InstruMentor — Clarinet: Musical Development

Fingerings & Charts

▶

Key Idea

Don't overwhelm students with all fingerings at once. Learn a few notes per day, solidifying each before moving forward. Teach fingerings BEFORE students reach them in the method book — this makes students feel smart and ahead.

Sequence: Stick to a logical order: 2nd line G, A, B, 3rd line C, D, E, F, G (top space), then expand higher and lower as students develop control.
Upper register: Only introduce upper register notes after register slur and harmonic exercises build flexibility. Upper register notes use the register key + different finger positions.
Monitor unused fingers: Watch for "fly away fingers" — fingers not in use should hover 2-3mm above the keys, ready to press. This builds speed and precision.
Strategy: Introduce a new fingering during the lesson, have students practice it with air and position (no sound), then ask for it in the method book a few pages later. The student says "Oh, I already know that one!" and feels confident.

Benzer, Clarinet — Fingerings

Even Exercises

▶

Pattern: E-F-E-F-E-F-E using rhythm "I must do this exercise."

Purpose: Instill even technique from the very beginning. Students practice the thought pattern "squeeze (E), release (F), squeeze, release..." This builds consistent finger work and steady articulation.

7 Patterns Descending:

E-F pattern
D-E pattern
C-D pattern
Bb-C pattern
A-Bb pattern
G-A pattern
F-G pattern (starts on lower F if going that low)

Teaching progression:

Without music first: Students vocalize "squeeze-release" using the E-F pattern. Goal: understanding the rhythm and concept.
With note names: Sing "E-F-E-F" on pitch. Goal: pitch awareness.
On staff: Write the pattern on staff paper. Goal: notation connection.
On clarinet: Play it. Goal: putting it all together.

Can be used as a Pre-Set to Set 1 (Foundation Patterns).

Benzer, Clarinet — Even Exercises

Blips & Finger/Tongue Coordination

▶

Blips: Uncoordinated movements of multiple fingers happening at the same time, creating a brief squeak or "blip" sound between the intended notes. Most problematic fingers: ring finger and pinky (both hands).

Root causes:

Changing fingering before articulating: Student moves fingers early, causing the tone to change before the tongue releases. Most common.
Articulating before changing fingering: Student articulates while fingers are still moving, creating a sound glitch.

Exercise format: Use uneven (dotted) rhythms to isolate and train coordination:

Lines 1-4: Articulated (with "dah" syllables)
Lines 5-8: Slurred (no tonguing between notes)
Lines 9-16: Inverted rhythms (teaching the opposite coordination)

Verbal feedback: Students should verbalize counting and note names while positioning their fingers. This keeps the brain engaged and prevents mindless playing.

Finger hover check: Fingers must hover close to keys during all finger movements — no flying fingers. Teacher watches and gives real-time correction.

Playing tests: Students must demonstrate even finger work on blip exercises before moving forward.

Benzer, Clarinet — Finger Coordination

Throat Tones

▶

Throat tones (G, G#/Ab, A, A#/Bb in the break area) are "open" tones — few or no holes are plugged, air travels less distance, and notes tend to play SHARP.

Intonation Solutions

▶

Very fast air: Speed the air up to flatten the pitch slightly.
Relaxed/open throat: Think of lowering the larynx slightly. This lowers the pitch.
Tall oral cavity: Raise the back of the tongue slightly to create more space inside the mouth.
Teeth apart in back of mouth: Think "egg on back of tongue" — this creates more throat space and lowers pitch.

Alternate Fingerings

▶

For each throat tone, alternate fingerings involve adding fingers to lower the pitch:

G: Standard is two fingers + register key. Add RH finger 6 + low F key to lower pitch.
G#/Ab: Add progressively more RH fingers.
A, A#/Bb: Similar approach — add fingers to shade the pitch downward.

Critical Caution

Do NOT teach students to put all right hand fingers down as a default fingering. This leads to collapsed first knuckles and future technical deficiencies. Use resonance/shaded/covered fingerings only for:

Lyrical passages with sustained pitches
Intonation correction in specific notes
NOT in technical passages or scales

Each student may need different alternates based on their equipment. Use a tuner to find what works for each individual.

Benzer, Clarinet — Throat Tones & Intonation

Crossing the Break

▶

Key Idea

The break between A4 (open register) and B4 (register key engages, most fingers change) is the most challenging technical hurdle for young clarinetists. This is where many students get stuck. Systematic, patient work through break patterns and finger rolls is essential.

What happens at the break:

A4 (open register): Lower register fingering, open throat, relaxed embouchure.
B4 (upper register): Register key engaged, most left-hand fingers change position, throat adjusts, embouchure firms slightly.
Challenge: The simultaneous register key + multiple finger changes + throat adjustment is coordinated and requires practice.

Systematic approach: Benzer's Sets 5-6 (see Phase 6: Exercises & Sets) are specifically designed to address crossing the break through finger rolls and break patterns. Work these exercises slowly and methodically until the transition becomes smooth and automatic.

Benzer, Clarinet — Musical Development & Break

Bass Clarinet Low Fingerings

▶

For students doubling on bass clarinet with low C attachment (Buffet Prestige, Selmer):

Note	Fingering	Notes
D#/Eb	RH low C key + E/B key	Use LH E/B key to aid pad closure.
D	RH low D key	Straightforward.
C#/Db	RH low C# key	Important for chromatic passages below middle C.
C	All fingers + low C key	Often resonates better with slight RH thumb position adjustment.

5-key reference on bass clarinet: E/B key, D key, G#(Ab)/D#(Eb) key, F/C key, F#(Gb)/C#(Db) key. These extend the range and provide alternative fingerings for intonation or technical ease.

Benzer, Clarinet — Bass Clarinet Technique