Sidney Bechet’s “Summertime”

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Sidney Bechet may be jazz’s most unfairly forgotten genius.

Once the favorite son of his native New Orleans, as well as his many adopted European hometowns, Bechet’s recordings are now too often overlooked. Bechet, born in 1897, was a true virtuoso of the clarinet, and played a major part in establishing the instrument’s role in Dixieland and early jazz. His pioneering use of the soprano saxophone set a precedent that would come to fruition in a later generation of saxophonists. Bechet’s penchant for unusual instruments is documented in a few surviving recordings on the bass saxophone and the sarrusophone, instruments as nearly obsolete in Bechet’s day as in our own.

But Bechet’s genius transcended his choice of instrument. His abilities may even have rivaled his contemporary, and sometime bandmate, Louis Armstrong. The eminent Swiss conductor Ernest Ansermet upheld Bechet as “the highway the whole world will swing along tomorrow.” Ansermet would no doubt be disappointed to find his prediction has been disproved.

Bechet’s 1939 recording of “Summertime” reveals a sophistication and maturity which surprise the bebop devotee. The recording was made as a tribute and farewell to Tommy Ladnier, a trumpeter colleague of Bechet’s who had died four days previous to the recording session.

Surrounded by such aging luminaries as Meade “Lux” Lewis and Sid Catlett, Bechet recorded “Summertime” for the fledgling Blue Note label. “Summertime” was Blue Note’s first hit, and laid the groundwork for the label’s lasting dynasty. Bechet’s soprano work on the record is extolled in reverent tones by jazz scholars (” . . . a kind of operatic ideal: rhapsodized, vocalized . . . whose power bursts the confines of any restrictive definition of ‘jazz.'”)

Bechet’s powerful tone and throbbing vibrato identify him immediately. He uses a characteristically broad palette of tone colors, ranging from a delicate whisper to a piercing shout. In measures 20-25, he alternates down-and-dirty growling rips with a pure, bell-like sound in the low register. The growl returns in measures 43-45, this time more insistently. A split tone in measure 14 sounds at first like a mistake, but, intentional or not, Bechet milks it for maximum effect.

The next striking characteristic of Bechet’s playing is the freedom of his rhythm. The relaxed-but-never-stagnant tempo gives Bechet space to experiment with divisions of the beat. He moves convincingly and naturally in and out of the tune’s 4/4 meter, employing, variously, swing rhythms, a 12/8 shuffle, straight sixteenth notes, and a double-time swing. In measures 15-17, Bechet plays a laid-back swing syncopation, followed immediately by a double-time excursion, preparing a new phrase in 12/8. The juxtaposition is jarring only in transcription; on record, Bechet’s rhythmic detours sound effortless and unaffected.

Bechet’s masterful melodic sense is at its peak in “Summertime.” He favors the color of the E-flat as flatted sixth over the tonic G minor chord and as flatted ninth over the dominant D7. He uses drifting chromaticisms to create a sense of lazy melancholy: from D to E-flat and back in measure 11, the surprising D-sharp in measure 27, the minor-7 to major-6 to minor-6 in measure 38, and the growling passage in measures 43-45 are especially notable.

Strangely, Bechet does not play a single flatted fifth, despite the undeniably bluesy mood. Instead, he often approaches the fifth from the flatted sixth. Perhaps this approach to the minor key reflects his love for classical music, especially opera, more than his reputation as a jazz player.

Bechet draws heavily upon the melody for solo ideas. The ninth bar of each chorus makes clear reference to the original melody. Repetition of an idea is another favorite device (see measures 20-25, 43-44, 63-65, and 78).

Bechet’s choice of the soprano saxophone for this performance is perfect for the mood he creates. The soprano’s inherent flexibility of pitch is exploited to great effect in the ubiquitous bends and scoops. The gradations of pitch give a bluesy effect despite the absence of the flatted fifth.

The recording begins with a four-bar guitar introduction, followed by a sixteen-bar statement of the melody and four sixteen-bar choruses of improvised solo. The final chorus ends in a brief cadenza.

Sidney Bechet died in 1959, ironically, the same year that Miles Davis’s Kind of Blue and John Coltrane’s Giant Steps were recorded, eclipsing much of the earlier “traditional” jazz. Recent re-releases of Bechet’s recordings, however, are beginning to revive interest in his work. In 2000, looking back over a century of jazz, historian Richard Sudhalter said, “In all jazz history there had never been another performer like him, and in all probability there never will be.”

Notes

Quoted by Ted Gioia in The History of Jazz, New York: Oxford University Press, 1997, p. 57.

Richard Sudhalter, liner notes to Sidney Bechet: Ken Burns Jazz, New York: Sony Music Entertainment, 2000.

Ronnie Virgets, “Treat it Gentle,” bestofneworleans.com, 2002. Referenced in October 2002.

Sudhalter.

Ibid.

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  • Jazz recital videos, August 2017

    This year I played all jazz at my Delta State University faculty recital. Program and some selected videos are below.

    I’m very much a part-time jazz player, so it was fun to spend the summer trying to get my chops in shape to play tunes in a variety of styles on a variety of instruments. This was my new record for number of instruments on a recital: flute, oboe, clarinet, bass clarinet, bassoon (electric bassoon), soprano/alto/tenor saxophones, and EWI, 9 in all. I’ve written previously about the challenges of improvising on multiple instruments, which I suspect might be surprising to non-doublers or non-improvisers.

    An additional challenge is that I live in a small town in an isolated area, so I had to bring in some rhythm section players from out of town and rehearsal time was extremely limited. Enjoy the videos warts and all.

    I have previously done some things with bassoon and electronics, but I took that to a new level this time around with a Little Jake pickup and a few new effects pedals. This was lots of fun and I’m already brainstorming how I can use the Little Jake with some other instruments.

    The pedalboard setup I used for electric bassoon and EWI

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  • Factors in woodwind instrument response

    Response is how readily the equipment/player combination produces sound. “Good” response generally means that the player-plus-instrument are able to produce a sound that starts precisely when intended, with clarity and with no unwanted additional noise. Many factors affect the quality and reliability of the response:

    • Instrument condition. An instrument with leaks, cracks, problematic dents, etc. will often respond in a delayed or unpredictable way.
    • Instrument quality. The instrument’s design and manufacture also play a role—an instrument of inferior design/build may respond inconsistently.
    • Setup. Mouthpieces and reeds are similarly subject to design and manufacturing flaws, and must also be well-matched to each other and the instrument. A common issue with single-reed instruments, for example, is using a “strength” of reed that isn’t a good fit for the mouthpiece.
    • Breath support. One of the most immediate and effective ways to improve response, even when other factors are less than ideal, is to use powerful, consistent breath support.
    • Embouchure. Any embouchure problem can affect response, but by far the most common is embouchure tightness or tension. Remember that all woodwind embouchures should be relaxed.
    • Voicing. This is one of the least-taught and least-understood, but one of the most crucial aspects of good woodwind playing. Properly-calibrated, steady voicing improves response (and just about everything else).
    • Finger accuracy and timing. Fingers that arrive on their keys or toneholes out of sync, or that fail to form proper seals, impede response like the leaks that they are.
    • Inherent acoustical problems. Even the best-made instruments have some built-in compromises that might make certain notes less responsive even under the best circumstances. A common example is the lowest notes on the flute, the oboe, and the saxophone, which may tend toward slight sluggishness even for the best players and equipment. Players may need to compensate in various ways.
    • Musical context. Related to the acoustical problems of the various woodwinds, certain musical contexts may exacerbate issues. For example, the bassoon has some specific intervals that are hard to slur smoothly, and skilled bassoonists might use special fingerings to improve these.

    For your best response on every note, be sure to address each of the many factors involved.

  • The bassoon’s special(?) staccato

    I have a vague memory from childhood, well before my bassoon-playing days, of learning that the bassoon had some special quality to its staccato notes. (From an educational tv show? a children’s book on musical instruments? I can’t recall.) My impression was that this sound was different in some way than staccato produced on other instruments.

    That idea stuck in my mind, but it occurred to me recently that in my subsequent years of bassoon study I had never heard a bassoonist actually address this. I turned to some published sources to see if I could locate any information.

    Several books on orchestration (geared toward composers, not bassoonists) refer to the bassoon’s supposedly unique or unusual staccato. A masters thesis by Melissa Pipe brings several of these together. (I should confess I pulled these quotes directly from Ms. Pipe’s paper, and haven’t verified them with the original sources.)

    The real state of the matter is that the Bassoon has a preternatural power of playing staccato, and, if it is forced to play passages of a humorous, grotesque, or macabre sort, it easily endows them with a dry spiccato quality that is almost toneless.

    —Cecil Forsyth, Orchestration. London: Macmillan and Co., 1948, 2nd edition, p. 235-236.

    Its reedy staccato is often invoked for prankish diversions…

    —Bernard Rogers, The Art of Orchestration: Principles of Tone Color in Modern Scoring. Westport, Conn.: Greenwood Press, 1970, p. 36-39.

    For while certain passages (especially staccato passages) have a way of sounding comical on the instrument…

    —Kent W. Keenan, The Technique of Orchestration. Englewood Cliffs, N.J.: Prentice-Hall, Inc., 1970, p. 89.

    Staccato passages are second nature to the bassoon.

    —Henry Mancini, Sounds and Scores: A Practical Guide to Professional Orchestration. New York: Northridge Music, 1986, p. 86.

    This passage from Adler is a little ambiguous, and may actually be saying that rather than being unique, the bassoon’s staccato is akin to the oboe’s:

    Like the oboe, the bassoon performs lyric melodies beautifully and produces attacks and staccato passages as incisively… Other composers have treated the bassoon as the “clown of the orchestra” and have written staccato passages for it that truly sound humorous.

    —Samuel Adler, The Study of Orchestration. New York and London: W. W. Norton & Company, 3rd edition, 2002, p. 221-222.

    When playing staccato passages, on the other hand, it is an excellent instrument to portray humour…

    —Sammy Nestico, The Complete Arranger. Delevan, N.Y.: Fenwood Music Co., Inc., 1993, p. 57.

    But while orchestrators seem to find the bassoon’s staccato noteworthy, few bassoonists seem interested in addressing that aspect of it. (Many explain staccato technique, but do not point it out as remarkable or unusual.) I found only two counterexamples, but both are well-respected sources.

    Although each tone is started with the tongue, a tone may be stopped with either the the tongue (as in saying “tut”) or with the breath (as in saying “tuh”). Not all notes which are marked staccato should be played with the “tut” style of tonguing. It should only be used in passages in which the composer seeks to use the rather humorous, dry effect of the bassoon’s sharp staccato. Two quite typical examples are the bassoon solos in Beethoven’s Symphony No. 4, First movement, measure 64, and in Dukas’ Sorcerer’s Apprentice.

    All other notes which are marked staccato … should be stopped with the breath…

    —William Spencer, rev. Frederick A. Mueller, The Art of Bassoon Playing. Princeton: Summy-Birchard Music, 1958, p. 54.

    Among all the woodwinds our instrument possesses a special capacity for the rendering of staccato. This important effect features in many of the solo passages written for the Classical Bassoon by Haydn, Mozart and Beethoven; the 19th century French instrument possessed a quality of dry, crisp staccato which was also capitalized upon by many composers. My teacher Archie Camden declared: “a good reliable staccato is one of the brightest jewels in the bassoon player’s crown!” (Camden, 1961). However these days the German system bassoon has somewhat changed in character, being designed more for sonority and strength rather than the delivery of these effects. All too often today’s playing styles are better suited to powerful expressiveness rather than light staccato. Nonetheless we must strive to achieve these articulation effects by the judicious choice of equipment and deployment of technique…

    When stopping a note, there are occasions when we wish to terminate it precisely — chopping it off cleanly as if it were a slice of salami. At other times a more artistic effect will be called for — allowing the sound to die away like the tail of a comet. For the former we may use the tongue, for the latter the breath.

    —William Waterhouse, Bassoon. Yehudi Menuhin Music Guides. London: Kahn & Averill, 2003, p. 112.

    So, one possibility is that the bassoon’s supposedly special staccato is the effect of ending notes with the tongue. This technique is not unique to the bassoon, but is controversial. (Personally I use the technique on all woodwinds when I believe it to be musically appropriate. And I think most woodwind players do, too, even those who claim they don’t.) Perhaps the relatively open discussion of this technique by high-profile bassoonist-authors correlates to its being viewed as uniquely a bassoon effect.

    One other possibility I would like to explore is the possible relationship of bassoon staccato to another controversial technique: the bassoonist’s jaw moving during articulation.

    If you have thoughts or resources regarding the mystique of bassoon staccato, please join the discussion in the comments section!

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    Things you need to cover in woodwind methods class

    If you are teaching a woodwind methods course, you might be interested in my book.

    Disclosure: As an Amazon Associate I earn from qualifying purchases, at no cost to you.

    A few years back I posted a rant about non-mission-critical information in woodwind methods textbooks.

    This is a course primarily for instrumental music majors, who will go on to become school band or orchestra directors, and who need a crash course in the playing and pedagogy of each instrument that will be in their future ensembles. At the places I’ve taught, it means taking students from zero to playing a little bit of flute, oboe, clarinet, bassoon, and saxophone, all in one semester. It’s a semester-long sprint.

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    woodwind methods class
    photo, Ace Foundation

    What should a woodwind methods class focus on?

    • Fundamentals, fundamentals, fundamentals. Fundamentals. For woodwinds, the following are absolutely, non-negotiably crucial technical elements: breath support, voicing, embouchure, articulation, and finger technique. They must be understood and properly connected to audible elements: tone, intonation, response, volume/dynamics, and fluency (of finger movements). This material should probably make up 90%+ of lecture, readings, in-class activities, etc.
    • Woodwind-specific band-room survival skills: minor instrument repairs and adjustments, reading and interpreting fingering charts, woodwind transpositions, selecting equipment (this needs to be a much bigger conversation than just a list of brands and models), and matching students to instruments (hint: gender, anatomical factors within broad norms, and ill-conceived proficiency testing are not good ways of doing this).
    • Introduction to additional resources. One, two, or even several semesters are not enough to make a undergraduate student into an effective teacher of woodwinds; they need to know how and why to consult available pedagogical books, journals, and online materials.

    Also, disturbingly, I have been hearing occasionally from woodwind methods teachers who are choosing or are being encouraged to skip or minimize the double reeds and focus on flute, clarinet, and saxophone. (I even heard from a publisher alerting me to their woodwind methods textbook that does not cover the double reeds!) I think this is a disastrous side effect of a marching-band-centric approach to music education, and leaves future music educators woefully unprepared to lift their band programs above that level. You have to teach oboe and bassoon!

    The question I get a lot from new college professors about to teach their first woodwind methods course is which textbook to use. I don’t have a strong recommendation. Dietz and Westphal seem to be commonly used, but they are expensive and have the other problems I have previously described. I currently use some materials of my own with my woodwind classes, which may or may not at some point become available. If you like, join this mailing list and I’ll use it to spam you if I ever get everything edited into a book-like form. Update: the book is now available!

    Make sure you are using your woodwind class’s time well, preparing them to teach woodwind fundamentals clearly and thoroughly.

  • Woodwind technique and conservation of energy

    That people prefer to move in energetically optimal ways has been established for decades and now represents a central principle of movement science. … Energy optimization may also occur over the course of a lifetime, as years of experience could allow people to learn the optimal way to move in familiar situations and allow training to tune physiology to be more economical. An additional hypothesis—one that underpins many modern theories of motor control—is that people can adjust their movements to continuously optimize energetic cost.

    Selinger, Jessica C., Shawn M. O’Connor, Jeremy D. Wong, and J. Maxwell Donelan. “Humans can continuously optimize energetic cost during walking.” Current Biology 25, no. 18 (2015): 2452-2456.

    I certainly see this phenomenon in my own woodwind playing and teaching. How many times have you encountered these?

    • More resistant notes failing to respond because there’s just enough breath support for the less-resistant ones
    • Embouchures losing their shape, reverting to a neutral/normal mouth position
    • Voicing, such as the high, cold-air voicing needed for clarinet playing, or the low, warm-air one for flutes and double reeds, lapsing into a medium, luke-warm state that negatively affects tone, pitch, and response
    • Pitch sagging at ends of notes as breath support peters out

    These are often addressed by teachers as “habits,” which may be true, but they may also be fed by the brain’s capacity—and priority—to micro-optimize our muscle use to conserve energy. No wonder they are difficult to overcome! Patience and persistence are necessary to train our bodies to put the right amount of effort into playing our instruments.

    A factor in this is establishing a suitably high bar for success. For a beginner, the only question might be, “did a sound come out?” For a slightly more advanced student, it might become, “did the correct approximate pitch come out?” A more advanced player might examine the precision of the pitch, the quality of the tone, and the immediacy of the response, among many other factors. It takes a relatively low amount of energy to meet the beginner’s threshold of success, but potentially much more for the advanced player’s.

    Additionally, this intentional use of greater energy resources must be managed carefully to avoid its misapplication, which can result in excessive tension.

    I find that when I am playing at my best balance of efficiency and effort, an hour of playing a woodwind instrument leaves me feeling like I have done some light exercise; I’ll feel the mild and pleasant fatigue of having taken a walk or reorganized a bookshelf. Serious tiredness or soreness are warnings that I’m overusing my body. (Your results may vary depending on your physical capabilities.)

    Be in tune with your own body as you play, and teach your students to be in tune with theirs, so that you’re in the sweet spot of working hard enough but not harder.

  • Ask yourself these questions before becoming a woodwind doubler

    For me, there was a point in my education and career when I decided that I was a woodwind doubler, or at least that I was going to be one. Prior to that decision, I had really identified as a saxophonist, or maybe a saxophonist who doubled a little on the side.

    If you are thinking that serious woodwind doubling—committing to playing several instruments at the highest possible level—might be your thing, then I suggest you ask yourself these questions:

    • Am I willing to commit major practice time to each instrument?
    • Am I willing to accept a slower rate of improvement and/or more extensive practice routine than I would if I remained committed to a single instrument?
    • Am I willing to sacrifice or at least postpone some high-level performance goals on my primary instrument in order to devote time to my secondary instruments?
    • Do I have the resources and/or financial discipline to accumulate the necessary high-quality instruments and other equipment?
    • Do I have the guts to perform on instruments that aren’t my strongest one(s)?
    • Am I genuinely interested in and motivated by each of the instruments I intend to play?
    Photo, stonelucifer
    Photo, stonelucifer

    If you answered “no” to one or more, then you might be happier and more successful maintaining a single “primary” instrument, and taking a more casual approach to doubling. Or you may not have fully come to terms yet with the realities of woodwind doubling. Playing any one instrument well requires non-trivial investment of time and money, and very little of that can be truly recycled for a second instrument: if it takes you 10,000 practice hours to achieve your goals on your first instrument, expect to take another 10,000 to achieve the same goals on another.

    There are of course many advantages to woodwind doubling, which I won’t rehash in depth here other than to list a few: more and/or different employment opportunities, expanded musical experiences, and, for some, great fun. But it’s not for everyone (probably not for most people). If your answer is “yes” to each of the questions above, then carve out some extra practice time, start saving your pennies, and clear your calendar for some new opportunities.

7 Comments

  1. I have run across two transcriptions of Summertime by you. One is in b flat. The other is in c. What instruments play the b flat version?

    1. The version I did is the one hosted on this site. There’s another one that shows up in Google results that was transposed and posted by someone else without my permission. My version is in concert pitch.

      1. As the guilty party to the above ;) I will only say in my defence that I needed the transposed chart because (unlike my show-off kids) I’m hopeless as transposing while sight-reading, however, to be fair, when you play any transposing instrument, it is a skill you should hone … before you end up like me!

        It’s not really that difficult for Bb, you just have to add two sharps and think one note below; if you have the Klose studies or similar, it is a very good exercise to go through them in all 12 keys (so I’m told, by my smart-alec kids) but even if you just go through them AS IF they were in concert key, it’s a useful skill, essential if you find yourself in the company of a pianist with only one copy of music, or your average jamming band of rockers.

      2. For Gary, below….. I love and respect and remember doing that. Now I use a capo…..instant transposer. Ha!!!! Small joke I’ll soon pick up a clarinet again

  2. The song “Summertime” although beautiful doesn’t have many bars. Bechet incorporates a section of a familiar classical piece of music that blends with the Gershwin song. Can you tell me the name of that music?

  3. I think you are wrong in your assessment – just because Sidney Bechet isn’t a household name doesn’t mean that the world isn’t swinging along his highway.
    Bechet is one of the “funnels” of modern music, much like the Beatles.
    He was the first jazz musician to be recorded swinging quavers (Louis Armstrong on the same recording was still playing straight), and his recording of Summertime was the first jazz version of a song that has become arguably one of the most famous jazz standards of all: and notably it was the first recording to feature lead and rhythm guitarists, although it was an accident: Bechet accidentally booked two guitarists for the session.

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