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Students and paying gigs

Sometimes I get phone calls from people hoping to hire my students for gigs. I’m delighted when I can pass a professional opportunity on to a hardworking, high-achieving student, but often these calls are troubling.

Obviously, the callers want students because they assume students will work cheaply. Lots of college students work for not much money, as restaurant waitstaff, custodians, babysitters, and so forth. Those jobs don’t pay much because they are (ostensibly) “unskilled” labor. But “musician” is very much a skilled job.

The Symphonic Wind Ensemble is the premier wind/percussion ensemble in the School of Music.  This highly select, 40-member ensemble represents the finest wind and percussion instrumentalists on campus. The ensemble will perform at this year's Penn State President's Concert at the Strathmore Music Center near Washington, D.C. The President's Concert, a joint production of the Penn State President's Office, the School of Music, and the Alumni Association, has been held at major concert venues including Heinz Hall in Pittsburgh, Kennedy Center in Washington, D.C., and the Kimmel Center in Philadelphia. Last year's concert was held in Carnegie Hall.
photo, Penn State

Not long ago I was hired to play lead alto saxophone for a gig backing up a singer, and the contractor asked if I had a couple of students who could play in the section. Then he asked what I thought would be fair to pay them. I told him immediately that he was hiring them to do a professional service, and should pay them as professionals. Happily, he saw my point and agreed to those terms.

I suppose some hiring parties assume that students will be cheaper than non-students because they are not as skilled, and therefore can’t negotiate higher fees. (This may or may not be the case—I’ve certainly played gigs with “professionals” who would be far outclassed by undergraduate music students.) Sometimes they want to compensate for hiring less-skilled musicians by planning extensive rehearsals. In most cases, I think they would better spend that same money hiring skilled players to sight-read.

Musicians, enrolled students or not, are specialized, skilled professionals, and should be treated (and compensated) as such.

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  • Interview: bassoonist and inventor Trent Jacobs

    Last summer I finally got myself a Little-Jake setup so I could experiment with some electric bassoon playing. The inventor of the Little-Jake, Trent Jacobs, is a performer, educator, and reedmaker, and I’ve linked to his blog posts on a number of occasions.

    Trent was kind enough to answer a few questions about himself and about the Little-Jake.


    Tell us in a nutshell about yourself and your career.

    I have a bachelor of music degree from the Lawrence University Conservatory of Music, and Masters and DMA degrees from the University of Illinois. My primary teachers were Monte Perkins and Timothy McGovern. I moved to Minneapolis in 2009 where I started work at Midwest Musical Imports, and began freelancing and teaching as much as I could around the full time job. In about 2010 I started making reeds commercially under the Weasel Reeds brand, which grew significantly over the years. I started teaching bassoon and music theory at the University of Wisconsin–Eau Claire in fall of 2015 and left MMI shortly after. I now teach there and in my studio in Minneapolis, continue with the reed making business, help in raising my two children (which includes Suzuki violin lessons), and freelance when I’m able.

    What is the “Little-Jake?”

    The Little-Jake is a small and inexpensive wind instrument pickup, designed to mount directly to the bocal of the bassoon or similar location on other woodwinds. It gets the name from a nickname I had when I was a little boy. My fathers friends called him “Jake” as short for Jacobs so when I was around I was “little Jake” while he was “big Jake.”

    What was the impetus for creating it?

    In about 2005 while I was working on my DMA, I started working out that my thesis/project would be somehow related to jazz bassoon. Years prior I was a pretty competent jazz guitarist, but didn’t ever translate that to bassoon much, and never improvised on bassoon until then. So when pursuing jazz bassoon in all facets I encountered (again) the music of Paul Hanson, and his electric bassoon playing.

    If you know anything about Paul’s setup at that time, you’ll know he was using a pickup that was no longer being made or serviced by the inventor, and was an unusual piece of gear with odd technical requirements. The only thing on the market available to anyone else was actually a control booth earpiece that functioned as a microphone well enough when fit to a bocal (the Telex pickup).

    I was curious about it and happened to have a third-hand connection with Mark Ortwein at the time, and I knew he had a Telex setup which he let me borrow. It worked, but I was rather unimpressed with the sound quality I could get through my guitar amp and pedals, so I set out to make something I liked better. Quite a few dozen experimental pieces later I had a prototype I was close to happy with, that worked with the Telex fitting.

    What kind of background or skills did you have that made it possible?

    It’s rather embarrassing to say, but the first skill needed in making something like this is soldering, which I learned by modifying gaming consoles to play homebrew software. I had learned to do that with some tutorial videos on the internet and had made a few small electronics projects so I had some idea what I was doing. I also got some help from the guy that makes the Altoids box preamps that are now commonly bundled with the Little Jake in the technical aspects of circuit building.

    Most of the construction of them isn’t all that different from bassoon reed making in my mind. Small pieces have to be fit together in a precise way, it’s just that the tools and pieces are a bit different. The hardest thing in the early days was getting a good connection with the existing Telex pickup bocal adapter being made by Forrests Music. I was fortunate enough to have a colleague in the bassoon studio at the University of Illinois who was an architecture major and had access to CAD and acrylic laser cutting machines. He helped me prototype and get working pieces to allow for a solid connection.

    Eventually I switched everything over to a threaded/screw adapter like what Paul Hanson was using with his FRAP pickups, so he could use my pickups with his existing equipment. That is the only way I make the pickups now.

    What instruments are people using the Little Jake with? Are there others that it theoretically would work with?

    I’ve seen them used on clarinet and saxophone, although not too much. Nearly any woodwind instrument is possible, as long as the player is willing to drill a hole where it’s needed. Clarinet is best done in the barrel, which is easy. Saxophone could use the mouthpiece but the neck is better, similar to the bocal mount for the bassoon. English horn could be done on the bocal but it’s fine work and I don’t know of anyone that’s actually gone there.

    Flute is the one that’s not really necessary, as there are plenty of high quality microphone systems for flute that would be ultimately superior to the sound you could get with the Little Jake anyway, but there is a way to modify a Little Jake and a headjoint of a flute to make it work together. A lot of work and the sound wouldn’t be as good as a commercially available flute mic at the lip plate anyway.

    Oboe is the toughest sell: you have to drill a hole at about where the third octave key is on the top joint. Most oboists aren’t willing to sacrifice a top joint to electrify the oboe, so I don’t think it’s been done. Paul McCandless has done it in the past with a FRAP, but I don’t think anyone else ever has.

    I’m sure there are non-western instruments that it’d work with as well, as long as there’s a place to drill the hole.

    Have you seen any uses of the Little Jake that you found especially surprising?

    I’m just always surprised when I find a bassoonist using it and enjoying it in a rock band setting. I’ve had people send me recordings over the years and it’s pretty cool to see something you’ve created being used in contexts you wouldn’t yourself be in. I was blown away when I discovered a band in Iceland that had a bassoonist using a Little Jake.

    Obviously using a Little Jake opens up a whole rabbit hole of new gear to buy, but what is a good minimum setup that, say, a bassoonist needs just to try out some electric playing?

    The amp is the most important second piece of equipment. The goal of using a pickup with a bassoon is to get the sound space into a place that can be heard even when there are drums involved. When putting together a guitar rig, as an example, the guitar is only half of the sound; the other half of the sound is the amplifier. Ask any guitar player, the amp is absolutely critical when getting the tone you want. All the pedals and stuff you can put between the instrument and amp are just extras. So it’s really important to get an amp that gets you the sound you want at a volume appropriate for what you’re doing. I’ve settled on a really high end acoustic guitar amp, but in the past I’ve used bass guitar amps, powered PA speakers, and guitar amplifiers. It all depends on what kind of sound you want. You can get a good amp used for $100 or less.

    For someone who already has that minimum setup, what are the next few things to consider buying?

    If you don’t know anything about effects pedals, one of the simple and small multi-effect units for guitar or bass guitar are a good starting point. You can experiment with lots of different types of effects and decide what you like to use before investing in more specialized gear. Those multi-effect units can sometimes be found for $50 if you get a good Craigslist deal.

    If you know what kinds of effects you like, you can get dedicated pedals that do that one thing really well. I find that a lot of things respond differently to bassoon than to electric guitar (which is what these things are designed for) so you really have to try things out before you spend the money. It’s always fun to take your bassoon out in a guitar store and start playing through pedals. The people in those shops love it! I also really highly suggest effects units designed with vocalists in mind. A voice or wind instrument is more similar to a bassoon than an electric guitar is. I personally use a lot of pitch shifting effects, modulation effects (phaser, chorus, etc.), and time based effects like delay/echo and reverb. I don’t really use distortion all that much unless I’m really trying to sound like another guitar player in the same band. The other thing that’s always sure to turn heads is an Envelope Filter (sometimes called auto-wah but that’s not really correct). That’s the effect that makes your instrument have that “quack” or “wah” sound when you articulate.

    What surprises or challenges do people run into when electrifying their instruments for the first time?

    Feedback is probably the biggest issue with amplifying an acoustic instrument. Feedback is where the sound from the amplifier or speaker is picked up by the microphone, which creates an audio loop that quickly becomes very loud and usually very high pitched. Acoustic instruments have more problems with this because they themselves are a bit of an amplifying chamber that can pick up the sound of the speakers. You have to learn what effects and volume levels will create that feedback with your own setups and be ready with a plan to control them (be always close to a volume knob that you can zero out if it gets really bad).

    Do you have any favorite bassoon- (or woodwind-) playing tips?

    Don’t play on crap reeds. Life is too short. Practice your damned scales and long tones. Take good care of your equipment: regular instrument maintenance with a specialist on that instrument, store things properly, clean them regularly, buy appropriate cases or covers or whatever to keep things protected. Don’t swing stuff around carelessly. Swab your horn. Especially in my years at MMI I was frequently amazed at how poorly some people, even professionals, took care of their gear. If you’re playing a bassoon at a night club you’d best know that you have the single most expensive piece of equipment in the band probably, and nobody knows it or cares, so watch out for your own stuff.

    Would you like to share anything about your recent medical history?

    In May of 2017 I was diagnosed with esophageal cancer. I underwent 9 weeks of chemotherapy and in early November had surgery to remove the tumor, which involved also removing my entire stomach and a portion of my esophagus. I finished 9 more weeks of chemotherapy after the surgery and have started playing again, but I still have a long road to recovery and learning to live without a stomach. I have started teaching and working again and so far things are looking good for my healing. We will do regular scans and hopefully find nothing.

    I found that some side effects of chemo prevented me from making reeds as much as I was used to, and generally being fatigued kept me from playing as much as I wanted. I obviously had to turn down quite a few calls for gigs. I’m fortunate to have a good health insurance plan through my university and have some of the best doctors in the world working on me, so while my income has suffered I have a good safety net. I expect to be in full production of bassoon reeds again in the spring of 2018, so if anyone wants to be notified when I have reeds ready to go again, send a message to me through my website.


    Thanks Trent!

    Check out a couple of Trent’s performing groups:

    And of course his website: Trent Jacobs, bassoonist

  • Interview: flutist Tammy Evans Yonce

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

    Flutist Tammy Evans Yonce is an active recitalist, writer, clinician, speaker, contributor to various conferences and professional organizations, and professor at South Dakota State University (plus: she is my former classmate). Her thoughtful blog is a favorite of mine and my regular readers will recall that I have featured her posts on a number of occasions. Her debut CD will be released earlier next year—keep an eye on her website and Twitter for details.

    I am always particularly amazed by her brutally busy performance schedule, and she kindly agreed to let me pick her brain about it.

    How often do you perform?

    I do an annual fall tour, which includes multiple performances and masterclasses. This year it was to Virginia, North Carolina, and Tennessee. Sometimes I choose these places because it’s a geographical area I want to explore or because I have friends and collaborators there. This year’s tour included collaborations with some really fantastic friends. I’ve been able to perform in 24 states so far, so that’s been fun.

    I always give one on-campus recital each year but also frequently collaborate with colleagues on theirs.

    Other performances include festivals, conventions, and such. I like giving 15–20 performances per year.

    How do you maintain such a busy performance schedule, on top of teaching full time, having a family, etc.?

    It mainly comes down to organization and clearly defined goals. And making consistent progress every day. I work in big six-month chunks, where I have goals listed in a variety of categories (performance, writing, recording, commissions, etc.). Those goals help me organize my day-to-day decisions, and they also allow me to stretch beyond what I think I’m capable of.

    I have some general long-term goals but I think the nature of my work (music + academia) means that I can’t anticipate all opportunities that might arise, so I try not to be too rigid about those long-term plans. My upcoming fellowship to Israel came out of left field, for example, so I try to keep my eyes open.

    I also have a really supportive husband who carries his share (plus some, probably) at home so I have some flexibility.

    How does your performance schedule affect you? What benefits or drawbacks are there to a busy performance calendar?

    I enjoy travel and find it invigorating. It helps me to break up my schedule, see new people and places, and be in a different environment, and it certainly helps my teaching. I enjoy collaborating with friends.

    Performing frequently has effectively eliminated performance anxiety for me. There’s just not time to be nervous and I have a lot of hours banked actually on the stage. I’ve “practiced” performing so much that I can stay in the moment. Since creation and analysis are completely different processes, if I can stay in the moment I’m not worried about analyzing my performance as it happens.

    Being busy might be considered a drawback for some but I feel like the things I do are a worthwhile use of my time. I don’t do things just to have something to do.

    How do you maintain balance in your career and life?

    I have a couple of trusted people who understand me and my goals that I check in with regularly. We make sure that we’re staying on track. Also, I don’t check work email after 5pm or on the weekends.

    Do you have any self-care or stress-reduction practices?

    I get regular massages. I used to see this as a luxurious indulgence but being a musician does take a physical toll. I like good food, I travel as much as I can, and I try to work with my friends whenever possible. Finally, I read a lot. I read at least 25 books a year.

    You frequently commission new works. How do you connect with and select composers?

    Sometimes I’m approached by composers who hear me play and have an idea of something they’d like to write. Other times there are composers I know I’d love to work with, and I approach them. Most of these connections happen either online (Twitter, usually) or at conferences and festivals. Even if I haven’t met a composer, it’s likely that I’ve seen them around online or have mutual friends, so there’s usually a connection.

    Generally I work with the composer during the compositional process. We meet via Skype or FaceTime so I can try out their ideas or they send sketches as the piece progresses, so I have a good idea of what the piece is before it’s done. The composers I work with want things to work, so if something is awkward or impractical, we find a solution.

    You have done some performing and commissioning with the Glissando Headjoint. How does this play into your career? Is it bringing you opportunities that you wouldn’t have otherwise? Does it cause you to be pigeonholed?

    The Glissando Headjoint has been a lot of fun. I don’t think it has helped or hindered me. I see it as another item in the toolkit I can use to get the musical message across. Since there isn’t much repertoire for it, it has been fascinating to see how composers use it. They are really drawing from their own creativity instead of basing their musical decisions on existing repertoire.

    When programming, how do you balance new repertoire with previously-performed works?

    Big considerations are the audience, the logistics of the performing venue, and whether or not I have collaborators available.

    My recitals have taken a big turn lately and are much more logistically complex. Last month’s recital featured dancers, lines of poetry projected in real time, a lithograph displayed during one piece, multiple collaborators, and a variety of equipment changes. While it was complex, I think it was effective.

    I’m already planning next year’s recital, which will involve literature, readings, photographs and other visual art, and several new commissions. Once I get the plans in place, I’ll put more info on my website. I like the impact of a cohesive recital that involves more than just the ears.

    Do you have any favorite flute-playing tips?

    Practice. You can’t go wrong with lots of etudes and Taffanel and Gaubert.


    Thanks, Tammy, for taking the time to answer some questions! Find her at:

  • My studio “fresh air” policy

    Last year I posted a small sign on my studio door:

    Fresh air policy

    If you smell of tobacco, alcohol, or illegal drugs, you will not be permitted to enter my office, whether or not you were the one using those substances. If your grade depends on you being here for a lesson, coaching, or other meeting, you will receive a zero.

    Thank you.

    Happily, I haven’t had occasion to enforce the policy since then, though I have previously had the occasional student who would have been in violation. It should go without saying that you shouldn’t ever show up to any college course or professional situation under the influence of any mind-altering substance, including alcohol, and my university also happens to be a “tobacco-free” campus, which is rare and awesome.

    I wrestled a little bit with the “whether or not you were the one” clause, but it’s my workspace and I don’t like the smell of cigarettes, especially since my work involves a lot of deep breathing. Also, it means I don’t ever have to try to guess whether students are lying (not that any of mine would).

    My students’ choices are their own, and I try to be extremely conscientious about not foisting my personal beliefs on them. However, I am also responsible to teach them to protect their health, at least as it relates to their woodwind playing, and to behave professionally. So fresh air—free of tobacco, alcohol, and drugs—is my policy.

  • Q&A: Personal reflections

    A couple of weeks ago I put out a call for questions, in honor of today being the fifteenth anniversary of this blog. A few of the questions asked about my own career and approaches to various things. I’ll try to answer the best I can.

    One reader asked about music education and work/life balance. This person completed a degree in music education but found there was pressure to make teaching a “lifestyle” rather than just a 9-to-5 kind of job.

    To be clear, my degrees are in performance, not music education, though I make my living as an educator at the university level. But most of my students are music education majors, and on the track to become public school band directors. Some of my former students have really embraced that career, have excelled in it, and have wrestled with the work/life balance aspects to various results. Others have burned out quickly and moved on to other career options. I do think sometimes there’s a sort of cult around music as a career—the rueful but revealing jokes about college music majors “living” in the practice rooms, or about high school band directors kissing their families goodbye until after marching band season. It’s a complex and very individual calculus whether passion, time investment, family and other “life” demands, finances, and identity balance in the right ways to make those careers worthwhile. It’s also a moving target: after 14 years and a couple of promotions in my university position, the demands on my time and energy have shifted, and my approach to the job has adapted to make it more sustainable for me and my specific needs.

    A related question came from another reader: am I happy with the balance of teaching and performing in my life, and do I have plans to adjust that?

    As a full-time university music professor, a certain quantity of teaching (and to some extent performance) is non-negotiable. And I live in a rural and relatively remote area, so pre-made freelance performance opportunities are somewhat limited. But there are some choices I have made to adjust my balance. I don’t teach summer classes, so I’ve got a few months each year to do some relaxing/recovery and some concentrated work on projects that are important to me, like preparing recitals, working on online content and tools, and writing. A few years ago I cut loose my private students outside of my university responsibilities, in order to focus on finishing a book and further developing some online projects. I’m fortunate that the book and online things have more than replaced the income from those additional students, and let me have a little more variety in my days. Plus, I get to refer lesson inquiries to my college students, who are usually anxious for the experience and the reed money.

    A longtime woodwind player asked what I do to “keep things fresh.”

    I can respond with some of the things I’ve done, but of course these are specific to my interests and circumstances. I continue to pursue interests in world/folk instruments, and the Zoom era has opened up some possibilities for connecting and studying with expert players around the world. I’m also having fun with combining woodwind instruments with electronics. My university job gives me a venue and audience to do new and/or familiar things on stage, in annual faculty recitals. This blog and my other web-based projects combine my interest in music and woodwinds with my interest in software and coding. I’ve released the one book, and am in the process of writing another. And of course I’m always on the lookout for new etudes, exercises, and repertoire for me and for my students.

    Thanks for the thoughtful questions!

  • Hi, come on in, you’re right on time for your lesson.

    I have lots on things on my list for you today: we should double-check your rhythms on that etude, review those melodic minor scales that were giving you trouble last week, and discuss some finer points of vibrato.

    But something about your sunken eyes when I met you at the door, the way you slouched into the room, the slept-in fashion statement, says that today you are Struggling. Not because you are lazy or undedicated. But because college life is fraught with deadlines for research papers and rent payments, and scheduled to the brim with marching band rehearsals and late shifts waiting tables, and fueled by store-brand Pop Tarts and never enough sleep.

    And because of the heavy secrets that you carry. A friend spiraling into addiction. A boyfriend or girlfriend who tells you you’re not enough. A medical worry that you can’t afford to acknowledge. Sexual assault. Depression.

    We can try to fight through your repertoire piece, but today Saint-Saëns isn’t breaking the top twenty things on your mind.

    And while sometimes the biggest obstacle between you and your senior recital is sluggish articulation, sometimes it’s crippling anxiety about something else. And my calling is to get you from here to that recital, whatever is standing in the way. 

    So for now let’s put off talking about how many practice hours you have logged. Instead I want to know whether you have eaten anything in the last 24 hours. How much you slept last night, and the night before. Whether you have gotten any sunshine this week. Sometimes, I think, the best thing I can do to improve your playing isn’t to harangue you about intonation, but to offer you a protein bar from my desk drawer, send you home for a nap before you have to clock in at the restaurant, or make you walk a few laps around the quad and take some breaths of fresh air.

    Or sometimes to ask how you’re doing, ignore the reflexive “fine,” and wait for the real answer to come tumbling out.

    I’m no therapist. And I’m not your parent or your doctor or a social worker. I might not always be the right person for you to talk to—luckily you have friends, family, clergy who are also ready to listen. And there’s the campus counseling center, for when you need to talk to someone who isn’t invested in your life, or someone who can offer a professional opinion when medications or other therapies are needed. But if I seem like the right person to open up to, then I want you to feel safe and unjudged doing it.

    One thing, though: mentioning suicidal thoughts, even in passing, is a showstopper. Before we move on, I need you to tell me, emphatically, that you’re not in danger of harming yourself. If you can’t convince me, then I’m going to use this circa-1982 office phone to call one of the counseling staff for some help.

    Your musical pursuits are important, but not more important than your life and health and happiness. So let’s make sure the real problems are at a manageable level first, and then I’ll resume hassling you about tension in your embouchure.

    See you next week. Hang in there!

    Thanks for reading! You’re awesome. If you found this post helpful, let me know with a donation or an email.

  • FAQ on multiple woodwinds degrees

    I get to hear fairly often from aspiring woodwind doublers who are considering the option of a college degree in multiple woodwinds. Here are some of the questions I answer most often.

    What school should I go to?

    There are a few options for undergraduates, more at the masters degree level, and a few for doctoral students. I maintain a list that is meant to be comprehensive but probably isn’t; please let me know if there’s anything missing or erroneous.

    Mostly, the schools that have multiple woodwinds degrees are ones that have large and reputable music programs. I personally did one multiple woodwinds degree at a music school that is widely regarded as one the best; this was an excellent experience but I found my opportunities limited in terms of professors’ attention and ensemble placement. I did a second multiple woodwinds degree at an excellent but less-famous music school, and got many more opportunities. Your mileage may vary.

    Will I need to be able to play all the instruments well before I start the degree?

    Most multiple woodwinds programs seem to be for either three instruments of your choice or for all five major/modern woodwinds (flute, oboe, clarinet, bassoon, and saxophone). In most cases you will need to enter with some level of proficiency on each instrument that is covered in the degree, and will need to be well-accomplished on at least one of them. By “proficiency” I mean evidence of a disciplined and serious approach to the instrument over a non-trivial period of time, preferably under the guidance of a good teacher. I entered my masters degree program with an undergraduate degree in saxophone, several serious summers’ worth of flute and clarinet lessons plus some experience playing those instruments in university ensembles, and a semester’s study each on oboe and bassoon.

    Will I need to own all the instruments? Read More “FAQ on multiple woodwinds degrees”

3 Comments

  1. The worst are the ones who contact me at the university asking for students to do their wedding “for the experience.” I often wonder if the event is catered gratis by someone who needs ‘experience.’

    1. It’s ridiculous to offer experience instead of money, as if the other option was money but no experience. Experience comes from paying gigs, too, plus you get to pay your rent.

  2. Whenever I get asked to “play for exposure” my go-to response is “people die from exposure.”

    Seriously, though. For an event like a wedding, even a charity event, you’d be VERY hard pressed to find a venue, catering services, equipment rentals, and even cleaning staff that would volunteer. So asking/shaming skilled musicians to work for free out of the “love” for their craft is insulting at best.

    Great post!

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