Woodwind Doubler Census 2021 results, part 5 (final): self-identification

Thanks to all who participated in my 2021 woodwind doubling survey, and to those who helped spread the word. I’ve released the results in installments, so be sure to check out the rest.

I got 284 responses, an improvement over 2011’s 187. The numbers for each of these questions don’t necessarily add up to exactly that number, since not everybody responded to every question.

In the final section of the survey, I gave respondents the option to identify and tell me a little about themselves, including their names, locations, affiliations, websites, and other comments. I’m not sharing personally-identifiable information here, but I’ll respond in a general way to each question.

What is your name?

Almost 180 of you identified yourselves by name. It was lots of fun to scroll through see musicians I know and have worked with, who I have connected with online, and even some of my heroes and role models. And it was also very cool to see lots of names I didn’t know (yet). If you’re out there and would like to connect, I hope you will feel free to reach out.

Where do you live?

I’m sharing these sorted alphabetically and lightly edited.

19047
Ada, OK
Ada, Oklahoma
Archer City, Texas
Arizona
around Boston
Around Raleigh, North Carolina
Asheville, NC
Ashland, KY
Atlanta
Auburn, ME
Austin TX
Austin, TX
Australia
Baltimore, MD area
Bangkok, Thailand
Berlin, CT
Birmingham, England (studying)
Bolivar, MO
Boston
Boston
Boston-area
California
Cambridge, UK
Canada
Centra Michigan
Charlotte, NC
Chatham, Ontario, Canada
Chicago
Chicago Suburbs
Chicago suburbs
cincinnati
Cleveland OH
Coburg, OR (but still gig in San Jose, CA, my previous residence)
Colorado
Comerío, Puerto Rico.
Connecticut
Conroe, TX (40 miles north of downtown Houston)
Coopersburg, PA
Corvallis
Covington, LA
Currently in Tampere, Finland; usually SoCal/ SF Bay Area
Dallas – Fort Worth Area
Dallas, Texas
Dallas, TX
Dallas/Fort Worth region
Darien, IL
DC area
Durant, Oklahoma / Las Vegas, Nevada
East Bay of SF Bay Area
East Lansing, MI
Eastern Mass
Eastern North Carolina
Edmonton, Alberta, Canada
Eugene, Oregon
Fargo ND
Fargo, ND
Finger Lakes region of New York
Florida
Fort Worth, Texas
Fresno, Ca.
Germany
Germany
Grand Rapids, Michigan
Greater Vancouver, BC, Canada
Greensboro, NC
Greensboro, NC
Greensboro, North Carolina
Hamels, Braughing, Hertfordshire, England
Hampton Roas, VA
Harrisburg, PA
Hong Kong
Honolulu, Hawaii
Houston
Houston TX
Houston, TX
Ihio
Indiana
Indianapolis
Indianapolis
iowa
Iowa USA
Jersey City
Kanagawa, Japan* (originally from Maine)
Kansas
Kansas
Kansas City metro area
Lancaster area PA
Lancaster, CA
Las Vegas
Las Vegas
Little Rock, Arkansas
Liverpool, NY
London
London
London and Cape Town
Long Beach, CA USA
Los Angeles
Los Angeles
Los Angeles/Orange County, CA
Madeira Beach, FL
Manhattan and Connecticut
Melbourne, Australia
Melbourne, Australia
Melbourne, Australia
Memphis
Memphis
Memphis, TN
Memphis,TN USA
Metro Atlanta
Miami, FL
Miami, Florida
Michigan
Middleton Massachusetts
Midwest U.S.
Milwaukee
Milwaukee
Milwaukee
Milwaukee WI
Minneapolis
Minneapolis, MN
Minnesota
Mississippi
Mississippi
Montgomery, AL
Murfreesboro
Myrtle Beach, SC
Nashville, TN
Nashville, TN
Nashville, TN
Near Eugene Oregon
Nebraska
Nevada
New England, USA
New England, USA
New Jersey
New Jersey
New Jersey, US
New Orleans
New York
New York City
New York City
New York City
New York City Metro area
New York, Montreal, and Florida
New York, NY
North Kingstown, RI
North Texas
Northeast Ohio/Western PA
Northeast Tennessee
Northeast U.S.
Northeastern and Central Pennsylvania
Northern California
Norway
NY
NY area
NYC
NYC
NYC
Ocean Reef, Perth, Western Australia
Ohio
Ohio
Oklahoma City
Oregon
Oregon
Orlando, Florida
Oxford, UK
Pennsylvania
Perth
Perth, Western Australia
Pickering, ON Canada
Piedmont Triad Area of North Carolina
Pittsburgh
Pittsburgh, Pa.
Preston, UK
Queensland, Australia
Reno, NV
San Antonio
San Antonio TX
San Antonio, TX
San Francisco
San Fransisco Bay Area
San Jose
San Jose, CA
San Jose, CA
San Jose, CA
San Jose, CA
San Jose, CA
San W
Saskatchewan, Canada
Scenic Martin, TN
Scotland
Scotland
Seattle, WA
SF Bay Area
SF Bay Area
SF Bay Area
SF Bay Area
SF South Bay Area
SF South Bay Area
Singapore
SLC Utah
South Eastern Wisconsin, USA
southern Virginia
Springfield, MO
St Andrews
St Paul/Minneapolis
St. Louis area
St. Louis, MO
State College PA
Sussex, Wi
Tampa Florida
Teaneck, NJ
Tennessee
Toronto
Toronto
Toronto CA -> Greensboro,NC
Toronto, Canada
Troy, AL
Trumansburg, NY
UK
Urbana, IL (& Springfield, IL)
Va Bch, VA.
Washington, DC
Washington, DC
Washington, DC metropolitan area
Wellington, New Zealand
Will be moving to Denton, Texas
Yorkton, Saskatchewan, Canada

What is your main gig, performing group, teaching institution, etc.?

I have edited a number of these (the asterisks are mine) in cases where, based on my best judgment, I felt strangers might be able to identify you through web searches.

*** Big Band
*** College/*** Community College/*** College/private studio/*** Festival Orchestra/*** Philharmonic
*** County Schools, Freelance musician
*** Ensemble, Broadway shows, recordings, *** College of Performing Arts
*** Episcopal School
*** High School (band director)
*** Jazz Band
*** London West End
*** Middle School (Teacher)
*** Musician
*** Quartet, Goodspeed Musicals, Playhouse on Park, etc.
*** Symphony Orchestra (Assistant Principal Bassoon/ Contrabassoon and much of the Saxophone work), teach at the University of ***, lots of studio recording sessions.
*** Symphony Orchestra, Bassoon
*** University graduate teaching assistant
*** Videogame Symphony
*** Winds, Ballet *** Orchestra
***Winds, ***, ***
2nd Alto Sax, US Navy Band *** Jazz Ensemble
6-12 band director
A school big band
ABRSM
Air Force, formerly with a regional band, but now assigned a non-music job
Alabama State University
Band Director – High School
Band instrument repair
Bar gigs w/ a combo
Before the pandemic I was regularly doing musical theatre work 3/4s of the year and also was doing a fair bit of big band playing as well. The big band and various offshoots of it play pre 1940s swing music and some smaller “Dixie” stuff so there’s a lot for me to do on clarinet. I also teach privately at a school system and a music store and was leading an after school ensemble and doing sectional work with the other bands at the school system. Those ended up being fairly evenly split, and then I would pick up various odd work at studio sessions or local bar gigs
Big band jazz
Broadway
Broadway and Lincoln Center
Broadway pits
Certified bad*** (jk, picking up jobs when I can/doing musicals)
Church and Various community bands
Church Music Director
Church of ***, Music Director and keyboardist
Coastal Carolina University
Community band/ musicals
Community bands
Community Bands – 4 of them.
community orchestra
Community theater
Community wind ensemble
Cruise ship musician (saxes, flute, piccolo, clarinet)
Currently all virtual – mostly with the Royal Canadian Naval Reserves at ***.
Currently RSO/VVGO/various guest player roles at Chinese orchestras in Singapore
Currently teaching orchestra.
DMA student at the University of ***
Elementary Music Teacher
Everywhere 😂
Fargo Moorhead Community Theatre
Free-lance musician
Freelance
Freelance
Freelance musician around the west end and London
Freelance teaching and performing
Freelance woodwind specialist, director of local volunteer big band (Ensemble Swing Time), Singer
Freelancer / university adjunct
Going to the *** College of Music and Drama for Oboe Performance (with a touch of Woodwind doubling) this september
High School
High School Teacher
Home based teacher
I am a high school student at *** High School
I attend Brandon University
I play the flute family for the *** Symphony Orchestra
I primarily teach private students.
I work at *** full-time during the days, and sub regularly on Broadway on nights and weekends (under normal circumstances)
I’m in high school so this doesn’t apply
Instrument repair
Instrument Repair at ***
Jazz Big Band
Just freelance
Local high school and regional theater
Local theatre groups
Mainly in undergrad jazz band and concert band
Mars Hill University
Mid-*** Symphony, *** Jazz Band
Middle school music teacher, play in local symphony and a collegiate wind orchestra
Military Band
Military musician and private teacher
Missouri State University
Music bachelors student
Music education undergrad
Music teacher/Teaching artist
Musical instrument repair/orchestral oboe.
Musical theater, church
My band, The ***
My online business as a content creator and educator
National or international tours.
No main gig during The pandemic.
No main gig.
None, teach at *** College, produce concerts at ***, run the *** Saxophone Quartet,
North Carolina State University
Nowadays it’s mostly University ensembles in Cambridge
Performing
Performing
pit orchestra
playing in musical orchestras/ bands
Playing in musical theater pits
Playing on Broadway
Playing: Civic Theater and the *** Jazz Orchestra. Clarinet teacher for local school district.
Private instructor, various big bands, west coast style combo and various pits when they come up
private lessons at *** Music
Private lessons teaching
Private Studio
Private Studio
Private teacher & reed maker out of my home
Private teaching studio
Private woodwind teacher & freelance musician
Prof. of Music, The University of ***
Professional and community theatre pits. Too many to list.
Professional orchestra librarian
Professor at *** University
Professor at NDSU
Put work
Recent college graduate, premed, member of *** (funk group), and jazz musician/woodwind instrumentalist
Regional big band & GB
Regional Broadway caliber theater productions and local hire for national tours.
Regional theater, private lessons
Retired
Rockland County Concert Band
Royal Birmingham Conservatoire (studying)
Sam Houston state
Saxophone with ***
School band
Schriener University
Self-employed
senior in college, about to student teach
simpson college
Six Flags
Small School Band Director
Software Engineer
solo jazz performer
Southwest *** Community College
Stockton CA
Student
Student
Student right now
Substitute teacher specializing in music
Teach at ***. Play gigs w/my jazz combo.
Teacher (Elementary)
Teaching and free lancing.
Teaching and instrument repair
Teaching at a school(still a uni student)
Teaching Bassoon Lessons
Teaching middle school band
teaching private lessons
Teaching the reed studio at *** University.
Teaching: *** Music (lesson studio and music store) | Playing: *** (amusement park) Dixieland Band
The *** Quartet (baritone chair), freelancer/soloist, Orchestra of ***
Theater
Theater Musician
Theatre
There are several
Touring Musician (Broadway shows)
UNC Charlotte
Univ. of ***, *** Technical College
University adjunct professor, Broadway touring shows (local hire) and local theater company.
University as a student
University New Music Ensemble
University of *** *** Society (the musical theatre society)
University of Nevada, Reno
University of North Carolina School of the Arts
University of Oregon
University of Texas at San Antonio/private lessons (self employed)
University Professor an conductor
University student with some private teaching and freelancing
US Army Musician
US Navy Pacific Fleet Band
Varies
VVGO, RSO, UFB – virtual ensembles.
WAAPA – Western Australian Academy of Performing Arts
Weddings
Western Australian Academy of Performing Arts
Will be attending UNT
Youngstown State University

What is your website address?

Lots of you shared websites. In cases where I could locate a relevant and reasonably-fresh RSS feed, I’ve added them to my feed reader, which also puts them on my public blogroll.

Any other comments you would like to share?

Some of you took this opportunity to share some general thoughts about woodwind doubling, to expand upon your biographical details or musical experiences, or to offer critique/commentary on the survey itself. Many of you were also kind enough to express appreciation for the survey, my blog, and other resources on my website. It was deeply gratifying and also super weird to hear from a few of you that you drew inspiration from my website as kids and are now working musicians, graduate students, etc. Anyway, thanks for taking the time to say hello or share a few thoughts.

In conclusion, thanks once again to all for your participation, readership, and friendship. It was great to hear from so many of you, and I hope to do it again in 2031.

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    Know of another work that should be included here? Email me.

    Read More “Woodwinds in Art”

  • Out-of-tune accents

    Young woodwind players often have trouble playing elegant, well-controlled accents. Accented notes are too often thumpy and out of tune. The most common manifestations are accented notes that are too flat, or that scoop up to pitch.

    This is usually a side effect of the mistaken idea that accented notes should be tongued “harder.” The underlying misconception here is that the tongue “strikes” the reed in some way to kickstart its vibration. But the tongue merely releases the air that does the real work of starting the note, and releasing the air… harder?… doesn’t make a lot of sense.

    In a misguided attempt to tongue harder, less-experienced players end up moving more of the tongue than is necessary. In good woodwind playing, the tongue serves at least two separate functions: the tip of the tongue releases the reed/air for articulation effects, and the back of the tongue controls the space in the oral cavity for voicing. Tonguing “harder” often involves the back of the tongue in the articulation process, which means the voicing changes, and thus the pitch changes.

    Solve this problem by teaching a correct conception of articulation. Treat accents as note shapes, a dynamic effect.

  • Music practice and technical debt

    In software development there’s a concept referred to as “technical debt.” The debt is created when software code is written in a less-than-optimal way. The computer program works, but has some bugs or inefficiencies that will need to be fixed or improved later. Like other kinds of debt, it can be a useful way to get something done now, but will cost more (time, effort, dollars) in the long run.

    The metaphor works well for practicing music, too. Suppose I am working on a passage where a certain alternate fingering would be the most efficient choice. But I don’t use that fingering very often and I’m not completely comfortable with it, so I fall back on a more familiar solution. That gets me playing the passage now with some degree of success, but it also solidifies my attachment to the familiar fingering. Or perhaps my articulation is a little too heavy and thumpy, and I cover that up by adding some slurs in crucial places. That makes the passage work, but means that if I ever want to play it right I’ll have to improve my tongue movement and unlearn the slurs.

    In a perfect world I would always tackle the issue head-on: invest whatever is necessary to habituate the alternate fingering or clean up my articulation technique. In reality sometimes a looming performance means plastering over the problem and promising myself I’ll fix it later, at a greater price.

    I have found it useful to keep a running list of things I want to improve in my playing, including technical debts that need to be paid off. Incorporating relevant exercises, a few at a time, into my warmups helps me make small daily payments, so that hopefully the next time I need those techniques I own them free and clear.

  • 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, BassoonYehudi 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 Playingboth 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.

  • Teaching with your ears

    We have this conversation often in my woodwind methods classes:

    Me: What do you hear in so-and-so’s playing?
    Student: Their embouchure is too tight?
    Me: Can you hear their embouchure muscles?
    Student: …?
    Me: Not directly, right? But what are you hearing that makes you think their embouchure is tight?
    Student: Well, it looks like it could be kind of tight.
    Me: But what do you hear?

    Woodwind teaching isn’t, or shouldn’t be, primarily a visual activity. Crucial parts of woodwind-playing technique happen entirely out of view, inside the player’s body. And the most important element—air—is mostly invisible.

    But lots of teachers like to focus on visual things. (It’s easier!) My college students often arrive on campus able to explain in elaborate detail the “right” way to sit in a chair when playing, but with little understanding of less-visible concepts like breath support and voicing. Students in my woodwind methods course, given opportunities to critique woodwind playing, often zero in on how a classmate’s embouchure looks, rather than on the sounds they are making. I see educators from beginning-band directors to world-famous masterclass teachers tackling the most immediately visible elements of a student’s approach, while ignoring glaringly audible issues.

    Additionally, visual evaluation is complicated by the variety of human bodies. I regularly have to talk students literally off the ledge, as they sit precariously on the forwardmost inch of their chairs, determined that this is the one-size-fits-all correct position, regardless of the size and shape of their bodies. And I can’t count the times that I’ve seen a pedagogical book describe in breathless detail the way a player’s lips should look when playing, always assuming that those lips are of a very specific size and shape (and sometimes color).

    Like many teachers, I’ve done much of my instruction in recent months remotely, via video. In the early weeks of the New Normal, I got caught up in concerns about lighting and camera angles. But I find lately that I really don’t look at the screen much when my students are playing. Most of the information I need comes from their audio feeds. Visual evaluation is at best a helpful supplement.

    It’s hard to break the habit of always using our eyes first, or of jumping to conclusions about things we can’t observe directly. Start with the sound, and work from there.

  • Be suspicious of instrument bling

    If you are considering buying the newest, hottest instrument, accessory, gadget, etc., it’s worth asking yourself a few questions:

    • Is this item made out of materials that are usually used for fine jewelry or the dashboards of luxury cars?
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    • Does the item come in a variety of materials at a variety of price points, with the most expensive materials being pushed as the best-sounding?
    • Does the marketing pitch sound like it might really be describing how the material looks, rather than sounds? “The brilliance of silver,” “the smooth dark sound of grenadilla,” “the rich sound of our proprietary gold alloy,” “the complex character of our highly-figured maple.”

    You should use the instruments that work best for you. If precious metals and fragrant exotic woods make you happy and you can afford them, then you should have them. But be careful not to get caught up in a sales pitch that is more about bling than about real benefits.

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