Sometimes staccato is neither “short” nor “separated”

It seems that many of us are taught first to treat notes with staccato markings as “short,” and then later refine that definition to mean something like “separated” or “detached.” The difference in these definitions is that a “detached” note might really be quite long, but has at least a sliver of silence separating it from the note afterwards.

But for wind players, even this definition may be too simplistic, and in some cases produces a sound that is too aggressively clipped or pecky.

To achieve an appropriate staccato effect, the notes might not actually be detached at all. Check out this demonstration of staccato technique on the violin:

It’s clear that the violinist is detaching the notes from each other. But listen carefully—does the instrument go completely silent in between notes? At a faster tempo, it doesn’t. Even though the violinist temporarily stops driving the strings’ vibrations with the bow, the instrument continues to resonate on its own, and this (softer) sound may bleed into the next note.

A wind instrument doesn’t resonate in the same way: when the wind player stops blowing, the sound stops immediately. But since our modern wind technique borrows so heavily from the bowed string tradition, in many cases it is necessary to imitate this resonance to achieve the desired effect. To oversimplify a bit, the wind player must end “staccato” notes with very brief decrescendos.

When this technique is applied to staccato passages, it may mean that rather than literally detaching the notes from each other, the wind player must give the impression of detachment while also giving the impression of a brief violin-style resonance following each note. In other words, the “space” between the notes is actually filled, at least partially but maybe completely, with a very quick decrescendo.

A reverberant performance space also helps to mask wind instruments’ lack of damped oscillation, but ultimately it is up to the wind player to create the faux resonance when the situation demands. Pay close attention to the ends of your staccato notes!

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    Cost. Pianists, singers, violinists, and others can buy large collections of public-domain repertoire by great historical composers for relatively little money. More recent works, such as those for the clarinet and saxophone, are much more likely to be under copyright and sold individually at higher prices. For me as a teacher, this means that I have in my file cabinet, for example, only so many unaccompanied-pieces-for-sophomore-level-clarinet-players-that-fit-within-eight-minutes-and-are-flashy-enough-for-competition. Are there more pieces out there? Definitely, but even to look at the scores may require expensive purchases. There probably won’t be IMSLP downloads or many YouTube performances to peruse.

    Multiple instruments. There is significant clarinet repertoire for clarinets in B-flat and for clarinets in A. Saxophone repertoire favors mostly the alto and the soprano saxophones, but also exists for tenor and baritone instruments. Competitions with too-tight restrictions on playing “more than one instrument” limit options for these entrants. It’s a nice courtesy if there is time and patience for entrants needing to bring a second instrument up to temperature before starting, or to wet a second reed.

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    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

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

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

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

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

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

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

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

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  • How to get 10 good reeds from a box

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    A brand that genuinely makes clarinet or saxophone reeds with less than 80% success doesn’t deserve your repeat business. But there’s a strong chance you have simply mismatched the reeds to your mouthpiece and playing requirements. Keep searching!

One Comment

  1. Bret,

    As always, an excellent explanation of the key to amazing style for woodwinds. It is especially helpful in contrast with the Dot articulation used in swing and related styles.

    Keep up the great work! And nice tie-in with the violin pedagogy video—love it :-)

    Tim

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