Why I don’t list my equipment

Many musicians are eager to tell you what equipment they use. They list their equipment on their websites, in the signature lines of their forum postings, and so on. I don’t.

I’m rarely impressed with what I see on fellow woodwind players’ lists. Ownership of impressive equipment (assuming the gear is, in fact, paid for?) does not make a fine player. Ownership of unimpressive equipment seems, well, like it’s not worth boasting about.

Some musicians seem to see their equipment listing as a service to the musical community, as though others will benefit from knowing what instruments they play. Buying instruments, mouthpieces, reeds, and so forth just because another player uses them—even a truly fine player—is much like buying the same shoes your favorite basketball player wears. No doubt they are fine shoes, but they might not suit your feet, your ability level, your playing surface, or your personal sense of style. Equipment listings are especially hazardous to younger beginners, who may be easily convinced that owning certain equipment will solve their problems, or who may ill-advisedly buy equipment that isn’t a good fit for them.

I do think that honest reviews of equipment can be useful, especially if they identify and address the characteristics of an instrument or accessory that might make it a good fit for one player and a poor fit for another.

In cases where an official endorsement deal is in place, it may be appropriate to acknowledge that commitment. Take note that it is the player who endorses the gear, not the other way around; I can’t count the number of  musicians’ websites that claim something like, “Bret Pimentel is endorsed by Such-and-such Saxophone Neckstraps.” Wrong.

What if, instead of listing our personal brand loyalties, we listed something useful for our young students or fans to emulate: lists of the scales and arpeggios we can play, perhaps, or how many hours we have spent practicing our long tones?

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  • How to write boring program notes

    Things to include in your program notes for maximum boredom:

    • More than a sentence (two, tops) of general biography on the composer.
    • Unremarkable facts about the piece’s structure (sonata form! key of F!).
    • A blow-by-blow description (first there is a kind of sad theme! it starts out low and soft but then it gets higher and louder!).
    • Unfounded judgments about the piece or composer (this is one of the greatest pieces in the repertoire! the composer is truly a genius!).
    • Explanation (excuses and/or bragging) about how difficult the piece is to play, or inside baseball about playing technique (this piece goes way up into the third octave! the performer has to use triple-tonguing in this one spot!).
    • Show-offy or obscure terminology, especially if it’s not part of your usual vocabulary and there’s a chance you are using it wrong.
    • Length greater than a slow reader can get through in the breaks between pieces.

    But if you prefer program notes that are less boring, I guess you could try these:

    • Stick mostly to biographical information that relates specifically to the piece being performed.
    • Stick mostly to language and content that is accessible to someone who is new to this kind of music and nervous that they won’t get it.
    • If you must describe the piece to your audience, imagine you are writing program notes for a movie instead. Don’t give away the ending or the celebrity cameos or the plot twist, and don’t give a scene-by-scene breakdown. Give just enough to pique their interest.
    • If the piece itself is likely to be challenging or inaccessible to your audience, give them a sense for what is interesting about it. (For example, explain in two or three simple sentences about 12-tone serialism or microtonality or minimalism.)

    If you’re a student writing program notes as an assignment, you might have to hit a certain target length, include specific information, cite sources, etc. If you’re a teacher assigning those things, consider that maybe what you really wanted was a book report or a theory paper instead.

    Generally, program notes should give an intelligent but not necessarily musically-trained audience a few things to help them enjoy the performance more, without feeling like homework. Be ruthless about trimming away anything that doesn’t contribute to that, and don’t be afraid of brevity.

  • Basic tuplet math

    A young music student with some basic competencies might be comfortable with these kinds of rhythms:
    tuplet-mathBut these are a little trickier to pull off well:

    tuplet-math-1 tuplet-math-2

    Divisions of the pulse into twos and threes is simple enough conceptually, but in most cases we really learn those kinds of rhythms better by ear—we just learn what eighth notes or triplet eighths sound like against a quarter note pulse. A division of the pulse into fourths, like sixteenth notes against a quarter note pulse, is something that could ostensibly be derived: you could start from a duple subdivision, then make the mental shift to hearing the subdivided pulse as the new pulse, then subdivide that. But the quadruple subdivision is common enough that I think most of us ultimately learn to play it by ear, too.

    The quarter- and half-note triplets in the first two bars of the example above are a little harder to place accurately, I think, because the “extra” pulses are hard to ignore. If I can somehow mentally block out the pulses (audible or implied) on beats two and four in the first measure, then I’m playing three notes per pulse again, and that’s really no different than, say, eighth-note triplets in 4/4. Same thing for the second bar: if I can tune out the pulses on beats two, three, and four, then I’m just playing that same triple subdivision.

    One approach to this problem is to simply learn the less-familiar subdivision by ear. Music notation software is the perfect tool for this; with a little skill you can usually enter rhythms as complex as you like, and hear them played back with the utmost precision against a pulse of your choice. But here are a couple of other useful tricks.

    Trick #1: Subdivide long-duration triplets

    To play triplets against a duple or quadruple pulse, you can derive them from triplets played against a single pulse. For example, this rhythm…

    tuplet-math-1

    …can be derived in this way:

    tuplet-math-3

    Trick #2: Approximate complex tuplets with duple/triple subdivisions

    “Tuplets” that are prime numbers greater than three can be difficult to audiate on the fly. But in many cases (not all cases) there is some room for complex tuplets to be somewhat less than perfectly even. For example, a composer might write a scalar “run” that contains a certain collection of pitches that doesn’t divide neatly into the number of beats allotted, and use a tuplet to make them fit into the score in a legible way. In such a case, it might be appropriate for the run to accelerate or decelerate a bit. If so, the tuplet can be reimagined as a series of duple, triple, or quadruple subdivisions.

    This, for instance…

    tuplet-math-2…could be approached like this (with a slight acceleration effect on each tuplet)…

    tuplet-math-4…or like this (with a slight deceleration effect on each triplet:

    tuplet-math-5Rewriting the rhythms into duple/triple/quadruple subdivisions of the pulse makes it easier to practice these rhythms methodically and consistently with a metronome, and allows for some anchoring which ran really solidify longer runs. Even if the intention is eventually to play the tuplet with more exact evenness, practicing them this way can help to shore up technique in the early stages.

  • |

    Know your foreign musical terms

    This is a bit of one of the excerpts that I provided for my saxophone students to play at their beginning-of-the-semester band auditions.

    "Excerpt

    I heard some very fine playing during the auditions, but many of the students were fooled by the “senza vib.,” with some going so far as to use fairly extreme vibrato at the beginning of the note.

    As my blog readers already know, of course, senza vibrato means without vibrato. Read More “Know your foreign musical terms”

  • My doubling bag

    Today I found myself in the embarrassing situation of arriving at a rehearsal, contrabassoon in tow, without a single contrabassoon reed. Luckily the problem was easily solved—the reeds were literally just a few moments away, and I didn’t miss a note of rehearsal.

    The problem, of course, is that the contra is a university-owned instrument, used by several student bassoonists, and so I don’t like to leave my reeds in the case. I just keep them in my bassoon case, with my bassoon reeds, and usually this works out fine since it’s rare that I go anywhere with the contra unless I have my bassoon along, too. But on the rare occasion that it happens, like today, I can easily forget to bring the reeds with me.

    A number of years ago, when I started to get really serious about the doubling thing, I decided I needed a bag in which to keep my non-instrument-specific stuff. For example, in prior years as a dedicated alto saxophonist, I kept my accessories in my saxophone case: a metronome, a tube of cork grease, and so forth. When my instrument cases began to multiply, I found myself sometimes without an accessory that I needed. Buying more tubes of cork grease isn’t a big deal, but multiple metronomes can turn into real money for a college student. So I invested in a cheap messenger-type bag. Read More “My doubling bag”

  • Answering equipment questions

    I attended a small jazz festival a number of years ago, which included student workshops with some of the festival’s headline artists. Unsurprisingly, some of the first questions asked in these workshops were about the artists’ equipment choices.

    The responses varied widely. A few of the artists were excited to talk about their instruments, mouthpieces, and so forth, and to offer glowing testimonials.

    Others responded less enthusiastically. One of the festival’s biggest-name artists mocked a student for even asking the question. The student slumped down into his seat as one of his idols berated him in front of everyone.

    But I was especially impressed by one artist in particular, whose equipment choices are well-known and widely-imitated. “Well, I use _____, _____, and _____,” he explained, “but there are a lot of really good options out there, and what works for me doesn’t work for everybody. Plus, you should know that lots of music stores sell equipment with this brand name, but it’s not really the same product anymore as the one I bought decades ago.” Then he moved onto another question.

    Photo, Laurie Samet
    Photo, Laurie Samet

    I thought this was a very effective, responsible, and respectful way to answer the question: he didn’t make the student feel bad for asking, and he didn’t encourage the student to buy something specific that might not really be a fit. I also admired the brevity and matter-of-factness of his answer—it cast the question as what it ought to be: a curiosity, rather than something of great importance.

  • Preventing accidents with pencil marks

    After some recent windy weather I saw someone in my neighborhood cutting up some fallen tree branches with a chainsaw. He wore jeans and sneakers and handled the saw with something less than familiarity.

    Later, I saw a professional tree removal crew working at a similar task. They operated their chainsaws expertly and with confidence, and wore helmets, eye and ear protection, and heavy protective clothing.

    I thought the amateur might really be the one in need of safety gear. But the professionals showed up equipped to do the job right, do it promptly, and do it without mishaps. Read More “Preventing accidents with pencil marks”

3 Comments

  1. Ha ha. Very nice. I like your suggestion.

    Joe Blow is fond of playing Lydian dominant scales and has spent countless hours practicing long tones.

    is way more interesting than

    Joe Blow plays a Yamaha whatever, an Otto Link 7* mouthpiece, and La Voz reeds that he hand picks from the factory.

  2. Bret,

    It’s interesting that you write this article. I have notice that the ones who are into buying the most expensive equipment and bragging about it are the ones who are not struggling in the music industry. I always tell my students to buy what works for them. Personally, I would love to have a sliver plated Mark VI tenor, but I refuse to pay $10,000 for it!

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