Category: extended techniques

  • New Tutorial Series for Composers

    I have done quite a few tutorials, thanks to the Musikfabrik and our youth ensemble Studio Musifabrik. However, in the course of our Adventure project with composition students from the Hochschule here in Cologne, there are several topics that keep coming up. I have been asked to make short explanatory videos about these topics, and now it is time to deliver. I decided to do it in a very casual setting (a bar/pub at closing time) and with a deliberate DIY look.

    There are four topics I will be covering: unpitched air sounds, pizzicati, pitched air sounds, and notating multiphonics.

    Here are the links:

    unpitched air sounds

    pizzicato for flute

    pitched air sounds

    notating multiphonics

  • Extended Techniques for Flute – Notation Cheat-Sheet

    So here is my attempt to get a lot of information to you quickly and succinctly via Google spreadsheets. The photo quality is not so good, but this way I can make quick changes, and you are always viewing the latest version. This is not an exhaustive overview of all notation practices – it is a quick-fix if you are looking for a standard, acceptable notation.

    You can go to this document directly and download it as a PDF or view it here:

  • Using Harmonics: Making Difficult Intervals Even Harder! Why?

    If you have a difficult interval in any kind of musical passage, playing the second note as a harmonic makes it even more difficult. You have to put more effort into directing the air and controlling the air speed. Once you have done that though, going back to the original passage without the harmonic seems pretty easy! I see this as good training, the way a weight lifter will shift from heavy weights to light weights (not that my lazy self would really know about this, lol.) This week, working on student compositions, this kind of practice has saved me. However, this time I am applying it to piccolo, and it really works.

    The passage in question is as follows:

    The last four 32nd notes were troublesome. So I took the E – F# interval and repeated several times slowly, using the F# fingering an octave below (you could also use B natural):

    And the A – G interval like this, again repeating several times slowly and with an altered (but still overblown) fingering:

    It doesn’t sound pretty! (At least when I play it.) But it does make you work, so when you go back to the original passage, it is much easier!

    Any other thoughts? Other applications of this technique?

  • Multiphonics for Saunders Bite

    I am very pleased that a number of young flutists are learning Rebecca Saunder’s Bite for solo bass flute. However, I am a bit ashamed that I did not have a good look at the multiphonic table in the earliest versions and insist on alternatives and corrections. Better late than never! Here goes:

    Multiphonic table from Saunder’s Bite. Blue circled ones need open holes, the red ones are just wrong.

    I’ll address them one by one. However, a preface to all of them in general: you are allowed to make substitutions, if a multiphonic just refuses to speak. Find something similar, or replace it with one of the ones given. I also won’t remark on the microtonal variations, some of the written notes are about a quarter-tone off. Don’t sweat it or try to tune it, just use the fingering if it works.

    1. ok
    2. ok
    3. If you don’t have the open hole, I suggest substituting this one with number 5. If you think of another solution, I am curious!
    4. I think this one was meant:

    I would substitute number 5 for this one too, if you don’t have an open hole. However, it is used rarely (I’ll have to check, maybe not at all in the final version).

    5. ok

    6. ok

    7. ok

    8. Forget the C# in parenthesis. This one needs to be rolled out quite a bit.

    9. ok

    10. ok

    11. ok

    12. If you don’t have an open hole, substitute with 11 or thirteen, depending on what sounds better for you in context.

    13. ok

    14. ok

    Some are really tricky to produce, try rolling way more out or in that you normally would, or experimenting with the position of your tongue. Book a Zoom lesson if you really need help. Good luck and have fun with the piece!

  • Getting Started with Multiphonics

    I would like to share the following presentation: Getting Started with Harmonics and Multiphonics – with a deep dive into the harmonic structure of the flute sound.

    Why do I start this presentation with a discussion on harmonics? Because if you learn how to take out, put in, and isolate harmonics in your sound, harmonics and multiphonics will come more easily.

    Since this is a work in progress, I will share a link to Google Slides instead of putting the content here. That way you can always view the latest version. Share your feedback, ideas, and corrections in the comment section here on this blog.

    Big thanks to Julianna Nickel and her flute studio at George Mason University for inviting me to share these ideas. It was great to bounce around these thoughts, hear questions and receive feedback. Thanks to Studio Musikfabrik for initiating and funding this pedagogical initiative, which will result in a tutorial video scheduled to come out sometime in the Spring of 2021.

    https://docs.google.com/presentation/d/1XZQvK567OgoM7MREmTqYzT0j6712FiIURzQJ-AZtrNQ/edit#slide=id.p

  • Contemporary Music Pedagogy, and Benefits of Teaching Extended Techniques

    [This is an excerpt from a questionaire sent to me by Lorenzo Diaz for research purposes. The answers represent my opinions only.]

    Do you think conservatoires and schools of music really attach importance to contemporary music education?

    My short answer to your question is not reallybecause I think a Comtemporary Music Educationshould require not only teaching contemporary repertoire and its extended techniques, but should also require learning extended use of rhythms, different tuning systems, composition (especially for the performers) and improvisation.

    Here is a longer answer: An increasing number of schools do attach importance, at least formally. In Europe, the Bologna process has helped by offering specialized Masters programs such as Masters in Contemporary music. The appearance of prestigious Academies and Festivals such as the Lucerne Festival, the academies of Ensemble Intercontemporain and Ensemble Moderne has helped to draw conservatory students’ (and their Professors’) interest.

    I am not sure if this is happening outside of Northwestern Europe, but here there is a trend, usually initiated by Composition Departments (not Instrumentalists!), to create formal student Contemporary Music Ensembles, and hire personnel (part-time) to run it. This is a great thing, it creates jobs, gives the student composers an outlet for performances, and gives instrumentalists a chance to play contemporary music and receive formal credit.

    These are formal, structural changes that I have witnessed in the past 20 years.

    Although I have listed positive changes above, I think still in many schools there is a lack of integration of repertoire from the late 20th/early 21st Centuries. Personally, I would like to see Composition Departments taking even more responsibility and action to help make the needed changes. It can’t come from instrumentalists alone. Composition teachers could do this by focusing more on teaching the basics of Instrumentation/Orchestration, which is becoming a lost art. This would avoid basic mistakes and misunderstandings that can lead to distrust. They could encourage more programs or situations that encourage collaboration between student composers and instrumentalists. (Such as creating, taking part in or seeking funds for programs like Composer Collider Europe.) When a piece of contemporary music does not go over well with a student, they and their teacher are likely to criticize the music or the composer, rather than to criticize the situation that provides little opportunity for collaboration, preparation and practice.

     

    In your opinion, is teaching extended techniques really necessary in the academic environment?

    I think it is necessary to be able to offer them. They are part of some required repertoire for competitions, and can assist in embouchure development and control of the air stream. However, there are great flutists today who have never utilized extended techniques. I would not say it is absolutely necessary, but it is practical.

    To be completely honest, I think that to be a contemporary musician, on the technical level it is of first importance to learn the complexities of modern rhythm (polyrhythms, odd time signatures, etc.) and intonation (microtonal, spectral tuning, etc.). This will strengthen a student’s sense of rhythm and intonation, skills that are necessary to find a job in an orchestra, ensemble or theater. Learning to improvise and compose (just so you have experienced the process that a composer goes through) are the next most important things, to make one more completely rounded. Where do extended techniques come in? Again, I think it depends on the student, if and when they need it for embouchure development, or to play certain repertoire, or to expand their improvisational vocabulary.

    Do you think conservatoires should include more musical works using these resources in their academic programs?

    I think that more exposure to works with extended techniques should be encouraged. Repertoire with these techniques is becoming standard for auditions and admissions to festivals, competitions and places of study.

    In the case you reckon that the study of these techniques in students of elementary and professional level is possible, which technique (or techniques) would be preferable to apply from the beginning? Is there any one in particular that would be rather applied later on?

    It really depends on the student. If there is already the range of an octave, and the student has a good understanding of how to coordinate the air and embouchure, then harmonics can be introduced (we need the technique of overblowing anyway to play notes in the second octave). Circular breathing can be introduced as a concept from the beginning through the use of a glass of water and a straw, or the use of an end-blown tube like the didgeridoo. Application to the flute would come later, once the student has developed a good concept of embouchure and is flexible enough to come back to it after the modifications necessary for circular breathing.

    Is there any technique in particular that has proven to be more effective throughout your study?

    Harmonics are the most basic, I always turn to them in times of trouble.

    Do you usually request your students to study some effect on a daily routine, just as well as any other given technical exercise? If so, which one?

    Again it depends on the student. Harmonics are good for anyone, and I encourage all students to practice them daily.

    The “trumpet sound” has aroused controversy regarding its use; flautists as R. Dick would rather it not be written in order to avoid a counterproductive effect in the lips, do you agree with this?

    The counterproductive effect is only temporary. I use this effect in improvisation, however I discourage composers from using it. I have little faith that it will be written in a context where it will be appreciated acoustically or in a way that will avoid the counterproductive effect.

    Do you usually use any of the following extended techniques, both on your study and with your students (daily, at any given time…)

    Air: Yes sometimes. In a conversation with Sophie Cherrier, I got the idea to spend 10 minutes a day on loud air sounds in order to get the air column working. Of course, she does not recommend doing this with students who already have too much air in the sound, but for those who are too tight or too focused, this really works. I do it myself when I remember.

    Voice: Yes, I recommend this to my students and have exercises for it.

    Whistle tones: I teach these as needed. There was a time that I played these every day in order to play the first octave whistle tones down to low C. That was hard, but once I could do it I don’t need to do it every day.

    Bamboo: Only on request or as needed in the repertoire.

    Flutter tongue: Sometimes I recommend this as part of articulation training. Aurele Nicolet recommended that fast, articulated passages should be practiced legato and with fluttertongue.

    Pizzicato: Only on request or as needed in the repertoire.

    Key clicks: No.  I try to discourage composers from using it. Pizzicato is much more effective.

    Jet whistle: as needed, some players think it opens up the sound of the flute.

    Circular Breathing: I teach sometimes, on request. Benefits can be as a checkpoint for resonance. When I am warming up or just about to go onstage, I check my circular breathing regardless if it is required in the piece I am about to play. This is a sure-fire test to see if either of my nostrils or the back of my throat is blocked. If I am clear enough to circular breathe then I should be able to play with maximum resonance.

    Tongue Ram: In conversation with Sophie Cherrier she mentions that she sometimes teaches Tongue Ram in order to get a student to activate the abdominal muscles. This is something I plan on doing, should I have a student who needs this. I have tried it myself, not something I do every day, but occasionally it is a good activator.

    For more information about the benefits of extended techniques, please see this handout.

  • More on Circular Breathing

    On April 8th this year, I will be in Krakow giving a workshop on circular breathing and performing Robert Dick’s legendary Flames must not encircle sides. About seven years ago I made the tutorial video below, but have been considering a re-make of late. More for clarity, rather than content. And I have learned a few things along the way since then.

    Just quickly, here are a few.

    Some players feel more comfortable starting on the head-joint. I didn’t do this myself, but can understand why.

    Another thing that helps is to embrace the bump that happens while expelling the air and re-taking the breath. Ride it, even. It is normal to experience it and will get better with time, if you persist. So many flutists give up when they hear the horrible gap for the first time.

    Note to self: write a practice guide to Flames must not encircle sides. This piece is so cool!

    Here is the circular breathing tutorial, if you haven’t seen it already:

  • Which extended techniques are harmful to flutes?

    During composer workshops, I am sometimes pleased to hear the question: “What are some techniques we should definitely not use because they may harm your instrument?”

    So I will keep a running list here.

    • Slamming your hands onto the keywork. A snap of the finger for a key click is one thing (and not all flutists like to do this, including myself), but once I was actually asked to raise my arm above my head and bring my hand down full force on the keywork. Repeatedly. For some reason, I had trouble convincing this particular composer that this might actually break or bend the posts and rods holding the keys in place.
    • Immersing part of the flute in water. If water, even a tiny drop, gets onto the key pads, the pad can swell up and not seal properly (and it may need to be replaced). The same can happen when pads are exposed to excess moisture, which is why I do not like to play out of doors, but that can’t be helped sometimes.
    • Putting your mouth directly on wooden lip plates. This is why I get out my plastic piccolo if I have to do a tongue ram or any percussive effect that requires me to close the embouchure hole with my mouth. Salivation is the first stage of digestion, and I don’t want the result of those chemical processes on finely carved wood.
    • (Not an extended technique, but please bear in mind.) Extreme temperatures. With metal flutes, key pads and the mechanism might go out of adjustment. With wooden instruments, it can be fatal! Some insurance companies will not even pay out if damage occurred while the instrument was below or above certain temperatures.

    I am sure I have forgotten something!