Recommended: Jeanjean “Vade-Mecum” du Clarinettiste

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Lately I’ve been doing some clarinet work out of the Jeanjean Vade-Mecum. The title page translates charmingly to:

“Vade-Mecum” of the Clarinet-player

6 SPECIAL STUDIES

to

render the fingers and tongue rapidly supple

But this is what really sold me:

NOTICE

The aim of these 6 standard-studies (combining the essential parts generally contained in several exercise books) is to prepare instrumentalists in a very short space of time (about 1/2 hour) when, due to their occupations, they are not able to devote the time necessary for developed exercises and must nevertheless be ready to execute difficult passages, from the standpoint of lips, tongue and fingers.

The movements to which these Studies oblige the clarinet-player to submit will rapidly overcome those imperfections, the diminution or the passing weakness that might result from either fatigue or irregularity of technical work.

“…not able to devote the time necessary … and must nevertheless be ready to execute difficult passages…” This, in a nutshell, is the quandary of the woodwind doubler.

The Vade-Mecum is only six etudes (though some are as many as four pages long), but intensely focused. At this point I’m a long way from being able to play the whole book down in a half hour, but what a half hour that would be!

Check out the kind of stuff that’s packed into this book:

First, there’s a whole lot of this…

Not especially exciting, but great for getting your fingers moving and ironing out little hidden weaknesses. Think this is easy? Think again.

Then etudes that focus on problems of each hand. How fluent are you in the throat tones? No, I mean really? These tackle all your least favorite fingering issues…

Left hand

Right hand

Something for your tongue…

Then a quick tour though all the major and minor scales and arpeggios, with varied articulations…

And finally an expressive etude. This one really covers a lot of ground—extremes of range and dynamics, varied articulations, long phrases, lyrical passages and technical hurdles, and more expression and tempo markings than you would expect to find in the entire book. It even calls for vibrato in one spot.

The Vade-Mecum is a Leduc publication, so as usual it’s a little pricey for its 20 or so pages. But this is money well spent if you’re an intermediate to pro-level clarinetist and interested in a serious and thorough workout in a short time.

A few of tips:

  • You’ll need your French dictionary. The text is very specific about which keys to use, etc., and only the front matter is translated into English (and German, Spanish, and Italian). Here are a few important words to get you started. Corrections/clarifications welcomed in the comments as I am not a real French speaker.
    • gauche = left; M.G. = L.H.
    • droite = right; M.D. = R.H.
    • sans = without
    • lâcher = release
    • clé = key
    • soulever = raise
    • pouce = thumb
    • et = and
    • ni = not
    • You’re on your own for the rest.
  • Jeanjean uses a not-entirely-straightforward fingering scheme, and doesn’t provide a legend. As best I can tell:
    • 1 = LH E/B
    • 2 = LH F#/C#
    • 3 = RH F/C
    • 4 = RH G#/D#
    • 5 = RH sliver Bnat/F#
    • 6 = LH C#/G#
    • 7 = RH 1st (lowest) side key
    • 7 bis = LH sliver D#/A#
    • 8 = RH 2nd side key
    • 9 = LH throat G#
    • 10 = LH throat A
    • 10 bis = RH 3rd side key
    • 11 = RH 4th side key
    • 12 = LH thumb register key
    • A = RH E/B
    • diamond shape = LH thumb tonehole
  • The man himself is a little mysterious: Paul Jeanjean’s pitifully short Wikipedia entry

Enjoy!

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

    Proper position of the right thumb for oboe, clarinet, and saxophone can affect player comfort, ease of technique, and risk of injury. (Thumb position is important for flute and bassoon as well, but I find the issues different enough that I won’t lump them in here.)

    For oboe and clarinet, the right thumb supports the weight of the instrument. There’s a temptation to place the thumbrest near the base of the thumb, since it feels like a stronger, more stable position.

    But this puts the fingers in a cramped and awkward position (upper joints removed for visibility):

    Instead, the thumbrest should be positioned at or near the base of the thumbnail, which allows the right hand to be in a much more open and natural position.

    If this feels too heavy, and especially if it causes pain or tension, the instrument can be supported with a neckstrap. This takes some of the weight off the thumb. Some oboe and clarinet thumbrests have rings for this purpose. There are also neckstraps available that can connect directly to the thumbrest itself, using a small leather tab.

    For the saxophone, the main weight of the instrument is not supported by the thumb, but by a neckstrap. However, the right thumb should exert some forward pressure to help establish the correct angle between the mouthpiece and the embouchure. As with the oboe and the clarinet, the thumbrest should contact the thumb approximately at the base of the thumbnail to encourage a natural, relaxed position for the fingers.

    As always, adaptations should be made as necessary to accommodate hands of varying shapes and sizes, but natural, unstrained position should be a priority.

  • Peter Hilliard on contracting woodwind doublers

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    Peter Hilliard has a nice blog, Music Directing the School Musical. It doesn’t offer any information about who Peter Hilliard is (presumably this guy), not even contact information*. But he does seem to know a thing or two about putting on a musical, and, in a recent post, offers some advice about hiring musicians. Here’s a little of what he has to say about hiring woodwind players—I do suggest reading the whole thing.

    The actual numbers (Reed I, Reed II, etc.) vary widely from show to show, but if you look through your books, you’ll see the following is generally true:

    There is a book (usually Reed I) that looks like this: Flute and Piccolo normally, sometimes Clarinet, Soprano and/or Alto Sax. Normally this book is very flute heavy. In old shows, sometimes it’s only flute, with no doubling. Hire somebody with a good flute embouchure, not a clarinet or sax player who plays flute with an airy tone. Have the guy who dabbles on flute play the book with all the second or 3rd flute parts. For some reason, the alto flute got really popular from the 70s through the 80s, but beware. 1) you’ll never hear it. 2) You’ll never find one! I swear, I called every instrument rental house in Philadelphia and South Jersey for a show recently and nobody had one. 3) your player will pass out from too little oxygen to the brain.

    I can’t say that I’ve ever had a musical director volunteer to round up instruments for me—I need to work for this guy! By the way, keep that alto flute embouchure focused to avoid passing out, and make sure you’re playing right into the mic so the sound crew has something to work with. Read More “Peter Hilliard on contracting woodwind doublers”

  • Q&A: Woodwind doubling advice

    A couple of weeks ago I put out a call for questions, in honor of today being the fifteenth anniversary of this blog. A bunch of the questions boiled down to: what advice do you have on woodwind doubling? Here are a few answers:

    • Be a beginner on each instrument. Take the time to work through beginner materials (starting probably with pages of whole notes!), scales, and so forth. Resist the temptation to dive in on advanced or even intermediate repertoire.
    • Get comfortable with a long timeline. You can’t reach the highest levels of playing on a bunch of instruments in the same time that your peers are reaching the highest levels on single instruments, unless you’re a lot more talented than me. And you can’t afford to buy a section’s worth of top-quality instruments in that same time frame, either, unless you’re a lot richer than me.
    • Prioritize what motivates you. Lots of aspiring doublers seem very concerned about what instrument they “should” learn next. There’s no roadmap, and it’s hard to predict what gigs might come your way in the future. So you might as well devote your time, effort, and money to whichever instrument you feel most excited about adding to your collection.
    • Be skeptical of instruments, accessories, method books, etc. that are marketed as “for doublers.” If you want to play clarinet like a clarinetist, use what the clarinetists use.

    Some other readers asked about the “secrets” to practicing multiple instruments.

    As far as I know there aren’t any; if you want to play three or five instruments well, plan to put in three or five times as many hours. I’ve posted previously about an approach to an instrument rotation for practicing, but it really depends on you particular set of instruments, abilities, and goals.

    Another reader asked how hard it was for me to learn secondary instruments.

    Beyond general musicianship skills (like reading music or blending into an ensemble), I don’t think there’s a lot of useful cross-training effect. In other words, no instrument is a good shortcut to learning another, at least not learning it well. But I do think there are underlying concepts that can be useful for thinking of the woodwind family and its techniques as part of a unified whole. (I address those concepts in my book Woodwind Basics, or sprinkled throughout the last 15 years of blog posts.)

    Someone else asked about when to get serious about woodwind doubling (high school? undergraduate studies? graduate school?), which is something I’ve opined about previously.

    Everyone’s circumstances are different, but for my undergraduate music majors (and for me when I was in that stage) there are a couple of things that need to happen in their development: gain a certain level of mastery at operating the instrument itself, and develop a certain maturity of musicianship. While these things should be in development concurrently, achieving the first is ultimately a prerequisite to achieving the second. (You can’t fully execute a mature musical idea if you’re held back by technical deficiencies.) I think it can be a fun side pursuit to pick up an additional instrument or two in high school or college, but I think many people won’t be ready to pursue professional-level playing on multiple instruments until graduate school, and then won’t achieve it within the time frame of a graduate degree.

    Another reader asked questions about pursuing a career in playing in musical theater orchestras: is it worthwhile to go on to graduate school? How do you get more gigs (cold-call theaters? take lessons with Broadway players)?

    Graduate degrees (or any degrees) aren’t necessary for just about any kind of gig work, although they can provide useful training to improve your skills, gain some experience, and network with fellow musicians.

    I would say don’t call theaters. Venues are unlikely to hire musicians directly. Instead, you want to connect with the musical directors or contractors who are likely hiring the orchestra members. Direct outreach to those folks might be effective in some cases. But a lot of musical directors, if they call their usual players and find them unavailable, will ask them for recommendations, so the musicians already playing the gigs you want are both your competition and your best chances at getting hired. Taking lessons is a possible way to get a foot in the door. Sometimes just catching them after a show, introducing yourself, complimenting their playing, and handing over a business card can be enough to get you on their radar.

    Additionally, a career exclusively playing musicals would be an oddity. Most woodwind players who do musicals do lots of kinds of gigs. Develop your skills, build your network, and see what possibilities come your way.

    Someone else asked a question about the history of multiple woodwinds degree programs.

    This isn’t something I have dug into enough to answer with any confidence, but it would make a nice thesis or dissertation for someone working on a multiple woodwinds graduate degree. I do know that I’ve heard lots of folks confidently make conflicting claims about which degree programs were first or biggest or best, or about how the number or configuration or quality of degree programs has changed.

    Thanks for the thoughtful questions!

  • Clarinet/saxophone doubling and “loose” and “tight” embouchures

    I have been watching with dismay some recent online message board conversations about clarinetists picking up the saxophone and saxophonists picking up the clarinet. I am of course a big supporter of doubling, but much of the discussion seems to center around embouchure, and the language used is not only misleading but also vaguely pejorative. Clarinetists seem to regard the saxophone embouchure as “loose,” a term I think most saxophonists would take exception to, and saxophonists consider the clarinet embouchure to be “tight,” a concept I would expect clarinetists to shy away from.

    Photo, Adrian Midgley
    Photo, Adrian Midgley

    I am not aware of any difference in looseness/tightness between the embouchures of the two instrument families, and can’t think of a reason why there should be one. In both cases, the embouchure—the lips and surrounding facial muscles—need to be “tight” enough to form a non-leaking seal around the mouthpiece and reed, and “loose” enough to allow the reed to vibrate at the desired amplitude (volume). The most common looseness/tightness problem I see in teaching both instruments is excessive tightness, often used in an attempt to compensate for pitch stability problems caused by poor breath support, and resulting in sluggish response, restricted dynamic range, and stuffy tone. Read More “Clarinet/saxophone doubling and “loose” and “tight” embouchures”

  • Concept-based woodwind methods

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

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

    Most college students studying instrumental music education have to take a woodwind “methods” course, a sort of crash course in teaching the woodwind instruments. I have taught woodwind methods classes for about the past ten years.

    A typical approach is to divide the semester into instrument-based units: x weeks studying the flute, x weeks studying the oboe, etc. I’ve taught woodwind methods that way, and it’s tough to get through all the material. How can you realistically cover the pedagogy of five instrument families in one semester? (Some schools offer this scant improvement: two semesters.)

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    One big reason that woodwind methods teachers get stuck in the one-instrument-at-a-time paradigm is that existing textbooks, syllabi, etc. treat the woodwinds as being hopelessly different from each other. While the woodwinds are more diverse than the brasses or bowed strings (though perhaps not the percussion), the techniques of playing them are not as unrelated as many seem to believe.

    A symptom of this misunderstanding is the woodwind-methods-by-committee approach, in which a textbook has chapters written by five different authors, or in which a course is taught by a rotating cast of woodwind professors. This invariably leads to holes in the curriculum, confusion over vocabulary, and contradictory ideas.

    I have much, much better success when I focus on the basic concepts underlying good woodwind playing. My course addresses audible aspects of how woodwinds sound (tone, response, intonation, volume/dynamics, fluency), and connects them to elements of playing technique (posture/position, breathing and breath support, voicing, embouchure, tuning, articulation, finger movement, and selection from among alternate fingerings). When my students are conversant in those concepts, it’s almost trivial to apply them to a diverse group of instruments: “the clarinet uses a very high voicing, but the flute uses a very low voicing.”

    That’s still a lot to cover in a semester, but I actually find that I can get through the material efficiently enough to leave some days open for review, Q&A, or special/requested topics. And, more importantly, my students absorb widely-applicable concepts rather than trying to memorize seemingly unrelated factoids about seemingly unrelated instruments.

    This is a valuable approach for woodwind doublers, too, who have to parse out the differences in the instruments but also the differences in culture and tradition that have developed around those instruments and their pedagogy. Understanding the underlying concepts helps to make sense of the sometimes very different approaches to the same problems.

    Warning: commercial-ish plug

    I’ve hinted on the blog a few times about my upcoming book, based on materials I have developed for my woodwind methods courses. It clearly and concisely covers the most crucial concepts in woodwind playing. Since I usually teach a mixed-instrument class I pair it with a band method (such as Essential Elements or Accent on Achievement) for hands-on playing activities, but it would work just as well paired with an individual method (such as the Rubank series) if you have the luxury of a full class set of each instrument.

    I’m hoping to get the book launched before 2017 slips away. If you like, you can join a mailing list to be notified if when it becomes available. Update: the book is now available!

  • Q&A: Reeds

    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.

    How do you (or how do you help a student) select the appropriate hardness of reed?

    This is a careful balancing act and involves tradeoffs. In general a too-soft reed causes pitch instability (tending toward flatness), good piano response but limited forte range, improved low-register response but weak upper register, and a thin and/or bright tone. A too-hard reed usually has poor piano response, a more resistant low register, and a stuffy or labored tone.

    I find that many reed players use reeds that are too stiff, perhaps due to the strange but pervasive idea of “moving up” in reed strength as a rite of passage or indicator of skill.

    Also: with clarinet and saxophone, reed strength is (a) inconsistent between brands and (b) tied very closely to the characteristics of the mouthpiece, so it’s not especially useful to make broad recommendations (“beginners should start on a 2½…”). It’s entirely likely that two clarinetists playing different mouthpieces might need dramatically different reed strengths.

    How can I obtain better than mass produced double reeds for my beginning oboe and bassoon students? Do you have any tips on how to learn to improve already made reeds, store bought or otherwise?

    Absolutely double reed players should, if at all possible, work with private teachers for this very reason. The ideal scenario is for a private teacher to make and continually adjust reeds for beginning double reed players. An alternative might be to connect with nearby symphony players, professors or graduate students, military musicians, or other nearby double reeders who might be willing to sell reeds (face-to-face, so adjustments can be made) or do occasional reed classes or adjustment sessions.

    Improving/adjusting reeds involves some specialized skills, one of which is playing the instrument at a high level. Reed adjustment is an iterative process of making a small change and then testing, small change and test, small change and test. If you can’t play the instrument well, then reed adjustment is shooting in the dark.

    One possible exception is that minor changes to bassoon reed wires are basically reversible, so there may be some room to experiment with that. I won’t get specific here as wire adjustments have been dealt with in detail by many previous authors, but careful, small adjustments can potentially improve response in various registers, pitch, and tone.


    Thanks for your questions, and good luck with your reeds!

    More 10-year anniversary Q&A

13 Comments

  1. Also try my website http://www.artmarshal.org. Ther you can liten to my quartet arrangements that are played all over Youtube.
    Read my biography there or on http://www.cherryvalleymusic.com
    Do you know my Book Take Up Jazz? It is on cherry valley.

    The Bobbitt exercises are three note exercises and actually cover the Jeanjean LH and RH exercises.
    Are you familiar with all other works by Paul Jeanjean: 3 Cahiers. Etudes Progressives et Melodiques. His etudes with chord referrals?
    There is no country in the world that has systematized clarinet education in the way France has done. From the time of Klose, who introduced the Boehmsystem mid 19th century on the Paris Condervatoire. His method was written for that purpose.
    Perier, Jeanjean, Klose. Every year the Conservatoire National de Paris invites composoers to write a Morceau de Concours (exam piece)Debussy’s Premiere Rhapsody was also a Morceau de C.

    Kind regards Art Marshall

  2. Hi,

    I was wondering what is the name of the peice in the last etude and who wrote it?

    I have seen that he mentioned something about berlioz, but I couldn’t understnad if he wrote/arranged it, and couldn’t find it in the internet.

    Thanks.

    1. Jeanjean entitles it “Pour remettre l’embouchure en place et améliorer la sonorité” (To restore the embouchure and improve the tone). I don’t know of any reason to believe that Jeanjean didn’t write it himself.

      A marking at the beginning of the etude mentions Berlioz: “Dans son traité d’instrumentation H. Berlioz appelle: ‘Son crépusculaire’ l’écho de l’écho.” In his book on orchestration, Berlioz writes about the clarinet’s unique ability to play extreme pianissimo dynamics, what he calls “the echo of an echo” or a “crépusculaire” (twilight) sound. Jeanjean requests that very soft volume in this etude.

  3. You may also want to try Modern Daily Studies for Clarinet (Book 1) by Kalmen Opperman, which attempts to do much the same. From the forward:

    ” This book meets the daily requirements of the professional clarinetist who doubles and cannot devote himself to long practice sessions, as well as the student…”

    And happy to say, all in English. It’s not always so easy to get hold of (published by M. Baron Company), but try Vancott Music Services. This is a keeper and you won’t be disappointed. My copy cost $13.95

  4. The Vade Mecum is a great book. I have used it for years. It really challenges your fluency on the instrument and gives a very intense workout. I think it is essential.

  5. Thanks. I had a look at the Modern Daily Studies Book 1 mentioned above and it has 21 exercises in 43 pages, LH (3), RH (3), Register key (1), Chromatic (1), Scales (1), Staccato (2), Grace Notes (1), Octave (2), Chords (4), and Etudes (3). I saw a youtube of Keith Ridenour talking about Kal Opperman and how in his lessons he used both the Modern Daily studies and the Vade Mecum.

    I also was thinking the Tafanel & Gaubert would be one to try for flute. Just 17 studies. For sax the most consise book seems to be the Klose 25 Daily Studies that some say is all you need.

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