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Preparing a focused mind

I find that in performance my mind isn’t always focused on what I would like. I’m easily distracted by conditions in the performance space, audience reactions, or, especially, the ways that my playing isn’t everything I would like it to be.

When I get distracted, and especially when it turns into negative self-talk, it’s easy to spiral. I feel bad about my playing, so my playing gets worse, and then I feel worse still.

When I talk about this phenomenon with my students, often their strategy is “just don’t think negative thoughts.” Maybe that works for them, but it sure doesn’t for me. Rebuking myself for having negative thoughts doesn’t really improve my frame of mind mid-performance.

Instead I find it helpful to focus on something positive and constructive. And in the heat of battle it can be hard to think of something, so it helps me to pick one out in advance. In other words, I have an advance plan for what to focus my mind on if and when it starts wandering in unhelpful directions.

The best positive thing to think about might depend on what works for you. But as a woodwind player, my go-to thought is air. I focus on the sensations of air moving through my body and into the instrument.

This works well for me for a few reasons. Because air is at the core of my tone production technique, paying attention to it usually helps me play a little better. If I’m taking good breaths, my brain and body are better oxygenated and able to function better. And air is closely tied to expression, so focusing on it can help my thoughts redirect toward that. Plus, air is a relaxing thing—lots of meditation and mindfulness practices use breathing as a method to achieve calm and clarity.

Having a plan like this gives me an easy way to get past a distraction and return my thoughts to the moment. Good luck!

Similar Posts

  • Jazz and classical musicians’ concerns about jazz playing

    Recently I asked some questions on social media related to (self-identified) non-jazz musicians playing on jazz or jazz-adjacent gigs. This kind of thing might happen, for example, at a symphony pops concert, or a big band gig in a smaller market.

    A number of concerns were raised about this, but two stood out.

    • Self-described non-jazz players overwhelmingly expressed misgivings about having to improvise in these situations.
    • For jazz players, asked about having to play a gig with non-jazz musicians, none of them expressed concern about the non-jazz players’ improvisational ability. They were overwhelmingly concerned with style (mentioning specifics like swing, articulation, and inflection).

    I think for a non-jazz player, being asked to improvise is understandably frightening. But I’m hard-pressed to think of a situation like this where improvisation would be strictly required. For example, if your local pick-up big band has some jazz players and some non-jazz players, it’s a simple enough matter to pass the improvised solos off to the jazz players. (And there are plenty of big band charts with written-out solos.) If I’m hiring for the gig, I’d certainly rather rearrange the solos than put somebody in a situation that will be to their embarrassment and mine.

    But everyone on the gig needs to be prepared to do good section playing. I’ve been in the frustrating situation of trying to lead a section (from the lead chair or from the director’s stand) with players who aren’t tuned into the conventions and nuances of swing, articulation, and inflection. Often these things aren’t specifically notated, the way they would be in orchestral parts, or the notations aren’t intuitive.

    (A case in point: a curved marking like ⌣ over a note, which I hear classical musicians interpret by playing the note at pitch, then bringing it down, then back up. I understand why they think it means that, but it’s an un-jazz-like sound—it should almost always be interpreted as a scoop up to pitch.)

    My takeaway: if you don’t consider yourself a jazz musician, and aren’t planning to really become one but want to play some jazz-oriented music on the occasional gig, study jazz style.

  • Interpretation at small and large scales

    When I ask my students about their interpretation of a piece of music, their answers are often about shaping phrases. The phrases should have some kind of beginning, middle, and end, often expressed in some kind of dynamic shape, like starting softer, growing to a louder peak, then gradually getting softer again.

    That isn’t wrong, but it’s really just interpreting individual phrases. The next step is to give those phrases some relationship to each other. Does the next phrase continue the previous one in some way? Answer it? Contradict it? Make a contrast with it? If your favorite tool for expressing your interpretation is dynamics, then the answers to those questions might determine whether the next phrase, say, picks up at the same dynamic level as the previous, or at a dramatically different one.

    Then the phrases should build a larger structure, such as a theme. The individual phrases that make up the theme should have beginnings, middles, and ends, but they should join together into something bigger that also has a beginning, a middle, and an end.

    The themes might combine to build a movement, and the movements to form a complete work. And multiple works may even construct a complete concert program.

    Small-scale phrase shaping is a good start, but mature interpretation requires thinking on a larger scale.

  • Getting the most out of practicing your scales

    When you practice scales (or arpeggios or, really, any other technical material) it’s not really about the scales. Nobody wants to buy tickets to hear you play scales.

    Scale and technical practice develop the fundamental technique you need for doing more interesting things. You don’t learn multiplication tables or French verb conjugations so you can recite multiplication tables or French verb conjugations. You learn them so you can file your taxes or build a Mars rover, or order pastries or read Proust.

    The habits you develop when practicing scales—the building blocks of your technique—will be with you in everything you play. So take them very seriously:

    • Go slowly, and be as precise and controlled as you can. You will work on scales for your whole life as a musician, so there’s no rush to get them up to a certain tempo. Don’t waste time playing them sloppily.
    • Listen deeply to the sound of each note. Scales are a great chance to understand and map the tone, pitch, and response nuances of your instrument. Get in the habit of playing with your most beautiful sound even on technical material.
    • Solidify your best practices. Choose the perfect fingering for each and every note (don’t just fall back on what is already comfortable). Program your fingers to move in the most efficient and precise ways. Stabilize your breath support, voicing, and embouchure.
    • Be expressive. No need to go overboard—just give a subtle crescendo as you ascend and diminuendo as you descend. Add a little vibrato to warm things up. Make it automatic to find and express phrases.

    Whatever habits you solidify in your scale practice will be infused into everything else you play. A little carelessness with your multiplication tables or verb conjugations can result in a severe fault with your Mars rover’s circuits or a profound misunderstanding of French literature. Get the little things right.

  • Big dynamics

    If you’ve ever been to a theater production, and then gotten to meet any of the actors up close, you might have been shocked by their makeup. You don’t notice it much when they are on stage, but up close it can be pretty extreme.

    Stage actors need strange-looking makeup because they perform under bright lights, which can wash out their features. And they need their facial expressions to be unmistakable to audience members, even in the very back row. Their special makeup techniques, which look unnatural up close, help them look natural and communicate visually under the unusual circumstances of a stage production.

    Musicians need to take this same approach. If I practice a piece of music in a small room, subtle dynamic contrasts seem like plenty. But in the very different situation of a performance, in a large and reverberant concert hall, those nuances can disappear. I need to go bigger, stage-makeup-style.

    That means practicing my music in ways that sometimes feels over the top or even a little obnoxious. But on stage or in a recording it will probably be just right—my sweeping, melodramatic dynamic contrasts will come across as natural and tasteful.

    Don’t be afraid to go big on dynamics!

  • Why my college band chair placements ended up not mattering a bit

    Over 20 years ago, I was a brand-new music performance major. This is a story about that first year of college that I’ve told many times to my own college students.

    I arrived at college with the confidence granted me by a freshly-minted high school diploma and a track record of first-chair saxophone school band placements. I eagerly auditioned for the university concert bands and jazz bands, and was gutted to find myself placed not only in the lowest groups (the #3 band in both cases), but doubling up parts with other players. Devastatingly, a fellow freshman saxophonist landed spots in both the #1 groups.

    It was one of the best things that could have happened to me. I hit the practice rooms hard, gradually worked my way up, and in my senior year finally got spots in both top bands. By that time I had gotten serious about woodwind doubling, and earned a fun and important spot in the top concert band outside the saxophone section. And I got the lead alto chair in the top jazz band (and couldn’t help but enjoy a little that the classmate I had envied so much was sitting second).

    Had I gotten the seats I wanted right away, maybe I would have coasted through college. And it’s possible I never would have developed an interest woodwind doubling, which now is central to the career that I enjoy so much. Looking back now, having those particular chairs in those particular semesters seems very unimportant, but my growth during those years laid the groundwork for two graduate degrees and a life in playing and teaching music.

    Whatever your current stage in your musical development, there are bigger and better things to come. How you measure up to others matters much less than what you’re doing to get to your own next level.

  • Triplets don’t swing

    It’s common among non-jazz musicians to think of “swing” rhythms as having a triplet-like feel, and it’s equally common among jazz players to regard that as hopelessly incorrect. That conflict over swing style has been widely discussed elsewhere, so I won’t rehash it here.

    But there’s another layer to the swing/triplets issue: It’s important to understand that real swing rhythms are essentially duple. The primary subdivision of the beat is into two parts, even though those parts aren’t equal in length.

    So, writing or playing lots of triplets is a common mistake that non-jazz musicians make when they are trying to imitate a swing sound. That’s not to say that triplets can’t or don’t exist in swing rhythms, but they aren’t the underlying subdivision, and in most cases are best used sparingly.

    For example, this can be played to sound like an authentic swing/jazz line:

    And even this notation, while problematic, can be translated into something authentic-sounding:

    But, to someone who knows jazz style well, this one never quite sounds like swing:

    It might pass for a shuffle or something else, but it’s hard to make it swing.

    When a well-written swing line does include a triplet, a fluent jazz player might play it to sound distinctly un-triplety:

    That approach (one of several possibilities) might make sense to a jazz player because they are stretching the downbeat note, and letting the subsequent notes fall later in the beat—a very similar approach to playing a pair of swung eighth notes.

    Written or improvised melodies, background figures, drum fills, and other things that are supposed to swing in an authentic way should avoid excessive triplets. Extensive listening and study of great jazz writing, interpretation, and improvisation are crucial to understanding real jazz swing style.

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