Switching to bass clarinet

Switching between clarinets: tone production

Switching between any two instruments, even two closely-related ones, is a challenging prospect. You must practice for many hours to do it well. But often people switching between clarinets (such as between B-flat clarinet and bass clarinet) are making larger changes than necessary.

The fundamental concepts in clarinet tone production are breath support, voicing, and embouchure. These should remain basically the same whether you are playing the largest or smallest members of the clarinet family.

Breath support should, in all cases, be powerful and constant. Voicing, even on low clarinets, should be high (think “cold air”). You may find the lower clarinets are somewhat more forgiving of lower voicings, and even that some pleasing effects can be achieved. But a consistently high voicing across the clarinet family pays off in intonation, evenness of tone, and ease of response.

Embouchures must adapt, but really only to accommodate different sizes of mouthpiece. In general, the larger the instrument and mouthpiece, the more mouthpiece you will take into your mouth. However, this amount can vary even between two B-flat clarinet mouthpieces. To find the correct position for each of your mouthpieces, insert a piece of paper between the mouthpiece and reed. Where the paper stops is approximately the place where your lip should contact the reed.

Beware advice suggesting that larger clarinets use a “looser” embouchure. Embouchures for all clarinets should be airtight, but not tight.

The angle of the embouchure is also important. Clarinet mouthpieces of any size are best played at a relatively steep angle (compared to, say, a saxophone or oboe), around 30 degrees from vertical. Some larger clarinets, depending on their neck curves, seem to lend themselves to a more-horizontal angle. But bringing the bottom end of the clarinet closer to you helps to achieve a more optimal position.

Fingerings are mostly the same for members of the clarinet family, but there are some exceptions and adaptions. Advancing players should consult a good fingering chart (such as Stefanie Gardner’s bass clarinet chart) for differences. (Or even better, get a private teacher.) Note in Dr. Gardner’s chart some differences from B-flat clarinet: the use of the left hand index finger vent for C-sharp6 through G6, and the special fingerings for the extra keywork for notes below E3, if available on your instrument.

Happy practicing!

Similar Posts

  • How to make a bad fingering chart

    The fingering diagrams I’ve provided in the Fingering diagram builder came into existence gradually over the last several years. As part of the process of developing them, I’ve looked at a great many fingering charts.

    I’d like to share a few of the most horrifying examples, and tell you why I’ve tried to make mine the opposite of these. I’m not naming names on the sources, but many of them are well-known and recognizable. Many come from players and pedagogues who I deeply respect for reasons other than their fingering-chart-making skill. (Please don’t identify them in the comments. I’ll edit you if you do.)

    Case study no. 1

    Here’s a partial saxophone fingering chart from my collection:

    Commentary: Read More “How to make a bad fingering chart”

  • Woodwind Doubler Census 2021 results, part 5 (final): self-identification

    Thanks to all who participated in my 2021 woodwind doubling survey, and to those who helped spread the word. I’ve released the results in installments, so be sure to check out the rest.

    I got 284 responses, an improvement over 2011’s 187. The numbers for each of these questions don’t necessarily add up to exactly that number, since not everybody responded to every question.

    In the final section of the survey, I gave respondents the option to identify and tell me a little about themselves, including their names, locations, affiliations, websites, and other comments. I’m not sharing personally-identifiable information here, but I’ll respond in a general way to each question.

    What is your name?

    Almost 180 of you identified yourselves by name. It was lots of fun to scroll through see musicians I know and have worked with, who I have connected with online, and even some of my heroes and role models. And it was also very cool to see lots of names I didn’t know (yet). If you’re out there and would like to connect, I hope you will feel free to reach out.

    Where do you live?

    I’m sharing these sorted alphabetically and lightly edited.

    19047
    Ada, OK
    Ada, Oklahoma
    Archer City, Texas
    Arizona
    around Boston
    Around Raleigh, North Carolina
    Asheville, NC
    Ashland, KY
    Atlanta
    Auburn, ME
    Austin TX
    Austin, TX
    Australia
    Baltimore, MD area
    Bangkok, Thailand
    Berlin, CT
    Birmingham, England (studying)
    Bolivar, MO
    Boston
    Boston
    Boston-area
    California
    Cambridge, UK
    Canada
    Centra Michigan
    Charlotte, NC
    Chatham, Ontario, Canada
    Chicago
    Chicago Suburbs
    Chicago suburbs
    cincinnati
    Cleveland OH
    Coburg, OR (but still gig in San Jose, CA, my previous residence)
    Colorado
    Comerío, Puerto Rico.
    Connecticut
    Conroe, TX (40 miles north of downtown Houston)
    Coopersburg, PA
    Corvallis
    Covington, LA
    Currently in Tampere, Finland; usually SoCal/ SF Bay Area
    Dallas – Fort Worth Area
    Dallas, Texas
    Dallas, TX
    Dallas/Fort Worth region
    Darien, IL
    DC area
    Durant, Oklahoma / Las Vegas, Nevada
    East Bay of SF Bay Area
    East Lansing, MI
    Eastern Mass
    Eastern North Carolina
    Edmonton, Alberta, Canada
    Eugene, Oregon
    Fargo ND
    Fargo, ND
    Finger Lakes region of New York
    Florida
    Fort Worth, Texas
    Fresno, Ca.
    Germany
    Germany
    Grand Rapids, Michigan
    Greater Vancouver, BC, Canada
    Greensboro, NC
    Greensboro, NC
    Greensboro, North Carolina
    Hamels, Braughing, Hertfordshire, England
    Hampton Roas, VA
    Harrisburg, PA
    Hong Kong
    Honolulu, Hawaii
    Houston
    Houston TX
    Houston, TX
    Ihio
    Indiana
    Indianapolis
    Indianapolis
    iowa
    Iowa USA
    Jersey City
    Kanagawa, Japan* (originally from Maine)
    Kansas
    Kansas
    Kansas City metro area
    Lancaster area PA
    Lancaster, CA
    Las Vegas
    Las Vegas
    Little Rock, Arkansas
    Liverpool, NY
    London
    London
    London and Cape Town
    Long Beach, CA USA
    Los Angeles
    Los Angeles
    Los Angeles/Orange County, CA
    Madeira Beach, FL
    Manhattan and Connecticut
    Melbourne, Australia
    Melbourne, Australia
    Melbourne, Australia
    Memphis
    Memphis
    Memphis, TN
    Memphis,TN USA
    Metro Atlanta
    Miami, FL
    Miami, Florida
    Michigan
    Middleton Massachusetts
    Midwest U.S.
    Milwaukee
    Milwaukee
    Milwaukee
    Milwaukee WI
    Minneapolis
    Minneapolis, MN
    Minnesota
    Mississippi
    Mississippi
    Montgomery, AL
    Murfreesboro
    Myrtle Beach, SC
    Nashville, TN
    Nashville, TN
    Nashville, TN
    Near Eugene Oregon
    Nebraska
    Nevada
    New England, USA
    New England, USA
    New Jersey
    New Jersey
    New Jersey, US
    New Orleans
    New York
    New York City
    New York City
    New York City
    New York City Metro area
    New York, Montreal, and Florida
    New York, NY
    North Kingstown, RI
    North Texas
    Northeast Ohio/Western PA
    Northeast Tennessee
    Northeast U.S.
    Northeastern and Central Pennsylvania
    Northern California
    Norway
    NY
    NY area
    NYC
    NYC
    NYC
    Ocean Reef, Perth, Western Australia
    Ohio
    Ohio
    Oklahoma City
    Oregon
    Oregon
    Orlando, Florida
    Oxford, UK
    Pennsylvania
    Perth
    Perth, Western Australia
    Pickering, ON Canada
    Piedmont Triad Area of North Carolina
    Pittsburgh
    Pittsburgh, Pa.
    Preston, UK
    Queensland, Australia
    Reno, NV
    San Antonio
    San Antonio TX
    San Antonio, TX
    San Francisco
    San Fransisco Bay Area
    San Jose
    San Jose, CA
    San Jose, CA
    San Jose, CA
    San Jose, CA
    San Jose, CA
    San W
    Saskatchewan, Canada
    Scenic Martin, TN
    Scotland
    Scotland
    Seattle, WA
    SF Bay Area
    SF Bay Area
    SF Bay Area
    SF Bay Area
    SF South Bay Area
    SF South Bay Area
    Singapore
    SLC Utah
    South Eastern Wisconsin, USA
    southern Virginia
    Springfield, MO
    St Andrews
    St Paul/Minneapolis
    St. Louis area
    St. Louis, MO
    State College PA
    Sussex, Wi
    Tampa Florida
    Teaneck, NJ
    Tennessee
    Toronto
    Toronto
    Toronto CA -> Greensboro,NC
    Toronto, Canada
    Troy, AL
    Trumansburg, NY
    UK
    Urbana, IL (& Springfield, IL)
    Va Bch, VA.
    Washington, DC
    Washington, DC
    Washington, DC metropolitan area
    Wellington, New Zealand
    Will be moving to Denton, Texas
    Yorkton, Saskatchewan, Canada

    What is your main gig, performing group, teaching institution, etc.?

    I have edited a number of these (the asterisks are mine) in cases where, based on my best judgment, I felt strangers might be able to identify you through web searches.

    *** Big Band
    *** College/*** Community College/*** College/private studio/*** Festival Orchestra/*** Philharmonic
    *** County Schools, Freelance musician
    *** Ensemble, Broadway shows, recordings, *** College of Performing Arts
    *** Episcopal School
    *** High School (band director)
    *** Jazz Band
    *** London West End
    *** Middle School (Teacher)
    *** Musician
    *** Quartet, Goodspeed Musicals, Playhouse on Park, etc.
    *** Symphony Orchestra (Assistant Principal Bassoon/ Contrabassoon and much of the Saxophone work), teach at the University of ***, lots of studio recording sessions.
    *** Symphony Orchestra, Bassoon
    *** University graduate teaching assistant
    *** Videogame Symphony
    *** Winds, Ballet *** Orchestra
    ***Winds, ***, ***
    2nd Alto Sax, US Navy Band *** Jazz Ensemble
    6-12 band director
    A school big band
    ABRSM
    Air Force, formerly with a regional band, but now assigned a non-music job
    Alabama State University
    Band Director – High School
    Band instrument repair
    Bar gigs w/ a combo
    Before the pandemic I was regularly doing musical theatre work 3/4s of the year and also was doing a fair bit of big band playing as well. The big band and various offshoots of it play pre 1940s swing music and some smaller “Dixie” stuff so there’s a lot for me to do on clarinet. I also teach privately at a school system and a music store and was leading an after school ensemble and doing sectional work with the other bands at the school system. Those ended up being fairly evenly split, and then I would pick up various odd work at studio sessions or local bar gigs
    Big band jazz
    Broadway
    Broadway and Lincoln Center
    Broadway pits
    Certified bad*** (jk, picking up jobs when I can/doing musicals)
    Church and Various community bands
    Church Music Director
    Church of ***, Music Director and keyboardist
    Coastal Carolina University
    Community band/ musicals
    Community bands
    Community Bands – 4 of them.
    community orchestra
    Community theater
    Community wind ensemble
    Cruise ship musician (saxes, flute, piccolo, clarinet)
    Currently all virtual – mostly with the Royal Canadian Naval Reserves at ***.
    Currently RSO/VVGO/various guest player roles at Chinese orchestras in Singapore
    Currently teaching orchestra.
    DMA student at the University of ***
    Elementary Music Teacher
    Everywhere 😂
    Fargo Moorhead Community Theatre
    Free-lance musician
    Freelance
    Freelance
    Freelance musician around the west end and London
    Freelance teaching and performing
    Freelance woodwind specialist, director of local volunteer big band (Ensemble Swing Time), Singer
    Freelancer / university adjunct
    Going to the *** College of Music and Drama for Oboe Performance (with a touch of Woodwind doubling) this september
    High School
    High School Teacher
    Home based teacher
    I am a high school student at *** High School
    I attend Brandon University
    I play the flute family for the *** Symphony Orchestra
    I primarily teach private students.
    I work at *** full-time during the days, and sub regularly on Broadway on nights and weekends (under normal circumstances)
    I’m in high school so this doesn’t apply
    Instrument repair
    Instrument Repair at ***
    Jazz Big Band
    Just freelance
    Local high school and regional theater
    Local theatre groups
    Mainly in undergrad jazz band and concert band
    Mars Hill University
    Mid-*** Symphony, *** Jazz Band
    Middle school music teacher, play in local symphony and a collegiate wind orchestra
    Military Band
    Military musician and private teacher
    Missouri State University
    Music bachelors student
    Music education undergrad
    Music teacher/Teaching artist
    Musical instrument repair/orchestral oboe.
    Musical theater, church
    My band, The ***
    My online business as a content creator and educator
    National or international tours.
    No main gig during The pandemic.
    No main gig.
    None, teach at *** College, produce concerts at ***, run the *** Saxophone Quartet,
    North Carolina State University
    Nowadays it’s mostly University ensembles in Cambridge
    Performing
    Performing
    pit orchestra
    playing in musical orchestras/ bands
    Playing in musical theater pits
    Playing on Broadway
    Playing: Civic Theater and the *** Jazz Orchestra. Clarinet teacher for local school district.
    Private instructor, various big bands, west coast style combo and various pits when they come up
    private lessons at *** Music
    Private lessons teaching
    Private Studio
    Private Studio
    Private teacher & reed maker out of my home
    Private teaching studio
    Private woodwind teacher & freelance musician
    Prof. of Music, The University of ***
    Professional and community theatre pits. Too many to list.
    Professional orchestra librarian
    Professor at *** University
    Professor at NDSU
    Put work
    Recent college graduate, premed, member of *** (funk group), and jazz musician/woodwind instrumentalist
    Regional big band & GB
    Regional Broadway caliber theater productions and local hire for national tours.
    Regional theater, private lessons
    Retired
    Rockland County Concert Band
    Royal Birmingham Conservatoire (studying)
    Sam Houston state
    Saxophone with ***
    School band
    Schriener University
    Self-employed
    senior in college, about to student teach
    simpson college
    Six Flags
    Small School Band Director
    Software Engineer
    solo jazz performer
    Southwest *** Community College
    Stockton CA
    Student
    Student
    Student right now
    Substitute teacher specializing in music
    Teach at ***. Play gigs w/my jazz combo.
    Teacher (Elementary)
    Teaching and free lancing.
    Teaching and instrument repair
    Teaching at a school(still a uni student)
    Teaching Bassoon Lessons
    Teaching middle school band
    teaching private lessons
    Teaching the reed studio at *** University.
    Teaching: *** Music (lesson studio and music store) | Playing: *** (amusement park) Dixieland Band
    The *** Quartet (baritone chair), freelancer/soloist, Orchestra of ***
    Theater
    Theater Musician
    Theatre
    There are several
    Touring Musician (Broadway shows)
    UNC Charlotte
    Univ. of ***, *** Technical College
    University adjunct professor, Broadway touring shows (local hire) and local theater company.
    University as a student
    University New Music Ensemble
    University of *** *** Society (the musical theatre society)
    University of Nevada, Reno
    University of North Carolina School of the Arts
    University of Oregon
    University of Texas at San Antonio/private lessons (self employed)
    University Professor an conductor
    University student with some private teaching and freelancing
    US Army Musician
    US Navy Pacific Fleet Band
    Varies
    VVGO, RSO, UFB – virtual ensembles.
    WAAPA – Western Australian Academy of Performing Arts
    Weddings
    Western Australian Academy of Performing Arts
    Will be attending UNT
    Youngstown State University

    What is your website address?

    Lots of you shared websites. In cases where I could locate a relevant and reasonably-fresh RSS feed, I’ve added them to my feed reader, which also puts them on my public blogroll.

    Any other comments you would like to share?

    Some of you took this opportunity to share some general thoughts about woodwind doubling, to expand upon your biographical details or musical experiences, or to offer critique/commentary on the survey itself. Many of you were also kind enough to express appreciation for the survey, my blog, and other resources on my website. It was deeply gratifying and also super weird to hear from a few of you that you drew inspiration from my website as kids and are now working musicians, graduate students, etc. Anyway, thanks for taking the time to say hello or share a few thoughts.

    In conclusion, thanks once again to all for your participation, readership, and friendship. It was great to hear from so many of you, and I hope to do it again in 2031.

  • Understanding woodwind key nomenclature systems

    bamboo flutes
    Photo, Allan Reyes

    Most woodwind instruments come in several sizes, and a naming system is required for describing the size and pitch of each. The most familiar for players of modern Western woodwinds is that used for (for example) the clarinet and saxophone families, with most of those instruments being described as “in B-flat” or “in E-flat.” However, there are several other systems in use in the larger woodwind family tree. This can be confounding for newcomers to folk, ethnic, and period woodwinds, but I’ll attempt to shed some light on things.

    Here are the four primary systems. The names are my own:

    • Modern. This system is used for modern Western orchestral/band woodwinds and brasses. In this system, each member of the instrument family (such as all of the clarinets) match a written pitch to a fingering, so that, for example, a written C can be fingered the same way on any of the clarinets, and the actual pitch produced depends on the instrument’s size. (Playing written C, incidentally, produces the sounding pitch for which an instrument is named: Playing “C” on a B-flat clarinet produces a sounding B-flat, “C” on an A clarinet produces a sounding A, and so forth.) This is convenient to the clarinetist, but awkward for composers, copyists, conductors, and others dealing with multiple transpositions. It also leads to oddities such as the lowest contrabass clarinets, like all their clarinet siblings, being notated in treble clef. Read More “Understanding woodwind key nomenclature systems”
  • Problem-specific vs. general solutions

    I hinted at this idea in my recent post about clarinet undertones:

    Many of the ideas shared by the distinguished authors seemed like just descriptions of good basic clarinet technique (“ensure correct, stable embouchure formation,” “establish breath support/air pressure before releasing tongue”). … If you can play with a beautiful, characteristic tone, mostly in tune, with good response, then your undertones are probably mostly gone already.

    For teachers it’s useful to be aware of this distinction: to solve my student’s specific problem, do I need a solution that is uniquely geared to that problem? Or is the problem just a symptom of a larger failure to use good basic playing technique?

    In terms of the clarinet undertone example, just ensuring good basic technique does a great deal to solve the problem, but due to a quirk of the instrument’s acoustics, extraordinary measures are required to finish the job. Woodwind playing is full of similar phenomena.

    I find solidification of my fundamental technique to be an ongoing and critical part of sounding my best, and most of the solution to most of my issues. It’s worthwhile to think carefully about when to introduce tricks or special techniques.

  • A woodwind player’s introduction to: recorders

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

    For a “modern” woodwind player, recorders might show up in “period” classical music performance or in commercial situations like musical theater or studio gigs. They might be used in commercial settings to evoke Renaissance or Baroque periods, to function generically as “world” or folk flutes with robust chromatic capabilities, or (maybe due to their association with elementary school classroom music) to suggest themes of childhood or naivete.

    The use of recorders in classroom settings is an odd one, as something like a pennywhistle has a similar just-blow “fipple” (duct) mouthpiece and a much simpler fingering scheme. The effort required to play recorders fluently and convincingly shouldn’t be underestimated.

    Here are some important things to know:

    • While the finest recorders are usually made of wood, there are high-quality and relatively inexpensive ones made of plastic that are quite playable. The top-of-the-line plastic ones made by Yamaha and Aulos are well worth considering, at least as a starting point.
    • The alto (“treble”) recorder is the primary instrument of Baroque repertoire, with a solo range similar to the Baroque flute. The soprano (“descant”) is the one used in elementary classrooms.
    • Recorders are available in “modern” pitch (A=440 or similar) and in various historical pitches, which may be required for playing with period ensembles.
    • Recorders are often misunderstood as being in the “keys” of C or F. This isn’t quite the same thing as, say, clarinets in B-flat and E-flat, since properly-written recorder parts are always written in concert pitch (sometimes with octave displacements). Rather than learning one set of fingerings and reading from transposed parts, recorder players learn two different sets of fingerings, and may read in multiple clefs. (I’ve written more about this in a previous post.) However, some composers and orchestrators get this wrong, and transpose parts for “F” recorders as they would for F horns.
    • Recorders require much less breath than “modern” woodwinds. Like most fipple flutes, they don’t have much dynamic range, since blowing harder tends to cause sharpness or unwanted leaps into the upper registers.
    • The recorder’s left-hand thumbhole functions as an octave vent (this feature distinguishes the recorders from pennywhistles and other fipple flutes). The thumb octave vent helps balance the volume of the upper and lower registers, and gives the player some agility for moving between them.
    • Recorders respond best to a low, open voicing.
    • Vibrato may be produced on recorders using the breath-pulse technique used on modern flutes and double reeds. It can also be done with flattement, a microtonal trill technique common in the Baroque period.
    • There are many historical and modern method books available for recorders; I like Walter Van Hauwe’s The Modern Recorder Player (in three volumes) as a good introduction that assumes a strong musical background.

  • Practicing and breathing

    When I play woodwind instruments in a stress situation, such as a performance (or, back in my student days, a lesson), one of the first things affected is my breathing.

    Maybe you have had this experience. The performance begins, and the breathing seems somehow off. You find yourself breathing in awkward or unaccustomed places, ending up either short of breath or too full of stale air. You end up skipping notes or whole measures of music to reset your breathing and get back on track, but panic has already set in and things spiral.

    Most of our favorite practice tips and tricks are about finger technique or articulation or tone, and are meant to help ensure solid performance even when the stress kicks in. But sometimes we forget to practice breathing. Don’t let your performances be derailed by panicky breathing—practice the breaths just like you practice the notes.

    photo, jean-daniel pauget
    photo, jean-daniel pauget

    Make breaths part of the process from day one. Don’t assume they will fall into place once you have learned the notes—by the time that is done, you may have unwittingly “practiced” breaths in less-than-ideal spots. Make thoughtful breathing decisions the first time you practice a new étude or repertoire piece, and mark them in. Create a habit of breathing only at the places you have marked.

    You are hopefully starting your practice of the piece below tempo, so your breathing needs may change as you approach performance tempo. That’s okay—you can always change the markings as your tempo and interpretation progress. Be flexible about moving breath marks around, but disciplined about observing them.

    This approach makes your chosen breaths habitual, so hopefully they are less likely to change when you are nervous or distracted. It also creates a mindset of breathing purposefully, rather than winging it.

    It’s worth pointing out, too, that controlled breathing can actually reduce your body’s stress response, so practicing deliberate, relaxed breathing can help prevent the panic-breathing spiral.

    Breathe easy!

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