Papers Referencing Marcel Tabuteau

A History and Analysis of the Philadelphia School of Clarinet Playing

Shannon Lannigan Thompson, 1998

Abstract

The intention of this treatise is to document the origin and development of a dominant sound and style of clarinet playing in the United States. This school of clarinet playing, which can be traced to the influx of French woodwind players into this country in the early twentieth century, was generated through the collaboration of conductor Leopold Stokowski with members of the Philadelphia Orchestra woodwind section. The Philadelphia School of Clarinet Playing was disseminated throughout the country to become the most influential and successful school of clarinet playing in the United States. It is the closest Americans have to a national tradition of classical clarinet playing.

This treatise presents a historical account and analysis of the Philadelphia School of Clarinet Playing. It defines the school and examines its origins with Leopold Stokowski, Daniel Bonade, and the Philadelphia Orchestra. It traces the school’s growth through the teaching of Bonade and Marcel Tabuteau at the Curtis Institute, its further refinements and interpretations by Bonade’s students and others, and its influences on clarinetists and clarinet equipment manufacturing worldwide.

This treatise investigates a new concept of clarinet sound originating as a result of the unique conditions of the Philadelphia Orchestra under Stokowski. This sound concept, which is a hybrid of French and German concepts of clarinet sound, attempts to emulate the German clarinet sound in depth and breadth, while maintaining aspects of the French clarinet sound in flexibility and tonal center. Sound production techniques of Philadelphia School clarinetists are examined, including embouchure, air support, and voicing. Equipment design modifications by these players to clarinets, mouthpieces, reeds, and ligatures are also explored. Other aspects of clarinet playing are investigated, including the Philadelphia School’s methods of articulation and finger technique, and general approach to music, musical phrasing, and orchestral playing.

The history and development of clarinet playing by clarinetists of the Philadelphia School parallels that of other woodwind players and instrumentalists. The Philadelphia School of Clarinet Playing is part of a larger school of orchestral playing which evolved in the United States through the influences of Stokowski, the Philadelphia Orchestra, and the Curtis Institute.

Basic Preparation for Oboe Auditions by Using Selected Oboe Excerpts

Shen Wang, 2009

Abstract

This essay describes basic preparation techniques for oboe auditions through examples demonstrated in selected oboe excerpts. The application of these methods in the selected oboe excerpts will help to reinforce the objective of each outlined preparation technique. Three aspects regarding preparation techniques are discussed. Technical Preparation describes different practice methods intended to increase technical performance consistency for an audition. Performance Internalization details the mental approach to accurately prepare a solo audition before an audition committee. Critical Factors Involving Reed Preparation describes effective processes in reed preparation through the analysis of reed-making sources. Basic Preparation for Oboe Auditions by Using Selected Oboe Excerpts is intended as an audition preparation source for amateur oboists. This essay can additionally serve as a basic and fundamental reference for higher level performers who are preparing to play auditions.

A Manual for the Oboe Gouging Machine: Initial Setup, Maintenance and General Usage, Specifically for the Harvard Double Reed Gouging Machine

Karen Kistler, 2010

Abstract

A high quality reed is of the utmost importance in producing a good tone on the oboe. The gouging machine, which thins and contours a piece of cane as the first step in the manufacturing of a reed, has a great effect in the overall outcome of the reed. An imprecise result from the gouging process will result in poor quality reeds. On the other hand, a great or even good gouge will help an oboist create a high quality reed that does the many things that a player demands. While many years ago very few oboists gouged their own cane, today most university and conservatory students, undergraduate and especially graduate, are expected to know how to gouge cane in the process of making their own reeds.

The Barret Oboe Method, first published in 1900, has a crude drawing of a gouging machine and some brief instructions on how to use it and how to adjust the overall thickness of the cane. Prior to these early machines cane was gouged by hand with chisels and sandpaper. Without having a consistent (machine given) result the oboist fights too many variables. The basic idea of the gouger has not changed over the years (1840s-2010,) but obviously the machining has improved with the aid of computer design. Today we have machines that are designed and manufactured well, and an oboist can adjust a machine with confidence. There are no manuals that fully explain how to calibrate, adjust, or maintain a machine, and this treatise exists to address that void.

Very few people know how to properly set-up a gouger: putting in the blade, knowing what to look for in a result, and knowing how to tell whether or not the finished product is a good gouge or not. There are very few places to learn these skills. This author apprenticed with John Ferrillo, Principal Oboist of the Boston Symphony, and designer of the Harvard Double Reed (HDR) gouging machine. When an oboist needs a blade sharpened and re-installed, or to have a new blade put in, one must mail the fragile machine to one of the few (often extremely busy) people who know how to do the work, and wait weeks, sometimes months, to receive the machine back in working order. The need to expand the knowledge of how to use, set-up and maintain one’s own gouging machine has reached the point where this information must get out to many more oboists than currently have access to the information.

This paper intends to create a progressive manual that guides a trained oboist through the steps of setting up one’s own machine, and maintaining that gouge. The manual will be geared specifically toward the HDR machine, but the information will be relevant to any double radius gouger.1 The manual will identify the various parts and screws on the machine, aided by photographs, and will include a section on how to gouge, and more importantly how to prepare cane for the HDR gouger. The main focus, however, will be on how to set up a gouging machine. A maintenance and troubleshooting section will conclude the manual.
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1 Double radius gouger, see page 11.

Ernest Bloch’s Poems of the Sea, Nirvana, and Five Sketches in Sepia – A Stylistic and Pedagogical Study

Wan-Ju Ho, 2014

Abstract

Ernest Bloch (1880-1959) was an important Jewish composer. He developed his individual style by employing several diverse musical styles. His music shows characteristics of his Jewish heritage, Western musical tradition, and French impressionism. Bloch is known for his chamber music, string works, and opera. In addition to these works, he composed several solo piano works which are seldom performed today. It is worthwhile to explore his piano music which contains various musical styles that were influenced by his different life experiences.

Bloch’s piano works, Poems of the Sea, Nirvana, and Five Sketches in Sepia were all written in the 1920s when he lived in Cleveland. This paper contains a discussion of the stylistic features of these three works. They show the influences of his Jewish heritage and French impressionistic traits. Bloch did not quote Jewish melodies directly, but he was influenced by the modal characteristics of the music particularly the Phrygian mode. There is also much use of parallel chords, an impressionistic trait, and the use of quartal and quintal harmonies and the octatonic and whole-tone scale.

From the pedagogical point of view, these works are good teaching pieces for intermediate to advanced level students. I will discuss the pianistic problems and how to solve them based on the teachings of Tobias Matthay. I will also discuss musical interpretation based on Matthay’s ideas, and musical progression based on Marcel Tabuteau’s ideas as explained in David McGill’s book, Sound in Motion.

The Interpretation of Orchestral Ballet Excerpts for Clarinet

Mara Plotkin, 2015

Abstract

This research examines the current performance practice of ballet excerpts for clarinet from five ballets: Pyotr Ilyich Tchaikovsky’s Swan Lake, The Sleeping Beauty, The Nutcracker, and Sergei Prokofiev’s Romeo and Juliet, and Cinderella. Research has been published on the performance practice of symphonic orchestra and opera repertoire for clarinet, however, there is a paucity of research that examines the current performance practice techniques of orchestral ballet clarinet excerpts. The methodology of this research consisted of identifying major orchestral ballet clarinet excerpts in the canon and interviewing five experienced principal clarinetists in North American ballet orchestras. The interviewees were Max Christie from National Ballet of Canada Orchestra, Steve Hartman from New York City Ballet Orchestra, Jon Manasse from American Ballet Theatre Orchestra, Sheryl Renk from San Francisco Ballet Orchestra, and William Wrzesien from Boston Ballet Orchestra. They discussed clarinet solos from the selected ballet excerpts regarding phrasing, technique, dynamics, fingerings, pitch, tempo, and ensemble playing in a ballet orchestra. An analysis of the interpretation of musical excerpts by the interviewees reveals some common themes. They addressed phrasing, dynamics, intonation, fingerings, and instrument choice (A or B-flat clarinet). Phrasing was the most prominent musical feature discussed, although there was variation in their opinions about phrasing. Some clarinetists had specific suggestions for the phrasing of each individual passage; others generally preferred a long or short phrase. All interviewees commented on fingerings for notes in the altissimo register, particularly for technically difficult passages that reached into the altissimo registers in the Prokofiev ballets. They also indicated that intonation is influenced by the dynamic played, the register of the clarinet, and the orchestration. Many of the interviewees suggest that certain passages work better for the fingers or timbre if transposed to the A clarinet or vice-versa.

John de Lancie’s Influence on the Modern Oboe Repertoire

Teodora Pejašinović Proud, 2019

Abstract

This project is a performance of three concertos for oboe by Richard Strauss, Jean Françaix, and Benjamin Lees. The recital took place on March 2, 2019, and the accompanying manuscript serves as program notes for the performance.

John de Lancie was known for his tenure with both the Curtis Institute of Music, where he served as the Professor of Oboe from 1953 to 1985, and the Philadelphia Orchestra, where he was principal oboe from 1954 to 1977. He is responsible for all three of the concertos mentioned above; he commissioned the works by Françaix and Lees, and his chance meeting with Strauss led the composer to write his Oboe Concerto. His career and connection to these works will be discussed.

The work by Lees becomes the focus of this research; it is a forgotten work that has only been performed a handful of times. This document will focus largely on the history of Lees’s Concerto, its premiere, and other musical information about the piece.

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What's New!

Marc Mostovoy Replies to the Facebook Posts Attacking Marcel Tabuteau

An audio interview with Joan Browne (Champie), a private Tabuteau student in the early 1950s.

A photograph of the music stand that was in Tabuteau’s private studio in Philadelphia.

An autographed photo of Marcel Tabuteau inscribed to Joan Browne Champie.

An autographed photo of Marcel Tabuteau inscribed to Vladimir Sokoloff.

Marc Mostovoy Replies to the Facebook Posts
Attacking Marcel Tabuteau

When she learned of Joan Champie’s death, and read the obituaries, Katherine Needleman, principal oboe of the Baltimore Symphony Orchestra and one of two oboe professors at the Curtis Institute of Music, posted on her Facebook page and again via video a message of outrage. Needleman’s central paragraph, in which she addresses herself directly to Marcel Tabuteau, is as follows:

“I don’t care if it was 1952 or 1954. I don’t care what you did for oboe reeds, as if anyone cares that you sometimes scraped them longer with your knife than your predecessors—what an innovation! I don’t care what you did for phrasing, and I don’t care how many (mostly men) students you inspired with your abusive teaching, which lived on for generations because they were unable to self-assess and grow past it. I don’t care about your number system. If you did not admit Joan to Curtis because she was a woman, and if you “let” her sweep your floor as a reward, this is how I remember you. *** you, Marcel Tabuteau. You know what would’ve been a real innovation that would have provided us all some benefit? Being a Very Big Fancy Man who supported women in music.

Needleman’s outrage is the result of the mention, in Joan Champie’s obituary, that Tabuteau hesitated to accept women at the Curtis Institute because 1) the likelihood of their being able to pursue a successful career was limited; and 2) because, after a successful lesson, Tabuteau “allowed her to sweep the floor.” 

Point 1 is, very obviously, one of the sad facts of orchestral life in the United States in the 1940s and 1950s, and, alas, even beyond. Conductors at that time rarely hired women oboists. The increasing presence of women in symphony orchestras in the United States, and around the world, is one of the signs of the remarkable gains made by women since the mid-twentieth century, gains akin to those that have been made in this country by other groups long dismissed or long oppressed.

Point 2, apparently troubling–although possibly the result of Tabuteau’s well-known mischievous sense of humor, needs to be understood in context. Those of us who knew Tabuteau or who knew others who knew him well, acknowledge that he could be a difficult taskmaster and act cold in lessons—not only to his rare female students, but to all of those who came to his studio. And yet most of his students remained faithful and dedicated to him because of his demonstrative artistry and the richness of his teaching. As Joan Champie herself said, after explaining to me in an interview how trying it could be to withstand Tabuteau’s sometimes severe remarks, “each lesson was a gift.” Champie was a courageous young woman whose desire to learn from an artist obviously quieted the discomfort that she felt.

What is most distressing in Needleman’s tirade is the dismissal of Tabuteau’s reed-making, which was part of his effort to achieve a kind of sound that combined the best of the French and Viennese schools of oboe-playing (a kind of sonority that Katherine Needleman herself well produces) and the dismissal of Tabuteau’s concern with phrasing, which, as it gradually infiltrated the players who sat around him, became one of the elements that caused critics such as The New Yorker’s Winthrop Sargeant to call Eugene Ormandy’s band the “Rolls Royce” of American orchestras.

Needleman’s reference to Tabuteau’s “abusive teaching” goes too far. That teaching has lived on for generations not because Tabuteau’s students “were unable to self-assess and grow past it,” but because it incorporated logical and inspiring methods of making music come alive.

I take no pleasure in refuting Katherine Needleman’s profane tirade. Nor does anyone on our board think of the bad old days of male chauvinism as the good old days. The Marcel Tabuteau First-Hand website continues to remain dedicated to promoting the musical ideas of a man who in our view had a highly positive impact on the development of musical performance in the United States during his lifetime, and during the period since his death. I ask those reading this response and my initial reply below to forward it to others who might be aware of Needleman’s Facebook attacks, so that the facts may be known.

Marc Mostovoy
Website administrator

To Katherine Needleman: A Belated Reply to
Your August 15th, 2024, Facebook Post:
“𝐎𝐃𝐄 𝐓𝐎 𝐉𝐎𝐀𝐍 𝐂𝐇𝐀𝐌𝐏𝐈𝐄.”

Katherine—your post on Joan Champie was just recently brought to my attention: https://www.facebook.com/profile/100058038401756/search/?q=joan%20champie. Having interviewed Joan last year, I thought it would be appropriate to respond. Kindly post this letter on your Facebook page and website. Thank you.

First I want to say that I wish you did have the opportunity to get to know Joan. She was a wonderful person and so inspiring. I felt privileged to have interacted with her even though it was only for a short period of time near the end of her life. Having gained insight into her relationship with Marcel Tabuteau through our conversations (including the live interview), I wanted to pass on to you what I learned from her.

As Joan pointed out to me, it’s important to understand that things were very different in her time. Viewed through the lens of today, Tabuteau’s treatment of her seems unjust. But she was a trooper and willing to accept the indignities because of the invaluable things he taught her. She felt it was well worth it as did all the other students who studied with him.

The reason Tabuteau did not like taking women students was because conductors of the major orchestras at that time wouldn’t think of hiring a woman oboist—even a Tabuteau student. Tabuteau felt putting all his time and effort into training a woman was futile because there was no career path for them, and he tried to dissuade women from taking up the instrument for their own sakes. But there were some women who wouldn’t take no for an answer, and he reluctantly taught them. They included Joan, Laila Storch, Thelma Neft, Marguerite Smith, Martha Scherer, and Marjorie Jackson. And may I point out that everyone cherished the time they spent with Tabuteau despite the rough time he gave them. He also dished out the same tough treatment to their male counterparts as you know.

Now you might ask why Tabuteau treated all his students as he did. It certainly would not be acceptable today. But that’s the way it was then. Gillet (his teacher) and many teachers of that generation practiced that method. Tabuteau continued it because that is what he knew and grew up with. The students who couldn’t take it dropped out, but those who persevered were grateful for what Tabuteau taught them. As a footnote, many of Tabuteau’s students said it was great training to go through because it prepared them for playing under the difficult conductors they encountered afterward such as Toscanini, Stokowski, Reiner, and Szell—all dictators in their own right. 

Laila Storch’s biography contains numerous tributes by his students: woodwind, string and brass players; pianists, vocalists – all attesting how important he was to their musical lives. Tabuteau gave them something special that their own teachers couldn’t. Those who learned from him can’t all be wrong in their praise. He was a giant to them.

Throughout your post, you chastise Tabuteau for his behavior, measuring it by today’s values. I ask you to please take a step back and try to see things as they were then. Also try to appreciate what Tabuteau did to advance oboe playing and for the musicianship he instilled in so many. Today (July 2nd) being his birthday, let’s grant him the credit he deserves. 

Finally, most oboists of the Tabuteau school wouldn’t agree with you in dismissing his importance in regard to reeds, phrasing, and so forth. Indeed, Tabuteau paved the way for you too, Katherine, whether or not you wish to acknowledge it. Surely, he was far from perfect, but does he really deserve the full treatment you give him? I think not. 

Marc Mostovoy

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