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.

Similar Posts

  • 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!

  • Working less hard

    As a 10-year-old brand-new saxophonist, I learned a bunch of tasks I needed to do to play the instrument: blow in a certain way, form my lips just so, put my fingers into such-and-such positions, and so on. Every time I thought I had learned all of the skills I needed, my teacher would add some more.

    In the 30 years since, playing saxophone and other woodwinds, I have mostly worked on doing less—letting my embouchure relax, keeping my jaw still, keeping my breath support consistent, moving my fingers more efficiently. The more I can strip away the excess effort, the more my playing is easy, pleasant, pain-free, fatigue-free, and expressive.

    On some level it feels more like teaching if I can tell a student a new thing to do. Assign them an additional task. But the most productive and valuable lessons (or personal practice sessions) are often the ones when I can convince a student (or myself) to do one fewer thing.

  • Quick tip: learn tenor clef

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

    tenor clefIf you’re going to be serious about playing the bassoon, reading tenor clef is a requirement.

    If you’re unfamiliar with it, click through to Mike Spark’s website for a quick primer [update: link dead].

    If you could use a little practice reading the notes, try eMusicTheory.com’s C-clef trainer. Click on “Settings…,” choose “Tenor clef,” and click “OK,” then click “Start Drill.”

    The next step, of course, is to get your fingers to do their thing automatically as you read the tenor clef notes. Try Oubradous for a gentle introduction, then move on to the Milde “Studies in All Keys” Op. 24 (also found in this edition of the Weissenborn method) for a more serious workout.

  • Tonguing and language sounds

    Be wary of pedagogical approaches to woodwind articulation that depend on analogies to speech sounds.

    The most common, at least in the English-speaking world, is the idea that tonguing is like saying “too” or “doo.” And certainly there are significant mechanical similarities, especially with “too.” “Doo” doesn’t work as well because it is a voiced consonant, produced essentially the same way as “too” but with vibration of the vocal cords, an undesirable effect for woodwind playing (except for some extended techniques).

    Some teachers recommend something like “too” for crisper articulations and “doo” for gentler ones. If you compare carefully your whispered (unvoiced) “t” and “d” sounds, you may find that they are not, in fact, completely identical. My “t” gives a bit more explosive sound, because I release the entire tongue, and my “d” is softer because I tend to release only the tip of the tongue, keeping the back in contact with my molars. But this difference doesn’t apply to good woodwind playing technique, in which the back of the tongue must be kept independent from the tip in order to manipulate voicing.

    “Loo” is another one that gets mentioned sometimes for gentler articulations. This one also doesn’t work well if taken literally because (1) the “l” sound is voiced and (2) it leaks air around the sides of the tongue. (You can approximate an unvoiced version by whispering “lll…,” but that sound isn’t typically used in English.) A woodwind book I read recently recommends some additional oddities like “droo” or “thoo.” “Droo” doesn’t work well because it has a sequence of two consonant tongue positions, one of which is voiced. “Thoo” (presumably the unvoiced version) leaks air near the tip of the tongue.

    Another point worth making is that consonant sounds in English aren’t necessarily the same as consonants in other languages, so even if we select some workable English consonant sounds, it’s not a given that those are the ideal choices. (Plenty of study has already been done on this topic.)

    And that’s just the consonants. Assuming they are used as a shorthand for describing articulations, with an understanding that they do not precisely represent articulation technique, vowel sounds can still cause confusion. Consider the “oo” in “too.” Vowel sounds are loosely analogous to woodwind voicings, so it is best to match the vowels to the instrument. Is “oo” the right voicing to evoke?

    For low-voiced instruments, an “oh”- or “ah”-like vowel sound is a better match. (“Oh” is still problematic because English speakers pronounce it as a diphthong, two vowel sounds in sequence—this will cause unstable pitch and tone when applied to a woodwind instrument. To avoid this, we must borrow an “o” sound from another language.) For the clarinet, “ee” is the closest match. For saxophones, the vowel sound needs to be somewhere in between, perhaps near the schwa (ə) sound like the “a” in “about.”

    Language sounds can be used only as a very limited analogy for woodwind articulation technique—use them with care.

  • Breath support, register breaks, and resistance

    A few months ago I wrote this about the clarinet:

    If breath support, embouchure, and voicing are correctly established, then Crossing the Dreaded Break ceases to be a Thing. It’s just another note: a moment ago you were playing B-flat, and now you are playing B-natural. As long as your fingers get where they are supposed to go, then that’s all there is to it. Personally, I don’t even use the word “break” with a beginning student—there’s no need to get them all uptight about what really is a non-event.

    My point was that crossing a register break is merely a fingering issue, and shouldn’t be turned into a big to-do about embouchures and equipment purchases and so forth. And I stand by that, but there is something I glossed over a bit that perhaps ought to be revisited in more detail, and that applies to register break crossings on all woodwind instruments.

    The point that I want to return to is that of breath support. If it, and some other basic tone-production matters, are “correctly established,” then break-crossing is indeed nothing more than a new fingering or two. But assuming that breath support is 100% correct with a student just reaching the break-crossing stage is often a mistake.

    Each note on the clarinet (and on any woodwind) has a certain level of resistance—that is to say, it requires a certain amount of air pressure to get the air column vibrating. Some notes are more resistant, and some are less resistant. As a sort of general oversimplification, we might assume that a long-tube note (with more toneholes closed) is more resistant than a short-tube note (with more toneholes open). Other factors do apply, of course: the size of the toneholes, whether the fingering is a “forked” fingering, and more, but let’s isolate tube length for the moment. So for the clarinet, having a break between A-sharp and B, we would expect to see this kind of resistance change while crossing the break:

    Taller grey bar = higher resistance
    Taller grey bar = higher resistance

    (Note that the bar graphs here are strictly illustrative and not based on any real measurements.)

    A beginner who is accustomed to the lower resistance of a few chalumeau-register notes might have intuitively developed just enough breath support to make those notes respond. When he or she attempts to cross the break, the breath support isn’t enough to overcome the increased resistance: Read More “Breath support, register breaks, and resistance”

  • From WindWorks Design: Wind controller in a pit orchestra

    Photo, mabel.sound

    “Gertjan” at the WindWorks Design blog posted some interesting comments about using a wind controller in a local production of Seussical the Musical. Gertjan (I wasn’t able to positively identify him from the WindWorks website, but maybe he will find his way here and let us know who he is) played saxophones in the show as well, and used the wind controller to cover a number of wind and non-wind instrument parts.

    Although it gives me a little indigestion to see a wind controller substituting for woodwinds that might otherwise have been played by a doubler, I do think there is application for wind controllers in orchestra pits. Keyboard-driven synthesizers are ubiquitous in recent shows (or are sometimes used to replace other instruments, especially a string section), and, in some cases, a wind synth might be even better suited to certain kinds of synthesizer parts. Gertjan mentions some synthy sounds like “vocal doo,” “scary voices,” and “ghostly shimmering breathy sound,” all of which strike me as likely to be very effective with a wind synthesizer’s breath control. Some others, like “harp” and “tinkle bell” seem like they might be more intuitively assigned to a keyboard. Read More “From WindWorks Design: Wind controller in a pit orchestra”

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