person playing the piano

Is jazz swing triplety, or not?

The most important rhythmic concept in jazz is swing, an intentional unevenness of note lengths. In jazz swing, downbeat notes (and rests) are long, and upbeats are shorter and later. This phenomenon isn’t represented well by classical musical notation, but sometimes it is approximated like this:

Or like this:

The examples assign the downbeat notes a length exactly 2 times that of the upbeat notes—the triplet quarter note is twice as long as the triplet eighth, or, in other words, the swing ratio is 2:1.

The debate over swing ratios

The triplet method of explaining swing rhythm is unpopular with many jazz musicians and educators, who insist that a triplet-like 2:1 ratio is incorrect. Most of them, if pressed, are unable to provide a better ratio or formula. Instead they insist on the importance of listening to jazz to aurally absorb the “correct” ratio (or system of ratios, perhaps varying with tempo), or propose that swing can only properly be “felt” rather than explained.

There are a number of things that these musicians and educators are correct about: a triplety ratio isn’t necessarily correct, and listening is important.

What these otherwise fine folks sometimes get wrong is the idea that swing can’t be measured or analyzed. In fact, it has been extensively measured and analyzed by a number of scholars, and some useful generalizations can be made. (If you want to dig into the research, an excellent place to start is the article “Preferred swing ratio in jazz as a function of tempo” by Anders Friberg and Andreas Sundström, published in TMH-QPSR, volume 38, no. 4, 1997.)

Some helpful swing generalizations

  • In general, yes, a swing ratio of 2:1, triplet-style, works fine for many situations, particularly at moderate tempos.
  • It’s fairly common for swing ratios to increase (something like 2.5:1 or even higher) at slower tempos. A higher ratio could be described as “swinging harder.”
  • It’s also common for swing ratios to get lower at faster tempos (like 1.5:1). This could be described as “not swinging as hard” or maybe playing “straighter.”
  • However, jazz performers’ ratios vary, depending on factors that are perhaps best summarized as “personal taste.” And, yes, the best way to develop this informed taste is by listening to and internalizing a lot of great jazz.

It might be helpful for classically-trained musicians to consider how they interpret something like a grace note—its individual placement, length, emphasis, etc. depend on many factors, and a “swung” eighth note’s interpretation is similarly complex.

Happy swinging!

Similar Posts

  • What I learned about practicing from my summer fitness class

    Photo, brendan-c

    Exercise has always been a challenge motivation-wise for me, but now that being over 30 appears to be a chronic condition, it’s something that I’m trying to do better about. I find it easier to motivate myself to practice my instruments, but I see connections between my exercise aversion and some of my students’ practice lethargy:

    • Unclear or undetermined direction and goals
    • Poor planning of exercise/practice sessions
    • Sessions are boring
    • Unfamiliarity with proper training/practicing techniques, or a mistaken self-evaluation of how well they are being executed

    I’ve previously attempted jogging routines, trips to the campus gym’s weight room, calisthenics programs, and various other workouts. All have fizzled out fairly quickly. Recently I had settled into a daily walk, which was easy and pleasant but wasn’t improving my fitness in any noticeable way.

    I decided this year to take advantage of a summer fitness class being offered for free on campus. It was my first time committing to doing anything like that, but the price was right and the time commitment seemed do-able.

    To my surprise, things went much better than in any of my previous attempts at regular exercise (after the first week’s exhaustion and soreness ebbed a little), and I found that a number of things that worked well for me in practice sessions were also clicking in my new fitness program:

    • Accountability is a big motivator. I knew the fitness instructor and my classmates would be expecting me every day, and that was enough to get me out of bed and into the gym for a full hour. Likewise, I need accountability in my practicing. For years I had teachers’ expectations to meet, but now I am accountable to myself. One thing that has worked well for me this summer is regularly-scheduled informal recording sessions, where I listen back to my playing, evaluate the results of my efforts, and write down some comments for myself.
    • Progress doesn’t always look like what you want it to. After my summer workouts, I still don’t have six-pack abs or a four-minute mile, but my pants are fitting a little loose, and my endurance is way, way up. Similarly, in the practice room, my summer’s efforts haven’t brought my recital repertoire to blazing tempi and groundbreaking interpretation, but I have shored up some fundamentals and made headway on some new techniques.
    • Variety is good. The fitness class was a “boot camp”-style regimen, with lots of short intervals of high-intensity (for me) exercise. It’s very similar to a strategy I use when practicing: pick a problem spot, and give it 10 minutes of hyper-focused effort. After 10 minutes, move on. It’s amazing how much gets done in a few hours’ worth of ten-minute chunks, and I enjoy it much more than long sessions working on the same problem.
    • Don’t fight your equipment. I bought new shoes partway through the summer, and the next day’s class was agony on my legs. I got some advice and bought some drugstore insoles that supported my feet differently, and the following class was 100% better. Same thing goes for my instruments and reeds: if something isn’t working efficiently, I’m unhappy and ineffective (and possibly even injured). Make sure your instruments are the best quality you can reasonably afford, and that they are kept in excellent repair and adjustment.
    • The fitness instructor was fond of saying, “If it doesn’t challenge you, it doesn’t change you.” (The phrase seems to get credited a lot to Fred DeVito.) It’s easy to fall into patterns of “practicing” what I can already do, rather than tackling something that will push me to a new level.
    • Progress feeds motivation. I found that sweating through a few weeks of exercise and seeing some improvement really boosted my enthusiasm for exercise. (To my own surprise, I’m even hoping to fit in another exercise class during the semester.) I recall as a freshman music major really struggling with getting my practicing done at first. But as it started to pay off, I got excited about what I was accomplishing, and it snowballed into more and better practicing.

    Go put in some hours in the practice room—and in the gym, too!

  • Farewell: Frank Wess

    Last week Frank Wess, one of the great woodwind doublers in jazz, passed away at age 91. He was best known for his years with the Count Basie band, and for being an influential figure in bringing the flute into its own as a jazz instrument.

    If you’re not familiar with his playing, definitely check out “Midgets” from the Basie April in Paris album. Sometimes classically-trained flutists are quick to dismiss jazz-playing doublers, in some cases justifiably so, for failing to pay proper dues on the instrument. While Wess’s tone doesn’t fit current ideas about a “correct” classical sound, there is evidence here that he is in control of the instrument: certainly good command of finger technique (and remember, classically-trained folks, that Wess is improvising here), plus some double-tonguing, a technique common in classical flute technique but relatively rare among reed players.

    Photo, Tom Marcello
    Photo, Tom Marcello

    There is a nice tribute (with a YouTube video) at the NPR jazz blog.

  • Answering equipment questions

    I attended a small jazz festival a number of years ago, which included student workshops with some of the festival’s headline artists. Unsurprisingly, some of the first questions asked in these workshops were about the artists’ equipment choices.

    The responses varied widely. A few of the artists were excited to talk about their instruments, mouthpieces, and so forth, and to offer glowing testimonials.

    Others responded less enthusiastically. One of the festival’s biggest-name artists mocked a student for even asking the question. The student slumped down into his seat as one of his idols berated him in front of everyone.

    But I was especially impressed by one artist in particular, whose equipment choices are well-known and widely-imitated. “Well, I use _____, _____, and _____,” he explained, “but there are a lot of really good options out there, and what works for me doesn’t work for everybody. Plus, you should know that lots of music stores sell equipment with this brand name, but it’s not really the same product anymore as the one I bought decades ago.” Then he moved onto another question.

    Photo, Laurie Samet
    Photo, Laurie Samet

    I thought this was a very effective, responsible, and respectful way to answer the question: he didn’t make the student feel bad for asking, and he didn’t encourage the student to buy something specific that might not really be a fit. I also admired the brevity and matter-of-factness of his answer—it cast the question as what it ought to be: a curiosity, rather than something of great importance.

  • A jazz improvisation curriculum: Junior high through college

    The following is a suggested curriculum for teaching jazz style and improvisation to students from junior high school through college. The materials listed are geared toward the developing saxophonist, but may be substituted or adapted to meet needs of other instrumentalists. The curriculum assumes the student has a basic command of the instrument, and should be used in conjunction with classical study. The layout of the curriculum suggests materials for junior high, high school, and college, but will of course need to be altered to fit each individual student’s needs. Read More “A jazz improvisation curriculum: Junior high through college”

  • Subdivision, long notes, and slowing the tempo

    As my students get better at reading more complicated rhythms, often it is the “easy” notes that emerge as the ones still lacking in precision: the longer note values and the rests. It’s not uncommon for my university students to play intricate sixteenth-note rhythms with accuracy and confidence, but play whole notes that are too short by a significant fraction.

    Try this: use your thumb and index finger to indicate a distance of about an inch (or, if you live in a country with saner units of measure, do a centimeter). How sure are you of your estimate? Now try one foot (or maybe 30 centimeters), then one yard (or one meter). How sure are you of those estimates? Probably less so. Look into the distance and see if you can guess at a point that is a mile (or kilometer) away. At distances this large, it starts to feel more like just guessing. But if you are reasonably confident of your smaller measurements, you can use them to derive the larger ones: measure out 12 of your guesstimated inches, and you can be more confident that you are in the ballpark of a foot.

    Note values are the same way: it’s much easier to place notes that have less “distance” (time) between them. This is why subdividing is key to playing longer notes (or rests) accurately. Don’t start a whole note, wait, and end the note when you suppose enough time has passed; instead, mentally use smaller notes to measure out the longer ones. For example:

    subdivision

    Subdivision is also particularly useful for slowing down tempos smoothly and gracefully. When the “large” beats need to get farther apart, it’s not easy to do this gradually and evenly. Smaller beat subdivisions are much easier to manipulate.

    Subdivision takes some concentration at first, but can become somewhat automatic with practice. Master this technique for greater precision and control of tempo.

  • Sparking creative inspiration

    It’s tempting sometimes to see my students as either left-brained or right-brained players—either the precise, technically-oriented type or the creative, intuitive type. The reality, of course, is that they are all some of each, but may have greater strengths in one area or the other. And good musicians need both.

    Trying to get the more technically-inclined to play with imagination and spontaneity can be frustrating for student and teacher alike. And the more intuitive types sometimes need a little organization to make sure their creativity is focused into a cohesive musical statement. Here is a very simple technique that I use with “both” kinds of students to encourage creative exploration without wandering too far afield.

    photo, Bernat Casero
    photo, Bernat Casero

    First I select a brief passage and ask the student to imagine that it is part of the soundtrack to a movie, and start feeding them genres to try out: Can you play it like it’s part of a swashbuckling action-adventure movie? a slapstick comedy? a steamy love story? a tense courtroom drama? For the student who is tentative about playing imaginatively, this is a fairly simple, non-threatening way to experiment with some intuitive musical decisions. For a student whose flights of fancy need a little direction, this technique provides just enough discipline without suppressing creativity.

    The next step is to ask the student to pick a few favorite genres on their own, or even specific movies, and let them explore the passage within those frameworks. Some students, the more technically-inclined in particular, seem a little embarrassed about sharing even that much of their creative process aloud, so I don’t push them to do so as long as they can use it to create a few interpretations that are convincingly distinct. The important thing is that they are discovering the ability to generate ideas and apply them to the music.

    An additional step is to move beyond movie genres to something a little more esoteric. I have had success with having students play different colors (purple? yellow? black? fuchsia?), different moods or emotions (love? hate? joy? paranoia?), or different “instruments” (can you sound like a trumpet? a cello? an operatic soprano? a snare drum?). Sometimes I use this approach myself to tackle particularly tricky interpretive questions, like how to handle repeated sections that I want to sound just different enough on the second time through: maybe the first time royal blue, and the second time more of a navy blue.

    Advanced musical interpretation can be much richer and more complex, but starting out with this technique seems to help many of my students get started, by opening up an intuitive path for some students and providing some useful creative boundaries for others.

Leave a Reply

Your email address will not be published. Required fields are marked *

Comments that take a negative or confrontational tone are subject to email and name verification before being approved. In other words: no anonymous trolls allowed—take responsibility for your words.

This site uses Akismet to reduce spam. Learn how your comment data is processed.