Reader email: multiple woodwinds degree or single-instrument degree?

photo, bobtravis

I get email on a pretty regular basis from people who are considering multiple woodwinds degree programs. They usually have excellent questions for which there are no real answers, but I’m always happy to try to offer whatever perspective I’ve got.

I heard recently from one of my readers who is working on a bachelor’s degree at a very large and well-respected university music department. They are currently enrolled as a double major in jazz studies (playing primarily saxophone) and flute performance, and have some skills in additional woodwinds.

The question was whether this person should continue on that track, or switch to a double major in jazz studies with a 5-instrument multiple woodwinds degree.

I like the idea of getting just a flute degree, because it makes it sound like I’m a REAL flute player. The woodwind degree also makes it sound like I can play any double—but I’m afraid it still kind of sounds like I’m just a “doubler.” (Not really an EXPERT at any of them).

The work I’d like to do after school is anything that utilizes woodwind doublers – playing in shows, playing on cruise ships, playing in big bands, playing in recording studios (dream job!).

What would you suggest I do?

Here’s the best advice I was able to come up with. (All quotes here are somewhat edited.)

For the kind of career you are talking about, you won’t need a degree of any kind—you’ll just need to play at a very serious level. Your reputation will get you gigs, and what’s on the diploma won’t matter. (Of course, the study you put into your degree will help you become the player you want to be.)

You may be right that the flute degree will give you some cred as a flutist, and some people may not take the woodwind doubling degree as seriously. But in most situations—getting gigs, applying to graduate schools, etc.—you will be required to prove yourself as a player anyway.

In general, I’m not a big fan of bachelors-level degrees in multiple instruments—I think most students benefit at that level from focusing on one instrument, and really learning the kind of musicianship that you can only achieve if you have already conquered the technical challenges of an instrument. Studying multiple instruments multiplies the technical challenges. You will have to decide, perhaps with the help of your professors, if that advice applies to you.

A double major at a high-caliber music program is already a lot to deal with. You might consider options such as a multiple woodwinds degree with a jazz minor, or a BM multiple woodwinds and a masters in jazz studies (or vice versa). Again, you will have to decide what works for you.

The person reads this blog, so if you’ve got additional advice, feel free to add your comments below.

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    Q&A: The big picture

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

    Here are some of the questions readers sent me in celebration of this blog’s 10-year anniversary. I have edited, combined, and otherwise adapted some of them but hopefully there are answers here for those of you who were kind enough to inquire.

    Why does music move humanity so profoundly?

    My personal belief is that music is divine in origin, and that there is something inherent to humankind that responds to music. Since I believe that everyone is a child of God, I suppose the love of music is a divinely-inherited trait. Leaders in my faith have said, for example, that “Music is given of God to further his purposes,” and observed “Music is truly the universal language, and when it is excellently expressed how deeply it moves our souls.”

    If that’s not your style, you may prefer Darwin’s speculation that the earliest attempts at human language were more like musical gestures than like words. An ability to relate to these sounds is at the foundation of language in the more modern sense, and thus underlies virtually all human experience and culture.

    In any case, even as a faith-plus-science kind of guy, I’m definitely out of my depth here, so feel free to share your theories in the comments.

    Are applied music studios in higher education sustainable considering the supply of music graduates exceeds available employment?

    There are issues here for sure. I can only vouch for my own approach:

    Most of my university students are music education majors, and where I live this does seem to be sustainable. My graduates for the most part are able to land and keep jobs doing what they are trained for: directing middle school and high school bands.

    Many of my students at some point inquire about the degree in performance. If they are interested in that route and have the skill to pursue it, we have a long talk about the career path of a performance major. Essentially, a bachelors degree in performance qualifies you for one thing, entry into an masters program. The masters qualifies you for a doctoral program, and that qualifies you to teach in higher education and perpetuate the cycle. We talk seriously about the prospects for employment in higher ed (slim).

    On the other hand, a college or university education isn’t a trade school certificate—it is meant to produce a well-rounded citizen of the world, with literacy in key fields of human thought and skills in areas like communication and critical thinking. If a prospective student wishes to study the art of musical performance for reasons that are not necessarily 100% practical, then I would like to see that opportunity available to them. Schools and students should be clear with each other about their goals, so there isn’t any confusion about, for example, guarantees of employment.

    Some of my students have leveraged some of the more general skills developed in their musical education to pursue careers in other fields, which I find to be a perfectly good outcome. There is also at least some anecdotal evidence that college music majors are welcomed by challenging, high-status programs like law and medical schools.

    When will woodwind makers deplete resources of grenadilla/mpingo wood?

    I don’t know the answer. My understanding is that these woods are not in danger of extinction, exactly. But the culling of the tallest, straightest specimens for products like oboes and clarinets has potential to cause an evolutionary bottleneck, since only trees that are unsuitable for instruments (because they are curvy, for example) are left alone to reproduce.

    I think that the inevitable conclusion to this is alternative materials for instruments. This will be a tough sell for some musicians, but will ultimately be for the better. If modern science can develop amazing new materials for everything from mobile phone technology to medicine to space travel, why not for music? I’m confident that the “wood”-wind instruments will continue to exist in materials that are more sustainable, stable, affordable, crack-free, ergonomic, and beautiful-sounding.

    Why does the principal oboist tune the orchestra?

    Tradition. We have methods of providing a reference pitch that are far more accurate and reliable than even the best oboist. But the ritual is a comfortable one.

    There are lots of additional theories. I’ve written previously about why a bunch of these don’t make sense, and that post continues to draw comments largely based on questionable understanding of “overtones.”


    Thanks for your questions! These are some tough ones.

    More 10-year anniversary Q&A

  • Vinny Golia review

    Clarinetist David Thomas quoted from the article below on his excellent blog The Buzzing Reed earlier today, and I thought it was worth passing along. There is some fun description of amazing woodwind doubler Vinny Golia doing his thing.

    Spring Reverb: Golia/Turetzy; Dana Reason Trio

    by Christian Hertzog, sandiego.com

    The first set was devoted to Vinny Golia and Bertram Turetzky, both of whom have played together in San Diego many times, giving them, as Turetzky announced in one of the generous introductions that preceded each of their 5 selections, a kind of ESP. Unlike Dana Reason, who brought plenty of written music to use (or ignore, as the case may have been) for her set, Golia and Turetzky played freely improvised music.

    Golia had so many clarinets, flutes, and saxophones propped up next to him or in a travel bag that Turetzky joked that the real Museum was the one next to Golia. Each work began with Golia pondering which wind to play, making a selection, and then soloing, to be joined shortly afterward by Turetzky. The description of their music making as “ESP” was not far off the mark, given the duo’s uncanny ability to complement each other while spontaneously creating melodies and textures.

    Golia has a penchant for playing multiphonics, alternating the highest and lowest registers of his chosen instruments (clarinet, contrabass clarinet, contrabass flute, or piccolo). At other times, he pulled out different varieties of ethnic flutes, from which issued trills, microtones, and spastic twittering melodies.

    Read the whole thing.

    More about woodwind wizard Vinny Golia at his website.

  • Jazz swing notation

    Sometimes a well-meaning composer or arranger will try to approximate a jazz swing style notationally in this way:

    dotted-eighth, sixteenth rhythmThis is wrong.

    Sometimes he or she will take this approach:

    12/8 rhythmAlso wrong. So is this one:

    eighth notes with indication to tripletizeThe idea of “tripletizing” eighth-note rhythms is especially pervasive, and misleading if taught without nuance. Composers are sometimes guilty of this; so are conductors, arrangers, and educators.

    The issue with each of these bad notational approaches is that they try to approximate characteristic jazz rhythms with symbols that are rooted in the rather different rhythms of classical music. But real jazz swing rhythms aren’t necessarily dotted or 12/8 or triplets. This leads to problems both for composers and performers.

    For composers, using a 12/8 time signature or eighth-note triplets in 4/4 too easily drags the work into a compound-meter feel. And jazz swing is decidedly not in a compound meter: the rhythms are very much duple in nature. Authentic swing almost always has an underlying feel of two notes per beat, even though those notes are not equal in length. Extended or frequent passages with a compound-meter feel (three notes per beat) are dead giveaways of a failure to really absorb swing style.

    For jazz-untrained performers, seeing dotted or compound-type rhythms on a page simply doesn’t provide fine enough information to accurately reproduce authentic swing style. It’s perhaps a bit like baking a cake from a recipe with each ingredient rounded off to the nearest tablespoon; the result will approximate a cake but likely won’t be especially successful. And even for the jazz-trained performer, sometimes the dotted or triplety notation can obscure the intended sound, something like typing a sentence into Google Translate, translating it into some other language, and then translating it back into English. (The result definitely loses fidelity.) Or, the poor notation can simply dull or distract from the jazz musician’s more authentic approach.

    All of this, of course, begs the question of what precisely is the correct downbeat-upbeat length ratio for a true swing style, if not the 2:1 ratio of the triplety approach or the 3:1 ratio of the dotted approach. That question is larger in scope than I intend to fully tackle here, but I think it suffices to summarize with a few brief points:

    • Firstly, there’s no reason for it to be a mystery or a matter of “opinion;” using very simple technology we can measure exactly what jazz musicians are doing.
    • The ratios, if we measure them, are very, very far from consistent, even taken independently of factors like tempo. (There’s a popular but not-uniformly-supportable idea that the notes swing “harder” [greater ratio] at slower tempi and less hard [ratio nearer to 1:1] at faster tempi.) The precise ratios are an expressive, interpretive matter, and ultimately up to the performers.
    • The rhythms themselves are not the only factors that make swing sound like swing; articulation, phrasing, and other elements are also important, and also beyond the scope of my intended topic here.

    What, then, is the best way to notate swing rhythms? I sort of like this one, though it’s not the one I ultimately recommend:

    grace notesWhat I do like about the weird grace note approach is that it makes fairly clear the idea that the exact “downbeat” (quarter note) to “upbeat” (grace note) ratio is an interpretive matter. It also evokes what I find to be the most successful method of executing swing rhythms: think in quarter note pulses, and let the upbeats lead to the following downbeats. What I don’t like about this method is that it’s a hassle to write and to read.

    My best recommendation is this:

    eighth notes with "Swing" indicationNote the absence of the “two eighths equal triplet quarter-eighth” indication. This way is simple to read and write, reinforces the duple nature of swing rhythm, and doesn’t prescribe a specific ratio. One might hope that a jazz-untrained musician encountering this would seek out some good training or at least listen to some good swing recordings.

    Happy swinging.

  • How to have a good lesson

    I’ve taught lots of woodwind lessons, from beginner to college level. Here are some things that I look for in a good, successful lesson:

    • Has the student made progress since the previous lesson? If things sound the same as last time, that’s not a good sign. I can tell when students are focusing their practice time on improving things about their playing, instead of just mindlessly playing the piece over and over. If we discussed specific things that needed improvement, have those specifics improved?
    • Is the student in lesson mode? In other words, are they warmed up, with their instrument and all their materials ready and organized, with a pencil, and in the right mental space? Are they rested, fed, and otherwise in condition to play their best? A distracted or frazzled student isn’t in their best state for a good lesson.
    • Does the student have questions, observations, or requests for help? Everybody learns differently, but it should be rare for a student to engage deeply with assigned materials all week long and then have no curiosity, no goals still out of reach, no identified problems that need solutions.

    A good lesson is the result of good preparation!

  • Advice for prospective college music majors

    Photo, Surat Lozowick

    Planning on being a college music major? Good for you! But if you’re like I was as a high school senior, there are some things you haven’t thought of yet. Now that I’m on the other end of things—a college music professor, teaching music majors—I have some advice that I share with potential students (and that I’d like to send back in time to my younger self). I hope these tips help you get off to a good start on your own college music studies.

    • What you need the most right now, before starting college, is a good private teacher. If you’re not already taking lessons, it’s time to start. (Note that if you have your sights set on a top-tier school, most of the people auditioning will already have years of serious private study under their belts!) A good teacher can help you choose some possible schools, prepare audition material well, and get a sense for what advanced music study is like. Oh, and sculpt you into a fine young musician. The money you spend on lessons will pay off when scholarships are awarded.
    • Read More “Advice for prospective college music majors”

4 Comments

  1. Yes, I would agree. Unless you plan on getting a college gig, it doesn’t matter what the piece of paper says. There are several guys in this town who get the top “doubling” jobs and they have music ed degrees.

    If you look at some of the websites of the best doublers in LA, rarely do their bios mention what specific degree they’ve got. It’s all a matter of what level you take it to while you’re in school.

    As long as you treat each instrument as your primary you’ll do well.

  2. A degree in multiple woodwinds or performance or whatever is irrelevant. Having spent 40 years in the music business, and half of it as a contractor or touring, you hire musicians based on how well they play for a specific job, and if they can get along with others. The majority of the best players did not have any degree. When I joined the Buddy Rich Orchestra a few months after getting out of college I asked the split lead trumpet player where he went to college. His reply was “I never went to college.” He moved to NYC and studied with the best trumpet player/teacher he could find who was well connected in the business and practiced a lot. Most of those degrees a music department gives out are just pieces of paper. It is up to the individual to determine their path, not some chairman trying to keep faculty employed. Having said that, college is a wonderful thing.

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