Things you don’t need to cover in woodwind methods class

If you are teaching a woodwind methods course, you might be interested in my book.

orchestral flutist
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I’ve taught college-level woodwind methods courses for a few years now. This is a course primarily for instrumental music majors, who will go on to become school band or orchestra directors, and who need a crash course in the playing and pedagogy of each instrument that will be in their future ensembles. At the places I’ve taught, it means taking students from zero to playing a little bit of flute, oboe, clarinet, bassoon, and saxophone, all in one semester. It’s a semester-long sprint.

There are a handful of textbooks available for these types of courses, most of which I own, and none of which I use in class. I’m continually surprised by the material that is and isn’t covered in these books.

I try hard to keep my courses focused on core concepts, like position/posture, breath support, basic embouchure, voicing, and finger technique, and I try to keep those concepts as simple and clear as possible. I have students observe each other’s playing of these instruments, identify things that don’t look and/or sound right, and put their observations into terms of those basic concepts. (“So-and-so’s pitch sounds unstable, and his embouchure appears to be moving a lot. Perhaps keeping the embouchure still and increasing breath support will help to stabilize his intonation.”)

I find discouragingly little discussion (or even understanding) of these concepts in many of the published texts. Instead, I find what appears to be a lot of filler—not bad information, necessarily, but information that’s far from mission-critical. The students in these classes will mostly end up teaching beginning or intermediate students in large-group settings. They need to understand the fundamentals in ways that will help them problem-solve efficiently.

Don’t get me wrong: I’m certainly not opposed to knowledge for knowledge’s sake. I’m just saying that for an already too-short woodwind methods class, that 300-page book could perhaps be trimmed down to 100 or even 50 clear, concise pages, for significant savings of money, trees, class time, shelf space, and brain cells. Here are some examples of things that I’ve seen in actual classroom-intended woodwind methods textbooks, that just plain don’t need to be there:

  • An exhaustive history of the bassoon, going all the way back to its Renaissance-era progenitors. I personally didn’t read that much bassoon history until I was studying for my doctoral comprehensive exams; I think a future school band director can safely refocus his or her efforts on something of more immediate usefulness.
  • A thorough explanation and endorsement of the clarinet double-lip embouchure. While this technique can be useful, it’s non-standard, and should probably be introduced at the discretion of a private teacher, not a school band director, and in a private lesson, not in a band hall.
  • Multiple-tonguing techniques for reed instruments.
  • Surveys of various and obscure vibrato techniques.
  • Circular breathing.
  • Details of how woodwind instruments are manufactured.
  • Flute harmonics used as an extended technique, and their notation.
  • Photo essays of clarinet and saxophone reeds in various stages of manufacture, from cane field to finished product.
  • Saxophone altissimo fingering charts.
  • The use of not only bass and tenor clefs for bassoon, but also alto clef.
  • Photos of obsolete tools for making oboe reeds. For that matter, I don’t think we need photos of modern reedmaking tools in this situation.
  • A chapter on the history and repertoire of the wind quintet.
  • Lists of college-level repertoire.
  • Charts comparing single-reed mouthpiece tip openings and facing lengths.
  • Discussion of the playing technique of not only the alto and bass flute, but also the E-flat flute. In the same book: bass saxophone.
  • “Special problems” of the clarinet range above altissimo G.

If you are teaching a woodwind methods course, I suggest that you keep your lectures and class activities very focused, and even a little repetitive. You don’t need to cover “new” information in each lecture. You need to reinforce fundamental concepts, just like your students will hopefully be doing someday with their beginning bands. It’s tempting to gloss over concepts that are crucial but difficult (to you or to your students) and to spend time on less-critical but more easily-prepared activities (“Let’s compare the phrasing in some recordings of the Mozart clarinet concerto! Or look at photos of ancient flutes made from animal bones!”). Do your homework, consult with your colleagues (or invite them to guest-lecture?), and relentlessly edit your syllabi and lecture notes down to the basic concepts that your students will use daily in their own classrooms.

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

    Proper position of the right thumb for oboe, clarinet, and saxophone can affect player comfort, ease of technique, and risk of injury. (Thumb position is important for flute and bassoon as well, but I find the issues different enough that I won’t lump them in here.)

    For oboe and clarinet, the right thumb supports the weight of the instrument. There’s a temptation to place the thumbrest near the base of the thumb, since it feels like a stronger, more stable position.

    But this puts the fingers in a cramped and awkward position (upper joints removed for visibility):

    Instead, the thumbrest should be positioned at or near the base of the thumbnail, which allows the right hand to be in a much more open and natural position.

    If this feels too heavy, and especially if it causes pain or tension, the instrument can be supported with a neckstrap. This takes some of the weight off the thumb. Some oboe and clarinet thumbrests have rings for this purpose. There are also neckstraps available that can connect directly to the thumbrest itself, using a small leather tab.

    For the saxophone, the main weight of the instrument is not supported by the thumb, but by a neckstrap. However, the right thumb should exert some forward pressure to help establish the correct angle between the mouthpiece and the embouchure. As with the oboe and the clarinet, the thumbrest should contact the thumb approximately at the base of the thumbnail to encourage a natural, relaxed position for the fingers.

    As always, adaptations should be made as necessary to accommodate hands of varying shapes and sizes, but natural, unstrained position should be a priority.

  • Not making your own double reeds

    I’ve posted a few times over the past year about making double reeds (cf. here, here, and here), and I maintain that this is the truest way to abiding oboe/bassoon satisfaction. If you consider those instruments to be serious parts of what you do as a musician, you need to learn to make—or at least skillfully adjust—reeds.

    But, frankly, not everyone is up to the challenge.

    The basic reedmaking process can be learned within a few lessons, but developing the skills well enough to make good reeds consistently can take years, and most reedmakers will continue to develop and modify their approach over a lifetime.

    Reedmaking is expensive, too. A set of the most basic tools for making reeds from preprocessed (gouged, shaped, and, for bassoon, profiled) cane costs as much as several boxes of clarinet or saxophone reeds, and the cane doesn’t come cheap, either. If you want the control of doing your own gouging, shaping, and so forth, the additional equipment may cost you nearly as much as a pro-line clarinet.

    And, of course, reedmaking takes time. I’ve heard the “rule of thumb” that an oboist, for example, should spend an hour making reeds for every hour he or she spends practicing. I don’t know that I agree entirely, but you get the idea of what kind of commitment is involved.

    So, if I’ve now talked you out of making your own reeds, what are your options?
    Read More “Not making your own double reeds”

  • Bassoon jaw movement: survey of published opinions

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

    I mentioned in a previous post that I wanted to examine a “controversial” aspect of bassoon playing: the movement of the jaw during articulation.

    I was already aware of Terry Ewell’s well-reasoned article from The Double Reed journal, which concludes that jaw movement is unnecessary and inefficient. But I was also under the impression that there were advocates of jaw movement. A skimming of some pedagogical materials at hand seems to debunk this—I couldn’t find a single author strongly and clearly in favor of jaw movement.

    The Ewell article should be the go-to for anyone interested in the topic. In a different article, Ewell summarizes:

    Chewing motions with the jaw should not be used during the tonguing because the tongue should function independently of the jaw.

    Terry Ewell: “Basic Bassoon Articulations,” in Woodwind Anthology, Volume II, 1999 edition. Northfield, Illinois: The Instrumentalist, 1999, p. 951. Article originally printed in The Instrumentalist

    Here are the other anti-jaw-movement examples I could find:

    One of the worst possible habits is to tongue in a “chewing” fashion. The movement of the jaw and lips not only distorts the tone each time they move, but actually slows down the action of the tongue.

    William Spencer, rev. Frederick A Mueller: The Art of Bassoon Playing. Princeton, New Jersey: Summy-Birchard Music, 1958, p. 54.

    In staccato passages, the collapse of pressure can produce a ‘gobbling’ reaction in the jaw. As a result the quality of tone and attack may suffer. … As we tongue more rapidly, we must try to involve only the tongue and not allow the jaw and throat to become involved… The momentary opening and closing of our lower jaw may be in response to the change of pressure inside the mouth once the support is switched off; however it is more likely to betray and involuntary ‘gobbling’ with the jaw in sympathy with the activity of the tongue.

    William Waterhouse, Bassoon. Yehudi Menuhin Music Guides. London: Kahn & Averill, 2003, p. 116-123.

    Needless to say, there should be minimum outward movement of the lip or jaw, as this will hinder the tongue’s freedom of motion.

    Homer Pence, Teacher’s Guide to the Bassoon. Elkhart, Indiana: H. & A. Selmer, Inc., 1963, p. 2-3.

    The following refers to the woodwinds in general:

    Jaw should not move during articulation

    H. Gene Griswold: Teaching Woodwinds. Upper Saddle River, New Jersey: Pearson Education, Inc., 2008, p. 31.

    Movement of the jaw in tonguing. This is the result of too large or too violent movement of the tongue, frequently accompanied by changes in pitch of the tone. … Jaw movements can occur with all methods of correct tongue placement, as well as with incorrect tongue placement, and these prevent the development of speed in articulation.

    Frederick W. Westphal, Guide to Teaching Woodwinds, Fifth Edition. Boston: McGraw Hill, 1990, p. 227.

    This may include the jaw:

    The goal on all wind instruments, and particularly the bassoon, is to maintain an open mouth and throat position while playing. The bassoon tone is very sensitive to this positioning.

    William Dietz: Teaching Woodwinds: A method and resource handbook for music educators. Belmont, California: Schirmer, 1998, p. 14.

    Here is the closest I could find to advocacy for jaw movement, though it’s not 100% clear that that is what the author intends:

    On both double reeds, embouchure pressure on the reed will vary to control the ends of notes. Increasing pressure on the reed will keep the pitch from dropping. For this reason, you will see embouchure movement while articulating, which will be more pronounced with bassoonists…

    Charles West: Woodwind Methods: An essential resource for educators, conductors, and students. Delray Beach, Florida: Meredith Music, 2015, p. 68.

    I also turned to Christopher Weait’s Bassoon Strategies for the Next Level and Arthur Weisberg’s The Art of Wind Playing, both of which seemed like likely sources on information, but could not locate passages in either that directly addressed the issue.

    In summary, there seems to be little support for the idea of jaw movement in bassoon articulation. If you are aware of sources that encourage this technique, I would be curious to hear about them.

  • Clarinet glissando

    There are few more coveted clarinet techniques than the smooth glissando, as heard in the famous opening to Rhapsody in Blue. But the technique isn’t intuitive, and lots of questions persist about how to do it.

    (Incidentally: the Rhapsody in Blue score doesn’t call for a smooth portamento-type effect, but a scale with discrete notes. But the portamento became tradition early in the piece’s life and is now more or less required.)

    How the clarinet glissando is done, technique-wise

    One key thing to understand is that finger movement is the smallest part of the clarinet glissando. It’s not possible (or at least I’ve never seen it done) to achieve the full effect by simply uncovering toneholes gradually. The real work here is done with voicing.

    Let’s break the technique down. We’ll use Rhapsody in Blue as an example, but the principles can be applied to other repertoire (or improvisations).

    First, let’s look at what’s called for in the score:

    clarinet glissando notation from Rhapsody in Blue

    Glissandos that cross register breaks are a particular challenge, so most clarinetists avoid that, opting to play a scale in the lower register, and beginning the glissando at the lower-clarion B or C.

    High C is the destination note. Start by playing that note and using your voicing (think of blowing warmer air) to bend the pitch downward. Resist the urge to “lip” it down with your embouchure muscles or to let your breath support sag.

    Bend it down absolutely as far as you can, until the note quits. It can take some practice to get a wide pitch bend range. Don’t strain; play around with it for a few minutes, then try again tomorrow.

    Once you’re able to bend it fairly far, try kicking in some extra breath support. The air column is reluctant to vibrate when it’s bent too far (I’m fudging a little here on the acoustics). Use powerful air, even more powerful than usual, to make it keep vibrating, and see if you can bend even farther.

    Now go to the lower part of the glissando, B or C in the staff. Try to bend it. You probably can’t bend this long-tube note, with lots of closed toneholes, nearly as much as you could bend the short-tube high C.

    Now play the note, and gradually let your fingers lift, just a little bit, off the toneholes.

    Notice that with the toneholes just slightly vented, the note becomes much less stable—or more bendable. Play around with the pitch to get the feel of it.

    Now play the lowest note of the glissando (I’m using C here for simplicity). Move the fingers a little off their toneholes (all of them, except the left thumb, which stays in position for high C) while simultaneously bending the pitch down hard with voicing. (Remember to keep breath support strong.) While gradually moving the fingers farther off the toneholes, bend gradually upward with voicing. As the fingers finally completely clear the toneholes, the voicing arrives at its standard high position, and the pitch settles in on high C.

    It takes practice to get the fingers and voicing coordinated, and to gain enough control to shape the bend just how you want it.

    To execute the Rhapsody in Blue opening, play a scale in the lower register, then switch as seamlessly as possible to a glissando just above the register break. Some players play the scale portion as written, but some attempt to make it sound more glissando-like by turning it into a chromatic scale. Sometimes they also start the scale on chalumeau F-sharp rather than the written G.

    How the clarinet glissando is done, taste-wise

    Mastering the technique of the glissando, like mastering any technique, is only the first step. The next and perhaps more important step is to learn to do it with good musical taste.

    When performing a glissando, carefully consider the shape of the pitch bend. How long is the bend overall? Should the pitch move in a straight line from one pitch to another? (Unlikely.) Should it have more of a curve, staying low at first and then rising at an increasing rate? Should there be a moment at the beginning or end at which the pitch remains stable, or is it constantly in motion?

    These are fine distinctions, but important to the character of the glissando. Careful, detailed listening is crucial to the process—be sure to check out as many good recordings as you can, and note the differences in approach. If your intention is for the glissando to sound jazz-like, make sure you are listening to jazz players who use that effect, not just classical players who may or may not have done their homework.

    Why it’s a clarinet-specific effect

    The clarinet, unlike any of the other major modern wind instruments, uses a very high voicing for general playing. This leaves room to lower the voicing considerably for this special glissando effect. Flutes and double reeds (and brass instruments) use a very low voicing, which theoretically can be raised, but a raised voicing on a low-voicing instrument doesn’t cover as much territory pitch-wise; in other words, it’s harder to raise the pitch with voicing than it is to lower it. The saxophones, with an in-between voicing, have some flexibility here, but also have to contend with large keys on large toneholes, which are not as precise for hole-uncovering as fingertips on small clarinet toneholes. (The keys situation also explains why the larger clarinets aren’t nearly as agile with glissandos, even though those instruments are properly played with a high voicing.) In short, the technique lends itself particularly to the high clarinets, and may be much more difficult on other woodwinds.

    Practice smart!

  • Flutist/flautist

    “Flautist” is a pet peeve of mine. I just encountered it again in a message board thread.

    These are worth a read:
    Am I a Flutist, or a Flautist?
    Is it Flutist or Flautist?

    To summarize: there doesn’t seem to be any good reason for English-speaking people to say “flautist.” Read More “Flutist/flautist”

  • Time required for instrument switches

    Photo, mbshane

    I got some questions by email yesterday from Sy Brandon, about the multiple woodwinds piece (Divertissement) he is writing funded by my Co-op Press Commission Assistance Grant. He is considering a movement that involves switching between instruments, and wanted to know about some of the technical details. Here are my answers:

    Keeping reeds wet is a minor hassle but quite doable, especially for a movement that’s only a few minutes long.

    Time required for switching instruments is an interesting question. Short answer: anything shorter than about five seconds is risky.

    A slightly shorter switch might be possible with something like saxophone to flute or clarinet, since you can just let the saxophone hang from its neckstrap. And switches among flute and clarinet and, to a lesser extent, oboe (due to its fragile reed) are reasonably fast because there aren’t any straps to unhook and you can pick one up while you’re setting the other down. Bassoon is more difficult—it uses either a seat strap or a somewhat awkward harness, and definitely requires both hands to pick it up or put it down. Read More “Time required for instrument switches”

11 Comments

  1. I’m about to start teaching my first woodwind methods class this coming Fall at Willamette University. I am trying to figure out which textbook to use, if any, and construct a decent syllabus. I’m kind of in the dark here. I play saxophone, clarinet, and flute well, but not any double reeds.

    Do you have any suggestions for me? Do you mind helping me get started a little? I found this article funny and informative, so I thought I’d reach out.

    1. The Dietz and Westphal books seem to be among the most commonly used; both have problems like the ones indicated. I don’t currently use a published text; I am in the process of preparing some resources that I hope at some point to make available. Please feel free to contact me with additional questions.

  2. Great post! I totally agree. I’ve taught methods courses at Northwestern for several years (brass, not woodwinds, but the problems are the same).

    Wanted to let you know about a new method that is more about TEACHING the instrument (flute, clarinet, and sax), and does just what you suggest: short, succinct chapters that cover the basics for the first five days.

    The web site (http://www.TeachingWoodwinds.com) is still under construction, and the book will be out this September, 2013. Should be a good resource.

    thanks again for the excellent post.

  3. Thanks for this information. I’ve felt guilty for NOT using a formal textbook for this course (2o years and still going…). I feel better now.

    After teaching beginning and junior high band simultaneously with a college level woodwind methods course, I’ve found that basics are essential. All the extra fluff you mention can always be found as a teacher needs it. My main point has always been having the ability to immediately recognize a playing issue and then fix it before it develops into a bad habit.

  4. Wow! Great post! I just stumbled upon this blog. I just graduated from college as a music education major and I felt like I learned more about actually teaching each instrument during my student teaching and only because my mentor teacher is VERY VERY good at teaching beginners.

    Another thing I think is not focused on enough is articulation.

  5. Hi Bret, This was a great post to read. I have been assembling a syllabus for my first semester teaching a woodwind methods class and have been brainstorming for each class meeting and have been struggling on just how I want to divide the time and what I want the students to be doing during the classes and between meetings. I would love to see your syllabus (if you’re willing) to understand how you chose to divide the semester and the different things you had the students doing besides learning to play the instrument.

    Happy New Year!

    Kristin

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