Still going strong: Seymour “Red” Press

The Theater Development Fund‘s Stages blog has a nice little story on Seymour “Red” Press, a veteran Broadway woodwind doubler and contractor and an alumnus of Benny Goodman’s band.

The cast of Chicago changes frequently, but if you listen to the orchestra behind the actors, then you’ll hear the same man night after night.

Woodwinds player Seymour “Red” Press has been in the orchestra of the long-running Broadway revival since it opened in 1996, and that’s just part of a career that spans over fifty years and 100 shows. He’s played everything from Pippin to Meet Me in St. Louis to A Funny Thing Happened on the Way to the Forum, not to mention the original production of Chicago.

Read the whole thing here, and see a photo of Mr. Press in his natural habitat.

This thread at the Clarinet BBoard brought the story to my attention, and has some nice comments from some of Mr. Press’s colleagues and admirers.

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  • Interview: Jonathan Tunick, Broadway orchestrator and more

    Jonathan Tunick is a show business legend: a composer/arranger/orchestrator/musical director for stage and screen; a collaborator with Stephen Sondheim, Placido Domingo, Barbra Streisand, and too many more to mention; and a winner of many awards.

    Needless to say, I was thrilled to hear from Mr. Tunick a few years ago, when he contributed some information to my list of Broadway shows. Recently we were in touch again and he was kind enough to answer some of my woodwind-player questions about his work.

    Jonathan Tunick

    I understand you have background in clarinet playing. Are you still actively playing?

    Although I can play the piano after a fashion, the clarinet was my true instrument. My uncle, a dedicated amateur who studied with Bellison, started me on the instrument at age ten, turning me over after a few months to Harold Freeman of the NBC Symphony, with whom I studied for several years. As a college freshman I had a year of saxophone lessons with Jimmy Abato, who gave me a few clarinet lessons as well. Later when I entered Juilliard I studied (mostly clarinet, but some saxophone too) with Joe Allard, a wonderful man and teacher, for four years. I consider him my principal teacher.

    I was a fair classical clarinet player, played bass clarinet in the Juilliard Orchestra, and could play either lead or jazz in a band. My flute (Haynes, Louis Lot piccolo) playing was mediocre but passable. I freelanced in New York playing orchestra, opera, dance band, theater, resort and club dates through the sixties until my arranging career superseded my playing and my horns went into the closet.

    A few years ago I started playing the clarinet again; chamber music with friends and fronting a 14-piece swing band made up of Broadway musicians around New York. I play a 1959 Buffet clarinet picked out for me by Joe Allard, and alternate between a Selmer Table HS** c.1938 and a Leon Russianoff c.1950 mouthpiece (these are Chedeville blanks faced by George Jenney) with Vandoren #4 and #5 reeds from my stash still in their sealed boxes since the 1960s.

    Does your background as a woodwind player inform your orchestrations? How so?

    More so as an orchestral and big-band section player in general than specifically as a woodwind player. The orchestra player learns to understand the principles of intonation, attack, articulation, sound color, and balance in a way that the pianist never can. The pianist will tend to hear chords vertically and so stack notes on the score rather than considering the movement of the parts. He or she will be tempted to write for orchestral instruments patterns that are comfortable for the piano, for example, repeated wide skips, which may be awkward for woodwind and other orchestral instruments.

    This is why most of the great arrangers have been orchestra players rather than pianists. This said, it must be noted that the exceptions are dramatic ones: Wagner, Debussy, Strauss, Mahler, Ellington, Strayhorn, Gil Evans, Ralph Burns, etc.

    What factors do you have to consider when writing parts for woodwind doublers? Do you have any rules of “thumb” about how long of a player will need for an instrument switch, or which instruments can go together in a book, or other logistical issues?

    When planning an instrument change (and I try to avoid them altogether whenever possible) I simply count out the bars of rest in tempo while mentally going through the motion of changing instruments. Four bars of moderate tempo, six or eight of fast are usually enough.

    I usually organize my sections somewhat along the following pattern, although many variations are possible

    1. (The “lead” chair and “flute specialist”) Lead alto, flute 1, piccolo, alto flute, clarinet 1 or 3. Will usually play 1st clarinet unless busy on flute, in which case reed 2 or 3 will be clarinet 1.
    2. (The “second” chair) Alto 2, flute 2, piccolo, clarinet 2.
    3. (The “clarinet specialist) Tenor, flute 3, clarinet 3 or 1, E-flat clarinet, bass clarinet.
    4. (The “oboe specialist”) Tenor, oboe, English horn, clarinet 4.
    5. (The bassoon and “big horns” specialist) Baritone, bassoon, clarinet 5, bass clarinet.

    If you eliminate the saxophones, a pattern more suited to operetta or classical players emerges:

    1. Flute, piccolo (optional clarinet double)
    2. Clarinet 1 (optional other clarinets and flute 2 double)
    3. Clarinet 2 (optional other clarinets and flute 3 double)
    4. Oboe, English horn (optional clarinet double)
    5. Bassoon (optional clarinet, bass clarinet, flute double)

    Here is a good plan for four reeds, with or without saxophones:

    1. Alto saxophone, flute 1, piccolo, clarinet 1 or 2
    2. Alto saxophone, flute 2, clarinet 1 or 2, bass clarinet (this might be on reed 4)
    3. Tenor saxophone, oboe, English horn, clarinet
    4. Baritone saxophone, bassoon, clarinet, bass clarinet (this might be on reed 2)

    Phil Lang used a very versatile layout again with or without saxophones:

    1. Alto saxophone, flute 1, piccolo, clarinet 2 or 1
    2. Alto saxophone, clarinet 1, E-flat clarinet, bass clarinet
    3. Tenor saxophone, oboe, English horn, clarinet 3
    4. Baritone saxophone, bassoon, flute 2, clarinet 4

    As bands become smaller, requirements become more stringent. Here is a typical format for three reeds:

    1. Alto saxophone, flute, piccolo, clarinet
    2. Tenor saxophone, oboe, English horn, clarinet (much greater clarinet ability required of this player than with 5 or even 4 reeds)
    3. Baritone saxophone, bassoon, clarinet, bass clarinet

    If the score doesn’t require saxophones, The above formats work equally well without them; otherwise I try to do without doubles altogether, such as A GENTLEMAN’S GUIDE, scored for 1. Oboe/English horn 2. B-flat/A clarinet and 3. bassoon, or INTO THE WOODS: 1. Flute/piccolo 2. Clarinet 3. Bassoon. This way I have a larger pool of accomplished players to choose from, especially out of town.

    Do you often orchestrate for a Broadway-type woodwind section with specific doublers in mind, knowing their individual strengths, or do you more often write for musicians to be selected later? How much does that affect your writing?

    I know my players well, and write to their particular abilities. Hiring a section is much like casting a show. I think of my players as specialists; the “flute specialist,” “oboe specialist,” “bassoon and big horns specialist,” etc., as well as the occasional need for a stylist: jazz, ethnic, etc. I assign solos according to the specialties. For example, the clarinet solo will not usually go to the oboe or bassoon specialist. When working out of town with an unfamiliar orchestra I am even more careful, avoiding unusual doubles altogether, even when assured by the contractor that he has people that “play all the instruments.” I remember all too well the guy who played bassoon, bass clarinet and baritone and they all sounded the same!

    It seems that over the last few decades, woodwind sections for musicals have gotten smaller and smaller but also call for more and more instruments, including “world” instruments and other things. Is this true in your orchestrations?

    In general, no. I use no more doubles than I ever did, and in most cases fewer. I want the player who plays the best, not the one who owns the most horns.

    Do you have any advice for woodwind doublers who aspire to play on Broadway or other major venues?

    Saxophone players seem not to realize the sheer brute power of this instrument. Three or four of them can swamp any brass section. They are amazed at how incredibly loud the saxes are when I invite one of them to come and listen up front. I’m always on the saxes to play softly, even under loud brass, and to use civilized mouthpieces with medium chambers and baffles.

    But remember, this is just me. Other arrangers and leaders will have their own preferences and it’s up to you to find out what they want (very difficult) and do it for them (relatively easy).


    Many thanks to Mr. Tunick for sharing his knowledge, and for all the great woodwind parts!

  • Dan Willis in the West Side Story pit

    Tip of the hat to Patty at oboeinsight for this one:

    EDIT: I originally had an embedded video here, of a CBS news interview with Broadway woodwind doubler Dan Willis. It appears the video is no longer available. You can read a text summary here, at least for the time being. Below is a picture I stole from their website.

    Dan Willis

    It appears Mr. Willis is playing reed 3.

  • Interview: Ryan Lillywhite of Cannonball Musical Instruments

    Ryan Lillywhite of Cannonball Musical Instruments

    I’m pleased to share an interview that I did with Ryan Lillywhite of Cannonball Musical Instruments. Ryan and I played in college jazz band together, and recently reconnected. He is a really creative and fun soloist with an incredible tenor sound, plus a cool guy with a cool job, not to mention a new dad. Read all the way to the bottom to find a video of Ryan and his Cannonball colleagues (all very tasty players) showing off their chops and their horns. Cannonball is a serious contender in today’s saxophone market, doing some very interesting and innovative things, generating some great buzz, and signing big-name endorsing artists left and right. Ryan was kind enough to answer a few questions about what he does at work. [Full disclosure: I recently bought a new Cannonball tenor with Ryan’s expert help, and it is a seriously awesome horn.]

    BP: Tell us a little about yourself.

    RL: I work for Cannonball Musical Instruments. I studied at Brigham Young University where I started in music but ended up graduating with a business degree and a music minor. When I’m not working, I stay busy performing, fixing up old horns, working on my old muscle car, and spending time with my wife and five-month-old daughter.

    Tell us about your performing background.

    I had a blast as lead tenor in Synthesis (BYU’s jazz band); I’ve performed with the Utah Symphony and some smaller local groups, recorded for movies and commercials, and recently performed with the Cannonball Band at the Salt Lake City International Jazz Festival. Most of that was on tenor sax, but I’ve done my share of doubling on flutes and clarinets in pit orchestras. I currently take my jazz quartet around for local weddings and other events, which I’ve been doing for about a decade now and still enjoy. Especially when food is provided.

    What is your job title? What do you do at work?

    It kind of depends on the day … we all wear a lot of hats around here. I play test, inspect, and acoustically customize about half of the saxophones we sell; I’m in charge of the spare parts/repair department; I manage a number of international accounts; I do our social media; I contribute to product and acoustical development and testing; I clean the boys’ bathroom (hey, you asked!); and whatever other projects come up. Things definitely don’t get boring around here.

    How did you get the job?

    Read More “Interview: Ryan Lillywhite of Cannonball Musical Instruments”

  • |

    University woodwinds job postings, 5/30/08

    Being a doctoral student in multiple woodwinds performance, I like to keep an eye on the job listings for university faculty positions that involve teaching multiple woodwind instruments. There usually aren’t many, at least not many that involve a national search. But two positions were posted to HigherEdJobs.com this morning: Read More “University woodwinds job postings, 5/30/08”

  • Students and gig pay

    Over a year ago I wrote about responding to free or underpaid gig “offers.” A commenter asked a fair question, which has haunted me since:

    I was wondering how much of this still applies when taking on gigs as a student.

    I’ve wrestled with this a bit and I’m not sure I have a real answer, but I do have some thoughts. (As usual, I’m talking here about markets that don’t benefit from a strong union presence, such as most of the USA.)

    For someone hiring musicians for a gig, I don’t see a good reason to consider student status at all. You should hire musicians who can do the job, and should pay them fairly. If they are students, what does that have to do with anything?

    photo, Ryan Hyde

    But the Right Thing to Do seems a little less clear from the student perspective. In a situation where someone is attempting to treat student musicians (or anyone) in an exploitative way, the options are to accept, to attempt to negotiate better terms, or to refuse the gig. The problem is that freelance careers depend heavily on word-of-mouth recommendations, and being “easy to work with” is a prized quality. A student musician trying to get a foothold in the business could hurt his or her cause by complaining about unfair pay, or by staying home instead of playing.

    Student musicians have to find the best balance they can between advocating for fair treatment and going with the flow. It’s not reasonable for the least-experienced musicians to have to navigate such a complicated thing with their careers hanging in the balance, but it’s the way things are.

    Here are some questions you might ask yourself if you’re a student musician and think you’re being undervalued in the professional freelance marketplace:

    • Who else is on the gig? Would this be a genuine opportunity to make some connections and let some other musicians hear what you can do? Are those musicians the kind who might be able to offer you future opportunities in the near term, or are they others who don’t have much of a career yet?
    • Do you have peers who have taken this gig in the past? Did it pay off in terms of “exposure” or future gigs?
    • Is the experience something that would look good on your word-of-mouth “résumé,” or would it be kind of an embarrassment?
    • Do you have a trusted friend or mentor who is more established in the business, who can advise you on this specific situation? The music world is a small one, and someone who knows the local freelance scene might be able to offer some background.

    Be careful of talking yourself into free or below-market gigs because you “just want to play.” That kind of attitude serves you well in school, but not so well when you’re trying to make a living, and it drags down other musicians’ ability to make fair money and pay their bills.

    A parting thought: I certainly did some free and underpaid gigs as a student, and in some cases that may have opened doors to better opportunities. (It’s hard to connect the dots definitively.) But I think those of us who are established as freelancers should be careful about treating unfairness as a “paying dues” rite of passage. Shouldn’t we be using our success to make things better for the next generation of musicians?

  • |

    Teaching multiple instruments: IDRS 2016 presentation

    Lecture notes from a presentation on teaching multiple instruments, especially double reeds in a higher education setting, from the 2016 International Double Reed Society conference.

    Downloadable version

    Teaching Multiple Instruments

    Dr. Bret Pimentel, Delta State University

    IDRS Conference 2016, Columbus, Georgia

    More and more university music teaching positions require wearing several hats, sometimes including teaching multiple instruments. (Oboe plus bassoon is an especially common combination, even though it’s unusual for musicians to play both well.) Teaching multiple instruments is also a potentially valuable skill for instructors at lesson studios in private music schools or in music stores, for instructors in middle or high school band and orchestra programs, and for those establishing private studios from their homes.

    Getting hired

    • In many multiple-instrument hiring situations, the expectation is proficiency on one instrument and willingness to fake your way teaching the other(s). Any actual training or background on secondary instruments immediately sets you apart. Strongly consider taking at least a few lessons on a secondary instrument—this shows seriousness about the multiple-instrument thing, even if it doesn’t make you a virtuoso.
    • Having access to books (or websites) isn’t a substitute. Neither is “knowing a guy” who you can “ask questions.” Though those are usable resources, they aren’t convincing to hiring committees because they don’t demonstrate any actual effort prior to submitting your application.
    • Be honest but positive with yourself and with hiring committees about your ability and/or enthusiasm for teaching multiple instruments. For example:
      • “I play oboe professionally, but I am deeply committed to both instruments and am working to improve my bassoon skills. I have some experience playing bassoon in semi-professional settings.”
      • “Bassoon is really my thing, but I took oboe lessons for a couple of summers during graduate school and am enthusiastic about teaching the double reeds.”
      • “Teaching bassoon would be a brand new challenge for me, and one that I would take seriously.”

    Lesson time

    • You won’t have to fix all of your students’ technical issues on day one, but you will have to assign repertoire and studies right away. Spend some serious time browsing other teachers’ syllabi and “suggested repertoire” lists (many are available online!), and start compiling some lists of your own. Are you ready to recommend, for example:
      • some remedial etudes and an easy solo for an incoming freshman?
      • an hour’s worth of varied and challenging-but-doable repertoire for a junior entering a competition?
      • a solid program for a senior recital that can double as serious graduate school audition repertoire?
      • Baroque pieces?
      • pieces with extended techniques?
      • chamber pieces with strings?
      • concerti with concert band?
      • and so on…
    • You will, of course, have to address technical issues at some point. Be advised that your students know when you’re making things up. But it can be a great experience to spend a few minutes researching a question together, or calling a colleague or mentor on speakerphone for advice.
    • Both you and the student can learn a lot when you dare to get an instrument out and try some things together. Your students know it’s not your main instrument, and appreciate seeing you step out of your comfort zone. Consider giving them a chance to teach you something—teaching is a skill they should be learning anyway.

    Managing resources

    • Institutional resources like money, time, and space are often allocated per faculty member, not per instrument taught. As appropriate, consider making a case for the following (for example):
      • Funding for your oboe studio plus funding for your bassoon studio. Per-faculty funding can be unfair to students, who won’t benefit from purchases made for the other studio.
      • Additional prep time built into your schedule to accommodate the logistics of multiple studios.
      • Studio space and storage space suitable for several studios’ worth of instruments, sheet music, reed desks, etc.
    • If you are a single-instrumentalist teaching multiple instruments, consider forming partnerships with others in the same situation. Visit each other’s schools once or twice a year, maybe more often if the travel is short. Be each other’s consultants, guest artists, masterclass teachers, reed sources.
    • Consider which aspects of running a studio you can streamline to accommodate multiple instruments without multiplying your workload. For example:
      • Use your university’s LMS features, perhaps to combine all of your applied students into one “course,” instead of having to communicate separately to each instrument group.
      • If permissible and appropriate, rotate or combine things like studio classes and chamber group coachings.
      • Repurpose, say, oboe sight-reading excerpts as saxophone excerpts, or vice-versa. (Doesn’t work as well between oboe and bassoon. Clefs, you know.)

    Staying sharp (figuratively)

    • Join an organization. Attend conferences. Read the journal. Summer camps (that welcome or at least tolerate adults) are great, too.
      • For oboe-plus-bassoon teachers, IDRS is perfect! Be sure to attend recitals and masterclasses for your secondary teaching instrument, and familiarize yourself with equipment and repertoire options in the vendor exhibits.
    • Build your library of recordings, pedagogical materials, and experiences related to your secondary teaching instrument(s). If it suits your goals, budget toward buying or upgrading your secondary instruments and investing in your further education.
    • Be smart, informed, and conscientious about learning what pedagogical techniques, ideas, etc. you can share between instruments and what you can’t.
    • If you are at even an intermediate performing level on a secondary instrument, strongly consider playing it on your faculty recitals (one short, easy piece?). Keep yourself challenged to improve.
    • Shameless plug: Keep an eye on bretpimentel.com for blog posts and other resources related to playing and teaching multiple woodwind instruments, and the fundamental techniques that those instruments share.

    Long-term career planning

    • Is teaching multiple instruments an end goal for you, or just a way to get that first teaching job that will be a stepping stone to something that fits you better? Hint: either is okay, and it’s also okay to change your mind.
    • If you need to meet certain expectations for tenure, annual reviews, etc., be smart about how your multiple-instrument duties affect this. For example:
      • If leadership in professional organizations is important, you may need to attend your major instrument’s conference every year, instead of bouncing from conference to conference.
      • Understand student recruitment expectations—will you need to keep your studios balanced in a certain way, or is it acceptable if, say, recruiting for your main instrument is more successful?

6 Comments

  1. Hi….I saw Nice work…last matinee…with my granddaughter and her husband from the first row/orchestra. Loved it. my third husband died on July 30 I am a very busy commercial actress!! !! love Phoebe

  2. Great article..my son sent it to me…I am very impressed..you look great..I am still busy doing commercials. Husband #3 died Juy 30 Phoebe

  3. I too am still going strong…with lots of commercials….I moved to Port Jefferson Station Long Island…I am living with Jim Grady….My son Jonathan continues to wow them on percussion in Jersey Boys…and lots more…His gorgeous 16 year old Kirrilee Berger is Miss NJ..and a lot of other MISS…..and appears in Disney movies. .and lots of other TV films…love Phoebe………………

  4. Look me up Phoebe Lou Dixon Roome….and on Debbie Chasen agency Orange NJ and The Agency W 38th St NYC….

  5. I have worked with Red for close to 20 years. He is kind, wsrm and highly talented man. As a producer/director I have experienced many OF his Hats. He is an honest but tough negotiator, fiercely devoted to his musicians, but committed to a fine production.

    Thank for a great career.

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