Julie A. Linder

We Need to Talk About Clarinet Scale Fingerings (specifically pinkies)

By Julie Linder-Gaulin

Director, Clarinet Pro Workshops

There are some basic rules we should follow when choosing fingerings in our music. Scales are the first opportunity we have to introduce students to the concepts that they’ll use for this later on. It’s a mistake to “simplify” the pinkies in scales and then expect students to somehow understand correct fingering choice later. Basically if they can learn that there’s a regular and a side key F-sharp, they can certainly learn that there are two B keys! 

I group scales according to what pinkies they use, because when I was a kid that was always the part I messed up in my 2 octave scales. In the panic of getting all my fingers down to cross the break, I’d forget which pinky key I needed.

Group 1: C and G Major (left B + right C key → right C )

I teach these first because I teach my students to rest their pinkies on the B and C keys (“pinky checkpoints”). Both pinkies go down on the B, and the left pinky lifts to go to C. If students try to put one pinky down on B remind them by writing 2P (meaning two pinkies). As a rule we always try to prevent a pinky flip flop if we can help it – one pinky going up while the other goes down simultaneously. Using 2 pinkies on the B eliminates the flip flop and prevents “blips” (in this case, a D sounding in-between B and C). This reinforces the rule that we avoid opposing motion in our fingers if we can help it (that’s the same reason we use side key and fork F sharp in the chromatic scale by the way!)

Group 2: D and A Major (left B → right C#)

The rule of economy of motion applies here. You go to left B, right C# and continue moving up in your right hand. Does the other way work (right B, switch to left C#, the switch back to right hand to continue up the scale) at the middle school level? Sure. But when they start to play fast for real in high school, economy of motion becomes important and the kids that learn these scales incorrectly will be at a disadvantage. Let’s not create a problem for a future teacher to solve later on.

Side note: if the B key doesn’t work on it’s own, the B and C pads have gone out of regulation, probably because of some intense squeezing or bumping of the right F/C key when playing or assembling – I use the Haynes Clarinet Manual by Stephen Howard, pages 119-123 for advice on how to correct that problem. 

Group 3: F, B-flat and E-flat Major (right C)

We don’t have to worry about any 2P fingerings or opposing motion in this group – and I doubt any teacher in the history of clarinet ever suggested using left C in these scales. We all know to use right C and continue going up, reserving left C for the B-flat scale in 3rds and the E-flat major arpeggio, for example. Going through the first three groups means students know their scales through 3 sharps and flats, which are the keys I expect them to be able to play music in at the middle school level. But take them to group 4 and 5 and they start to learn their alternate fingerings.

Group 4: E, B, F# Major (right B → left C# → right D#)

The flip flop becomes necessary in these three scales, and the students will develop better pinky control by learning them. Also reinforce that Group 2 uses a DIFFERENT B fingering, and that’s a good thing.

Group 5: D-flat and A-flat Major (right C → left D-flat → right E-flat)

Teaching these scales after group 4 is a great way to reinforce enharmonic spellings! We use the same pinky pattern, just hitting the C key instead of B in the right hand.

Once you get through all the groups, your students know how to use all of their pinky keys except left C (which they will first experience in a B-flat major scale in thirds or Clark Study, as mentioned above). In addition to all that motor development, they’ll be able to make thoughtful and logical pinky finger choices in their music on their own.

Happy scale teaching!

6 years ago, in my mid-20’s, I was unemployed in one of the most competitive job markets in the nation. I had one marketable area of expertise: clarinet. Let me tell you, that is a pretty niche market in Austin, TX (or anywhere). I had an injury and couldn’t even play. But I had a master’s degree! I graduated with honors! I’m obviously no dunce! Surely I could get a job-I don’t know-answering the phone somewhere. I read article after article about how to tailor a resume and cover letter and hours upon hours hand crafting each application. Only to not get a call. Or even a return email thanking me for my interest. Crickets. It was humbling.

This year, I was asked to apply for a teaching position at a university. I had my CV (the academic cousin of a resume) read by a few people I trust and made necessary formatting changes. I wrote my cover letter in less than an hour and knew it was gold. I did all of this in the evening, because I was busy at my job during the day. As I finished up the application I was struck by the difference between my cover letter now and the ones I had written back then. That’s when I realized: you can’t fake it.

Don’t let anyone tell you that you can. They’re just trying to get hits on their website and suck in any person at their wit’s end who finally google searches “how to write a good cover letter.” They’re sending you on a fool’s errand, and that path will only lead you toward many more (unsuccessful) cover letters.

If you have basic writing and communication skills, you can write a good cover letter. What I lacked 6 years ago was not writing skill,  but something palpable to prospective employers that  went beyond the lack of substance in my resume. In my cover letters, employers got a perfect sense of who I was. Everything I was feeling and living as a person reeling from having their career not just hit the brakes, but full on slam into a concrete wall going 60, was on the page whether I liked it or not.  No matter how many strong verbs and key words I used, it was obvious I was timid and even apologetic about the state I was in. The main message those letters conveyed: please hire me.

You may think, “Okay but you obviously had experience in those 6 years that led you to be invited to apply for this university job. That’s the difference!” But it isn’t. I have zero point zero experience teaching at the collegiate level. I also don’t have a doctorate or am even working on a doctorate – which is preferred for anyone teaching at that level. I’m inexperienced and under-educated for this job. I will admit that I was referred by someone I went to college with who is on the faculty. But after reviewing my application she called to give me this feedback: “Julie your cover letter was the perfect example of what a cover letter should be. We got such a good sense of who you are. I would have hired you based on that cover letter alone.” I will never forget those words. After all the terrible cover letters of my life, I finally got it right.

So what is the difference then? I haven’t taken a writing class. I didn’t read one single article about cover letters this time around. The difference is…I feel good about myself. I wrote with the confidence of someone who is convinced they have something to offer and is not trying to get something (employment), but is genuinely interested in bringing their skills to the table for the mutual benefit of all parties.  It was easy for me to write and provide specifics about what I would bring to the university. I didn’t have to bullshit. Not even a little bit.

This is how I did it: one day 6 years ago, I shut my laptop. I got a part time job that I hated but was meticulous about it. I volunteered at the animal shelter. I babysat my niece every time my brother asked me to and I took anyone to the airport who needed a ride. I made a website for myself, in the process learning that technology had left me far behind and spent my free time trying to catch myself back up. I started fostering dogs. I visited my old teachers. I found old friends I’d lost touch with. I went to every single birthday party I was invited to and spent my last dollars to bring a bottle of wine. I didn’t do all of these things to get a job, but one year later, I had full time work that I really loved plus much much more: relationships built around trust and the confidence that can only come from doing good things in my community.

All these years later I am still reaping the benefits of the time I spent unemployed in so many ways I couldn’t possibly list them here. I can state for sure that the actions I took during that time led me to write the cover letter that I did. And I got the job. You can call me Professor.