Helen Bledsoe

Category: Advice for Composers

  • Extended Techniques, Blessing or Abomination?

    I am astonished by the occasional vitriol I encounter from some prominent flutists when it comes to extended techniques such as multiphonics, circular breathing and so on. They chant the same nonsense: “bad for your embouchure”, “waste of time”, “don’t be one of those players”. After over 20 years of experience with these techniques as a player and teacher, I am convinced of their benefit to traditional playing. But that’s not what I want to post about. I would like to approach this question from another angle.

    Some years ago in an active network forum a very prominent flutist remarked that flutists who can circular breathe belong to a certain class of players whose time would have been better spent working on learning to play properly. I won’t delve into the implications here. It made me livid. I spent 11 weeks in 1992 learning to circular breathe, did that hinder me from playing properly? How idiotic! This person has somewhat recanted this initial statement, but the shadow of stigma still applies in some circles.

    Now I have 5 years experience teaching at the conservatory level, and I’ve begun to understand this attitude. I won’t say I sympathize, but I understand it enough to offer some insights which I hope will help students, teachers and composers. There are two issues, as I see it.

    The first is a basic misunderstanding. Here is an illustration – this semester I had a student who was swamped with student ensemble compositions and several 20th century repertoire pieces. After this period, she came to me with an 18th century work. The sound was bad, no focus, articulation stuck, breathing shallow. She had tied herself into knots because of the difficulty of the contemporary works, which included circular breathing, microtonality and switching to alto and bass flutes. A typical teacher’s reaction would be “OK, see what that stuff does to you? No more!” But folks, the music itself is not at fault, it was the student’s attitude toward it that stressed her and put her practice into panic mode, causing physical problems that set her way back.

    That can happen with any repertoire. It can happen when you first learn to play the piccolo. Good and balanced practice on the piccolo can help and enrich your flute playing, as can good and balanced practice of extended techniques. Managing the airstream and angle for piccolo playing is also an extention of flute technique. Exercising the same management for multiphonics is not such an “out-there” thing.

    It wasn’t for nothing that Aurèle Nicolet always said: “You must play Baroque music every day, you must play Bach every day!” If you practice extended techniques as a true extension of good practice out of good flute technique, you won’t fall back, or at least if you do, the recovery time will be very quick.

    However, there is another aggravating element, which leads me to the second point, the disparity between composing and performing. Student composers don’t necessarily need endless years of training to write very complicated music. Student instrumentalists and singers need decades of training before they acheive the level it takes to play a complicated piece it took a student composer only one semester to write. I’ve put this rather crudely but you get what I mean. Since being a composer-performer is not really encouraged by the conservatory system, this artistic link has been severed. Our only hope is diplomacy! Communication of the issues of difficulty is very important. Encouraging an us-versus-them attitude will make the situation for both worse.

    When a flute student is first exposed to contemporary techniques at the conservatory level, it is likely s/he will be overwhelmed because that first exposure may be a standard repertoire piece written for a professional [think of all the works written for Pierre-Yves Artaud, Robert Aitken, Roberto Fabricciani and so on], or written by a student or faculty composer who assumes that level as the norm. The student is frustrated, the teacher, if inexperienced, is also frustrated and there’s another black mark against contemporary music. The earlier good, measured, positive exposure to extended techniques, the better.

  • Flute Multiphonics – Q&A for composers

    Q: Should I write in the fingerings for multiphonics?
    A: Yes. It saves time. It saves misunderstandings. Books go out of print, so please avoid naming multiphonics by number. I know writing or drawing in multiphonics can be a pain. If you have many of them and want to save time and ink, you could write the multiphonics with fingerings in your performance instructions so you need not repeat the fingerings in the score.

    Q: How should I notate the fingering?
    A: Robert Dick has the most intuitive system, it is just a template of the layout of the flute’s keys. Carin Levine and Pierre Yves Artaud don’t draw the trill keys but refer to them with the letters “A” and “B”. A flutist unfamiliar with these books (esp. if they get out of print) won’t know what to do. If you need a template, you may use the jpg below (taken from Robert Dick’s Flying Lessons):

    There is also a cheap downloadable font for Sibelius, Finale and text editors available here. I haven’t tried this out myself, so I don’t know how easy it is to use, but I like the results.

    Q: Which multiphonic resource should I use?
    A: At the time of this writing, I would most highly recommend Robert Dick’s The Other Flute and Carin Levine’s The Techniques of Flute Playing. Do not use Bruno Bartolozzi’s New Sounds for Woodwinds.

    Unless you are a flutist yourself, I would not advise using The Virtual Flutist. When a resource shows every single pitch that can be produced by a certain fingering, it doesn’t necessarily follow that a multiphonic can be created from these pitches. Try it with a live player before trusting a theoretical projection of the flute’s acoustic response.

    Q: Can I just notate the main note and leave the multiphonic up to the player?
    A: Sure! Be aware though that on the lowest notes only harmonic multiphonics are possible. In layman’s terms, multiphonics are made possible by venting the tube at a certain location which causes the note to split. Low notes need the long tube of the flute. If we vent a key, we shorten the tube: therefore no low note. In short, the best range for “free” multiphonics is the middle register and up to the flute’s 3rd octave B-flat. At least that is the most comfortable for me.

    Q: Can you trill a multiphonic?
    A: Depends. Almost all have the possibility to do at least a timbral trill. Check with your local flutist.

    Q: Can you fluttertongue a multiphonic?
    A: Yes. Some very close multiphonics are actually easier with fluttertongue. This is assuming however, that the flutist can fluttertongue. It’s not always a given.

  • Composing for Students (Conservatory Level)

    I was asked by a composer what pitfalls there might be for writing an ensemble piece for a local conservatory. Since we both had copies Carin Levine’s Techniques of Flute Playing, I took that as my basis and made the following remarks.

    I will preface these remarks with an important note. If you are composing for students or young people, please go easy on the extended techniques: use them sparingly! Some rough guidelines: stick to one technique per musical phrase, and give the player enough time to set up an unusual fingering or to move the flute to a covered embouchure position.

    2.1 The fourth octave
    for a student piece, please don’t use extended passages above D4. Non-harmful 4th octave technique takes time to develop. Isolated notes up to E4 are OK for students.

    2.2 Fluttertongue
    seems like a normal technique but watch out – many Asian students can’t do it. And the distinction between glottal and tongue production – *in an ensemble situation* – falls into the category of DON’T BOTHER. You won’t necessarily hear the distinction if there are others playing, and most young players can only do either one or the other anyway.

    2.3 Harmonics
    Very good for students!
    2.3.1 Double Harmonics
    Also good. It’s good to have the fundamental note (fingered one) notated as in the Pagh-Paan and Richard examples. Beware that higher partials are difficult to produce and control dynamically.

    2.4 Whistle Tones
    Good for students, but may be difficult for them at first. Easiest to use them in an atmospheric, undefined way, with the fundamental tone notated, as in Carin’s examples. As you probably know, these are very quiet sounds.

    2.4.1 Special Whistle Tones
    Difficult for most beginners. These are the ones with the teeth and covered embouchure hole that need time to set up. Just for the record, Sciarrino notates them incorrectly. When you cover the embouchure hole, the pitch you produce is a m. 7th below. The Sciarrino example p. 17 does not produce the pitches notated.

    2.5 Jet Whistle
    OK for students – give them time to set up the embouchure; inexperienced/uncoordinated players can chip their teeth if they try to get into covered embouchure position too fast. Once in this position though, you can write quick passages. Please also give time for getting back into normal playing position. As a general rule, when writing for inexperienced players, set up all “covered embouchure” techniques as if they were actual instrument changes – leaving a bit of time on either side.

    2.6 Trumpet Embouchure
    I’d avoid in student pieces, although I personally am fond of this technique. It does mess with the circulation in your lips and you can’t get back to normal playing right away, and if you are too eager, it can cause temporary damage.

    2.7 Singing and Playing
    Good for students. But as you may already know, produces more of an “effect” than a true polyphony. As to where to notate the voice line: if it is simple, use the same staff as the flute – if more complicated (or separate dynamics) – use two lines (vocal line on bottom).

    2.8 Multiphonics
    Good for students – there are a whole bunch of “beginner” ones that are not too difficult. I’d check with a real flutist for these, or maybe you know them already. Otherwise, follow Carin’s chart with regards to stability and dynamics, but take away a few degrees of stability and mentally take the dynamic notch down too – an inexperienced player may not have as much success as notated in the chart. Also take care of the surrounding dynamics in an ensemble situation. The flutist has to be able to hear his/herself well enough to produce these sounds accurately. Also since the student has to learn new fingerings, it is better to use them in slower passages.

    3.1 Pizzicato
    Good for students to learn. Beware that in an ensemble situation, the difference between a tongue pizz produced on the lips and a tongue pizz produced on the palate is negligable. Most students will be able to do one better than the other anyway. Therefore, in order for them to be heard, it’s good to give them freedom to do what they can produce most effectively.

    3.2 Key Clicks
    In an ensemble situation, these fall into the DON’T BOTHER category. I almost always have to end up adding a tongue or lip pizz to make them effective (this is a good combination anyway, more percussive). In ascending first octave passages, one lifts up keys instead of putting them down so there is no natural percussive effect. You can hit an auxilliary key – but in a rapid passage this is awkward.

    3.3 Tongue Ram
    Ok for students. Give them lots of time to set up, although once set up, you can write fast passages. See comments to Jet Whistle 2.5

    4. Vibratos
    All ok – beware the different kinds can be very subtle – you may not hear the differences between them (for example, normal heavy vibrato and smorzato) if there’s other stuff going on.

    5. Air sounds
    OK for students. Although it seems like an airy sound would be the easiest thing in the world to produce, it takes time to control a mix of sound and air that will project. Not all young players can do loud air sounds immediately.

    Also, please note the following since I don’t think Carin makes the distinction:
    Be sure to specify if you want these sounds:

    * produced in playing position (so the air goes across the flute and produces a pitch that corresponds with the fingers), or
    * produced inside the flute: i.e., if you want the flutist to cover the embouchure hole and produce a kind of unpitched “white noise”. Here the pitch will not *necessarily* correspond with the fingers. However, if you change fingerings, you will get color and vague pitch changes. This technique is also effective when changing vowel sounds in the mouth.

    In an ensemble situation, please avoid the notational use of empty note heads, especially if rhythm is important. This makes it difficult to distinguish quarter notes from half notes.

    6. Circular breathing
    It takes a long time to master – would avoid in a student piece unless the student is already learning it.

    7. Trills
    all Ok, I’d just follow what Carin says.

    8. Glissandi
    Beware with embouchure glissando: the lowest notes have less flexibility. You can get better results from about E1 and upwards.
    Otherwise, follow Carin’s guidelines.

    9. Microtonality
    OK – rapid passages will take lots of time to learn though.

  • Bass Flute ins and outs – for composers

    Here’s some collected advice on how to compose for the bass flute.

    Please realize that the bass flute is not a true bass instrument. It won’t honk unless you amplify it or use its third octave. Both can be very effective, but I often wonder why composers don’t take advantage of the beautiful acoustic sound of the instrument’s first octave more often. What it lacks in carrying power, it makes up for in soulfulness.

    When composing extended techniques – some are very effective! All the percussive tricks like tongue or lip pizzicati and tongue rams work very well in the first octave. Be aware though that they too can get lost in an ensemble situation, especially if you have percussion or bass clarinet also doing slaps. It’s difficult to match the dynamic impact of a good bass clarinetist doing slaps.

    Key clicks – as with the C flute – fall under my category of “why bother” techniques. I almost always find I need to supplement the key sound with a tongue or lip pizz. They can be effective though if not much else is going on. And please (this is almost a no-brainer, but I have to repeat it all the time) when you write a fast passage, bear in mind that you’ll only get key noises on the notes that require you to ADD a finger. Logically, descending passages work better than ascending.

    Multiphonics work on the bass flute – fingering charts can be found in Carin Levine’s book The Techniques of Flute Playing vol. 2. Basically, you can use most C-flute multiphonics that don’t require half-holes. Again, though, there are acoustical considerations. Quiet dynamics, please! with the exception of high overblown harmonics. Multiphonics can be tricky on the bass flute, so don’t be disapointed with an airy, unstable result. If that’s the effect you wish to create – all the better! To seek a stable, dynamically viable multiphonic, work with the individual player. Each player will have his/her own set of multiphonics which come easier.
    It’s less of an issue nowadays, but beware that some cheap instruments are still being made without trill keys – so multiphonics using trill keys will not work on them.

    Whistle tones work well but are difficult to control. Sweeping through the overtone spectrum on a fingered low note can be effective. Again – as you all probably know – this is easier for the player when it’s just an atmospheric effect. Longer notes please! Or if they need to be short, it’s best to have a free or undefined rhythm as the response time may vary.

    Air/aeolian sounds. This is a great, if perhaps overdone, effect on the bass flute. Toshio Hosokawa uses it often in his ensemble works to good effect. Beware though that young or inexperienced players will need some time to develop when it comes to producing louder dynamics.

    Click here for frequently asked questions.

    Click here for more information through Carla Reese’s excellent website.

    Click here for repertoire for bass flute (add filter “solo bass”)

  • Bottom of the Food Chain


    Wondering why I haven’t posted recently? This is where I have been all week! At the bottom of the food chain! OK, maybe I exaggerate. Maybe more like a pawn on the chessboard of pieces where composers, conductors, organizers, managers are the big players. We play what sells, and ideas sell, beautiful packaging sells, regardless of the quality that is inside.

    I’ve worked with more living composers than you can shake a stick at. In today’s European Contemporary Music Scene, a handful of lucky composers are the stars, not the ensemble or orchestral musicians who play their music. These chosen few (composers) are promoted by organizers of festivals and the big publishing companies (who act as their agents as well). If you have a performance scheduled and receive a dud or embarrassing piece from one of them, or a piece that comes too late and is impossible to play: tough luck. It is your job to get it done and make it sound good. Cancelling a piece is politically incorrect, or would cause a scandal. The programs have been printed. The VIPs have been invited. The deals have been made. Money has changed hands. You are the sissy if you complain or can’t pull it off. Besides, you have a family to feed, and can’t afford to forgo your share of the money (minuscule as it may be).

    A question was posed recently on the Flute List: does one have a moral obligation to fulfill a composer’s intentions? I’d like to turn it around. Does a composer have similar moral obligations? Heck, does he even have a professional obligation when it comes to fulfilling a commission? It would seem not. More often than not, we find ourselves in a situation where a quality rendering of the premiere piece is severely compromised: too late, not for the instrumentation specified, unreadable manuscript, or unexplained, unclear notation. [I’m not talking about student workshops, I’m talking about well known composers who (even sadder) have teaching positions and are influencing the young generation.] Do we still pay the commission fee under such circumstances? Yes. We’re nice, we’re professionals, we’re capable. We’re pioneers, we can take anything anyone throws at us. Ahem.

    Still, I’m a big fan of composers, even tardy ones. I support contemporary music and all its endeavours: big, small, loud, quiet, beautiful, ugly, complex, minimalistic. For all my b–ing I am happy to be doing what I am. So now I will speak of me/us/performers and our obligations, moral or otherwise to the composer’s intentions.

    I’ll confine myself to 20th century and later composers – earlier music is another whole can of worms. I’ll be honest. There are a few composers whom I dread to play. I see them coming up on a program and think: “well, I’ll just go get my strait-jacket.” These are the ones that require slavish following of their notation, no deviations allowed. Dang. I got into contemporary music because I consider myself a bit of a deviant. If I wanted to slavishly follow someone I could make a heck of a lot more money in an orchestra somewhere. [OK, I know it’s not that bad in most orchestras! But you have to be darned lucky.]

    Here’s an example, though, of where this somewhat adolescent attitude of mine proved to be misplaced. I used to consider Karlheinz Stockhausen one of these dreaded composers. Working with him closely on the premiere of his Rotary Quintet gave me another perspective.

    For the premiere of this work he wanted to underscore the difference between male and female (This quintet is part of his Licht cycle). So he asked us to reflect this gender difference in our concert-wear. With some trepidation, and gentle respect, I objected on the grounds that as a musician, I don’t consider my gender, and my native English also reflects no differences of gender. To my utter astonishment, he readily conceded, in a very gentlemanly fashion.

    Rehearsal, 1997. Left to right: A. Wesly, K. Stockhausen, me,
    J. Babinec, P. Veale, N. Janssen (sitting)


    Now I am starting preparations for the flute solo Paradies from Klang, which we plan to premiere in its (all 21 hours) entirety. This has me looking back on those days 12 years ago. Stockhausen is no longer around to gently concede to my cultural baggage, so I will not have the chance to thwart his intentions in person, but would I want to? It would just seem disrespectful at this point. Besides, I look back on my objections of 12 years ago and find them a bit silly. Americans are so gung-ho gender blind, but I don’t think females do any better there than in Europe. In Europe it feels more realistic: nobody tries to pretend that men and women are alike.

    My point is: I’d think twice now before trying to turn a composer’s intention around. My objections may be parochial and egocentric, and have nothing to do with the real quality of the music. The composer’s intentions might also be parochial and egocentric, but, well, it’s their piece. If I want to express something else, I’ll write my own piece.

  • Pet Peeves for composers

    This is going to be a work in progress.

    To all composers – here is one musician’s (of the flutist persuasion) list of pet peeves:
    There is a compositional tradition which I would like to ask composers to please avoid, especially when writing for wind players. This is using a comma (which looks to a wind player like a breath mark) at the end of a note to indicate that the player should maintain the intensity of the dynamic and end the note abruptly, without tapering:



    A wind player’s instinct on seeing this mark is to make a quick inhalation – not the effect desired. A preferable solution would be to make a stylistic indication at the beginning of the work, or to indicate the dynamic graphically:

    A short list of other pet peeves:

    • Using empty note heads to indicate air or aeolian sounds. Please see my tips on this subject.
    • Bass flute together with bass clarinet. Neither their ranges nor sonorities match. IMO the bass flute is better paired with the A-clarinet. The bass clarinet is a different animal altogether, with a much broader range, more scope for dynamics, than the bass flute. Just because they are both labeled “bass” (incorrectly, as it turns out for the bass flute, but that’s another story altogether) doesn’t mean they belong together.
    • piccolo and E-flat clarinet ditto. Cliche. Why bother? Unless you want to sound like a screeching street band. Maurico Kagel was able to get away with it.
    • Fluttertongue. It’s also cliche. Give it a rest please. (And it’s not a given that every flutist can do it – Asian flutists have a more difficult time. I myself cannot do the forward version, but have to resort to the Parisian Gargle) And it’s often imprecisely notated, esp. when it comes to mixing the flute and voice. When written together, why are they sometimes written differently? If one does a fluttertongue, the other will automatically do it too – it would be nice to have it reflected in the notation.
    • Extended techniques stacked up on top of one another. This is something some resort to thinking that it will make the sound more interesting and intense. Well, some techniques cancel each other out and just muddy the waters. Better to pick a few that work acoustically well together.
    • Difficulty for difficulty’s sake. OK, Ferneyhough made it part of the esthetic of Cassandra’s Dream Song – to make the struggle an intrinsic part of the music. But this is a rare case of it actually working (IMHO), I do love this piece but I haven’t come across another that successfully uses this scheme.

  • Stolen Moments: What Makes a Composition Difficult?

    This has got to be the worst time to start something you want to keep up. Blogging, now, with work and a 4 month old baby? Are you nuts? Well, silly question. I figure this stuff is in my head anyway, might as well get it out and get on with my life.

    A composer asked me the other day what is it that makes a piece really difficult? Here’s what I came up with. Please bear in mind, these are not mistakes or pet peeves. For a list of frequent mistakes, please click here.

    • rapid microtonal (or quartertone) passages
    • anything that requires doing two techniques in different rhythms (i.e. key click and voice in different tempi or polyrthythm)
    • no place to breathe
    • extended passages outside the “normal” range of the flute

    I’m sure I’ll add to this list as time goes on. Please note that this is not a list of things to avoid, I list them only to create an awareness of potential difficulty. It’s great to work with someone who cares to ask the question! Now for the next step, to list my pet peeves! Hee Hee