Technical limits

If I try to play too softly, sometimes my notes don’t respond as I would like. If I try to play too loudly, sometimes my tone or intonation suffer. I have similar limitations when it comes to things like finger or tongue speed, tone color or pitch flexibility, and more.

The way I deal with these limits is very different depending on whether I’m performing or practicing.

If I’m performing, I want to stay just within my limits. I want every note to be predictable and reliable. I want to take advantage of every bit of my dynamic range, but no more. I want to make wise, deliberate, professional-quality choices.

If I’m practicing, I want to explore those limits. Push those limits. Live just beyond those limits. It’s important to do this for couple of reasons. First, if I don’t go past those limits, I won’t know where the limits are for my upcoming performance. Second, if I’m too afraid to go past the limits in the practice room, I’ll never expand them. And if something goes wrong—a note cracks or fails to speak or is out of tune—that’s okay, it’s just practice.

Find your limits, know them well, and, in your practice space, break them.

Similar Posts

  • Dear 2000

    I’ve been reading the “Dear 1999” blogging project started by the guys over at MusicianWages.com. The project, which launched last month, was to have musician-bloggers answer this question:

    If you could go back to 1999 and give yourself one piece of advice, what would it be?

    I enjoyed the responses, including one from clarinetist Marion Harrington.

    Although I was (*ahem*) not invited to participate, I’ve been thinking about the last ten years of my life and what brought me to where I am now. Over the last few weeks I’ve gotten a number of emails from musicians who are about the age I was ten years ago, who are interested in pursuing graduate school in multiple woodwinds, and so I’ve been in advice-giving mode already.

    Since I missed posting at the end of 2009 anyway, I figure I can go ahead and change the format a little, as I think I’ve got more than one piece of advice for 2000 me.

    Most of the “Dear 1999” bloggers are pursuing careers as performers, which I consider to be an important part of what I do, but my newly-begun main gig is as a university music professor. I am fortunate to be doing pretty much exactly what I love and what I’ve been aiming for for the past ten years, although sometimes it was hard to tell if I was headed in the right direction.

    So here’s my advice, 2000 Bret: Read More “Dear 2000”

  • How to convince me not to play your newly-composed piece

    My inbox runneth over with invitations to buy and perform composers’ new pieces. I’d like to play new works, but some composers make it harder for me to accept their invitations. Here’s how:

    • Failure of fit. If I’m clearly just on your email-blast list of 3,000 clarinetists, there’s a fair chance your new piece doesn’t have any special appeal for me. But if it scratches one of my particular performance itches (like pieces for multiple-woodwinds soloist, woodwind instrument with live electronics, or “world” woodwinds) then a more limited mailing or a brief personal note will definitely catch my eye.
    • No reference material. If I have to guess what the piece is like from a title or a description, I probably won’t invest the money or time to give it a closer look. Give me a perusal score or recording, and preferably both. Recordings that are mediocre or computer-generated are acceptable—I just need a strong hint about what the music is like, not your fully-realized vision. And watermarked or even partial scores work, too. If I can’t find the reference materials on your website, I’ll assume they are not available, and probably won’t email you to ask.
    • Too restrictive. These days my recital performances are for a relatively small in-person audience and a larger online audience. If you’re uncomfortable with me putting a video on YouTube, I’m less interested in putting time and effort into it.
    • Logistics too costly. Pieces with extreme difficulty, large or unusual ensembles, complicated staging, rare instruments, etc. present real, practical obstacles to performance. The piece has to be compelling enough for me to decide to spend limited resources (time, money, called-in favors) on it. Some flexibility, such as piano reductions, optional cuts, or adaptable instrumentation, can convince me to try the piece in a lower-cost situation first, and then maybe like it enough to keep it in mind for the rare concerto opportunity later.

    Let’s work together and get some new works performed!

  • Make a better marking

    In lessons and ensemble rehearsals, I frequently ask students to mark in something they missed—an accidental, a stylistic nuance, a breath.

    Sometimes they tell me they already marked it. They assure me they will get it right the next time.

    As you might guess, I am less than convinced. The marking didn’t do the trick this time, so why should it work next time? Or next week? Or in the performance, when you’re playing under pressure and with distractions?

    If the marking you made didn’t work, do a better one. Can you make it…

    • …more visible? Maybe beefing up that faint little pencil stroke will help. If you’re concerned about marks you might want to undo later, make photocopies and mark those (or go digital).
    • …clearer in meaning? Circling a note you got wrong doesn’t add any information to the page. Instead write in the sharp you missed, or a reminder of what key you’re in, or even the note name if that helps. You can use symbols if you will be 100% clear on what they mean (even under pressure), but don’t be afraid to use words.
    • …earlier? If you keep forgetting to do the crescendo in measure 32, consider putting a reminder in bar 28 that it’s coming up. That gives you an extra moment to process it mentally and be prepared before the crucial moment arrives.

    Every marking should make your playing better. If it doesn’t, change it!

  • Why you should use a scale sheet

    My university students take a scale exam covering all the major and 3-forms-of-minor scales, plus arpeggios, in all 12 keys, memorized. In preparation, I provide them with a scale “sheet,” with all of the scales and arpeggios written out note by note.

    There’s a part of my brain that objects to this, since I don’t really want scale playing to be a reading exercise. My students should be able to work out the notes for each scale from several different angles, by using (for example) interval patterns, transposition, and/or playing by ear. And the true goal is muscle memory—the ability to play all these scales on auto-pilot, without relying on any particular thought process.

    The scale sheet shouldn’t be a crutch, but can it be helpful? I think it can. Here’s why:

    If I’m working on a complicated repertoire piece or étude, I will certainly work from a piece of printed music, even if I intend to memorize it. Besides the printed musical information, the paper (or digital) copy also gives me a place to annotate the music with hints to improve my performance.

    A scale sheet can work the same way. It’s not merely for laying out all the notes, but also for marking in:

    • preferred fingerings, articulations, etc.
    • current playable metronome markings
    • unresolved problem spots
    • some tracking/tally of which scales I’ve practiced lately (I find that if I let myself choose scales “randomly” to work on, I end up choosing the same ones repeatedly, and completely neglecting others)
    • indications (stars? check marks? smiley faces?) of progress and successes, that might help me feel motivated to continue

    If you’re not using a scale sheet of some kind, I suppose you could figure out an organized way to write this information in some other document, but it’s hard to beat the convenience of the scale sheet.

    As a teacher, I provide scale sheets with the ranges, rhythms, articulations, fingerings, and so forth that I want my students to use. You should produce your own, by hand or with the commercial or free music notation software of your choice. (Hint: use the transpose function to turn one key in to twelve, and minimize the chance of errors.)

    Happy practicing!

  • Individuality, conformity, and music students

    I found myself relating to Jennet Ingle’s recent blog post about an independently-thinking oboe student and the subjective qualities of tone. I related both to the student and to the teacher.

    … I had to lecture a student on Sound a few weeks ago, and I couldn’t believe how uncomfortable it made me.  It is truly such a personal thing.  I felt like I was criticizing his smell, or his personality – it was that delicate for me.

    I don’t actually think I am leading him wrong in insisting that he sound more “American” to fit in at his Midwestern college – but I hated telling him so.   I would love for him to use his own unique voice and have it be accepted for what it is.  But instead I have to encourage him to get more generic, and to sound more like everyone else.  This rubs me wrong, philosophically.

    I have been in the position as a student of trying to do something that I think is a personal artistic expression, and being told that I need to toe the line. I have also been in the position as a teacher of watching a student pursue an individual course that conflicts with what I am trying to teach.

    Should music students (or students in any kind of artistic field, for that matter) be expected to conform, or allowed to explore freely? By letting a student do his or her “thing,” am I incubating innovative, boundary-smashing Art? Or am I failing a student by not grooming them in the established tradition? Read More “Individuality, conformity, and music students”

  • Seven habits of highly effective beginners

    Photo, Michael @ NW Lens

    A few weeks ago I wrote about seven habits I’ve observed in my most successful university music students. The popularity of that article has been gratifying—to my surprise, it even briefly displaced my list of woodwind doublings from Broadway shows as the most popular thing on this site.

    What I wrote was about university music students—students who, generally, have at least a half-dozen years of playing experience behind them, and who are planning to  pursue a career in music. But I think it’s also worth considering the musical beginner (child or adult). Students who get a good start with their instrument have a better chance at success, no matter their goals.

    Here are some habits that are characteristic of successful beginners, plus a bonus tip for woodwind doublers:

    1. Get a teacher. This is the best money you can spend or your (or your child’s) new musical pursuits. And the sooner the better—don’t assume that you need to struggle on your own for a while before a teacher will take you on as a student. A good teacher can guide you through purchasing or renting your instrument, teach you good playing and practicing habits, troubleshoot problems, and model excellent playing. And you may be able to get good instruction cheaper than you think. Contact a teacher of reputation in your area and find out what they charge, and, if it’s more than you can spend, ask if they can recommend one of their top students as a beginning teacher. I’m a university music professor, and I charge more than some beginners would be willing or able to pay, but I’m pleased to recommend my advanced students who are anxious for some teaching experience, who work cheap, and who will teach you the same things I’m teaching them.
    2. Get good advice on equipment purchases. See habit #1 for the best solution to this. Be extremely wary of advice from mail-order catalogs, internet message boards, eBay sellers, and commissioned music store salespeople who don’t play your instrument. My beginning woodwind students who start with inferior or poorly-adjusted gear often develop poor playing habits in an attempt to compensate for the instrument’s/mouthpiece’s/reeds’ shortcomings, and are far more likely to get frustrated and quit. You don’t need a fancy car to learn how to drive, but you do need working brakes, steering, and signal lights. Read More “Seven habits of highly effective beginners”

Leave a Reply

Your email address will not be published. Required fields are marked *

Comments that take a negative or confrontational tone are subject to email and name verification before being approved. In other words: no anonymous trolls allowed—take responsibility for your words.

This site uses Akismet to reduce spam. Learn how your comment data is processed.