February 2018 Archives - The Instrumentalist /category/february-2018-flute-talk/ Thu, 15 Feb 2018 20:34:04 +0000 en-US hourly 1 https://wordpress.org/?v=6.9.4 2018 International Low Flutes Festival /february-2018-flute-talk/2018-international-low-flutes-festival/ Thu, 15 Feb 2018 20:34:04 +0000 https://theinstrumenta.wpengine.com/uncategorized/2018-international-low-flutes-festival/     The 2018 International Low Flutes Festival will take place April 6-8, 2018 at the Sheraton Reston in Reston, Virginia. Alto, bass, contra-alto, contrabass, subcontrabass in G and double contrabass flutes will all be featured. Events include a choir and four sightreading sessions open to everyone, premieres of new pieces, an alto flute competition, workshops and, […]

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    The 2018 International Low Flutes Festival will take place April 6-8, 2018 at the Sheraton Reston in Reston, Virginia. Alto, bass, contra-alto, contrabass, subcontrabass in G and double contrabass flutes will all be featured. Events include a choir and four sightreading sessions open to everyone, premieres of new pieces, an alto flute competition, workshops and, headliner performances by Matthias Ziegler, Suzanne Teng, Peter Sheridan, and jazz virtuoso Ali Ryerson. Composer Andrea Clearfield will be in attendance for the premiere of her low flutes piece.
 

Farewell Low Flutes Choir
    The Farewell Choir will be directed by Elise Carter and is open to any low flutes player who would like to participate. They will play Sunday afternoon at the closing ceremonies. Sign-up is available on the Festival website.

Sightreading Sessions 
    Reading sessions will be lead by Phyllis Avidan Louke, Alexandra Molnar-Suhajda, and Paige Dashner Long. One will feature arrangements of Broadway and movies tunes. Ali Ryerson will lead a jazz session accompanied by her sidemen. 

Low Flutes Choirs 
    Choirs from Turkey, the UK, Japan and Canada will present concerts. Paige Dashner Longs’s ContraBand Friends and Florida Flute Orchestra as well as several other U.S. choirs will also be performing. Pieces include: Contra-fusion, Deep Space Heat Wave, Low Flutes at High Tides, Flutenado, Yankees Doodlin’ and Groovin’ Low. Arrange-ments to be performed include one of Haydn’s London Trios, Piazzolla’s Libertango, a Karg-Elert Caprice, Opus de Funk by Horace Silver, Debussy’s Syrinx and the Bach Brandenburg Concertos, Nos. 3 and 6. 

Featured Performers 
    In addition to the four headliners’ evening concerts, soloists at the Festival include Alexa Still, Carla Rees, Aaron Goldman, Cobus du Toit, Catherine Bull, Elizabeth Buck, Magda Schwerzmann, Sharyn Byer, and Phyllis Avidan Louke. Contrabass player Pamela De Sensi from Iceland will present a concert, as will performers from Sweden, France, and Switzerland. 

Workshops 
    Alexa Still will lead a workshop about improving breathing and breath control. Flutist Suzanne Teng will present a workshop on inspirations for creating music for low flutes. Carl Dimow will teach how to play in the klezmer style, and Kate Walsh will explain how to play the flute d’amoure. Kelly Mollnow Wilson will demonstrate how small hands can play big flutes, and Mariana Gariazzo will present a workshop on performance anxiety. Peter Sheridan will talk about new music for alto flute, and Icelandic composer Elín Gunnlaugsdóttir will present Music from the Land of Extremes. 

Featured Composers 
    Concerts will feature the music of Jonathan Cohen, Alexandra Molnar-Suhajda, Sophie Dufeutrelle from France and Australian Houston Dunleavy. Other performances will include works by Russell Scarbrough, Jacques Casterede, J.S. Bach, Andre Jolivet, Franz Danzi, and Gary Schocker. 

Exhibit Area 
    There will be an exhibit area for those wanting to try low flutes and explore music and performance aids for low flutes. For more information, go to 


Christine Potter
Festival Director,
International Low Flutes Festival

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An Extra Hour /february-2018-flute-talk/an-extra-hour-4/ Thu, 15 Feb 2018 20:17:22 +0000 https://theinstrumenta.wpengine.com/uncategorized/an-extra-hour-4/     While in high school as a student of Harold Bennett, I only had lessons every other week. Although he gave me a few etudes every week as well as exercises and much repertoire, I usually had the lesson pretty much ready by the end of the first week.      Of course, I […]

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    While in high school as a student of Harold Bennett, I only had lessons every other week. Although he gave me a few etudes every week as well as exercises and much repertoire, I usually had the lesson pretty much ready by the end of the first week. 
    Of course, I continued to review and hopefully improve with the lesson, but then, what to do with my practice time? I would use it to practice orchestra excerpts, review pieces I had learned, and sometimes to try out new pieces I did not know. 
    Later, as a full-time professional flutist, if I had some extra practice time (which became more and more rare), I would use the time to go over etudes – both old and new. If there was more time, again I would practice orchestral excerpts (I played in the opera, but felt it important to keep them in shape) and start to look at new repertoire. 
    As the years went on, practice time became more precious, and I tried to make a point of warming up well every day – something I did not always have time for. My go-to warm-up is my vibrato exercise (which can be found in the NFA Pedagogy Book II) and Moyse’s Daily Studies A, B, C and D. It is sometimes difficult for young people to imagine trouble finding practice time, but I always encourage my students to practice now as they will surely have less time as they get older. 
    So, what if I was given the precious gift of an extra hour of practice time daily? Remembering that this is an extra hour, I would still begin with my regular practice routine. I think I would go back and play etudes – I love to play the Altés and JeanJean      Etudes – they are so good for practicing so many things. What I would do most of all, however, is go through new music. By that, I mean new music to me as well as newly written music. 
    My music stands at home (and there are a few in my room) are covered with purchases from flute conventions. My music chests are stuffed to the gills with music. I know so much of it, and would like to learn so much more. 
    I would begin by reading through the music. If I liked the piece, then I would take some of this preciously gifted time and actually learn the new piece – perhaps to be programmed on an upcoming recital. 
    I know I will not like everything I try. There are pieces out there that I always enjoy listening to, and just do not find myself wanting to play. That is my personal taste, and not a reflection on anything other than that. 
    When I try a piece (or two) by a composer I have not known before, I usually want to find more by this composer and try those pieces as well. (I do the same with reading books.) 
    Assuming I find a piece I like, and it is with piano or other instruments, I would love to have the time to sit and study the score. I would like to know any passages that will be difficult to put together. More importantly, I want to know what others are doing and how it all fits together. 
    My wonderful students have made me aware of much repertoire that is new to me. I would like to learn more of what they have brought to me. I would like to refresh my technique with orchestral excerpts, some of which are quite difficult in so many different ways. 
    Sometimes, I am sure I would take that precious time and review pieces I love to play. What a wonderful opportunity to go back and play all of the Bach sonatas, the Gaubert pieces, the Handel sonatas (which I have so much fun ornamenting), and the Mozart concertos. Perhaps I would try again to write cadenzas for the Mozart G major concerto, something that has been eluding me. 
    I might use the time another way altogether and choose to learn more about music history. Famous and not so famous composers, the times they lived, and the art that surrounded them are all fascinating subjects. All of this will affect my interpretation of music and add to my enjoyment of the context of the music. 
    Time with some pedagogy books can be a wonderful asset. The two pedagogy books put out by the National Flute Association are chock full of wisdom. Ervin Monroe’s book on fingerings offers a mind-boggling amount of knowledge and advice. 
    My first instrument was the piano. Having the time to look at and (try to) play the accompaniments to pieces is a wonderfully valuable tool, and one I rarely have time for. 
    Most of all, though, I think I would take this precious gift and use the time – as I did in my teens – to just play and enjoy. This, most of all, is why I became a flutist.

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Five Minutes a Day for Better Embouchure Flexibility /february-2018-flute-talk/five-minutes-a-day-for-better-embouchure-flexibility/ Thu, 15 Feb 2018 19:57:35 +0000 https://theinstrumenta.wpengine.com/uncategorized/five-minutes-a-day-for-better-embouchure-flexibility/       I strongly believe that every flutist has to develop flexibility of the lips. Playing without tension of the lips (or more correctly, with the right tension at the right place) and being able to move the lips forward and backwards freely while playing, in a controlled way, will improve immediately various aspects […]

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    I strongly believe that every flutist has to develop flexibility of the lips. Playing without tension of the lips (or more correctly, with the right tension at the right place) and being able to move the lips forward and backwards freely while playing, in a controlled way, will improve immediately various aspects in your playing. 
It will: 
•    Improve your tone quality 

•    Improve your intonation and intonation control 

•    Improve the transition between intervals and allow very smooth slurs playing, without unintentional accents 

•    Improve your control over your aperture and therefore broaden your range of colors 
    The following is an exercise that I created for my students. It only takes a few minutes each day to practice, but even that short amount of time will help flutists attain better control of the embouchure quickly.    


Lip Flexibility Exercise

Instructions: 
•    Play the exercise at a slow tempo, in order to gain control over your lip movements. 

•    Play the rhythm precisely in tempo. 

•    The movements (forward and backwards) should be gradual and slow. Avoid sudden or quick movements. 

•    The lips should move forward in order to change to the higher note. 

•    The lips should move backwards in order to switch to the lower note. 

•    Anticipate the lip movements. That means that your lips should start moving before the change of the note. 

•    The aperture (opening in the lips) should not change through the intervals and the lip movement. Make sure the higher note is as loud, open and rich as the lower note. If it isn’t, it is probably because the lips are pressed too closely together, and the aperture has changed size. 

•    Don’t over practice the exercise. Once a day from B natural down to G natural should be enough. 

•    Apply the same movements to various intervals you find in the pieces you are currently playing.



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Left Hand Only /february-2018-flute-talk/left-hand-only/ Tue, 13 Feb 2018 20:18:20 +0000 https://theinstrumenta.wpengine.com/uncategorized/left-hand-only/     Several flutists have written recently asking what can be practiced with an injured right hand. Actually, there are many fundamental playing issues that can be practiced using the left hand only. These exercises are simple but effective and may even find their way into regular practice sessions once the right hand is healed.  […]

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    Several flutists have written recently asking what can be practiced with an injured right hand. Actually, there are many fundamental playing issues that can be practiced using the left hand only. These exercises are simple but effective and may even find their way into regular practice sessions once the right hand is healed. 

Headjoint Only
    Holding each end of the headjoint (crown and tenon) with the thumbs and index fingers, bring the headjoint into the chin. When playing, the embouchure hole should be level. Use a mirror to check this placement. The embouchure hole should be centered with the opening or aperture in the lips. If you play off-sided, then the embouchure hole is still centered with the aperture. Before playing the first note, nod your head a few times to be sure the head is balanced on the spine. Always bring the headjoint to you, not you to the headjoint. Drop the jaw making sure there is space between the wisdom teeth. 
    Play one note, a lower A, for a duration of about two counts. Play like a pro. Think before you blow. The attack is the first thing the audience hears in your playing so work to have a clean attack free of chips and fuzz. Repeat several times assessing the sound. Repeat this exercise again, only this time play the note beginning on the and or on the off beat. Compare the quality of the note that starts on the beat with the quality of the one that starts off the beat. I was surprised that the quality of the note that started off the beat was markedly better. The reason probably has to do with preparation. Musicians start many more notes on the beat than off, so when starting off the beat, they tend to count more carefully and plan when to let the air out. This is something that many players have gotten sloppy with when playing on the beat. Repeat this exercise on the upper A. Notice that the two A’s on the headjoint are not exactly in tune. This has to do with the shape and the length of the headjoint. For this exercise, intonation is not the goal. 

Even Air
    After the attack, the second part of a note is its duration. To have good intonation, the air speed should be even. Practice playing long notes with the tuner, not worrying whether the note is sharp or flat, but trying to keep the needle still while playing. This exercise develops an even air stream. Extending your legs out in front of you with the heels about 12 to 14 inches off the floor while playing a note improves the quality of the sound. This exercise is a brass players’ trick but works equally well for flutists. When the legs are extended, this is as tight as the abdomen should be when playing. 

The Release
    Notes can end in several ways. A staccato note ends when the breath stops. Some notes end with a slow diminuendo or taper. This is done by slowly pushing the lips forward to make the aperture smaller as the air is slightly decreased over time. Care is taken to keep the air stream high so the pitch does not decline with the taper. Notes that are played as a bell tone require a very quick taper. Practice all types of endings so you have a vocabulary of possibilities when making music. 

Vibrato
    Practicing vibrato on the headjoint offers excellent benefits as there is more resistance when playing these exercises on the headjoint only rather than on an assembled flute. So, for the same amount of practice time, the accomplishment is greater. My favorite vibrato exercise is to practice varying numbers of cycles per beat so in my regular playing, I can speed up or slow down the vibrato cycle to match the emotion and character of the music. Put the metronome on 60, and on the first beat pulse two vibrato cycles, the second beat three vibrato cycles, and the third beat two vibrato cycles followed by a rest. This pattern is written as 2,3,2 rest. Repeat with the following patterns: 2,3,4,3,2 rest; 2,3,4,5,4,3,2 rest; and 2,3,4,5,6,5,4,3,2 rest. Vibrato is produced in the vocal folds, so there should be no movement in the jaw, chest, or abdomen. First play Hah, Hah, Hah rest and then slurring to produce Hah, ah, ah rest. 
    To enhance the vibrato cycle take your right hand (if it is not in too bad shape) and either pulse the vibrato cycle by moving the hand up and down (like an elevator) in front of the headjoint or make a letter O with the right hand in sync with the vibrato cycle. Both of these visualizations help in creating a great vibrato cycle. 

Dynamics
    Play various dynamic designs (pp, p, mp, mf, f, ff) on six repeated notes. Practice making crescendos, diminuendos, and sfz. There are endless possibilities. Use both octave A’s, and you may alternate the A’s to make the exercise more challenging. 

Assemble the Headjoint and Body
    Since the following exercises have the right hand placed on the barrel (nameplate on some flutes), there is no need for the footjoint. Practicing without it makes the flute lighter in the hands. There are many benefits to practicing with the right hand on the barrel, but the most important is that it positions the lip plate in the chin and stabilizes the flute. The flute cannot be moving around on its own, but should be a part of your body. 

Harmonics
    Play two harmonic partials above each of the fundamental left-hand notes: G, Ab, A, Bb, B, C, and C#. Practice tongued first and then slurred. The goal is to move from one harmonic partial as cleanly and smoothly as possible. Use a mirror to watch how the embouchure is used. Make the aperture smaller as you ascend. Each fundamental note has a slightly different need in overblowing up the partials. This placement and movement is something to be practiced and memorized. 

The Notes
    Chromatically you have at your disposal the following notes in the first and second octaves and then the overblown notes at the third partial. 

    Diatonically you have the following notes in the first and second octaves and then the overblown notes at the third partial. 

    Be creative in making exercises, finger twisters, and embouchure flexibility exercises along with vibrato, articulation, and dynamic design exercises. The possibilities are endless.     

    If you write editor@flutetalkmagazine.com, I will send eight pages of melodies to download and practice playing using the left hand only with the right hand on the barrel. This practice method is equally helpful if your right hand is not injured. 

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Piccolo Basics /february-2018-flute-talk/piccolo-basics/ Tue, 06 Feb 2018 21:54:55 +0000 https://theinstrumenta.wpengine.com/uncategorized/piccolo-basics/     Although the piccolo and the flute share many similarities in construction, there are a few differences that affect how to approach each instrument. The most obvious is that the piccolo has a conical bore, and the flute has a cylindrical bore. This reverses the pitch tendencies on the piccolo compared to the flute, […]

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    Although the piccolo and the flute share many similarities in construction, there are a few differences that affect how to approach each instrument. The most obvious is that the piccolo has a conical bore, and the flute has a cylindrical bore. This reverses the pitch tendencies on the piccolo compared to the flute, especially the high G. This is normally a sharp note on the flute but flat on the piccolo. 


Setup and Placement 

    The cork for the flute is adjusted so the tuning rod’s register line is placed in the center of the embouchure hole. On the piccolo, however, the top notes speak more easily if the cork is adjusted slightly right of center. 
    Even though a lower placement on the bottom lip is generally good for the flute sound and intonation, the piccolo should be placed higher on the lip. If you place the piccolo so it feels the same as the flute, the bottom lip is probably covering too much of the piccolo’s embouchure hole. Covering too much stifles the sound. It will also cause middle E and F to crack more easily and will make the highest notes difficult to produce.

Intonation
    When shopping for an instrument, one of the most important things to test is how in tune the three D’s are. Be especially careful to check the middle D with the other two. It tends to be sharp and unlike the flute, piccoloists do not have the option of slightly pulling out the footjoint to bring D2 into good intonation. 
    In order for the three D’s to be better in tune, experiment with slightly pulling out the piccolo’s headjoint until they are more or less in tune with each other without any embouchure manipulation. If the A is too flat, experiment with pushing the headjoint back in a bit to find a compromise place for all three notes. 
    On some instruments the top A will speak more easily and be slightly sharper if you remove the right-hand pinkie from the D# key. If possible, purchase an instrument with a C# trill. In addition to making the B-C# trill easier, this key may be used with the first trill key to make the C and C# to D trills better in tune, and use it by itself to make the high F#-G trill much more in tune. The C# trill also provides for a much easier G3-A3 trill. 

Air Stream 

    Be sure to use a moving air stream when playing the top octave softly, when making soft solo entrances on the top F, G or A, and in any orchestral music passages where the piccolo writing is in octaves with the top octave of the flute. This is also important in piano passages that are in octaves with the string sections, especially with the violins. It is also important to keep the air moving at the end of passages that begin in the lower register and continue to the top of the instrument. 

Technique
    The top notes speak more easily if the mouth is shaped as if saying ee (i.e. the tongue up in the back). Conversely, the low register will respond better with the ah syllable. 
    Given the piccolo’s size relative to the flute, it is even more important when switching instruments to adhere to the following adage: “Forte sound, piano fingers.” Heavy finger force leads to notes cracking or to disrupting a legato passage. 
    As with the flute, it is important to think of the front to back lip opening of the aperture more like a rifle than a pistol, as Thomas Nyfenger suggested in his book, Music and the flute. That is, purse the lips forward, making the passage through which the air passes as long as possible. This offers much greater control in directing the air stream and in controlling the sound.       

    Thomas Nyfenger, Music and the flute, Guilford, Ct: T. Nyfenger, 1986. This, his other book, Beyond the Notes, and his CD are available from , or on Amazon.com.


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Special Fingerings 

•    For a piano middle-octave A, add the right-hand three fingers with no pinkie. 

•    For a piano C above the staff, finger an F without the thumb. This is especially useful in passages where that sustained note is in octaves with other instruments, and especially in orchestral passages where that note coincides with the first flutist playing a C7. In that case, suggest the flutist finger C7 using a top octave B fingering minus the thumb. Or you can suggest that the flutist can play that C an octave lower or let you take the note by yourself. 

•    For improved C#/Db above the staff, finger a top octave D adding the right-hand second, third and fourth fingers. This fingering is also useful on the flute’s C#/Db6 fingering. 

•    To raise the pitch of a sustained piano top octave D, add the G# and the right-hand first finger. For an extra sharp top octave D, add the D# key and the right-hand second, third, and fourth fingers to the usual fingering.  These fingerings are especially useful in orchestral scoring in which the piccolo is playing with the violins in octaves.  

•    For trilling the top octave F to G on both the flute and the piccolo, finger the top octave F, add the right-hand ring finger and trill the left-hand thumb and index fingers. 

•    The right-hand pinkie should be lifted for all notes above the top octave B. 

•    For the written C#7, add the right-hand index finger to the C7 fingering. 

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Ask the Pro: Articulation /february-2018-flute-talk/ask-the-pro-articulation/ Tue, 06 Feb 2018 21:44:43 +0000 https://theinstrumenta.wpengine.com/uncategorized/ask-the-pro-articulation/ Question: How can I improve my articulation?  Answer: Articulation is one of the most crucial aspects in flute playing. There is always something more to learn and to improve. When I ask students if they practice articulation patterns and double tonguing, most say no. Just like flutists work on their fingers, articulation should be part […]

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Question: How can I improve my articulation? 

Answer:
Articulation is one of the most crucial aspects in flute playing. There is always something more to learn and to improve. When I ask students if they practice articulation patterns and double tonguing, most say no. Just like flutists work on their fingers, articulation should be part of the warm-up. Remember the tongue is a muscle which requires regular training just like athletes train their muscles. To be honest, it had not occurred to me until I met my teacher Julius Baker, that articulations are something you should work on. I just assumed that good articulation is something that automatically happens as you learn to play better.
    In my first lesson with Julius Baker, he had me sightread the second movement of Bach’s C Major Sonata. It was a bit scary to see two pages full of 16th notes, but then he said I could play as slowly as I liked. After listening to my playing, Mr. Baker asked me to bring this again to the next lesson and every lesson from then on. In fact, every lesson began with this for the next four years.  
    As I look back now, I appreciate how he made me work on double-tonguing without literally saying “You shall practice double-tonguing.” I spent some time every day trying to get better at it, feeling like I was practicing it from my free will instead of someone forcing me to do so. This was his way of tricking me, and I totally fell for it. What a blessing it was to have a teacher like him.
    It was a very demanding journey for me in order to play this second movement faster, cleaner, and more precisely than the week before. Of course, the piece in a performance setting is not very fast, however this was a perfect piece for learning double-tonguing. The choice of piece is completely up to you. It does not have to be this particular one. Search for a short piece that has constant tonguing rather than repeating scales with articulations. Always remember to have fun whatever and whenever you play, even in your warm-ups.  
    When you have selected a piece, start working from a slow tempo. People often ask me how to do the double-tonguing so fast. A rather disappointing (or encouraging) answer for you is that I also started from a slow tempo. Then I built up speed with great patience. Does this sound somewhat familiar? It is just like working on fast passages for your fingers. Don’t despair when you see no progress in a short period of time. 
    Another concern besides speed is the length of the individual notes. The different lengths of détachés (detached notes) are going to be your artistic vocabulary. The more variation you have, the more you can express.
    A very good excerpt to work on for note lengths is the Scherzo from Mendelssohn’s A Midsummer Night’s Dream. You should be prepared to play this at various tempos because every conductor has a different idea about the tempo. When practicing various tempos, also practice various note lengths. 
    I hear many students playing this scherzo very fast. It is not about speed but how to play with lightness yet controlled pulse, and always with clean attacks even in a slower tempo. When you perform this in a real setting in the orchestra, it is often not as fast as you think. You will be surprised to discover that it is much more difficult to play at a slower tempo and still create the same atmosphere that you get with a faster one. 
    Another consideration with articulation is cleanness. Have you noticed that as soon as you start a fast-articulated passage the sound is suddenly not focused and becomes airy? In my teenage years this was one of the many mysteries in playing the flute.
    When we talk, we use our tongues only to pronounce. Therefore, we don’t give much thought to the tongue. Then, why is there such a big deal about tonguing when we play the flute? One day I noticed that my tongue was very stiff, far more than necessary. So instead of the tongue helping to pronounce a note on the flute, the tongue was actually working counterproductively. When I was younger, I put too much pressure and strength on my tongue. This affected the sound and prevented me from going any faster because the tongue was simply too heavy. The key to clean articulation is to relax. 
    Knowing that the body parts are all related to one another, flutists have to consciously relax the entire body. Aim to be in the most comfortable and stress-free posture. Check if any of your body parts are tightened, then try to detangle the tension one part at a time. 
    If you think you are relaxed and ready to go, then find your own golden spot when you double-tongue. You will have to find this using your ears. If you hear an air-leaking noise apart from your nice tone, experiment by changing the angle of the air until the leaking noise reduces. Keep working in this direction and refine your tone. 
    This noisy or airy sound can also be caused by the placement of your tongue when you articulate. When you talk, your tongue might be in relatively the same place; but in flute playing, you can try some other spots as well. It might give you a better result and also will let your boldest imaginations come to life. Nothing comes easily without any effort, but it can certainly become effortless if you make this practice a habit – and don’t forget to have fun!      


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How and What to Practice

    When double-tonguing, the K is the weak stroke. First practice without shaping the embouchure, say both T and then K. Both should feel natural for you. Little by little shape your embouchure as if you are playing the flute. Later when you actually play double-tonguing on the flute, pay attention that the K sound matches the T sound.

    Send your questions to Ask the Pro at editor@flutetalkmagazine.com

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Second Flute Auditions: Myths, Questions, and Answers /february-2018-flute-talk/second-flute-auditions-myths-questions-and-answers/ Tue, 06 Feb 2018 21:19:56 +0000 https://theinstrumenta.wpengine.com/uncategorized/second-flute-auditions-myths-questions-and-answers/       Those contemplating a second flute position in an orchestra may confront some common myths of dubious origin about the audition. There is the somewhat harmful Dry Toast notion; that one should sound a bit bland or uninteresting, like the taste of dry toast, in order to win. In this case the audition […]

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    Those contemplating a second flute position in an orchestra may confront some common myths of dubious origin about the audition. There is the somewhat harmful Dry Toast notion; that one should sound a bit bland or uninteresting, like the taste of dry toast, in order to win. In this case the audition committee may think that a player may stand out too much if they demonstrate the manner of a principal. Heaven forbid, they might divert attention away from the principal flute, who more often than not occupies a chair on said committee. 
    Another characterization of second flute is that of the Show Pony. From the candidate’s point of view, playing second flute is a sort of special category, requiring perhaps an unattainable and unusual set of skills somehow beyond the scope of normal chamber music practices. For the candidate, if first chair wind playing is like riding a race horse, playing second flute must be something more precious, like riding a show pony.
    Both of these notions are almost entirely illusions, born of fears of both committee and candidate, and confusion between roles in the orchestra and the skills needed to execute them. Remember that ultimately the audition is primarily about proving your skills, and playing in an orchestra is about using those skills in the most flexible manner.

Boring Ninja
    It is understandable to think that you may have to play less interestingly for a section position. After all, second flutists do spend much time working in the trenches, trying to balance, or imitate the principal and blend. It can be tricky, inglorious duty. There are not loads of solos. Additionally, auditions for second chair seem heavy on ensemble passages and a bit scant on solo licks. Fair enough. Does that mean in order to win you must come off as some kind of Ninja player with a tiny personality? That seems strange, and difficult, especially for a wind position. That would be very different indeed than auditioning for principal. 
    This may be only the tip of the iceberg in terms of questions you have on this topic. Below are more questions that may have crossed your mind and my thoughts on the answers.

1. How do I know what the orchestra is looking for in the audition? 

    You don’t. Many committees do not know what they are looking for either.

2. What kind of orchestra would want boring players anyway? 
    A boring orchestra or boring committee. Most orchestras really do want exciting players, but boring orchestras do exist. You can research that.

3. If they want a player with little or no solo personality why do they ask for a concerto and solo excerpts? 
    Because there are solo passages for second flute. Besides, the conductor might love your playing. You could play a concerto sometime.

4. But then isn’t the audition just about the same as a principal flute audition?
    Yes.

5. But it is not a principal audition. Does the committee actually want the solo passages to sound more boring than a principal would sound? 
    That would be weird and unmusical. It could happen. Some orchestras do sound sort of weird and unmusical. More likely, they might want you to sound somewhat like the principal. Again, do some research into the orchestra.

6. Should I change my approach to match the way the principal sounds? 
    If it feels natural enough, you could try. Imitating the principal can be important for a second flute, but you also might get it wrong. Think ahead. If you get the position, do you want to play that way every day? It may be better to just be yourself and see where the chips fall. 

7. Why ask for so many different ensemble passages? 
    Because not all ensemble passages require the same approach. Some require blending, some equal voicing, some solo aspects, and some all of the above. 

    After thinking about all of this, you may reach the conclusion that I have. There is no real difference between auditioning for principal or second. The Boring Ninja will usually not succeed, for both artistic reasons in the audition and practical reasons in the section. Jennifer Nitchman, second flutist of the St. Louis Symphony, says skills like flexibility and imitation are not only required, they are interesting: “Ideally, you are auditioning for the job of being able to sound like the principal. This includes playing in unison, playing an equal role in duets, trading melody lines, and playing fully independent solos, often fulfilling many of these roles in rapid succession. How could a boring player do that?”
    The bottom line is that the rules for all auditions are the same: demonstrate that you have achieved an appropriate, genuine, interesting, consistent yet flexible, and cohesive mastery of the material. If the committee is able to define what they are looking for, it helps. However, you may or may not ultimately be a great match with the section, which leads to the next point. 

No Show Pony
    In these nearly identical solos from Ravel’s Mother Goose, depicting a mournful procession for Sleeping Beauty, both principal and second flute lead as soloist in the orchestra. The second flute actually begins the piece and takes the primary role. The principal plays the same solo later in the movement, at a different dynamic. Both solos require the same skills: the personality and confidence of a leader, appropriately magical, yet somber characterization and good fundamentals. 

Ravel: Mother Goose Pavane de la Belle au bois dormant, Flute 2, measures 1-4

Ravel: Mother Goose Pavane de la Belle au bois dormant, Flute 1, measures 13-16. 

    Next, look at Brahms’ Symphony No. 4 in E Minor, Op. 98, second movement, measures 8-13. This Wagnerian and even more solemn processional passage from Brahms’ Fourth Symphony, featuring flutes and other winds in accompaniment to the clarinet solo, requires exactly the same skills from principal and second. Both must adjust to the clarinet, with scant vibrato, and the dynamic as soft as possible without pitch sagging. The second flute emerges in measure 12. Both excerpts have the same requirements for principal and second flutes. So, playing principal is the same as playing second flute in terms of skills. There is no Show Pony for this position. It just takes good chamber music skills and appropriate playing in the context of the music. 

Brahms’ Symphony No. 4 in E Minor, Op. 98, second movement

    Also, contrary to the common prejudice, not only the second, but the principal should be willing to subordinate their role in the music. Erich Leinsdorf, in his iconic tome, The Composer’s Advocate: A Radical Orthodoxy for Musicians says, “Music is made of a fabric that combines [both] leading and accompanying voices…If a soloist’s ego has swollen beyond control, roles…will never be properly distributed.”  
    Again, all of this shows that there are no skills required for auditioning for second flute that are not required for principal auditions as well.

More Questions
    By this point, you may be feeling entirely frustrated. If the skills are essentially the same for principal and second flute, why do these opinions exist? Because there are real differences between the positions too. In terms of actual orchestral playing, there are frequently different roles for the second and principal flutists. Players in both chairs, while having the same skills, may possess certain aptitudes which make them ideally suited for their roles. So there are general attributes which a committee might be looking for in a second flute although they may not be able to clearly identify them until the ensemble round.

Roles and Aptitudes

    In the most general sense, differences between principal and second can be summed up this way: When playing in an ensemble, the player who is more inclined towards playing second flute will not show an overt need to lead, and more often than not, will comfortably fit into the texture. Also, they will frequently show, in tonal characteristics and aptitude, a natural flexibility of being able to blend and follow, while still being easily able to project the sound and emotion above others when needed.
    A player more inclined towards principal playing will tend to show a need to lead and be comfortable with standing out in terms of voicing, projection, emotion, and rhythm, while still being easily able to blend. 

Winning Second Auditions

    To win any audition, you must have a lot of control over your playing. For a second flute audition, play with the attributes of a principal for the solo rounds. Be yourself. As in any audition, play with taste and care regarding extremes and liberties. Show the committee you are a strong and flexible player, then let them sort the rest out. In the ensemble rounds, where you get to display chamber music skills, play with the attributes of a second.
    If solo projection is the hallmark of a principal, then flexibility is the coin of the realm for a second player. Judge your degree of projection, both of tone and emotion, and don’t try to lead unless you believe the score calls for it. When it is your moment to shine, or to lead, go for it.
    As for the committee, are these characteristics discoverable in one standard audition? Perhaps, if they know what they want, but these are complex issues. When the audition is successful, the attributes above are usually part of the players’ basic approach towards the music in general, and part of their personalities as well. Both sets of characteristics are of equal value and importance to the music, and both are necessary for success in both the audition and the ensemble.
If you are thinking of taking a second flute audition, but struggling with these ideas, take a moment to ask yourself honestly if your attributes and attitudes are naturally well-suited to the position. 

Second Flute, First Love
    There is one crucial aspect of the second flute position not yet mentioned. A successful second flutist should enjoy playing second. The chair can be difficult, but rewarding in many ways. Says Nitchman, “Like any job, playing second flute has its frustrations, but with the right perspective, there are many benefits to the position. This role has done some amazing things for my playing. I’ve increased my range of tone color and vibrato, and the intense listening skills required have made chamber music much more fun than it used to be. Also, the joys of a successful musical partnership with your principal flute cannot be overstated. If you find yourself playing second flute, you may be surprised by how much you love it.”
    Question your preconceived notions about playing second flute and really try understand the role, both in auditions and in the job. If you do, you will surely discover similar enrichment.

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Forging New Paths Across Genre and Style, Taking Ensemble Performance in New Directions /february-2018-flute-talk/forging-new-paths-across-genre-and-style-taking-ensemble-performance-in-new-directions/ Tue, 06 Feb 2018 21:06:27 +0000 https://theinstrumenta.wpengine.com/uncategorized/forging-new-paths-across-genre-and-style-taking-ensemble-performance-in-new-directions/     These four highly creative and entrepreneurial flutists have carved unusual career paths. They perform in innovative ensembles that explore new ways to connect with audiences and integrate a variety of artistic styles and sounds. What sets your ensemble apart from other groups and what is your role in the group?     Hilary […]

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    These four highly creative and entrepreneurial flutists have carved unusual career paths. They perform in innovative ensembles that explore new ways to connect with audiences and integrate a variety of artistic styles and sounds.

What sets your ensemble apart from other groups and what is your role in the group?
    Hilary Abigana: My trio, The Fourth Wall, is a hybrid arts ensemble in which musicians are also dancers and actors. Essentially, we are musicians who dance while playing our instruments. Imagine Astor Piazzolla’s Histoire du tango in which the dancers are providing their own music. Our performances are a mix of commissioned music by living composers and reimagined favorites ranging from Bach to The Beatles. The choreography is as wide ranging as the music: from classical ballet (I dance en pointe) to modern dance to vaudeville circus tricks. Along with performing across North America, we teach workshops and masterclasses at universities, high schools, and instrument associations (like NFA). We believe that there is so much to learn from the other performing arts and encourage students to try their hand at the theatrical and physically active. 

    Valerie Coleman:
I am the founder and flutist of a touring woodwind quintet called Imani Winds. The ensemble is comprised of flute, oboe, clarinet, bassoon and horn. 
We play concerts throughout the US at colleges, universities and for flute (and other instruments) societies. The music that we play ranges from standard works for wind quintet to original works from my own pen. We also commission composers to create new works for us. The works that I write for the group always have an element of different cultures from around the world. For example, UMOJA celebrates the African diaspora holiday of Kwanzaa, Tzigane is in the tradition of Balkan music, and the Afro-Cuban Concerto celebrates the special rhythms of Cuba. 

    Zara Lawler:
I have a duo with percussionist Paul J. Fadoul. Together, we are Lawler + Fadoul, and we do inventive theatrical chamber music, traditional classical recitals, and engaging programming for children. Last year, we debuted a new program, an interactive theatrical concert called Clickable: The Art of Persuasion which we created with stage director Rachel Peake. It includes a lullaby, a protest song, custom commercial jingles, a spoken word piece written for us by Liza Jessie Peterson, three settings of dust jacket texts, and a serenade by Katherine Hoover. This year, we are recording Clickable as our second CD. Last fall, we also spent a week playing concerts in elementary schools in western Massachusetts under the auspices of a grant from Chamber Music America.

    Melissa Snoza: I am the founding flutist and executive director for Fifth House Ensemble, a large mixed instrumentation chamber group based in Chicago. Fifth House Ensemble taps the collaborative spirit of chamber music to create engaging performances and interactive educational programs, forging partnerships with unexpected venues, artists of other disciplines, educational institutions, and audiences of every type. As the ensemble’s flutist, I rehearse, perform, teach, speak, and design programs along with the rest of our artists. In addition to our composer and Artistic Director, Dan Visconti, the group’s full instrumentation includes flute, oboe, clarinet, bassoon, horn, violin, viola, cello, bass, and piano. As executive director I make sure that our programs align with our mission, am the liaison to the board, lead our financial management and development efforts along with bookkeeping and grant writing staff, and am the primary driver of our higher education entrepreneurship programs.

What led you to this performance style? 
    Abigana: Each member of our trio found our path to the hybrid arts in different ways. There is a breadth of literature for speaking percussionist that has been around for decades which is how our percussionist, Greg Jukes, came to this. Our bass trombonist, C. Neil Parsons, grew up in a theater family, but chose to attend music school. There he took a dance class and remembered how much he missed the freedom of physical self-expression. I took numerous dance classes as a child and young adult, but it was Oliver Knussen’s Masks that ignited my desire to move while playing my instrument. Knussen gives the performer simple stage directions (begin off stage, turn up and down stage, etc.) which I took and ran with. I now perform the piece in costume and in pointe shoes. The three of us met through a different company that did similar work. When we left that group to form The Fourth Wall, we changed our focus from solely young audience programming to general audiences and from story-based works to a plethora of styles. 

    Coleman: The opportunity was created through daydreaming. I had just moved to New York City to begin graduate studies with Judy Mendenhall at Mannes College of Music. I remember sitting on my bed in a tiny sublet room, dreaming about how I could make a difference in the world around me through my craft when the name and concept of Imani Winds popped into my head. The name came before the actual ensemble, and that gave me the courage to start my own group. I began to look for other like-minded musicians from Mannes, Manhattan School and Juilliard and found them, one by one. They each received a cold solicitation phone call from me (because not everyone had an email address in 1997) and somehow I convinced them each to meet and read through music one spring day in a practice room at Manhattan School of Music. The group was born. 

    Lawler: Paul and I met when we both played in Tales & Scales, a group that did innovative children’s performances. Almost immediately, we started playing duo concerts on the side, and we really loved playing and working together. Since I left T&S in 2008, we have focused much more on our duo. 

    Snoza:
Fifth House formed after many of its founding players participated in the Civic Orchestra of Chicago’s MusiCorps program in 2005. When I helped to program a concert at Indian Boundary Park through Civic, I realized that it was the first time I had performed for an audience that was not made up of adjudicators or peers – in other words, people who were either judging me for a grade or there to decide whether or not to give me a job. The audience reaction was an eye-opening experience. They picked up on things I would not have thought to emphasize (a Chicago firefighter connected to our ability to communicate with our eyes and gestures because he and his team work the same way when running into a burning building) and also let us know that we had made their day better. I realized that music is a gift given with both hands open; that while my experience of studying up to that point had been largely about my own personal achievement, it was now about giving the audience the best possible experience. This changed why I do what I do, and was a large part of the reason we formed Fifth House. 

What is your programming philosophy? 
    Abigana: Our programming is quite eclectic. The show we tour with most often is called Fruit Flies Like a Banana, a madcap variety hour in which we attempt to perform over 20 pieces in 60 minutes (with a timer ticking down), but the audience determines the show order. The fast-paced nature keeps us on our toes and in the moment which is infectious to the audience. The pieces range from Trepak from The Nutcracker to Milonguella by Miguel Bareilles to Piano Man by Billy Joel (though we call it Toy Piano Man and play it on toy piano, slide whistle, and melodica). We find that the eclectic programming is entertaining to musicians and non-musicians alike. Non-musicians enjoy hearing the classical favorites, while musicians enjoy hearing them done in a very atypical way (Eine Kleine Nachtmusik on tuned plastic tubes called Boomwhackers for example). There are moments of full audience participation, laughter, and learning (as we explain the instruments, composers, and history), all the while poking fun at each other and having a great time. 
    We also have longer works such as Vassal of the Sun with music commissioned from Stefanie Lubkowski, inspired by Moby Dick and utilizing a circus prop we designed and commissioned from Phil Servita. The prop, which we refer to as the Hamster Wheel, is a combination of a German Wheel and a Cyr Wheel that can break down into four A-frame curved pieces that evoke the movement of boats and waves. Much more serious than Fruit Flies Like a Banana, Vassal is an evening-length piece that evokes the poetic and epic nature of Melville’s classic. 
    When we are creating a piece, we frequently start by saying to each other “Do you know what’s a terrible idea?” and then we try it. Usually that terrible idea is tweaked into something wonderfully grand. So perhaps our programming philosophy can be distilled down to: How can we get as many formerly terrible ideas into one show as possible? 

    Coleman: We strive to bring to depth to wind chamber music that is inclusive of cultures, genres and underrepresented composers. At the same time we want to offer a fresh interpretation of Classical music at the highest quality in a way that connects to audiences. 

    Lawler: Our first CD, Prelude Cocktail, was four centuries of preludes (with a few fugues thrown in for good measure). Most of the pieces were transcriptions of keyboard solos, and we commissioned two new sets of preludes from Katherine Hoover and Roshanne Etezady. When choosing pieces to transcribe, our criteria were very clear: the piece had to work for our instrumentation, and we both had to love it. Though there was a little conflict during the decision-making process, it worked out beautifully, and we ended up with 80 minutes of music that we both love. For Clickable, the process was a little bit more amorphous because we were trying to create a new kind of concert, not just a new repertoire list. We worked with a theater director to put it all together, and we focused on the idea of persuasion in music and words. Before we chose any music, we had to ask ourselves what kinds of music and words are persuasive. We came up with lullabies (please go to sleep), commercial jingles (please buy this), dust jacket texts (please read this), protest songs (please don’t do that), and serenades (please love me). Then we researched and listened to tons of each kind of persuasive music, and eventually found ones that would, like our preludes, work for our instruments, work for the concept of the show, and that we loved. 
    For both projects we commissioned several pieces, and that is always so exciting. It is different, though, because you do not know ahead of time if you will love the work. To find our composers (and our poet – one commission for Clickable was for a spoken word piece), we both brought people to the table who seemed like good candidates. These were people we had both worked with before so we knew that they would be good collaborators and that we liked their previous work.

    Snoza: Our programming process is collaborative as well. Ideas can come from anyone in the ensemble to start things off, and our Artistic Director, Dan Visconti, works with a team of musicians on each project to bring it to life. Fifth House is always interested in pushing beyond the perceived limits of classical music. Our programs began with collaborations with artists outside of our discipline (graphic novelists, video game designers, dancers, actors), and we now work with partners completely outside of the arts to build new works (astronomers, workers’ rights organizations, the ACLU, agricultural communities, etc.). The spectrum of what we do includes concerts we create (either by ourselves or with artistic partners) for audiences that are complete when they hit the stage, like Journey LIVE, as well as social and civic practice projects where we work with communities and non-arts partners to engage on social issues, like Voices from the Dust Bowl or Degenerate Art. (For more on audience-centric programming, the first video in this series is helpful: )

Where do you usually perform? 
    Abigana: We have found a home in the world of fringe theatre festivals. They are held all over the world and are comprised of typically non-juried, uncensored shows that have fringe or out-of-the-box programming. Our madcap variety hour, Fruit Flies Like a Banana, fits right in with the weird, eclectic nature of these festivals and because we are typically one of only a small handful of music-based shows, we stand out well. It is customary for the artists to pass out flyers to potential patrons, talk to them about the show, and encourage them to come see it. It is an insane amount of hard work and pavement pounding for ten glorious days, but it pays off. Along with fringe festivals, the flute community has been incredibly good to us, and we have visited many universities and colleges across the country to work with music students. When we produce our own show somewhere, we write press releases, submit the event to online calendars, talk to friends in the area, and make posters and flyers. It generally involves quite a bit of trial and error.

The Fourth Wall performing Fruit Flies Like a Banana 


    Coleman: Since our ensemble is more of a traditional chamber music group, our goal was to build a following, starting in New York City. Initially, we created and produced our own concerts through local churches and schools. This gave us the opportunity to build a substantial amount of repertoire. From there, we participated in competitions and happened to win one that gave us our first management/booking agent through Concert Artists Guild. Since then our concerts have come from bookings by concert halls and performing organizations, known as presenters. 
 
    Lawler: Our concerts happen in one of three ways. The first is that someone books us to do a recital or concert. That simple sentence is a bit deceiving though, as what that means is we have built up a relationship with a presenter (either at an independent concert hall/series or at a university), often over the course of years, that manifests itself as a concert at some point. Sometimes we initiate that process (“Hey, we’ll be in your area in fall 2018, and we’d love to bring our out-of-the-box performance style to your series.”), and sometimes they initiate it. We also produce performances ourselves. This means we rent or borrow a hall, sell tickets, and do all of the work ourselves to generate an audience. It is a lot of work, so we do it as seldom as possible, but sometimes it is the best way for us to jumpstart a new program, or play for a particular audience. Finally, many, though not all, of our educational performances come about through our relationship with the National Symphony Orchestra at the Kennedy Center. We are one of their official In-School Ensembles, so they send us to schools in the Washington, DC area several times a year. It is a great program that allows us to perform for kids every year, which is not only important to us, but is also really fun.

    Snoza: We usually either self-produce (rent or do a ticket split with a venue and then keep the proceeds from the door) or are paid a fee to perform. Much of our programming is venue specific and collaborative, meaning that we might be engaging the space and its constituents as partners in creating a project through our civic practice initiatives. As an example, Instituto Cervantes was both a venue and a cultural partner in our Nedudim project, which was created in partnership with the Mediterranean folk band Baladino and included conversations about music and cultural identity with cultural organizations that represented Iran, India, Spain, and Israel.

Do you have non-profit status?

    Abigana: We currently operate as a Limited Liability Partnership as three equal partners, but are beginning to take steps towards becoming a non-profit organization.

    Coleman: We initially choose to form a business partnership, where each founding member had equal share. With the departure of our founding clarinetist and adding a new member, Mark Dover, we decided to turn our business into a Limited Liability Corporation. This basically means that the business is an entity unto itself, and its governing body or employees are exempt from any liabilities. For grant writing purposes, Imani Winds has a 501(c)(3) fiscal umbrella, to which we pay yearly membership dues. 

Imani Winds

    Lawler: We are not a non-profit, but I have a fiscal sponsor, The Field, an umbrella organization for the arts here in NYC. Through my fiscal sponsorship at The Field, I can solicit donations from supporters and the donations are tax-deductible for the donor. In other words, I can function sort of like a non-profit without having to have a Board of Directors and without going through the legal process of setting up my own 501(c)(3) status. It is a great option for independent artists and small groups. Through it I can fundraise like a non-profit to support the work of both Lawler + Fadoul and my solo project The Flute on its Feet. Every year I send out a fundraising appeal to my regular supporters, just like a non-profit does, and I also have built up a small group of committed major donors. In addition, we usually do a couple of fundraising concerts every year. This plus fees from performances and teaching, as well as the occasional grant, comprise my operating budget for the year, which supports commissions, recordings, travel, rehearsal space, a publicist, and so forth. 

    Snoza: Fifth House is a nonprofit organization. I basically sat on the floor of a bookstore and learned how to create a nonprofit, including filing with the Secretary of State to form the organization and working on the IRS process to get federal tax exemption afterwards. I also learned to form an LLC, which we did to support our private events business in the same year. This allowed us to play weddings and events to earn income while the nonprofit was getting established. Our board started with friends and family in addition to ourselves, and then grew over the course of several years to include professionals in finance, consulting, marketing, and more. 

Fifth House Ensemble

How many concerts do you present a year? 
    Abigana: Each season since our founding in 2010 has gotten busier. We anticipate being on tour from mid-July through the end of October – visiting festivals and universities from Manitoba to Arizona. I think we gave around 100-150 performances in 2017.

    Coleman: Our touring season is on average 150-200 days of the year.

    Lawler: We give about 60 performances, including the in-school concerts for the National Symphony Orchestra.

    Snoza: We do about 150 concerts and educational events per year.

Do you have other employment? 
    Abigana: Neil, our trombonist, recently finished his master’s degree at Boston Conservatory at Berklee and is now on faculty as an Instructor of Theatre there. He is also a licensed massage therapist. Our percussionist freelances in Boston, teaches online lessons, runs a non-profit company, and narrates with orchestras. I manage The Fourth Wall’s bookings and publicity and bartend at a local craft brewery. We do not view our other jobs as necessary to make ends meet, but instead see them as fulfilling aspects of our lives. 

    Coleman: I am currently a visiting lecturer at the University of Chicago, where my ensemble is also in residence, and a faculty member of Banff’s Summer Programs. My other full-time day job is being a composer, which is beginning to be a noticeable portion of my yearly income. As a masterclass artist and clinician, I perform solo flute/composer recitals regularly, and often introduce audiences to new works I have written. 

    Lawler: We both have other creative projects and teach. I have my solo project The Flute on its Feet, which combines solo flute performance with dance and theater. I also teach at Manhattan School of Music Precollege and privately. I am a Suzuki flute teacher and love working with young beginners. Paul spends his summers working with a chamber group based in Canada called Dark By Five. He just started teaching at Gettysburg College Sunderman Conservatory in Virginia, and also writes music for and leads drumlines. 

    Snoza: I work full time with Fifth House Ensemble but also serve on the faculty of DePaul University (arts entrepreneurship) and do some consulting work individually for artists and organizations.     


* * *


Hilary Abigana
    Hilary Abigana is a founding member and flutist for The Fourth Wall, a hybrid arts ensemble in which musicians are also dancers and actors. The Fourth Wall performs across North America in venues ranging from performing arts centers to elementary schools to (Le) Poisson Rouge and Off-Broadway theaters in New York. They are also a favorite at Fringe theatre festivals. Abigana co-founded the Irish Arts Academy of Indianapolis, was on faculty at Floot Fire in Texas, and serves on the Strategic Planning and Career & Artistic Develop-ment Committees for the National Flute Association. She received her Bachelor of Music with Distinction and Performer’s Certificate from The Eastman School of Music (Bonita Boyd) and her MM degree from Rice University’s Shepherd School of Music (Leone Buyse).

Valerie Coleman
    Valerie Coleman is a composer and flutist with Imani Winds. She founded the group and has been instrumental in its continued development. The group has appeared throughout the US in various concert venues and offers masterclasses at universities. Coleman has received commissions from the Collegiate Band Directors National Association, Chamber Music Northwest, Virginia Tech University, Virginia Common-wealth University, National Flute Associ-ation, West Michigan Flute Society, Orchestra 2001, The San Francisco Chamber Orchestra, The Brooklyn Philhar-monic, The Flute/Clarinet Duos Consortium, Hartford Symphony Orchestra, Chamber Music Northwest, Carnegie Hall, American Composers Orchestra and the Interlochen Arts Academy. Coleman received her B.M. from Boston University in both flute performance and Music Composition/Music Theory and an M.M. in flute performance from Mannes College of Music. She studied with Julius Baker, Judith Mendenhall, Alan Weiss and Kathleen Karr. 

Zara Lawler 
    Flutist and performance artist Zara Lawler has collaborated with choreographers, composers and stage directors to create new and adventurous concert programming. Lawler + Fadoul (with percussionist Paul Fadoul) has recorded a CD Prelude Cocktail, and performed their family show Break it Down! at the Kennedy Center. Their new theatrical project Clickable, featuring music of persuasion, was incubated and premiered at nancy manocherian’s the cell theater in NYC in November 2016, and will be released as an album in 2018. Lawler directed the US premiere of Il Cerchio Tagliato dei Suoni, Salvatore Sciarrino’s work for 104 flutists at the Guggenheim Museum and a Flute Jamboree at the Kennedy Center. Lawler also performs with choreographer C. Neil Parsons. As an educator she has taught workshops on interdisciplinary performance at Indiana University Jacobs School of Music, The Eastman School of Music, Rutgers, Manhattan School of Music, and the National Flute Association’s annual conventions. Lawler is a graduate of The Juilliard School where she studied with Carol Wincenc and Samuel Baron.

Melissa Snoza
    A passionate advocate for chamber music, Melissa Snoza is a founding member of Fifth House Ensemble which is based in Chicago, Illinois. A dynamic educator and coach, Snoza currently teaches a music entrepreneurship course at DePaul University and has served as professor of flute at Carthage College. As Fifth House Ensemble’s Executive Director, she drives the organization’s entrepreneurship programs and has created workshops for New England Conservatory, the Colburn School, Indiana University, the Eastman School of Music, TEDx Michigan Ave, and the fresh inc festival on arts entrepreneurship and creative programming. Her writing has been featured on the Entrepreneur the Arts blog and Huffington Post. She played with the Wisconsin Chamber Orchestra, the Civic Orchestra of Chicago and the Peninsula Music Festival and has performed in South America, Europe, Russia, and Japan. Previous award credits include First Prize at the National Flute Association’s Orchestral Audition Competition. She is a graduate of the Eastman School of Music (Bonita Boyd) and Northwestern University (Walfrid Kujala). melissa@fifth-house.com,

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