Classical musicians and jazz music

Photo, Andrei Z

I try to be both a classical musician and a jazz musician. This dual pursuit is sometimes detrimental to both sides, but often beneficial, and I enjoy it. I’ve put in serious study, listening, and practice hours with both kinds of music.

Jazz has influenced classical composers enough that classical musicians can’t ignore it—if you’re an orchestral clarinetist, it’s only a matter of time before you have to face Rhapsody in Blue. So it’s not unusual to hear classical musicians, especially in academic situations, address aspects of jazz playing.

It’s disappointing to me to hear classical musicians use pejorative language when describing jazz style, but frequently terms like “sloppy,” “lazy,” “harsh,” or “piercing” are used to characterize its techniques and sounds. In the last few months, some egregious and ill-informed examples of this have appeared in the blogosphere, and I can think of several examples during that same period when I have heard that kind of talk in masterclasses and workshops.

I don’t think that the examples I’ve seen lately were intentionally belittling or snobbish. And, in fact, in some cases the intent seemed to be to express appreciation for jazz music and jazz musicians, but the choice of words betrays some underlying attitudes about the relationship between classical and jazz.

If you’re a classical musician, these are the kinds of things I want you to know about jazz playing:

  • Classical musicians hold themselves to very high—and very specific—standards when it comes to tone. But in jazz, we take what we consider a more open-minded approach. In jazz, the fact that my tone doesn’t meet classical standards doesn’t mean that I’m undisciplined. It means that I’m an individual. I worked just as long and hard to develop my sound as you did. It’s not that I’m unconcerned about my tone; it’s that I’m unconcerned about yours.
  • The unique trappings of jazz style (inflections and other effects) are a complex and nuanced language of expression. When you suggest that scoops and smears can be added to your “jazzy” repertoire piece without properly absorbing and understanding their use and execution in jazz, I find it insulting to my craft and unpleasant to listen to. Can you imagine a musician untrained in Baroque style telling a room full of attentive students, “just put in some trills and stuff?” The results would be, um, unconvincing.
  • The same goes for swing. There’s a popular myth that to swing simply means to play eighth notes with a triplet feel. If you take the time to really listen to some good jazz (an hour with the Count Basie band is time well spent), you’ll quickly find that the triplet approach is inadequate for reproducing the subtleties of jazz rhythm. You’ll also find that swing is more than a rhythmic thing—it has a great deal to do with phrasing and articulation. Be aware that these things are not accurately expressed by the notation in your excerpt book.
  • There’s nothing careless, loose, or facile about jazz playing. I personally find that in many ways (not all ways) jazz is more mentally and physically demanding to play than classical music. For jazz playing, I need all the control, precision, and focus that I need for classical music, but with a much wider expressive range. I need the ability to do all the poised, graceful, and delicate things that classical musicians pride themselves on, plus a whole world of other sounds that you won’t find in Beethoven (or even in genuinely jazz-influenced composers of the twentieth century onward). Oh, and I often do these things while improvising—performing a spontaneously-composed melody in real time.

What I’m getting at is that playing convincingly in a jazz style (even setting aside improvisation) is as complex and subtle an art as playing classical music, and to do it well requires dedicated study. And that it’s a mistake for classical musicians to think of jazz as a charmingly primitive tribe that could be civilized by airlifting in some etude books.

I encourage musicians of all stripes to be curious, open-minded, and respectful about each other’s art.

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  • Go ahead and use a fakebook

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    I felt a lot of stress and pressure during my years in college and graduate school, about jazz and Learning Tunes. Nobody who is anybody uses a fakebook! You have to Learn the Tunes! Do you know All the Tunes? Why don’t you know More Tunes?

    My teachers told me I would never make it as a jazz player unless I knew hundreds of tunes by heart. Melodies, chord progressions, and “standard” intros and outros. And since I’m a reed player, I would need to know them in at least a couple of keys. I tried, but I found it pretty daunting. My teachers seemed to think that meant I was doing it wrong, in some way they could not specify.

    And besides, fakebooks are bad! They have mistakes, unlike other kinds of sheet music! Plus, the fakebook version of that tune might not be the true and authentic secret original version, but merely a common and tasteful reworking! And if you’re looking at a fakebook, you’re trapped within the confines of the printed page, literally unable to play anything creative!

    My university degrees are in “classical” performance, and in multiple instruments, so jazz has never been my sole concentration. If I had done more focused and advanced study of jazz, I suppose I would have had to Learn All the Tunes, or flunk out and fail to make it in the business.

    But it was never my goal to be the next big name in jazz. I love to play jazz music, but I’m quite content to do my best impressions of my favorite players, take modest solos, and yes, use a fakebook. Of the musicians in the world who play jazz at some level, very few are recording on Blue Note or headlining at the Village Vanguard.

    For hobbyist or part-time jazz players, a fakebook can be very useful. Using a fakebook on a gig means I can just play the tunes the group wants to play, rather than slinking away in shame at my failure to Know them All. It means we’re all on the same page, so to speak, about keys, chord changes, forms, intros, and endings. The practicality of low stress and high versatility wins out over the ideal of never looking at a music stand. I can Learn Tunes by playing them frequently in a relaxed atmosphere. And if I forget a chord or a melody note, I can fall back on my musical skill of reading notation.

    Is learning tunes by heart preferable? Probably, ideally. If you’re in a jazz studies degree program, or trying to break into the top-level jazz scene in a major market, you may indeed find it necessary to memorize a whole lot of tunes as quickly as you can. But for the rest of us, there’s no shame in using a fakebook.

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    Planning breaths

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    When learning a new étude or repertoire piece, it’s common to practice at first with focus on the notes, often playing them at a slow tempo and/or divided into chunks. This is a good approach for mastering the needed finger technique, but it may neglect one of the crucial parts of a performance: breathing.

    In some music, it’s obvious where to breathe. But in a page of nonstop sixteenth notes, it’s harder to find the right places, and to execute them gracefully. Adding to the problem, I find that when I am nervous or playing under pressure, my breathing is one of the first things that falls apart: I start breathing in unaccustomed places, or skipping breaths that I know I really need.

    I recommend establishing a breathing plan early in the process of learning new music. That way you can practice the breaths just like you practice the notes—they become a part of your muscle memory, and will happen automatically even under pressure.

    The first step for a wind player should be to mark in the musical breaths, the ones that demarcate phrases. These are breaths that you will take (or possibly fake) regardless of your need for oxygen, because they serve the music. How exactly to do that is beyond the scope of this post, but here are a few quick tips:

    • Beware breathing at bar lines. They look like nice stopping points, but often don’t make musical sense. (They are there only for your convenience in counting.)
    • Background in music theory helps a lot, but you can also use your ears to help you figure out intuitively where a phrase comes to rest, or steal ideas from a good recording.
    • To go deeper, consider studying phrasing, perhaps from a book like David McGill’s. (Put that one on your wish list if you haven’t read it already!)

    Once the breaths required by the music are in place, you may decide you need more, perhaps because you haven’t worked the piece up to its full tempo yet (or because the piece isn’t written with sensitivity to your desire to survive). Mark in-between “survival” breaths as needed, perhaps in parentheses so you remember which ones they are. Put them in the best places you can find, and execute them as musically as you can, but as your tempo increases you may be able to skip them. If so, be sure to erase them so your marked-in plan stays up to date.

    Choosing places for survival breaths is a trial-and-error process. Mark some in and give them a try, then adjust as needed. If you feel uncomfortable while playing, this can lead to panicked decisions on stage, so choose breaths for your comfort.

    Particularly for the oboe, you may find you need some “breaths” where you can actually exhale stale air. Mark these clearly, too.

    Always update your pencil marks if you decide to change the plan at all, so that your plan is 100% clear and you can practice it in a consistent way. You can change your mind later, as long as you change your marks.

    To summarize:

    • Start early in the process of learning a new piece.
    • Mark in musical breaths, which you will observe even if you’re capable of playing longer without stopping.
    • Mark in survival breaths, if necessary. Use trial and error to get them right.
    • Practice the breaths just as diligently as you practice the notes.
    • As you get closer to the performance, you might alter the breathing plan as your interpretation evolves, or as you no longer need some of the survival breaths.
    • Be strict about keeping the markings current, and about playing just what is marked.

    Well-planned, thoroughly-practiced breaths contribute to a relaxed, musical performance.

  • Playing issues vs. reading issues

    Sometimes when I struggle with a musical passage it’s because I can’t quite play it—maybe my fingers or tongue won’t move quite fast enough yet, or there’s a difficult slur or interval leap that I’m still mastering. The solution is methodical practice, which of course takes significant time and effort.

    But there’s an additional set of issues that can be solved more efficiently: reading issues. These are caused by a variety of things: unclear printing, bad editing, poor eyesight, or something just not quite clicking in my brain for some reason. On flute I sometimes get a little lost in the ledger lines, and on bassoon my switches between bass and tenor clefs aren’t always as agile as I’d like. Plus I still sometimes stumble over a double-sharp or some other less-familiar symbol.

    Reading issues aren’t shortfalls in my ability to physically operate the instrument—they are a disconnect somewhere in my eyes-to-brain-to-execution connection. And they often don’t need hours of drilling to solve.

    Keep in mind that reading from your score is 100% optional. Would it solve the problem if you just memorized those few notes? Made some nice clear pencil marks? Rewrote that measure in a clearer way? Scanned the whole thing and reprinted it at a larger size?

    Taking reading out of the picture when necessary can save many hours of frustration and tedium. Try it!

  • Starting at the right tempo

    For me it’s an ongoing challenge to start a piece of music at the right tempo. Here are a few tricks I have used:

    • Practice, a lot, with a metronome, to internalize and habituate the tempo.
    • If circumstances allow, check a metronome backstage immediately before beginning the piece.
    • If circumstances allow, have a metronome with you on stage. Most have a “silent” function that you can use to discreetly double-check.
    • Maybe your piece has a fast or tricky part, and you’re worried that you will go too fast and that part won’t go well. Sing that part in your mind before you start to play, so you can pick a tempo that will work for that part.
    • Be aware of your tendencies. For example, if the adrenaline of performance makes you tend to rush, you can adjust accordingly.
    • Find a song that you know really well and have thoroughly internalized, that has a tempo very close to the one you wish to play at. Sing a few bars of the song mentally to find your tempo. For example, here’s a list of songs that have a tempo of about 94 beats per minute—I bet you can find at least a few that you know.

    Good luck!

  • More on brass doubling

    Prior post: Brass doubling?

    Boston Symphony Orchestra bass trombonist Douglas Yeo has a page on his website with doubling tips. In addition to bass trombone, he plays bass trumpet and serpent. Not tenor trombone.

    I don’t knock anyone for finding their niche. And Mr. Yeo is clearly a very accomplished musician—listen to some of his sound clips if there is any doubt. But I have to admit a few items from his doubling tips amused me as a woodwind doubler. Read More “More on brass doubling”

  • |

    Practice slump checklist

    Sometimes my students complain that they have had bad practicing days or weeks. Not that I have ever had this problem (ahem), but here are a few ideas for breaking out of a practicing slump.

    photo, Katy Wrathall
    photo, Katy Wrathall
    1. Check equipment. Slightly-malfunctioning gear can make you feel like a bad player. Be sure to eliminate this possibility.
      • Are your reeds functioning well? Prioritize response-balanced-with-stability over more subjective and malleable things like tone. Many reed players use unnecessarily stiff reeds; consider trying something a little softer if you haven’t lately.
      • Is your instrument functioning well? If you know how, check the most important adjustment screws (oboe: left hand stack, left G-sharp key, F resonance; saxophone: bis, G-sharp, right hand stack). Re-check basics like alignment of bridge keys. And, of course, make sure your instrument gets regular (at least annual) maintenance checkups. Professional instruments should probably get full mechanical overhauls every 5-10 years.
      • Are you using the best equipment for you? Don’t let new purchases be your go-to solution for every problem, but in some cases replacing an instrument or accessory can remove a roadblock to progress. (Do a reality-check with your teacher to make sure you aren’t just throwing away money chasing a quick fix.)
    2. Check technique. It might be you after all.
      • Have you warmed up thoroughly and correctly today? It’s best to do this at the beginning of your practice session, but there’s no rule that says you can’t warm up some more mid-session to double-check your tone production and reset your mental focus.
      • Have you reviewed all your fundamentals? Take a closer look at your posture, hand position, breath support, embouchure, voicing, finger movement, etc. Have you slipped back into a bad habit? Are you suffering the effects of a technique deficiency you know you should fix but haven’t gotten around to yet? If you don’t know how to fix it, check in with your teacher.
      • Can you release some tension? Frustration often goes hand-in-hand with tense muscles. Consider doing a little deep breathing, stretching, mindfulness practice, yoga, Alexander Technique, or whatever else puts your body back in balance.
      • Have you laid sufficient technical groundwork? If you are working on something especially difficult, is there something else you could practice as an intermediate step? Études, technical exercises, or other preparatory material can help bridge the gap between your current ability level and the ability level you need.
    3. Check your health. If your body isn’t responding well, your practice sessions will be difficult and unpleasant.
      • Have you been getting enough quality sleep? Implementing good sleep habits is a major upgrade to the function of your mind and body.
      • Are you eating balanced meals? Are you eating enough? Are you eating too much? Is your diet too low on good stuff and/or too high in bad stuff?
      • Are you getting outside for at least a few minutes of sunshine and “fresh” air? Sunshine is important to your body’s vitamin D level.
      • Are you stressed, or otherwise not at your best mentally? In some cases, professional counseling and/or treatment may be needed. If you are a college student, there is a good chance there are free, discreet counseling services available on your campus. In other cases, taking a break, getting a little exercise, talking something out with a friend or loved one, or just getting a change of scenery might be enough.
    4. Check your mindset.
      • Are you practicing mindlessly or without direction? Try making a short list of goals you would like to accomplish during this practice session. If you’re not sure where to start, make a quick recording (perhaps with the voice memo app on your smartphone) and listen to it to get some ideas about what needs improvement. If you don’t meet all your goals, you can tackle them again tomorrow or re-prioritize.
    5. Check your environment.
      • At what time of day are your practice sessions the most productive and pleasant? Do you practice best in the morning before your body is tired and your brain is full? Or do you get a second wind after the sun goes down?
      • What locations are most conducive to good practice sessions? Sometimes just changing the scenery can revitalize your focus and productivity. Practicing in places with different acoustical qualities can make you hear yourself in new ways and get your creative juices flowing.
      • What distractions are getting in your way? Can you reduce or remove them?
    6. Check your ego. Practicing should challenge you, but not overwhelm you.
      • Are you working on music that is inappropriately difficult for your current abilities? If you have some freedom to choose what you practice, consider working on something else for now and tackling this project later. If you are committed to a performance of something very difficult and have to make it work, be sure to include other things in your practice session that you can be successful at, to keep your motivation primed.

    Don’t let poor practice sessions bring you down—use them to refine your habits and make the next session your best yet.

11 Comments

  1. Good points.

    Indeed, someone who thinks that scoops and a rigid triplet feel makes him (or her) into a jazz musician would stand out as badly as someone at a classical concert dressed like Lady Gaga.

    It’s a feel (I like the analogy with Baroque music), and there’s no substitute for listening.

    Geoff

  2. I really appreciated this post. I was trained in classical playing much more than in jazz playing. I had some of these same thoughts when I first started my jazz studies. Needless to say I have and still do struggle greatly.
    Many people do not realize, but Jazz in many ways takes just as much dicipline as classical playing does. I found it particularly had to be disciplined in practicing my improvisation. I really appreciate the points you made in this post, and I think if any musician truly studies someone else’s art, there is always more to it than what meets the eye.

  3. Preach on brutha! Some great insights here. I actually think that the best classical musicians out there tend to have great respect for jazz – like Arthur Rubenstein coming out to the small clubs to hear Art Tatum back in the day.

    Also, thanks for linking to my “marching band scoop” video, glad it made sense. :)

  4. Bret – this is a great post. One that I will definite share. As someone who started in the classical world, and who’s taught many students who started in the classical world, I can appreciate what you’re saying.

    My favorite line is “It’s not that I’m unconcerned about my tone; it’s that I’m unconcerned about yours.” which is so true. And the image of “airlifting in some etude books” made me laugh out loud. You should make a web comic. :)

  5. What year is this? 1939? I’m surprised that this discussion is still going on. Aren’t most players today products of the university systems and therefore having largely the same educational experience (classes, instructors, classmates)? Obviously not, and Bret, you’d be the guy to know. Still, in a way, it’s kinda comforting that this still comes up.

  6. Very well stated, Bret. Both genres have there demands. I think we all agree that jazz contains the element (on-the-spot composition AKA improvisation) that most (although not all) classical music does not.

    I think both genres are great to listen to and perform. I do not consider myself to be a jazz musician not a classical musician, but simply a musician, capable of performing both. Maybe not at a level of someone who spends his/her time specifically on one, but at a level that is personally satisfying and one that allows me to play in a wide variety of settings.

  7. On the topic of classical musicians respecting jazz, I recall seeing a biographical show on Sir James Galway (woodwind content!). Near the end of the show, Galway mentioned that improvisation was a complete mystery to him and he was trying to learn it.

    So he was trying to learn to play the Blues.

    Using canned backing tracks.

    It was really enlightening to see someone as great as Galway, struggling with something I find so basic. (Don’t worry, it won’t go to my head. I’m not even 1/30 the musician Galway is. :-) )

  8. I have this professor in college, that always tells us “Jazz should not go with students training in classical music” (I am a drum major). I totally disagreed. I mean, having a leverage of what not to do and what to do is a leverage of the musician. Note movement will be the same regardless of style. And knowledge on both Jazz and Classical makes it more astounding. I totally agree that respect should be there…regardless of what style you want your listener to hear. Very nice article Brett.

  9. I think the two art forms shouldn’t even be compared logically and not doing so removes any offense or insult either way.

    Saying that classical musicians only focus on tone and that jazz musicians are not interested in their tone is tantamount to classical musicians saying that jazz consists of a crapload of scales and tritone embelishing and that classical musicians don’t care for your tritones, dominant sevenths “runs” etc.

    Let call a spade a spade and say that the two are so far removed it is arrogant for someone from the one art form to profess that the other is less expressive, less complex etc because you can only understand expression if u understand the form and the medium. Many believe classical is a genre that is under developed and stopped some 100 200 300 years ago’ depending on level of ignorance.

    I am a classical musician and classical musicians can be flexible mastering other genres in fact I have heard from many jazz teachers even that some of the best jazz musicians were classical musicians as they add a certain amount of sensitivity to the music. Others will argue that this is just not true. The truth is there are classical musicians that do want to branch out and learn jazz and those that don’t want to. Similarly there are jazz musician that want to branch out and those that don’t and there is humility as well as snobisdhness on both sides of the fence.

  10. Yeah, I am also surprised that this debate is still going on. By now I feel that the majority of classical musicians who don’t understand jazz do respect it, and even admit that jazz musicians can do things on their instruments that classical players can’t.

    But it really is comparing apples to oranges. The two fields are so different that you can’t say a player in one is superior to a player in another, or that one music is harder, better, or superior. And the tone debate? Some of the most beautiful tones I’ve heard have come out of a jazz horn. But a beautiful jazz tone is different from a beautiful classical tone.

    I’ve worked in both genres and while I find a classical snob every now and then who looks down their nose at jazz, I know that true musicians know how to respect and even admire something good that they’re not familiar with. At the end of the day, though, the two styles have a lot in common: You need to have mastery of your horn, you need to listen to the masters of your instrument, and you need to practice.

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