improvement. If you don’t meet all your goals, you can tackle them again tomorrow or re-prioritize.
    5. Check your environment.
      • At what time of day are your practice sessions the most productive and pleasant?Ā Do you practice best in the morning before your body is tired and your brain is full? Or do you get a second wind after the sun goes down?
      • What locations are most conducive to good practice sessions?Ā Sometimes just changing the scenery can revitalize your focus and productivity. Practicing in places with different acoustical qualities can make you hear yourself in new ways and get your creative juices flowing.
      • What distractions are getting in your way? Can you reduce or remove them?
    6. Check your ego.Ā Practicing should challenge you, but not overwhelm you.
      • Are you working on music that is inappropriately difficult for your current abilities? If you have some freedom to choose what you practice, consider working on something else for now and tackling this project later. If you are committed to a performance of something very difficult and have to make it work, be sure to include other things in your practice session that you can be successful at, to keep your motivation primed.

    Don’tĀ let poor practice sessions bring you down—use them to refine your habits and make the next session your best yet.

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  • How to do long tones (and why)

    Long tones are at the core of most woodwind warmup routines. The most simple and obvious version is this:

    Long tone whole note with a fermata.

    Simple sustained notes are good for developing consistent breath support, which is required to keep the long tone steady in pitch, volume, and tone color. (Some teachers also suggest them for developing “embouchure strength,” one of the harmful and pervasive myths of woodwind playing.)

    Many players and teachers recommend a version more like this:

    Long tone whole note with a fermata, and with a crescendo and decrescendo.

    This is a worthwhile improvement, as dynamic change requires a flexible and relatively relaxed embouchure on top of steady breath support. Exercises like the Herzberg long tones use this concept.

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    Long tone with three tied whole notes. The first crescendos from niente to fortississimo. The third decrescendos to niente. There is a tempo marking of quarter note = 60.

    The first thing to notice is the addition of extreme dynamic markings, from niente (“nothing,” essentially zero volume) to fff (which should be understood here as maximum controlled volume). Achieving a note that starts from 0%, crescendos smoothly and evenly to 100%, and then back to 0%, is much more specific and demanding than just a general “get louder, then softer.” It requires powerful breath support that starts before the note sounds and continues until after it ends, as well as a tuned-in voicing and well-functioning equipment. (And it can serve as a diagnostic to find issues in these areas.) Exercises like the David Weber chromatic exercises use this approach. (At the link, scroll down to “Longtone 1.”

    Less-advanced players should start and end as softly as possible and work toward a true niente. Players at all levels should take the opportunity to discover and then improve their loudest dynamic level.

    The second thing to notice is the addition of a tempo marking. This demands that the dynamic changes happen within a specific timeline, as of course they do in real-world music. Faster or slower tempos than the one marked here may be used; each presents its own challenges.

    A very thorough long tone warmup might involve playing these on every note within the instrument’s range. Each will have slightly (or severely!) different demands. For a more practical approach, consider a rotation: on day one, do these on the instrument’s lowest note, and the note a fifth above that (or some other interval), a fifth above that, and so forth. The next day, start on the second-lowest note, and the next day the note above that, and so forth.

    Happy practicing!

  • Do I really need…

    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?

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    • 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.)
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    • 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.)
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    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!

  • Woodwind teaching resources for school band directors (and others)

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

    Photo, Nick Findley

    Students in my woodwind methods classes are usually music education majors, planning careers as school band directors. In my class, they get their one-semester crash course in playing and teaching the flute, oboe, clarinet, bassoon, and saxophone. Clearly there’s a lot of information that they will need but which will be easily forgotten—I can’t give a trumpet player three weeks to learn to play the clarinet, and then expect her to remember many fingerings once the playing test is done, the clarinet is returned, and I’ve given her a bassoon contend with.

    So I have them prepare a woodwind notebook over the course of the semester, with lecture notes, class handouts, fingering charts, and other things that will hopefully be valuable resources to them in their teaching careers.

    One of the things I ask them to include in the notebook is some resources that they have discovered independently. The idea here is to have them find things that they think they will need, and to become acquainted with some good sources for woodwind information along the way. I tell them that information found on the web will only count if I think it’s reliable, and I encourage them to send me links for advance approval.

    Usually my classes figure out that I can’t very well reject anything they print from my website, so I usually see a lot of my own stuff appearing in their notebooks. I don’t object to this as long as they choose well, but sometimes they don’t. Last semester’s submissions included my review of the AKAI EWI 4000s, which, of course, is not part of our curriculum, and even some of my links pages, which become considerably less useful on paper, since you can’t click through to the good stuff.

    So I figured I might as well share my own selection of posts from this blog that I would encourage future band directors, or other woodwind players or educators, to put in their notebooks: Read More “Woodwind teaching resources for school band directors (and others)”

2 Comments

  1. Amen! It would be like “experts” evaluating who had the ideal physique to be able to learn to walk, or the ideal mouth to be able to learn to talk. Ultimately, through trial and error, each person has to learn how to walk, talk, or get a clear tone on a flute. As those photos show, a wide variety of physical variations can produce what we know needs to happen to the air stream.

  2. Indeed, it seems very petty to prevent a young student who has their heart set on playing a particular instrument they desire just because of a minor physical feature. For me, as a saxophonist who is trying to sound like a flutist sometimes, it is very confusing when I seek advice from professional flutists and flute majors at my school and almost everyone tells me something different regarding embouchure. I guess it really depends on what works best for you.

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