As a ten-year-old beginning saxophonist, I was taught to form an embouchure like this:
Put your top teeth on the mouthpiece
Let your lower lip sort of roll or squish over your lower teeth
Close your mouth
That’s how I played for years. As I advanced and started to practice more, I would sometimes hurt the inside of my lower lip, drawing blood or forming blisters or scar tissue. I considered this a badge of honor: I practiced until I bled.
But I don’t play that way anymore, nor do I teach students that way. I made an important change to my embouchure that lets me play for extended periods pain- and blood-free, while sounding better and having more control.
The problem with the lower-lip-over-the-teeth approach is that it sets the lower lip up to serve as a sacrificial cushion, to protect the reed from the lower teeth. Sure, you can just tell your students to “stop biting,” but if you’re teaching them an embouchure that’s based on biting, then good luck.
It’s more useful to think of the embouchure this way:
Put your top teeth on the mouthpiece
Let your jaw hang open a bit, so your lower teeth stay clear of the reed
Keep your jaw open, and allow your lips to close around the mouthpiece and reed.
This approach makes sure the lips are used to form the embouchure, not the jaw. It improves tone, response, dynamic range, and more, and virtually eliminates lower lip pain.
If you are used to a jaw-formed embouchure concept, you might find that switching to the lip-formed embouchure leaves you feeling like you’ve lost some control of pitch and tone. If so, double-check your breath support; with the jaw out of the way you will need to depend on those support muscles more for stability.
With traditional woodwind instruments, the fingers work together to change the effective length of the instrument’s body tube by opening and closing toneholes. Woodwind fingerings at their most basic use the fingers in sequence. For example, a certain note might be produced with an “open” fingering (all toneholes open). When the “first” finger (the one closest to the mouthpiece) closes a hole, the pitch drops, perhaps by a whole step. Adding the next farther finger drops the pitch again, and so on toward the bell end of the instrument.
“Forked” fingerings, in which a lower tonehole is closed while one above it is open, often produce somewhat inferior results—notes that are mismatched in timbre and/or intonation. (Some modern woodwinds use special mechanisms to correct for this, such as the F resonance mechanism on a high-quality oboe.)
An electronic woodwind-style instrument, such as the Akai EWI series, uses a fingering system that is designed to be similar to a traditional woodwind, so that a traditional woodwind player can easily adapt to it. But this is an arbitrary choice. Since the instrument’s tone production system uses electronic circuitry and software, rather than a vibrating air column, the fingering system don’t necessarily have to use the fingers in sequence, and forked fingerings don’t have any inherent problems. The fingerings can be invented completely from scratch, with no acoustical limitations.
EWI fingerings are designed to draw upon the best of both worlds—the familiarity of traditional woodwind fingerings, and the flexibility of a non-acoustical fingering system.
Note that the current-model EWI4000s, using version 2.4 of the operating system, includes several fingering modes. The mode I am considering here is the “EWI” mode, as the “flute,” “oboe,” and “saxophone” modes sacrifice some flexibility for the sake of increased familiarity to traditional woodwind players. You might consider this article to be subtitled, “Why you should be using the ‘EWI’ fingering mode.”
The current manual (“revision D”) shows a mere 17 fingerings in its EWI mode fingering chart (11 chromatic pitches, with B-flat through D having fingerings in two octaves, and B-flat having one additional alternate fingering). But many, many more are possible.
We can consider the individual EWI keys as having individual functions, rather than being inherently interdependent. For example, pressing none of the keys produces a C-sharp:
C-sharp
Adding any key will alter the C-sharp pitch by a given amount:
key
pitch change
(in semitones)
exceptions
LH 1
-2
LH bis
-1
If both LH 1 and LH 2 are pressed, LH bis has no effect
LH 2
-2
If LH 1 is not pressed, LH2 produces -1 (this makes LH middle finger C possible)
LH 3
-2
LH pinky 1
+1
LH pinky 2
-1
RH side
+1
No effect when used in combination with LH pinky 1
RH 1
-2
If LH 3 is not pressed, RH1 produces -1 (this makes 1 + 1 B-flat possible)
RH 2
-1
RH 3
-2
RH pinky 1
+1
RH pinky 2
-1
RH pinky 3
-2
If I press LH 1, LH 2, and LH 3, the pitch is lowered from C-sharp by a total of 6 semitones, producing the G fingering familiar to saxophonists, oboists, flutists, and clarinetists.
But that is only one possible combination. I could also produce a G with, for example, LH 1, LH 2, and RH 3. Or LH 3, LH pinky 2, RH 1, and RH pinky 2. These fingerings would be extremely unlikely to work on a traditional woodwind, but with the EWI the possibilities are wide open. As long as the total pitch change adds up to -6 (and accounting for any of the listed exceptions), you get a G.
Standard G fingering.(LH 1 + LH 2 + LH 3) = (-2 + -2 + -2) = -6 = G
One alternative G fingering.(LH 1 + LH 2 + RH 3) = (-2 + -2 + -2) = -6 = G
Another alternative G.(LH 3 + LH pinky 2 + RH 1 + RH pinky 2) = (-2 + -1 + -2 + -1) = -6 = G
These examples are illustrative but likely have few real-world applications. For a more practical example, consider trills, which among traditional woodwind players are a subject of endless discussion and books upon books of awkward, complicated fingerings. An ideal trill fingering involves moving only one finger, preferably one that can be moved in a rapid, controlled, non-awkward way. Continue reading for a musical example and sound clip →
Here are a few predictions (or wishes) about the woodwind instruments we might be able to buy in the future.
Personalized ergonomics
With the amount of worry musicians expend over repetitive motion injuries and other playing-related ailments, it’s truly baffling that instruments are still almost entirely a one-size-fits-all affair.
For just one example: for generations, saxophonists have applied cork or other stuff to their palm keys to help avoid collapsing the hand to press them. Most of the finest saxophones in the world still offer palm keys in a single height, meant to accommodate child and adult hands, male and female hands, large and small hands. (A couple of exceptions are Keilwerth’s wrench-adjustable left hand palm keys, and Cannonball’s “Stone Series” instruments, which can be purchased or retrofitted with stone touchpieces of varying heights for both left and right palm keys.) And this is only one of the ergonomic issues of saxophones and other woodwinds.
Imagine buying a production woodwind instrument that had fully adjustable keywork that could be matched to your individual hands. This could be done with interchangeable parts, or with keywork adjustable via screws or other means.
Related to this is a need to re-examine the possibilities of plateau (“closed”) keys. Most of the modern woodwinds have at least some fingerholes or keys with holes in them, and these cannot be moved to accommodate ergonomics without affecting pitch and tone. But the touchpieces on a saxophone or bass clarinet can largely be located according to convenience, to open or close toneholes somewhere else on the instrument’s body. Our largely unfounded derision of plateau keys on woodwind instruments prevents us from embracing much better ergonomic possibilities.
New materials
Far too much credit is given to materials, especially if those materials are costly and pretty, for their contribution to an instrument’s sound. Inventors have created incredible new materials for aerospace, automotive, and electronics applications. Why couldn’t we make woodwind instruments out of amazing new materials that are inexpensive, crack- and dent-resistant, sustainable, lightweight, and beautiful? (Buffet-Crampon’s “Greenline” instruments are an example of high-quality instruments made from synthetic materials.)
A move to new materials could reduce investment in instrument purchase and maintenance, prevent the heartbreak of a new clarinet or oboe cracking, stop over-harvesting of certain woods, and reduce repetitive-motion injuries.
And it wouldn’t be the first time woodwind players gave up traditional materials for better ones; there aren’t a lot of players still using boxwood flutes and clarinets.
Imagine, too, the possibilities of reeds and pads that are long-lasting, stable, and consistent.
Player-maintainable
It’s axiomatic among woodwind players that good instrument technicians are getting harder to find. In my rural area, it’s a 2½-hour drive to a city where I can get my high-quality instruments worked on competently, by people doing instrument repair in their homes rather than in music stores or commercial repair shops.
Many woodwind instruments have at least some adjustment screws or other relatively intuitive ways to keep them adjusted and playing well. Installing pads is still somewhat of a specialist art, but imagine how that could change with improved materials for pads and for toneholes, and with approaches like MusicMedic’s “self-leveling” Neo Pads.
Imagine instruments that are user-adjustable using common household tools or tools included with the instrument, supplemented with detailed instructional videos. Some routine tasks like pad or bumper replacement could become the player’s responsibility, or something that could be done by a minimally-trained music store employee, school band director, or private teacher.
Your turn
Let me know what features and qualities you would like to see in the woodwind instruments of the future!
School is starting soon, and some kids will be picking out the instrument that they will play in the school band. If you know someone in this situation and they are interested in a woodwind instrument—flute, oboe, clarinet, bassoon, or saxophone—here are some factors that might come under consideration.
Gender. Some outdated attitudes and pedagogical materials suggest, for example, that the flute is particularly suited to girls.
Facial anatomy. Some outdated or ill-informed ideas exist, for example, that certain sizes or shapes of lips are better suited to certain instruments. For woodwinds, this is not an actual issue, except perhaps in cases of significantly unusual morphology.
Physical size or hand/finger size. This is not a significant issue for middle school or larger kids with any of the typical beginning band woodwinds, unless they are very significantly smaller than average, or perhaps significantly larger than an average adult.
Blowing “strength” or “lung capacity.” Anyone with normal respiratory function has the “strength” and “capacity” to play any of the woodwinds.
Success in “aptitude” testing. Some educators like to give some kind of test or trial to see which instruments individual students will be good at. These tests are, at best, mildly entertaining experiments in beginners’ luck.
Previous experience. For someone who is switching to a new instrument (or adding one), there is generally no reason to be concerned about any specific combination of instruments, and perceived similarities are not necessarily an advantage.
A sad-but-true reason to choose an instrument
Expense. Unfortunately, woodwind instruments can be expensive to purchase, equip, and maintain, and some of them more so than others. It’s wise to be aware of the costs up front. (Generally speaking, beginner-model woodwinds go from least to most expensive in this order, assuming equivalent quality: flute or clarinet, saxophone, oboe, bassoon.)
The best reason to choose an instrument
Motivation. A beginner’s interest in playing a certain instrument is the best predictor of enjoyment and success, and, whenever possible, should be the primary deciding factor.
Should you buy a “step-up” or “intermediate model” woodwind instrument? In most cases, I think the answer is no.
For flute, oboe, clarinet, bassoon, or saxophone, I think the wisest course, if you can afford it, is usually to start with a high-quality, best-in-class student-model instrument. The advantages of this are:
Lower price range (though maybe in the upper part of that range)
High-quality student instruments are easier to play than low-quality ones, giving beginners an advantage and a positive experience
Quality student instruments can, in some cases, be used all the way through high school band
Quality student instruments retain their value better, so you may be able to recoup some of your investment if the instrument falls into disuse or you replace it with a more advanced model
At some point, the option may be suggested, by an educator or a salesperson, to “step up” to an intermediate model. My experience with these is generally:
The price range is not much lower than professional-quality instruments
The quality not much better than good student instruments
Sometimes they have some cosmetic differences that make them seem more “professional” or luxurious but which do not give any real advantage to the player
So, in most cases my advice is to skip the step-up instrument. Instead consider investing in some private lessons with a good teacher. These will bring much greater benefits.
And if you intend to audition for college scholarships, participate in competitions, or otherwise play at a high level, the private teacher is a crucial resource when you are ready to buy a professional model. These are instruments suitable for the demands of college music programs and at least semi-professional playing situations. Because they are expensive, it’s worth choosing one very carefully, and a good teacher can help you figure out what you need, connect with a reputable dealer, and get the best price.
I always enjoy Patty Mitchell’s “BQOD” (Blog Quotes Of the Day) over at oboeinsight. I’m in the thick of dissertation writing these days (technically, it’s “doctoral document” writing, since I’m working on a DMA, not a PhD), and this morning I ran across a couple of items that won’t make it into the finished product but are too fun to keep to myself. And so I present my Dissertation/Document Research Quotes Of the Day: Read More “DRQOD: Ghandarvas and powdered wigs”
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.
As a sax player I finally realized that a lip “rolled out” embouchure was preferable to always just assuming my lip should be “over” the lower teeth. This is inherently different from clarinet. There are constant disagreements about this technique..nevertheless. By rolled out I mean that the player places their lip specifically in front of the lower teeth and pushes (generally speaking) toward the mouthpiece rather than simply vertically into the reed when closing the tip opening to begin a note. With this approach the jaw is lowered enough for the teeth to stay clear of the inner surface of the lower lip. This both protects the inner lower lip when your embouchure is tired and when you’re playing high notes and may attempt to support the lip with the teeth, or as the expression goes, “bite”.
In reality your lip is never entirely “in front” of your teeth because all these shapes are approximate and the distances are tiny. But neither is the lip always over the teeth and thus constantly at risk of injury. This also helps with basic “voicing” as the Ahhh throat shape is more inherent. And it demands the air column diaphragm pressure that we generally associate with oboe playing but that actually applies to all reed instruments.
Thank you. I knew I was doing it wrongly but didn’t know how to correct it. Now I do and will try.
So does this mean you’re putting more lip over?
As a sax player I finally realized that a lip “rolled out” embouchure was preferable to always just assuming my lip should be “over” the lower teeth. This is inherently different from clarinet. There are constant disagreements about this technique..nevertheless. By rolled out I mean that the player places their lip specifically in front of the lower teeth and pushes (generally speaking) toward the mouthpiece rather than simply vertically into the reed when closing the tip opening to begin a note. With this approach the jaw is lowered enough for the teeth to stay clear of the inner surface of the lower lip. This both protects the inner lower lip when your embouchure is tired and when you’re playing high notes and may attempt to support the lip with the teeth, or as the expression goes, “bite”.
In reality your lip is never entirely “in front” of your teeth because all these shapes are approximate and the distances are tiny. But neither is the lip always over the teeth and thus constantly at risk of injury. This also helps with basic “voicing” as the Ahhh throat shape is more inherent. And it demands the air column diaphragm pressure that we generally associate with oboe playing but that actually applies to all reed instruments.