Voicing for multiphonics

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

One of my favorite tips for producing woodwind multiphonics comes from J. Michael Leonard’s Extended Technique for the Saxophone. (Mine is an older edition, I think.) The book’s section on multiphonics gives two pages of instruction and and a one-page fingering chart with diagrams like this:

The “aha” moment I got from this was the small arrows, which the author says “indicate a relative primary focusing of the airstream.” To me this sounds like what I call voicing. The idea is that each of these multiphonics has a sort of key note within its chord, and if you focus/voice to favor that note, the multiphonic will speak.

Readers of this blog know I don’t like voicing gymnastics, at least for conventional playing technique. It’s better to find the optimal voicing for the instrument and keep it steady. Change it only when the acoustical quirks of the instrument demand, such as for a pitch “tendency” note or a slur that doesn’t respond well. I’m not sure if Mr. Leonard means for this fingering chart to imply that there are different focuses/voicings for different notes on the instrument, but voicing higher or lower to increase the success of certain multiphonic sounds works well for me. And, as a matter of convenience, I do use a similar arrow system to pencil in hints for multiphonics in repertoire that I play.

Similar Posts

  • The role of tone exercises

    Tone exercises are useful, sort of. Read last month’s post about tone for a reminder why tone exercises are only part of the process.

    photo, valentina
    photo, valentina

    Here is what tone exercises do:

    • Excellent tone exercises demand solid fundamental tone-production technique, providing a chance to habituate useful muscular actions. Trevor Wye’s “Flexibility I” flute exercise is a perfect example. (I suggest you buy the whole Trevor Wye omnibus edition.) If your tone-production technique is correct, you can play the exercise successfully (in tune, in time, with all notes responding easily). But you will fail if your breath support, voicing, and/or embouchure are bad. If you are doing something wrong, you get immediate feedback.
    • Poorly-designed tone exercises lack that self-destruct trigger. Often the creators try to prop them up with text explaining fundamental technique: “Use strong breath support! Keep your embouchure flexible!” If that kind of textual instruction is necessary to make the exercise useful, then the content probably doesn’t really matter—it might as well be a single note with a fermata.
    • Regardless of quality, any exercise you do with tone in mind is an opportunity to focus on your tone. That’s a good thing.

    Seek out high-quality tone exercises and do them regularly, but don’t forget to listen.

  • Woodwind instrument “care kits” are bad news

    Congratulations on your new student-level flute, oboe, clarinet, bassoon, or saxophone! Your music store’s friendly sales associate (or your online retailer’s auto-suggest software) is probably insisting that you purchase a “care kit” as well. This kit ostensibly contains all the items you need to keep your new instrument working well and looking shiny. I recommend that you do not buy it, because it is, at best, a waste of your money, and, at worst, a hazard to the instrument’s wellbeing.

    photo, Greg Williams
    photo, Greg Williams

    Here are some of the items that frequently appear in these terrible kits:

    • Polishing cloths. Chemicals or polishes (liquid or embedded in cloths) can gum up pads and mechanisms. Students can “polish” their instruments with a soft, dry cloth, like a piece of an old t-shirt. Your repairperson can remove the keys and do a more thorough polishing safely.
    • Swabs. Woodwind instruments should definitely have swabs, but beware the kinds in these kits.
      Silk is preferable for pull-through swabs (oboe, clarinet, bassoon, saxophone) because it is absorbent and compressible, so it’s less likely to get stuck inside the instrument than a cheaper felt swab. Even for a student instrument, it’s worth a few extra dollars to get silk.

      "headjoint swabs"
      “headjoint swabs”

      For flutes, avoid “headjoint swabs” that are little oddly-shaped pieces of chamois (or a synthetic version), unless you want to have to fish them out of the headjoint every time you try to use them. Instead, use the cleaning rod that came with the flute, plus a strip of fabric cut from an old bed sheet.
      The fuzzy “cleaning” brushes that look like giant pipe cleaners, that you insert and leave inside the instrument, do exactly the wrong thing by keeping all the moisture inside the instrument, instead of wiping it out like a good swab does.

    • Cork grease. Yes, for instruments with parts that friction-fit together with cork, such as clarinets, oboes, and saxophones. Flutes don’t have any corked joints (though some piccolos do). Some bassoons have corked fittings, but some have thread wrappings instead. Use cork grease on cork only—never on thread-wrapped or metal-to-metal joints.
    • Screwdrivers. Yikes! Woodwind instruments often have “adjustment” screws. Bored students and well-meaning dads can’t resist just tightening everything up, just to make sure. This leaves the instrument in unplayable condition, and only a professional can put those adjustment screws back just right.
    • Reed guards/cases. Yes! Keeping reeds in one of these generally keeps them intact and in playing condition for longer than the disposable ones that the reeds come in. Those little plastic or cardboard sleeves that clarinet and saxophone reeds come in don’t keep them flat when they dry. And oboe and bassoon reeds often come in tubes that are too flimsy for regular use, or hinged plastic cases that come apart in the instrument’s case, leaving the reeds to bounce around unprotected.
    • Mouthpiece brushes. These are basically little vegetable brushes, with scratchy synthetic bristles and the dreaded twisted-wire core, much too aggressive for cleaning clarinet and saxophone mouthpieces. Instead, try a gentle rinse with room-temperature water and a drop of mild dish detergent. Stephen Howard’s vinegar-and-cotton method is good for occasional deeper cleanings.
    • Neck or bocal brushes. Probably too aggressive for use on these particularly delicate and crucial instrument parts. Plus, a strong risk of getting something stuck.
    • “Tone hole cleaners.” These are usually garden-variety pipe cleaners. Tone hole cleaning isn’t a task for beginners to do. The pipe cleaners’ twisted-wire cores can damage toneholes, the instrument’s bore, or pads.
    • “Pad papers.” It’s really tempting to use a lot of pressure with these, which can distort pads and cause leaks. Some are coated with a powder—these operate on the same principle as getting some gum stuck on your shoe, then stepping in some dirt so the gum won’t keep sticking to the sidewalk when you walk.Pad papers and other powder treatments should be an emergency treatment applied wisely and carefully by a knowledgeable musician, not a daily treatment applied badly by a student.
    • Key-dusting brushes. Gently removing some dust from the instrument’s mechanism isn’t an all-bad idea, but be advised that it’s easy to knock springs and things out of place. The brushes in these kits usually have twisted-wire cores, which can scratch instruments’ finishes. Instead, consider using cheap kids’ watercolor paintbrushes. Or, even better, make sure the instrument gets professional maintenance and cleaning at least once a year.
    • Key oil. No, no, no. This is a job for a professional to do. Besides, the kind in these care kits is usually cheap 3-in-1-type oil. Even if applied properly, it tends to drip back out of the keywork onto fingers, or worse, pads.
    • Bore oil. Absolutely not. Using this at all (only in wooden instruments) is controversial. When you bring it in for its annual maintenance, your repairperson can apply bore oil properly and safely if they deem it necessary. (My opinion: if in doubt, don’t bother.)
    • Care manuals. These are generally provided to justify the other items in the care kit.

    Skip the care kit—they are a way for retailers to squeeze a few more dollars out of you at purchase, and then more when you bring the instrument back in to fix the damage you have done with your brushes and oils and screwdrivers.

  • Oboe reedmaking resources

    One of mine.
    One of mine.

    There’s no way around it—if you’re going to be a serious oboist, you have to learn to make your own reeds. Even fine handmade reeds purchased from an excellent reedmaker can’t compete with reeds made to your own personal specifications, suited to your highly individual combination of embouchure, instrument, playing style, and performance situation. A reed is in a constant state of change, from initial scraping until eventual retirement, and needs the daily ministrations of a skilled reedmaker to keep it playing at its best.

    Woodwind doublers who take up the oboe as a secondary instrument will need to learn at least basic reed adjustment techniques in order to have reeds they can count on in professional situations. But if you’re going to learn the mysteries of fine-tuning “finished” reeds, you’re most of the way toward learning the whole process—consider at least learning to tie blanks from cane that you purchase already gouged and shaped. Starting from tube cane gives you even more control over the finished product, but requires the use of gouging and shaping equipment ($1200+, all told).

    There’s no real substitute for learning reedmaking at the feet of a skilled oboe teacher, but here are some of my hand-picked favorite guides and tutorials online. These can serve as a good introduction for a beginner, and more experienced reedmakers may like to cull a few new ideas from the wide variety of opinions and approaches represented here. Read More “Oboe reedmaking resources”

  • |

    Practice slump checklist

    Sometimes my students complain that they have had bad practicing days or weeks. Not that I have ever had this problem (ahem), but here are a few ideas for breaking out of a practicing slump.

    photo, Katy Wrathall
    photo, Katy Wrathall
    1. Check equipment. Slightly-malfunctioning gear can make you feel like a bad player. Be sure to eliminate this possibility.
      • Are your reeds functioning well? Prioritize response-balanced-with-stability over more subjective and malleable things like tone. Many reed players use unnecessarily stiff reeds; consider trying something a little softer if you haven’t lately.
      • Is your instrument functioning well? If you know how, check the most important adjustment screws (oboe: left hand stack, left G-sharp key, F resonance; saxophone: bis, G-sharp, right hand stack). Re-check basics like alignment of bridge keys. And, of course, make sure your instrument gets regular (at least annual) maintenance checkups. Professional instruments should probably get full mechanical overhauls every 5-10 years.
      • Are you using the best equipment for you? Don’t let new purchases be your go-to solution for every problem, but in some cases replacing an instrument or accessory can remove a roadblock to progress. (Do a reality-check with your teacher to make sure you aren’t just throwing away money chasing a quick fix.)
    2. Check technique. It might be you after all.
      • Have you warmed up thoroughly and correctly today? It’s best to do this at the beginning of your practice session, but there’s no rule that says you can’t warm up some more mid-session to double-check your tone production and reset your mental focus.
      • Have you reviewed all your fundamentals? Take a closer look at your posture, hand position, breath support, embouchure, voicing, finger movement, etc. Have you slipped back into a bad habit? Are you suffering the effects of a technique deficiency you know you should fix but haven’t gotten around to yet? If you don’t know how to fix it, check in with your teacher.
      • Can you release some tension? Frustration often goes hand-in-hand with tense muscles. Consider doing a little deep breathing, stretching, mindfulness practice, yoga, Alexander Technique, or whatever else puts your body back in balance.
      • Have you laid sufficient technical groundwork? If you are working on something especially difficult, is there something else you could practice as an intermediate step? Études, technical exercises, or other preparatory material can help bridge the gap between your current ability level and the ability level you need.
    3. Check your health. If your body isn’t responding well, your practice sessions will be difficult and unpleasant.
      • Have you been getting enough quality sleep? Implementing good sleep habits is a major upgrade to the function of your mind and body.
      • Are you eating balanced meals? Are you eating enough? Are you eating too much? Is your diet too low on good stuff and/or too high in bad stuff?
      • Are you getting outside for at least a few minutes of sunshine and “fresh” air? Sunshine is important to your body’s vitamin D level.
      • Are you stressed, or otherwise not at your best mentally? In some cases, professional counseling and/or treatment may be needed. If you are a college student, there is a good chance there are free, discreet counseling services available on your campus. In other cases, taking a break, getting a little exercise, talking something out with a friend or loved one, or just getting a change of scenery might be enough.
    4. Check your mindset.
      • Are you practicing mindlessly or without direction? Try making a short list of goals you would like to accomplish during this practice session. If you’re not sure where to start, make a quick recording (perhaps with the voice memo app on your smartphone) and listen to it to get some ideas about what needs improvement. If you don’t meet all your goals, you can tackle them again tomorrow or re-prioritize.
    5. Check your environment.
      • At what time of day are your practice sessions the most productive and pleasant? Do you practice best in the morning before your body is tired and your brain is full? Or do you get a second wind after the sun goes down?
      • What locations are most conducive to good practice sessions? Sometimes just changing the scenery can revitalize your focus and productivity. Practicing in places with different acoustical qualities can make you hear yourself in new ways and get your creative juices flowing.
      • What distractions are getting in your way? Can you reduce or remove them?
    6. Check your ego. Practicing should challenge you, but not overwhelm you.
      • Are you working on music that is inappropriately difficult for your current abilities? If you have some freedom to choose what you practice, consider working on something else for now and tackling this project later. If you are committed to a performance of something very difficult and have to make it work, be sure to include other things in your practice session that you can be successful at, to keep your motivation primed.

    Don’t let poor practice sessions bring you down—use them to refine your habits and make the next session your best yet.

  • Crossing the break (or not) on saxophone

    Much has been made of “the break” on clarinet—the point at which the chalumeau register and throat tones cross over to the clarion register—but all modern woodwind instruments have at least one break in their “standard” ranges. The saxophone has exactly one (ignoring the altissimo range), between the second C-sharp and the second D.

    From an acoustical perspective, that point is the division between the fundamental pitches and the first overtone. When playing a lower-register note, the air column’s vibration is at its simplest. The pitch is determined by the effective length of the saxophone, which depends on which toneholes the player opens or closes. In the upper register, the air column is manipulated into vibrating twice as fast (by changing the airstream and/or opening a register vent), and a sound an octave higher is produced.

    This means that there is, technically, some overlap between the registers shown above, which really are based on one specific set of “standard” fingerings. The fingerings for low B-flat, B, C, and C-sharp can be used to produce sounds in the second overtone, and the fingerings for high D through F-sharp can likewise produce sounds at the fundamental. In theory, this should mean an overlap of over a fifth:

    If you’ve experimented with those fingerings, you know that they don’t work quite as expected in practice. The low B-flat fingering with the octave key added, for example doesn’t sound great, and neither does the high F-sharp fingering with no octave key. But with some experimentation, a few usable alternative fingerings can be found within this range. Read More “Crossing the break (or not) on saxophone”

  • Student-selected online woodwind pedagogy articles, 2016 edition

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

    Last fall, I had students in my university woodwind methods course select, evaluate, and vote on some online woodwind pedagogy resources they might like to use as future public school music teachers. (My blog is off-limits.) Once again, I’m going to share a sort of edited/curated version of the results.

    This year, the votes got spread around quite a bit, but there were three articles that the class especially liked:

    • Top 10 (+) Things That Beginning Clarinet Players Do Wrong and How to Correct Them, by Marilyn Mattei. My students were impressed with the troubleshooting ideas and solutions-oriented thinking. They successfully identified some areas that differ from what I teach in class, and made some thoughtful comments weighing the differences. They thought, correctly, that some of the exercises and techniques would be best used in a private lesson or sectional, rather than in a full beginning band rehearsal.
    • Teaching the Beginning Bassoonist, by Terry Ewell. This is a repeat favorite from last year. (I may need to figure out a way to ensure that future classes don’t just recycle previous years’ selections from these blog posts.) My students appreciated the provided lesson plans, the level of detail, and the reassuring tone directed toward non-bassoonist band directors.
    • The Flute Embouchure, by Bradley Garner. Students liked the depth of information, but disagreed on its presentation: some found the text clear and straightforward, but others found it dense reading.

    A number of other articles got fewer votes. I’m listing, without additional comment and in no particular order, a few of those that I agree are worth a look:

    What I want my class to get from the assignment is a sense of how to sift through the information (“information”) available online, taking into account the author’s credentials or sources, a common-sense evaluation of ideas, and applicability to a particular teaching situation. Be careful out there.

One Comment

  1. I love this, and agree with you. I like to find the optimal voicing, and have the oral cavity “set” (most of the time) for classical type playing. And for other styles such as but not limited to straight ahead and contemporary jazz, I depart from that voicing in order to execute the various inflections common in those styles. While it could be said that “voicing gymnastics” are occurring, I agree that the optimal voicing is STILL the home base, the place from which to depart, as well as to return. I work on voicing every time I practice. Your blog posts are helpful, Bret!

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.