Laila Storch’s Oboe Lessons 1946-47

Laila’s Private Lessons with Tabuteau 1946-47
Ludlow Building Studio

At this point, Laila was engaged to play English horn in the Kansas City Philharmonic Orchestra. So, she took four private lessons with Tabuteau as preparation.

Lesson 1: September 9, 1946

Don’t play so sharp. You have too much of your lips on the teeth. Pull your lower jaw back further with more lower lip for a rounder tone. Play on O. Don’t play so tight and shrill. Play with more continuity of line by using the wind. Practice on a smaller scale, not so big.

Wagner Lohengrin:

Laila's notes 2-13
Diagram 13

Narrow your gauge between the notes.

Lesson 2: September 12, 1946

Sellner Duos [not specified]

Play away or closer to the bridge. A real line comes about because the notes on the wind are part of one another; don’t make a break. Play with your teeth in a natural position, your upper over your lower. Your lower lip must be like a flexible spring or cushion: in and out all the time. Don’t try to take the music; let it take you.

Lesson 3: September 13, 1946: Reed-Making Information

Do not scrape back too far at first, and make the tip quite thin:

Laila's notes 2-14
Diagram 14

Then take definite scrapes or cuts from the back. The reed must have a bridge.

Light scrapes here can sharpen the pitch:

Laila's notes 2-15
Diagram 15

Oboe measurements: [Tabuteau’s dictation: Laila is ordering a new Loree: Tabuteau System to replace her open-hole Loree]

Laila's notes 2-16
Diagram 16

Tubes [staples]: 47 mm.

Gouging machine and shaper specifications [Tabuteau’s dictation to Laila for having Ernst Graf in Philadelphia make Laila a gouging machine and a shaper]:

Laila's notes 2-17
Diagram 17
Laila's notes 2-18
Diagram 18

Damn Fool! Make the reed play fairly easily on the front [tip & heart] before scraping too far back. Make the tip thin, so it plays in pitch on the oboe. It must play the pitch without pinching (the secret of a reed).

To sharpen reed knives: bring the stone toward and against the blade, not in the same direction.

To test reeds in the high register: use the low B to play the harmonic F♯, then to regular F♯ and highest E followed by Fork F.

To test reeds in the low register play low C to F♯, then down to C♯ and up to E.

Make reed so you can play on the tip and not have the F♯ and G sink or play wild. They must be sure with a solid fundamental. Make it so you can play on the wind. The wind does everything.

Tabuteau’s staples 53 mm by my measuring. [Unlikely, as earlier Laila wrote .47 mm.]

The ideal gouge [appears to be .60 mm in the center and .505 mm on the sides]:

Laila's notes 2-19
Diagram 19

However, the distribution of some measurements can be different, i.e. less taper to .50 mm at the edges resulting in more belly and ribs.

Reeds: for darkness, scrape the surface (bark) only very lightly.

Laila's notes 2-20
Diagram 20

Scrape the edge here without the plaque to take out vibration and dull the reed:

Laila's notes 2-21
Diagram 21

Or take out vibration here:

Laila's notes 2-22
Diagram 22

Or take out vibration here:

Laila's notes 2-23
Diagram 23

Don’t dig out the middle of the reed, instead scrape on the side channels. The reed has to play in tune on the oboe at piano and without lip pressure, but it must be able to take the wind pressure and not sink.

Several high-note fingerings:

Laila's notes 2-23
Diagram 24

Lesson 4: September 19, 1946

Practice all of the Ferling Studies on English horn.

Hold your arms forward. The pressure of the left hand changes qualities of sound: do a lot with it, darken your tone.

Franck D Minor Symphony [most likely the English horn part]: Sing more!

Beethoven Symphony 5: 1st movement solo: Turn each note: fa-mi-re / 4-3-1 / down-up-down. Practice the circle, and don’t play pinched. Give more, play full. There is an emotional element in this solo; it is not shallow.

Practice broken 10ths both slurred and detached. Play piano, a forte is a small tone made large, Drive and lift the embouchure.

Re-fa’-la-la’ = D F’ A A’

You have enough technique to do everything well. But you must practice well and get the correct embouchure. Play all the notes in-between the intervals. As long as you realize how bad you are, then there is hope, and you will improve.

Mendelssohn Midsummer Night’s Dream, Scherzo

Beethoven Symphony 6, 3rd Movement Scherzo

Wagner Siegfried, Forest Murmurs

Laila is now back in Philly from Kansas City Season 1946-47.
She takes a single lesson. Laila will play another season in Kansas City 1947-48.

May 1947

Work on solo repertoire: Paladilhe, Handel, Mozart, and Lefebre.

George Gillet Studies [not specified]

Be prepared, now you must not let down. But since you have begun to understand a little, this is the time to work. Sometimes it is a little thing that can make for a decision.

In orchestra, don’t try to put a finish on at first. That is backwards and then you will miss. You must first play (not like in lessons) and then what you have learned should show through a little. Polish later. First, you must sound.

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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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