Things you need to cover in woodwind methods class

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

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

A few years back I posted a rant about non-mission-critical information in woodwind methods textbooks.

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.

I went on to list things I have found in textbooks intended for these courses, which I think are distractions or filler or otherwise misguided.

woodwind methods class
photo, Ace Foundation

What should a woodwind methods class focus on?

  • Fundamentals, fundamentals, fundamentals. Fundamentals. For woodwinds, the following are absolutely, non-negotiably crucial technical elements: breath support, voicing, embouchure, articulation, and finger technique. They must be understood and properly connected to audible elements: tone, intonation, response, volume/dynamics, and fluency (of finger movements). This material should probably make up 90%+ of lecture, readings, in-class activities, etc.
  • Woodwind-specific band-room survival skills: minor instrument repairs and adjustments, reading and interpreting fingering charts, woodwind transpositions, selecting equipment (this needs to be a much bigger conversation than just a list of brands and models), and matching students to instruments (hint: gender, anatomical factors within broad norms, and ill-conceived proficiency testing are not good ways of doing this).
  • Introduction to additional resources. One, two, or even several semesters are not enough to make a undergraduate student into an effective teacher of woodwinds; they need to know how and why to consult available pedagogical books, journals, and online materials.

Also, disturbingly, I have been hearing occasionally from woodwind methods teachers who are choosing or are being encouraged to skip or minimize the double reeds and focus on flute, clarinet, and saxophone. (I even heard from a publisher alerting me to their woodwind methods textbook that does not cover the double reeds!) I think this is a disastrous side effect of a marching-band-centric approach to music education, and leaves future music educators woefully unprepared to lift their band programs above that level. You have to teach oboe and bassoon!

The question I get a lot from new college professors about to teach their first woodwind methods course is which textbook to use. I don’t have a strong recommendation. Dietz and Westphal seem to be commonly used, but they are expensive and have the other problems I have previously described. I currently use some materials of my own with my woodwind classes, which may or may not at some point become available. If you like, join this mailing list and I’ll use it to spam you if I ever get everything edited into a book-like form. Update: the book is now available!

Make sure you are using your woodwind class’s time well, preparing them to teach woodwind fundamentals clearly and thoroughly.

Similar Posts

  • Woodwind doubling recital program, Northwestern University, 1950

    A new Internet friend shared this gem with me (click for slightly larger):

    Read More “Woodwind doubling recital program, Northwestern University, 1950”

  • FAQ: Ligatures

    These are questions I am often asked about clarinet or saxophone ligatures, by blog readers or by my students.

    • Is there a ligature that can accomplish _____ for me? If you are looking for something to hold the reed onto the mouthpiece, then yes. If you are hoping to achieve something loftier, then probably not.
    • Should I get one of the rigid (usually metal) kinds, or one of the soft (usually some leather-ish synthetic) kinds? The very cheapest options are usually metal, and they generally work fine. If they are of especially low quality, they might break quickly, or scratch your mouthpiece or dig into your reed. The soft ones are a little more expensive, but have the advantages of (a) better gripping an oddly-shaped mouthpiece or reed and (b) surviving being stepped on.
    • What about a fancy one, with jewelry metals or cryogenic treatment or inset “tone jewels” or some other expensive gimmick? Won’t those make me sound better? This is extremely doubtful. There’s a possibility that you will sound a little different inside your own head, and that might make you play a little differently. Or that platinum plating (or just having spent a lot of money) will increase your confidence. But it’s very  questionable that the ligature has some inherent sound quality that your audience can hear, unless you plan to hit it with a drumstick. Remember that in some parts of the world, top orchestral clarinetists use shoelaces. (I heard a story of one of these clarinetists being asked what kind of shoelace he used. His response: “Black.”) If you are deeply invested in the idea that a ligature needs to be fancy or expensive, Michael Lowenstern has a video you might find enlightening.
    • But doesn’t a ligature affect the reed’s vibrations? The vibrate-y part of the reed is the thinner part, away from the ligature.
    • Should I use the kind with one or two screws? What about those ones with no screws? Any number of screws is fine, as long as it holds the reed on the mouthpiece.
    • Should I get the kind where the screws go on top of the mouthpiece or underneath? I really cannot emphasize enough the unimportance of the screw situation.
    • How tight should my ligature be? Tight enough to hold the reed securely in place.
    • How far back or forward should I put the ligature? You could try some different positions and see if one feels better to you. Some mouthpieces have a line on them to suggest where the ligature should go. You are not obligated to follow this guideline, but if you are having difficulty deciding where your ligature should go then I suggest using this as a starting point.

    If you would like to purchase something that will improve your tone quality or your articulation or whatever, I recommend getting some recordings of very fine clarinetists and some lessons with an excellent teacher. Enjoy!

  • How many instruments do you play?

    “So, how many instruments do you play?” I get this a lot.

    The way I prefer to answer is this: I play all of the major modern woodwind instruments, plus some folk and ethnic woodwinds.

    That answer usually doesn’t cut it. Read More “How many instruments do you play?”

  • |

    NFA 2011: Woodwind doublers roundtable discussion

    Here I am at the far left saying something brilliant and witty. Tereasa Payne, Shelley Collins, David Weiss, and Jim Walker look on in wonder and delight.

    At this year’s NFA conference, I had the very cool opportunity to be part of a discussion panel about woodwind doubling. The panel was organized by Florida flutist and doubler Tereasa Payne, and moderated by my Delta State colleague Shelley Collins. The panel consisted of me, Tereasa, Hollywood studio great Jim Walker, and David Weiss, who is the ethnic flutes soloist for Broadway’s The Lion King. It was an honor to be included in a group of such stature!

    We spoke to a surprisingly large and enthusiastic crowd. At one point Shelley asked for a show of hands by the doublers in the audience, and we were blown away by all the hands that shot up. The audience asked great questions, and many stayed afterward to talk some more. I was delighted to meet several of you personally who read this blog or who have communicated with me by email or on Twitter.

    In advance of the panel, Tereasa had prepared some questions for the panelists to think over. I took some notes to organize my thoughts, and I’m providing them here in an edited version. This isn’t a transcript of the live panel, but it should give you an idea of what was talked about, and of my thoughts about some of those topics. Read More “NFA 2011: Woodwind doublers roundtable discussion”

  • Factors in woodwind instrument response

    Response is how readily the equipment/player combination produces sound. “Good” response generally means that the player-plus-instrument are able to produce a sound that starts precisely when intended, with clarity and with no unwanted additional noise. Many factors affect the quality and reliability of the response:

    • Instrument condition. An instrument with leaks, cracks, problematic dents, etc. will often respond in a delayed or unpredictable way.
    • Instrument quality. The instrument’s design and manufacture also play a role—an instrument of inferior design/build may respond inconsistently.
    • Setup. Mouthpieces and reeds are similarly subject to design and manufacturing flaws, and must also be well-matched to each other and the instrument. A common issue with single-reed instruments, for example, is using a “strength” of reed that isn’t a good fit for the mouthpiece.
    • Breath support. One of the most immediate and effective ways to improve response, even when other factors are less than ideal, is to use powerful, consistent breath support.
    • Embouchure. Any embouchure problem can affect response, but by far the most common is embouchure tightness or tension. Remember that all woodwind embouchures should be relaxed.
    • Voicing. This is one of the least-taught and least-understood, but one of the most crucial aspects of good woodwind playing. Properly-calibrated, steady voicing improves response (and just about everything else).
    • Finger accuracy and timing. Fingers that arrive on their keys or toneholes out of sync, or that fail to form proper seals, impede response like the leaks that they are.
    • Inherent acoustical problems. Even the best-made instruments have some built-in compromises that might make certain notes less responsive even under the best circumstances. A common example is the lowest notes on the flute, the oboe, and the saxophone, which may tend toward slight sluggishness even for the best players and equipment. Players may need to compensate in various ways.
    • Musical context. Related to the acoustical problems of the various woodwinds, certain musical contexts may exacerbate issues. For example, the bassoon has some specific intervals that are hard to slur smoothly, and skilled bassoonists might use special fingerings to improve these.

    For your best response on every note, be sure to address each of the many factors involved.

  • Using electronic harmonization with woodwinds

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

    In a recent recital I performed my own arrangement of Ravel’s Boléro for multiple woodwinds soloist using electronics, with piano and snare drum. I used electronics to try to approximate some of Ravel’s harmonies (and timbres), and used what in my mind are three different techniques, which I’ll try to outline here.

    In performance, I used the BOSS GT-1000CORE guitar multi-effects unit to do most of the heavy lifting. I did find that it had difficulty tracking my flute playing (though, surprisingly, it did better with piccolo), so I used an Electro-Harmonix Pitch Fork + to assist with that instrument in particular. I also used a BOSS SY-200 to try to create some non-woodwind tone colors. There are plenty of other equipment options that can achieve similar effects, but you’re on your own to read the manuals.

    All of this was done with a microphone rather than pickups, which was less complicated for quick instrument switches, but did make it difficult to get relatively isolated woodwind sounds into the electronics, which ultimately caused problems with the audibility of some of the electronic sounds.

    The warts-and-all live performance is available on my YouTube channel, but I’ll provide some clearer, isolated examples here. For rehearsal numbers in the orchestral score, I’m referring to the Durand Edition on IMSLP.

    Technique 1: parallel intervals

    At rehearsal mark 8 in the score, horn and celeste play the A theme in octaves, with two piccolos playing in parallel a perfect fifth and a major tenth above the celeste’s highest octave, perhaps in imitation of a pipe organ’s mixture stop.

    To achieve this harmony with electronics, I played the upper piccolo part “live,” and routed the piccolo’s sound into the GT-1000CORE where I split it into two separate signal paths. One got transposed down using a digital pitch shifter to create the second piccolo part. The other got transposed down to the melody pitch and split into octaves, then routed through the SY-200 to turn the sound into something vaguely celeste-like.

    Since the intervals are strictly parallel, this is a pretty straightforward use of pitch shifting: whatever note I play on the piccolo gets transposed to the specified intervals.

    Technique 2: smart harmonization

    At rehearsal mark 16, a thickly-orchestrated ensemble of woodwinds, brass, and strings plays the A theme in harmony. I opted to play this portion on soprano saxophone, thickened and harmonized with a synthesized string section.

    Since the harmony in this section is largely diatonic, I used the GT-1000CORE’s smart harmonizer. I added voices a diatonic fourth and diatonic sixth below in the key of G (like a first-inversion triad), which tracks with the notes in the first part of the theme. But there’s a moment in the first part that uses F-natural instead of F-sharp, and the second part of the melody uses F-naturals exclusively, so I used the unit’s footswitches to change to the key of C major as needed. I routed all of this through the SY-200 to change the three soprano saxophones into a string section sound, with the “live” soprano remaining audible in the room.

    For the key switching, I set one footswitch as a “momentary” switch, so it changes the key just while I’m pressing it, and another as a “toggle” switch, so I can press and release it and the key remains changed. This gives me some helpful options for live performance.

    Technique 3: smart harmonization with custom scales

    The smart harmonizer works well out of the box as long as you want to use notes of a major scale (or mode thereof), but at rehearsal mark 15 Ravel’s harmonization is more complicated than that. Luckily, the GT-1000CORE supports smart harmonization with custom “scales.” What this really means is that I can tell the unit that any time I play a certain pitch, it should add one or more pitches that I can specify arbitrarily. I can add whatever pitches I like to each note of the chromatic scale.

    I chose to play this section on clarinet, using the electronics to turn it into a 3-part clarinet section. During the first phrase, the melody pitches are harmonized in a consistent way: every time there’s a melody concert B-flat it’s harmonized with a G and an E, every time there’s a melody C it’s harmonized with an A and an F, every time there’s a melody E it’s harmonized with a C and a G, and so forth. I can just tell the effects unit which harmony notes to add to each melody note.

    But things change in the first half of the second phrase: melody B-flat is now harmonized with G and D, and C is now harmonized with A and E. To accommodate this I have to create a second custom “scale,” and use a footswitch to activate it at the right time. To finish the second phrase requires a third scale, engaged with another footswitch.

    Because of the flexibility of the custom scale system, I can recreate harmonies that use a variety of intervals. With a little analysis I can figure out where the scale changes need to be (basically anywhere a given melody pitch is harmonized in a new way).

    Additional thoughts

    There are some limitations to using pitch shifters and harmonizers, depending on your equipment. Each virtual pitch shifter and harmonizer in the GT-1000CORE can only add two voices, though by (virtually) splitting the audio signal into multiple paths and passing each through its own shifter/harmonizer I can build thicker chords.

    When trying to reproduce specific harmonies written by a composer, there may be some decisions to make to balance accuracy with practicality. Serendipitously, most of Ravel’s harmony translated fairly easily to the effects unit’s capabilities. But there were a few spots where I decided that certain chord voicings were close enough, and that I didn’t need to complicate things with one more custom scale plus the corresponding onstage footwork.

    As I’ve mentioned previously, I’m more interested in electronic effects that give my woodwinds new capabilities, like polyphony, than in just adding some distortion or echo (though those are also fun). Enjoy!

4 Comments

  1. Have you looked over Teaching Woodwinds: A Guide for Students and Teachers? It’s lead author is Kelly Mollnow Wilson (flute), with chapters by Sarah Hamilton and Mark Dubois (oboe), Deborah Andrus (clarinet), Jenny Mann (bassoon), and Gail Levinsky (saxophone). I think it is a really good starting point, and a much more affordable option than Dietz or Westphal. It’s a Mountain Peak Music publication, with the entire text online (with lots of video and audio). There’s a supplemental workbook. I’d be curious of your thoughts about it.

    1. The publisher sent me a print copy because I let them use diagrams from my Fingering Diagram Builder. (It turned out they used hundreds, maybe thousands, of diagrams, and credited me only online behind the paywall—the next for-profit publisher who asks will have to cough up more than a complimentary desk copy.)

      It doesn’t really have the bloat problem that Dietz/Westphal have. If anything maybe the opposite: it’s practically a band method, with lots of simple tunes and hardly any text. It does have the issues of being written by a committee—the language and approaches are inconsistent. (For example, some of the instrument chapters briefly address voicing, while others ignore it. Ditto breath support.)

      The online resources are a nice idea, and I’m in favor of using technology in teaching, but I’m reluctant to put $60 (cover) into what turns into basically an Essential Elements book if/when the online resources disappear.

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.