Purposeful fingering choices

I have gotten into the habit of grilling my students about their fingering choices: “Can you tell me which fingering you used for the last note in that phrase, and why you chose it?” Often they take this (and often correctly so) as an indication that I disapprove of their choices: “Oh, I guess I should have used the other fingering.” But I would like them to actually answer the question that I asked—why did they use the fingerings that they did?

Usually the answer is either that he or she has a “usual” fingering for that note and didn’t bother to consider any others, or that he or she finds the alternative fingering to be physically awkward or hard to remember. As you might guess, I do not find these reasons satisfactory. Professional-level command of an instrument requires a thorough knowledge of fingering options, a thoughtful, purposeful approach to choosing from among them, and conscientious practice to habituate them.

photo, Gala Medina
photo, Gala Medina

Ideally, there should never be a situation where a woodwind player falls back on a “usual” fingering for a note; each possible option should be considered and weighed each and every time. (Training and experience can automate this to some extent within common patterns of notes, such as scalar or arpeggiated passages.)

In some situations a student knows that a different fingering is the “right” one but shies away from it because they can’t remember it or have difficulty executing it. (One example is the left E-flat fingering for beginning oboists; reaching for the left-hand key can move the ring finger enough that it fails to cover its hole.) These situations are resolved simply through careful repetition until they become a part of (so-called) “muscle memory.” There are a number of method/exercise/etude books that provide material for practice of unfamiliar fingerings (the Klosé clarinet method and the “Universal” saxophone method are some time-honored examples.)

An amateur tries to get the job done with a few low-quality tools. A professional keeps his or her toolbox fully stocked with sharp, high-quality tools and knows just which ones to use to get the job done right the first time.

Similar Posts

  • Practice technique: anchoring

    This is a technique I recommend often to students who are struggling with notey passages. I can’t remember where I picked it up, or whether “anchoring” is my own name for it or someone else’s. No doubt credit for this belongs to somebody smarter than I.

    The problem that I sometimes see with my students (and, okay, occasionally with myself) is that fast passages are uneven and panicky. The student sees a long string of notes and frantically dives in, to the detriment of meter and tempo, and with notes accidentally omitted or added.

    Let’s consider this excerpt:

    from Debussy Première rhapsodie
    from Debussy Première rhapsodie (clarinet)

    It’s a challenging passage—shifting harmony, intervallic motion, awkward fingerings. This is a recipe for frustration using the old standby method of playing slowly with the metronome and gradually increasing the tempo. Instead, let’s set the metronome aside for a few minutes, and play the passage in an intentionally uneven way:

    with added tenuto-accent-fermata
    with added tenuto-accent-fermatas

    Put lots of weight on the metric pulses (the “anchor” notes): play them long, loud, and with emphasis. Hold each fermata long enough to scope out the next four notes, then move through them as quickly as you accurately can, coming to rest again on the next fermata. Repeat the passage in this way as many times as you can stand.

    Here’s what this accomplishes:

    • It makes you think about logical groups of notes, rather than trying either to process each note individually or to deal with the whole phrase as an overwhelming sea of notes. It’s the sweet spot between too much mental chatter and too little focus.
    • It encourages effective phrasing by treating the notes as leading toward downbeats.
    • It trains your ears to hear the notes in fours (at least in this 2/4 passage—try threes instead if the situation calls for it). Now as you return to playing the passage evenly, you are more likely to notice if you are omitting or adding notes.

    To transition from this technique into a more performable approach, gradually decrease the duration of the fermatas and the weight of the accents, while continuing to mentally emphasize the anchor notes and place them carefully in tempo (time to get the metronome back out). Also try spacing the anchors farther apart as an intermediate step—one at the beginning of each measure, for example, or every few measures as appropriate.

    Practice smart!

  • |

    Why scales?

    I recently asked one of my (woodwind) students why she thinks I make her practice scales. She didn’t have a ready answer, and I realized maybe I hadn’t been clear about the value of scales. Here are some reasons to practice scales (and arpeggios, and other methodical technical materials):

    photo, Aprilyn Podd
    • To develop good finger movement. Scales provide a systematic way to work each finger, and to work them together in just about every combination.
    • To build familiarity with the instrument. A rigorous scale routine makes you use every key and every fingering on the instrument.
    • To get comfortable playing in every key.
    • To explore the instrument’s range. Full-range scales are a good way to make yourself play in the highest and lowest registers of the instrument every day.
    • To provide a canvas for working on other techniques. Ever notice how woodwind instruments articulate a little differently on different notes? How different notes respond differently to vibrato? How some notes tend to be flat or sharp? Learn your scales well, and then use them as a way to take those techniques through every note on the instrument.
    • To train for musical situations. Most music is made up of bits and pieces of scales and arpeggios. Getting those patterns into muscle “memory” frees up mental bandwidth for sight-reading, ensemble, expression, and more.
    • To develop your ears. Internalize major, minor, diminished, whole tone, chromatic, and other modalities.
    • To satisfy requirements. If you are a music student at just about any level, scales are probably part of your lessons, exams, and auditions for the foreseeable future.
    • To have a familiar, habitual technical workout that you can improve upon for the rest of your life, without need for an étude book.

    Practice scales every day!

  • Bassoon jaw movement: survey of published opinions

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

    I mentioned in a previous post that I wanted to examine a “controversial” aspect of bassoon playing: the movement of the jaw during articulation.

    I was already aware of Terry Ewell’s well-reasoned article from The Double Reed journal, which concludes that jaw movement is unnecessary and inefficient. But I was also under the impression that there were advocates of jaw movement. A skimming of some pedagogical materials at hand seems to debunk this—I couldn’t find a single author strongly and clearly in favor of jaw movement.

    The Ewell article should be the go-to for anyone interested in the topic. In a different article, Ewell summarizes:

    Chewing motions with the jaw should not be used during the tonguing because the tongue should function independently of the jaw.

    Terry Ewell: “Basic Bassoon Articulations,” in Woodwind Anthology, Volume II, 1999 edition. Northfield, Illinois: The Instrumentalist, 1999, p. 951. Article originally printed in The Instrumentalist

    Here are the other anti-jaw-movement examples I could find:

    One of the worst possible habits is to tongue in a “chewing” fashion. The movement of the jaw and lips not only distorts the tone each time they move, but actually slows down the action of the tongue.

    William Spencer, rev. Frederick A Mueller: The Art of Bassoon Playing. Princeton, New Jersey: Summy-Birchard Music, 1958, p. 54.

    In staccato passages, the collapse of pressure can produce a ‘gobbling’ reaction in the jaw. As a result the quality of tone and attack may suffer. … As we tongue more rapidly, we must try to involve only the tongue and not allow the jaw and throat to become involved… The momentary opening and closing of our lower jaw may be in response to the change of pressure inside the mouth once the support is switched off; however it is more likely to betray and involuntary ‘gobbling’ with the jaw in sympathy with the activity of the tongue.

    William Waterhouse, Bassoon. Yehudi Menuhin Music Guides. London: Kahn & Averill, 2003, p. 116-123.

    Needless to say, there should be minimum outward movement of the lip or jaw, as this will hinder the tongue’s freedom of motion.

    Homer Pence, Teacher’s Guide to the Bassoon. Elkhart, Indiana: H. & A. Selmer, Inc., 1963, p. 2-3.

    The following refers to the woodwinds in general:

    Jaw should not move during articulation

    H. Gene Griswold: Teaching Woodwinds. Upper Saddle River, New Jersey: Pearson Education, Inc., 2008, p. 31.

    Movement of the jaw in tonguing. This is the result of too large or too violent movement of the tongue, frequently accompanied by changes in pitch of the tone. … Jaw movements can occur with all methods of correct tongue placement, as well as with incorrect tongue placement, and these prevent the development of speed in articulation.

    Frederick W. Westphal, Guide to Teaching Woodwinds, Fifth Edition. Boston: McGraw Hill, 1990, p. 227.

    This may include the jaw:

    The goal on all wind instruments, and particularly the bassoon, is to maintain an open mouth and throat position while playing. The bassoon tone is very sensitive to this positioning.

    William Dietz: Teaching Woodwinds: A method and resource handbook for music educators. Belmont, California: Schirmer, 1998, p. 14.

    Here is the closest I could find to advocacy for jaw movement, though it’s not 100% clear that that is what the author intends:

    On both double reeds, embouchure pressure on the reed will vary to control the ends of notes. Increasing pressure on the reed will keep the pitch from dropping. For this reason, you will see embouchure movement while articulating, which will be more pronounced with bassoonists…

    Charles West: Woodwind Methods: An essential resource for educators, conductors, and students. Delray Beach, Florida: Meredith Music, 2015, p. 68.

    I also turned to Christopher Weait’s Bassoon Strategies for the Next Level and Arthur Weisberg’s The Art of Wind Playing, both of which seemed like likely sources on information, but could not locate passages in either that directly addressed the issue.

    In summary, there seems to be little support for the idea of jaw movement in bassoon articulation. If you are aware of sources that encourage this technique, I would be curious to hear about them.

  • Woodwind Doubler Census 2021 results, part 5 (final): self-identification

    Thanks to all who participated in my 2021 woodwind doubling survey, and to those who helped spread the word. I’ve released the results in installments, so be sure to check out the rest.

    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.

    In the final section of the survey, I gave respondents the option to identify and tell me a little about themselves, including their names, locations, affiliations, websites, and other comments. I’m not sharing personally-identifiable information here, but I’ll respond in a general way to each question.

    What is your name?

    Almost 180 of you identified yourselves by name. It was lots of fun to scroll through see musicians I know and have worked with, who I have connected with online, and even some of my heroes and role models. And it was also very cool to see lots of names I didn’t know (yet). If you’re out there and would like to connect, I hope you will feel free to reach out.

    Where do you live?

    I’m sharing these sorted alphabetically and lightly edited.

    19047
    Ada, OK
    Ada, Oklahoma
    Archer City, Texas
    Arizona
    around Boston
    Around Raleigh, North Carolina
    Asheville, NC
    Ashland, KY
    Atlanta
    Auburn, ME
    Austin TX
    Austin, TX
    Australia
    Baltimore, MD area
    Bangkok, Thailand
    Berlin, CT
    Birmingham, England (studying)
    Bolivar, MO
    Boston
    Boston
    Boston-area
    California
    Cambridge, UK
    Canada
    Centra Michigan
    Charlotte, NC
    Chatham, Ontario, Canada
    Chicago
    Chicago Suburbs
    Chicago suburbs
    cincinnati
    Cleveland OH
    Coburg, OR (but still gig in San Jose, CA, my previous residence)
    Colorado
    Comerío, Puerto Rico.
    Connecticut
    Conroe, TX (40 miles north of downtown Houston)
    Coopersburg, PA
    Corvallis
    Covington, LA
    Currently in Tampere, Finland; usually SoCal/ SF Bay Area
    Dallas – Fort Worth Area
    Dallas, Texas
    Dallas, TX
    Dallas/Fort Worth region
    Darien, IL
    DC area
    Durant, Oklahoma / Las Vegas, Nevada
    East Bay of SF Bay Area
    East Lansing, MI
    Eastern Mass
    Eastern North Carolina
    Edmonton, Alberta, Canada
    Eugene, Oregon
    Fargo ND
    Fargo, ND
    Finger Lakes region of New York
    Florida
    Fort Worth, Texas
    Fresno, Ca.
    Germany
    Germany
    Grand Rapids, Michigan
    Greater Vancouver, BC, Canada
    Greensboro, NC
    Greensboro, NC
    Greensboro, North Carolina
    Hamels, Braughing, Hertfordshire, England
    Hampton Roas, VA
    Harrisburg, PA
    Hong Kong
    Honolulu, Hawaii
    Houston
    Houston TX
    Houston, TX
    Ihio
    Indiana
    Indianapolis
    Indianapolis
    iowa
    Iowa USA
    Jersey City
    Kanagawa, Japan* (originally from Maine)
    Kansas
    Kansas
    Kansas City metro area
    Lancaster area PA
    Lancaster, CA
    Las Vegas
    Las Vegas
    Little Rock, Arkansas
    Liverpool, NY
    London
    London
    London and Cape Town
    Long Beach, CA USA
    Los Angeles
    Los Angeles
    Los Angeles/Orange County, CA
    Madeira Beach, FL
    Manhattan and Connecticut
    Melbourne, Australia
    Melbourne, Australia
    Melbourne, Australia
    Memphis
    Memphis
    Memphis, TN
    Memphis,TN USA
    Metro Atlanta
    Miami, FL
    Miami, Florida
    Michigan
    Middleton Massachusetts
    Midwest U.S.
    Milwaukee
    Milwaukee
    Milwaukee
    Milwaukee WI
    Minneapolis
    Minneapolis, MN
    Minnesota
    Mississippi
    Mississippi
    Montgomery, AL
    Murfreesboro
    Myrtle Beach, SC
    Nashville, TN
    Nashville, TN
    Nashville, TN
    Near Eugene Oregon
    Nebraska
    Nevada
    New England, USA
    New England, USA
    New Jersey
    New Jersey
    New Jersey, US
    New Orleans
    New York
    New York City
    New York City
    New York City
    New York City Metro area
    New York, Montreal, and Florida
    New York, NY
    North Kingstown, RI
    North Texas
    Northeast Ohio/Western PA
    Northeast Tennessee
    Northeast U.S.
    Northeastern and Central Pennsylvania
    Northern California
    Norway
    NY
    NY area
    NYC
    NYC
    NYC
    Ocean Reef, Perth, Western Australia
    Ohio
    Ohio
    Oklahoma City
    Oregon
    Oregon
    Orlando, Florida
    Oxford, UK
    Pennsylvania
    Perth
    Perth, Western Australia
    Pickering, ON Canada
    Piedmont Triad Area of North Carolina
    Pittsburgh
    Pittsburgh, Pa.
    Preston, UK
    Queensland, Australia
    Reno, NV
    San Antonio
    San Antonio TX
    San Antonio, TX
    San Francisco
    San Fransisco Bay Area
    San Jose
    San Jose, CA
    San Jose, CA
    San Jose, CA
    San Jose, CA
    San Jose, CA
    San W
    Saskatchewan, Canada
    Scenic Martin, TN
    Scotland
    Scotland
    Seattle, WA
    SF Bay Area
    SF Bay Area
    SF Bay Area
    SF Bay Area
    SF South Bay Area
    SF South Bay Area
    Singapore
    SLC Utah
    South Eastern Wisconsin, USA
    southern Virginia
    Springfield, MO
    St Andrews
    St Paul/Minneapolis
    St. Louis area
    St. Louis, MO
    State College PA
    Sussex, Wi
    Tampa Florida
    Teaneck, NJ
    Tennessee
    Toronto
    Toronto
    Toronto CA -> Greensboro,NC
    Toronto, Canada
    Troy, AL
    Trumansburg, NY
    UK
    Urbana, IL (& Springfield, IL)
    Va Bch, VA.
    Washington, DC
    Washington, DC
    Washington, DC metropolitan area
    Wellington, New Zealand
    Will be moving to Denton, Texas
    Yorkton, Saskatchewan, Canada

    What is your main gig, performing group, teaching institution, etc.?

    I have edited a number of these (the asterisks are mine) in cases where, based on my best judgment, I felt strangers might be able to identify you through web searches.

    *** Big Band
    *** College/*** Community College/*** College/private studio/*** Festival Orchestra/*** Philharmonic
    *** County Schools, Freelance musician
    *** Ensemble, Broadway shows, recordings, *** College of Performing Arts
    *** Episcopal School
    *** High School (band director)
    *** Jazz Band
    *** London West End
    *** Middle School (Teacher)
    *** Musician
    *** Quartet, Goodspeed Musicals, Playhouse on Park, etc.
    *** Symphony Orchestra (Assistant Principal Bassoon/ Contrabassoon and much of the Saxophone work), teach at the University of ***, lots of studio recording sessions.
    *** Symphony Orchestra, Bassoon
    *** University graduate teaching assistant
    *** Videogame Symphony
    *** Winds, Ballet *** Orchestra
    ***Winds, ***, ***
    2nd Alto Sax, US Navy Band *** Jazz Ensemble
    6-12 band director
    A school big band
    ABRSM
    Air Force, formerly with a regional band, but now assigned a non-music job
    Alabama State University
    Band Director – High School
    Band instrument repair
    Bar gigs w/ a combo
    Before the pandemic I was regularly doing musical theatre work 3/4s of the year and also was doing a fair bit of big band playing as well. The big band and various offshoots of it play pre 1940s swing music and some smaller “Dixie” stuff so there’s a lot for me to do on clarinet. I also teach privately at a school system and a music store and was leading an after school ensemble and doing sectional work with the other bands at the school system. Those ended up being fairly evenly split, and then I would pick up various odd work at studio sessions or local bar gigs
    Big band jazz
    Broadway
    Broadway and Lincoln Center
    Broadway pits
    Certified bad*** (jk, picking up jobs when I can/doing musicals)
    Church and Various community bands
    Church Music Director
    Church of ***, Music Director and keyboardist
    Coastal Carolina University
    Community band/ musicals
    Community bands
    Community Bands – 4 of them.
    community orchestra
    Community theater
    Community wind ensemble
    Cruise ship musician (saxes, flute, piccolo, clarinet)
    Currently all virtual – mostly with the Royal Canadian Naval Reserves at ***.
    Currently RSO/VVGO/various guest player roles at Chinese orchestras in Singapore
    Currently teaching orchestra.
    DMA student at the University of ***
    Elementary Music Teacher
    Everywhere 😂
    Fargo Moorhead Community Theatre
    Free-lance musician
    Freelance
    Freelance
    Freelance musician around the west end and London
    Freelance teaching and performing
    Freelance woodwind specialist, director of local volunteer big band (Ensemble Swing Time), Singer
    Freelancer / university adjunct
    Going to the *** College of Music and Drama for Oboe Performance (with a touch of Woodwind doubling) this september
    High School
    High School Teacher
    Home based teacher
    I am a high school student at *** High School
    I attend Brandon University
    I play the flute family for the *** Symphony Orchestra
    I primarily teach private students.
    I work at *** full-time during the days, and sub regularly on Broadway on nights and weekends (under normal circumstances)
    I’m in high school so this doesn’t apply
    Instrument repair
    Instrument Repair at ***
    Jazz Big Band
    Just freelance
    Local high school and regional theater
    Local theatre groups
    Mainly in undergrad jazz band and concert band
    Mars Hill University
    Mid-*** Symphony, *** Jazz Band
    Middle school music teacher, play in local symphony and a collegiate wind orchestra
    Military Band
    Military musician and private teacher
    Missouri State University
    Music bachelors student
    Music education undergrad
    Music teacher/Teaching artist
    Musical instrument repair/orchestral oboe.
    Musical theater, church
    My band, The ***
    My online business as a content creator and educator
    National or international tours.
    No main gig during The pandemic.
    No main gig.
    None, teach at *** College, produce concerts at ***, run the *** Saxophone Quartet,
    North Carolina State University
    Nowadays it’s mostly University ensembles in Cambridge
    Performing
    Performing
    pit orchestra
    playing in musical orchestras/ bands
    Playing in musical theater pits
    Playing on Broadway
    Playing: Civic Theater and the *** Jazz Orchestra. Clarinet teacher for local school district.
    Private instructor, various big bands, west coast style combo and various pits when they come up
    private lessons at *** Music
    Private lessons teaching
    Private Studio
    Private Studio
    Private teacher & reed maker out of my home
    Private teaching studio
    Private woodwind teacher & freelance musician
    Prof. of Music, The University of ***
    Professional and community theatre pits. Too many to list.
    Professional orchestra librarian
    Professor at *** University
    Professor at NDSU
    Put work
    Recent college graduate, premed, member of *** (funk group), and jazz musician/woodwind instrumentalist
    Regional big band & GB
    Regional Broadway caliber theater productions and local hire for national tours.
    Regional theater, private lessons
    Retired
    Rockland County Concert Band
    Royal Birmingham Conservatoire (studying)
    Sam Houston state
    Saxophone with ***
    School band
    Schriener University
    Self-employed
    senior in college, about to student teach
    simpson college
    Six Flags
    Small School Band Director
    Software Engineer
    solo jazz performer
    Southwest *** Community College
    Stockton CA
    Student
    Student
    Student right now
    Substitute teacher specializing in music
    Teach at ***. Play gigs w/my jazz combo.
    Teacher (Elementary)
    Teaching and free lancing.
    Teaching and instrument repair
    Teaching at a school(still a uni student)
    Teaching Bassoon Lessons
    Teaching middle school band
    teaching private lessons
    Teaching the reed studio at *** University.
    Teaching: *** Music (lesson studio and music store) | Playing: *** (amusement park) Dixieland Band
    The *** Quartet (baritone chair), freelancer/soloist, Orchestra of ***
    Theater
    Theater Musician
    Theatre
    There are several
    Touring Musician (Broadway shows)
    UNC Charlotte
    Univ. of ***, *** Technical College
    University adjunct professor, Broadway touring shows (local hire) and local theater company.
    University as a student
    University New Music Ensemble
    University of *** *** Society (the musical theatre society)
    University of Nevada, Reno
    University of North Carolina School of the Arts
    University of Oregon
    University of Texas at San Antonio/private lessons (self employed)
    University Professor an conductor
    University student with some private teaching and freelancing
    US Army Musician
    US Navy Pacific Fleet Band
    Varies
    VVGO, RSO, UFB – virtual ensembles.
    WAAPA – Western Australian Academy of Performing Arts
    Weddings
    Western Australian Academy of Performing Arts
    Will be attending UNT
    Youngstown State University

    What is your website address?

    Lots of you shared websites. In cases where I could locate a relevant and reasonably-fresh RSS feed, I’ve added them to my feed reader, which also puts them on my public blogroll.

    Any other comments you would like to share?

    Some of you took this opportunity to share some general thoughts about woodwind doubling, to expand upon your biographical details or musical experiences, or to offer critique/commentary on the survey itself. Many of you were also kind enough to express appreciation for the survey, my blog, and other resources on my website. It was deeply gratifying and also super weird to hear from a few of you that you drew inspiration from my website as kids and are now working musicians, graduate students, etc. Anyway, thanks for taking the time to say hello or share a few thoughts.

    In conclusion, thanks once again to all for your participation, readership, and friendship. It was great to hear from so many of you, and I hope to do it again in 2031.

  • Quick tutorial: Telemann Canonic Sonata on EWI, à la Jeff Kashiwa

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

    I recently posted a video of Jeff Kashiwa demonstrating the Akai EWI4000s wind controller. As part of his demonstration, he plays a movement from one of the Telemann Canonic Sonatas (well, sort of an arrangement of one).

    The Canonic Sonatas are duo sonatas, with both musicians playing from the same part. (You can download free sheet music of the Canonic Sonatas from the IMSLP.) The first player begins, and the second player echoes, one measure behind. If you have ever sung “Row, Row, Row Your Boat” as a round, then you already understand how this works.

    Jeff Kashiwa plays the Allegro movement from the first Canonic Sonata all by himself, playing the first part on the EWI and using a delay effect to create the second (echo) part.  Here’s the video again—it should start playing about a minute and a half in, and the Telemann goes until about 2:40.

    After the 2:40 mark, Mr. Kashiwa uses more sophisticated looping techniques, using some kind of external device. But you can perform the Telemann duet without any extra hardware, using only the EWI4000s’s onboard synthesizer. Read More “Quick tutorial: Telemann Canonic Sonata on EWI, à la Jeff Kashiwa”

  • The woodwind section in Mozart’s late symphonies

    Introduction

    The woodwind section of the symphony orchestra has long held a place of preeminence. Woodwind historian Anthony Baines gushes: “…the woodwind [section] is a small cluster of musicians in whom the greatest virtuosity in the symphony or opera orchestra is concentrated. It is the orchestra’s principal solo section… They are stars because composers for over two hundred years have made them so…”1 Wolfgang Amadeus Mozart certainly made stars of the woodwinds—in fact, he may have been the most important link between the string-heavy ensembles of the early symphonies and the lush, varied sounds of the post-Beethoven orchestra.

    Nathan Broder points out that Haydn and a multitude of lesser figures made contributions during this same period. However, when comparing Haydn and Mozart:

    Of the two, Mozart was the more progressive. Younger, more impressionable, more sensitive to contemporary music, and possessed of a wider knowledge of it because of his travels, it was he who, after having learned much from the symphonies of Haydn, took the lead and reached the pinnacle of pre-Beethoven instrumentation. It was he in whose work were combined all the progressive tendencies of the various outstanding composers of the time, and whose symphonies present a summing-up of orchestral advancement in the latter half of the eighteenth century.2

    Read More “The woodwind section in Mozart’s late symphonies”

One Comment

  1. I’m sure it drives em all nuts when you ask, especially if they themselves don’t know, but way to keep em honest!

    I find myself sometimes sinking into bad habits like that … the biggie being using bis Bb when it’s not always appropriate.

    To try to break myself of habits like that … I force myself to use side Bb where it’s appropriate and if I’m not sight reading something for the first time, I also challenge myself to use alternate fingerings through passages and play it differently each time with a different goal in mind … especially on Saxophone. Eg. Side C vs regular, Bis Bb, Side Bb, 1+1, Low/Mid F# alternates, Upper register altissimo E, F, F# vs palm keys.

    If you get really ambitious you can throw in some overtones for good measure.

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