The True Range of the C Flute

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Back in the USSR, when information was really suppressed, many people were hungry for the truth. Now governments hide the truth from us under a deluge of information. I think composers suffer from this deluge, but it is not a government conspiracy.

The true range of the concert C flute is a matter of public domain, published in text books, on the internet, and God knows where else as a cold, hard fact. It is neither a state secret nor rocket science. Yet why is it ignored?

Sometimes I can understand why. We often work with composers of electronic music who transfer their sound world into “scores” and leave the instrumentation up to us. There are also arrangers who don’t sweat the details of register, and tell me up-front that I am free to choose which size flute I want to use when. That’s cool.

But when that’s not the case, how to bring this issue out from under the deluge information? I considered several options. Swear words, Russell Brand revolutionary rhetoric, sexing-up – what can I do to get your attention?

Here is my first attempt. Download it here as a PDF, or view it here. Suggestions are welcome, but please keep it family-friendly.

True_Range

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Are intervals born of air or lips? Let the leopard decide.

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On forums and in masterclasses there has been a lot of discussion about which element plays a more important role in producing intervals on the flute. Aside from the change of fingering, do we change more with the lips, with the air speed, or with air volume?

Take the fingering element out of the equation and try playing through the harmonic series on low C or D. How do you produce the upper partials?

The trend these days is to say the air makes the changes. Emily Beynon makes a good example and case for air speed:

In this (long) masterclass series, Phillipe Bernold has a student start the day on a rising dominant 7 chord. Here he suggests the most important thing to start the day is to wake up the air column. There should be a natural increase of both volume and speed of air as you ascend. The lips stay neutral. This is very important for legato.

Here is why I agree that the air, either volume or speed, rather than the lips should play the major role in interval moving. Please note I do not deny that the lips must remain flexible, and that exercises for suppleness also include playing intervals and harmonics (at least some of mine do).

As humans, which is more necessary for survival, fast reflexes of our breathing apparatus, or of our facial muscles? Imagine a pre-historic flutist out strolling, searching for good material to build the perfect bone or wood flute. She is set upon by a leopard. She screams and runs. The lightning-quick reflexes of that sharp intake of breath to make sound and to get enough oxygen for the muscles to run is what saves her life. Fast-talking a leopard has been a known fail.

A Cro Magnon Bone Kingma-System, gimme gimme!!

“A Cro Magnon Bone Kingma-System, gimme gimme!!”

So it is my unscientific opinion that the muscles controlling the breathing apparatus, including the diaphragm, have much quicker reflexes, thus can make quicker adjustments than the facial muscles used in the embouchure. Of course, we all know some fast talkers, but they are a scientific law unto themselves!

Wildlife disclaimer: when stalked by a predator in real life, do not act like a prey animal and run. You will be chased. And caught. Unless they are bees.

Photo: bigkitten.com

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Should I Study Flute with Karl Marx?

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The short answer is no. Dialectical materialism* has no place in the music room.

Although his beard may have been bushier than Monsieur Taffanel’s.

The long answer is more complicated. I am no expert on the works of Marx, and realize I am using his image for exaggerated effect. My real argument is anti-materialist and I could have just as easily picked on the Bourgeoisie. Read the comments below for quotes on Marx’s ideas on creativity. At the end of the day, we may have a lot in common.

I approach the subject of materialism and economics with some humility and trepidation.  For many of my colleagues in the Netherlands and the USA, economic determinism has reared its ugly head. Many orchestral musicians have lost their source of income and teaching staff have been severely reduced in many music schools and conservatories. The latter has hit me as well. This has made me think more than ever about my teaching responsibilities and, as usual when I have conflicting emotions, spurred a belated adolescent rebelliousness.

Rebelliousness against whom? Against those who teach the lie: “there is a right way and a wrong way to play”, “play it my way because I have a job and a house (or a yacht or whatever), “work hard and you will be rewarded with_____”.

Materialistic success is dangled before the student like a carrot before a donkey. Even worse, the materialistic success of the teacher creates in some cases an arrogant sort of authority. Granted, this may do the trick for some students. A clever teacher will latch on to whatever motivates the student and use it accordingly.

Yet doesn’t it make more sense to train whole musicians? Performers who improvise and compose. Composers who perform (rather than sit at the computer or synthesizer, which then spits out the parts).

I’m going to go out on a limb here and say the opposite of what seems to be the majority opinion. Despite the dwindling opportunities for orchestra work and reduced funding for the arts, this is as good a time as ever for young musicians who have something unique to say. With the internet, the world is your oyster. With the big institutions dying out, this is the time for small enterprises to fill the niches. Finding an orchestra job may be a quicker way to material success, but it is not a given these days. Nor does an orchestra job (or any material success) necessarily equal musical satisfaction or personal happiness. Having a job is hard work. I can vouch for that as a former orchestral player and as a full-time ensemble player. If finances are the only thing keeping you at your job, that is the quickest way to burn-out and bitterness. When things are getting grim for me, I can turn my attention to improvisation, or listen with knowledge and pleasure to Jazz or Carnatic music. Then I thank my former teachers who exposed me to these wonderful things!

This is why I think it is important for students to be exposed to as many ways of making music as possible. How else can you find out what it is you want to express and the best medium for expressing it?

Human beings are not going to stop listening to music entirely. Music will always be there in some form or another, in the background, in the foreground, live in concert or through ear buds. Take heart that you can make music, and get paid for it, if you are courageous, persistent, and seek inspiration. The path may be long or it may be short, but if you want to be heard, you will be! There is no excuse not to be heard, these days.

*Footnote: From my reading I gather that Marx did not coin or make particular use of the term dialectical materialism. It was popularized in a Marxist context  by Stalin in his 1938 paper Dialectical and Historical Materialism. I definitely would not have wanted to study with Stalin.

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