The Worldly Clarinet
I was speaking with a clarinetist once about the importance of the clarinet in the Klezmer tradition, and she admitted that, as much as she admired the abilities of Klezmer clarinetists, she was hesitant to learn how to play the music because she didn’t want to appropriate a culture that isn’t her own. Her private teacher at the time, however, who was Jewish and a respected clarinet chameleon of many music styles including both classical and Klezmer, actively encouraged his students to learn Klezmer music not only to honor and preserve the clarinet’s role in the tradition but also because of the technical demands it makes on a clarinetist that aren’t typically found in traditional classical or contemporary music.
Is it appropriative to learn the music of a different culture as a classically-trained clarinetist, or is it colonialist to learn strictly Western art music?
The clarinet, like many instruments commonly found in Western music, is actually a part of many music traditions with a rich history of virtuosi around the globe. Yet, in America, clarinet students are most often admitted only to classical training programs, including orchestras and concert bands. Rare is the high school jazz band that features a clarinet, with clarinetists instead having Ticheli’s Blue Shades or Gershwin’s Rhapsody in Blue as our first foray into the world of glisses and bluesy riffs, in spite of our instrument’s history in that music tradition as well.
Is it appropriative to learn the music of a different culture as a classically-trained clarinetist, or is it colonialist to learn strictly Western art music?
Logan Lambert
This Western European lens is not only problematic for its erasure of clarinetists of historically underrepresented communities in the U.S. but also for the limitations it imposes on our approach to the instrument.
Logan Lambert
We limit ourselves as instrumentalists when we fail to acknowledge the contributions of non-Western classical performers to instrumental technique and music performance.
Logan Lambert
As clarinet students in classical training programs, we are taught the entire history and development of our instrument through a Western European lens. Our studies take us through the history of church music and the Baroque, Classical, and Romantic eras alongside the developments in instrument making in the 17th through 20th centuries. We learn how these components are intricately intertwined and have led us to where we are today, yet we don’t talk about the ways these developments affected and were affected by non-Western music as well. I remember being surprised to learn that the clarinet played a prominent role in Turkish music and that the Albert-system G clarinet is dubbed the “Turkish clarinet”. When learning about Italian opera in the 18th and 19th centuries, nobody had ever mentioned that Donizetti brought the instrument to Turkey. The local scene really took it and ran with it, giving us the distinct style of clarinet playing found in Turkey today.
This Western European lens is not only problematic for its erasure of clarinetists of historically underrepresented communities in the U.S. but also for the limitations it imposes on our approach to the instrument. The siphoning of instrumental music students into specialized training programs happens early on in our studies and careers. If not by the end of high school, then by the time we declare a major in university or enroll in a conservatory, we are labeled as either classical or jazz. This early distinction becomes the foundation upon which we will build our musical practice and career, yet it also defines the narrow view through which we will approach our instrument. For clarinetists starting in classical training programs, we are taught a very specific concept of sound that helps us get through our early studies of Mozart and Beethoven. It continues to serve us through Stravinsky and other works of the early 20th century and even as we are introduced to works by Berio, Carter, or Saariaho. This approach to the clarinet, however, becomes more obviously limiting as we begin to move into music that draws from non-Western traditions.
Oswaldo Golijov’s Dreams and Prayers of Isaac the Blind is a piece composed for string quartet and Klezmer clarinet. The clarinet part comes with a description of a few Klezmer-specific techniques that are explicitly prescribed in the notation, but otherwise the piece is completely legible for the Western classical clarinetist. Without a concept of sound of Klezmer clarinet, it would be relatively easy for any clarinetist from a classical program to get ahold of the part and read it cover-to-cover as though it were a Brahms sonata. If you listen to David Krakauer’s recording with the Kronos Quartet, however, you can hear the nuance in interpretation that he brings to the piece through his own decades of experience in Klezmer clarinet playing.
Reena Esmail’s Clarinet Concerto, premiered in 2017, was written for Shankar Tucker, a musician trained in both Western classical and Hindustani classical music on clarinet. In her own description of the piece, Esmail celebrates Tucker’s dual-training and the possibilities it offered her as a composer. She acknowledges the limitations she would have faced in trying to write the piece in Western classical notation had she not been writing for a clarinetist adept at performing in both styles. Tucker was the perfect fit because of his familiarity with the two traditions and the musical understanding he was able to bring without it being written explicitly on the page. Esmail also acknowledges the different challenges that will likely be faced by clarinetists of different musical trainings, distinguishing between Western classical, jazz/improvisational, and Hindustani clarinetists. For the latter two groups, the main hurdle for the piece would be comfort with reading Western classical notation and working in an orchestral setting. For the former, the hurdle is the actual ability to perform the work, with the consolation, “a version that notates Tucker’s improvisations will be available at a future date.”
I’m not suggesting that we all need to become multi-genre performers and specialists of every music tradition, nor am I tackling the importance of representation in Western classical music repertoire with this. While that is an adjacent and ongoing issue, many other people are already addressing that with more eloquence and nuance than I would bring to that conversation. But perhaps alongside that battle, we should also consider the importance of sharing and celebrating the accomplishments of instrumentalists outside of the Western classical and new music traditions. We limit ourselves as instrumentalists when we fail to acknowledge the contributions of non-Western classical performers to instrumental technique and music performance.