Jazz chord symbols: a primer for the classically-trained

Printed jazz music often uses chord symbols to indicate the music’s underlying harmony. As with the Roman numeral system used in classical music theory, jazz chord symbols may be used as a tool for analysis. But they are also used for performance, like Baroque figured bass notation, with the musicians using the symbols as a framework for improvising melodies and/or accompaniments. In jazz, the symbols are  generally non-specific with respect to inversion, and players of chord-capable instruments (such as piano or guitar) in jazz are accustomed to making independent choices about inversion and voicing. Depending on the situation, printed jazz music may include written notes only, or notes plus chord symbols, or even chord symbols alone.

Simple major triads aren’t common in most “modern” (post-1940) jazz. But in the rare cases that they do appear, they are indicated with a single note name:

jazz chord symbol: simple triad
C major

The letter “C” above the staff is the chord symbol. The notes shown on the staff here are the corresponding pitch classes, stacked in root position in the thirds familiar to students of classical theory, though a jazz musician, composer, or arranger would rarely voice a chord in this way.

Almost always, there should some variety of seventh specified, using the numeral 7 (and when it isn’t specified, it is often implied). By convention, using the 7 alone with a note name indicates the lowered seventh:

jazz chord symbol:  seventh
C seventh

When a major seventh is intended, it must be specified. Most of the time, when a jazz musician thinks of a “major” chord, this is the chord he or she means, since it is more colorful and stylistically characteristic than the plain triad. A triangle symbol has become common, and is preferable because it is unambiguous and easy to read. Several other symbols are common, however, such as a capital M or some abbreviation of the word “major.” (These persist likely in part because they can be typed using symbols available on a standard computer keyboard.)

jazz chord symbols: major seventh
C major seventh

The major sixth chord is encountered on occasion, which contains a major sixth scale degree rather than a seventh; jazz musicians will often treat this as interchangeable with the major seventh chord when improvising melodies or accompaniments.

Minor chords are best indicated with a minus sign, and almost always include a lowered or minor seventh. Lowercase m or an abbreviation of “minor” are also fairly common, but, especially in handwritten scores, can be easily confused for major chords.

jazz chord symbols: minor seventh
C minor seventh

Half-diminished chords are expressed in two common ways. The slashed-circle is preferable due to its concision, but the minor-seventh-flat-fifth notation is perhaps equally ubiquitous.

jazz chord symbols: half-diminished
C half-diminished

Diminished (or “fully diminished”) chords also have two common symbols, one using a circle (preferable), and one using an abbreviation of “diminished.”

jazz chord symbols: diminished seventh
C diminished

It is worth noting that jazz composers and arrangers tend to prefer legibility over pedantry, and in many cases will use enharmonics to avoid double-flats and the like.

So-called suspended chords, which use the fourth scale degree rather than the third, are commonly referred to as “sus” chords, due to the abbreviation commonly used in their chord symbols:

jazz chord symbol: sus 7
C suspended

Note that the term “suspended” is used here to describe the quality of the chord, but in jazz music the term does not necessarily indicate the chord’s function—that is to say, the “suspension” may not resolve as expected. Similarly, seventh chords (with the seventh lowered, remember) are sometimes referred to as “dominant” chords, even if they do not serve a dominant (nor secondary dominant) function.

In addition to the basic chord types listed so far, chords can also be extended and/or altered. Chord extensions include the 9th, 11th, and 13th scale degrees (any other scale degrees would be repetitions of notes already present in the chord). These scale degrees can be added individually to a chord symbol with the word “add,” but this happens only rarely. More often, the extensions are assumed to include all those of a lower number: for example, a C13 chord implies the presence of the 11th and 9th. The 11th scale degree is a special case in major chords, since it is the same pitch class as the 4th scale degree and is unacceptably dissonant in typical situations. It is almost always altered by raising by a half-step, and in the case of a major-quality 13th chord, the implied 11th scale degree is always assumed to be raised unless indicated otherwise.

jazz chord symbols: extensions
Extended chords

Accidentals are used to create alterations, with sharps and flats loosely interpreted to mean altering the indicated note by a half-step, even if that involves (for example) adding a natural rather than a flat or sharp. In some cases, parentheses around the alterations are helpful for clarifying whether the accidental belongs to the root note (for example, a C-sharp chord with a natural ninth versus a C chord with a sharp ninth). Notes that can be altered include the fifth (flat or sharp), ninth (flat or sharp), eleventh (sharp), and thirteenth (flat); any other alteration would cause a change in the chord’s basic type. Some copyists prefer a plus sign over a sharp for alterations, particularly in the case of the raised fifth—this eliminates some of the confusion about using the sharp-fifth notation in a key where the fifth scale degree ordinarily has a flat, but also introduces a number of other ambiguities.

jazz chord symbols: altered
Altered chords

Slash chords may be made up of any chord combined with any single specified “bass” note. The bass note may be played by the bass instrument(s) of an ensemble, or in the lowest position in a chord-playing instrument’s voicing (particularly if that instrument is being played unaccompanied). The bass note may or may not exist in the “upper” chord.

jazz chord symbol: slash chord
C-slash-D

Similar Posts

  • Using sticky notes to focus my performance thinking

    I might put in weeks or months preparing for a high-pressure performance. The groundwork is done—I have made the technical and interpretive decisions, drilled the difficult spots, and otherwise planned and prepared every aspect of my playing.

    But all of that can fall apart pretty quickly if my head isn’t in the right place. Nerves, stress, and distractions can make one small error snowball into an unfocused, sloppy performance.

    One of my favorite tricks to help avoid this is to plan my thinking. As I do the final preparations for my performance, I often pick out two or three things I would like to focus on as I begin each piece or movement. These might be important technical details (“make sure embouchure is stable before playing the first note”), more general advice (“keep breath support strong through the ends of phrases”), or interpretive thoughts (“light and playful”).

    I write these two or three things (no more) on a sticky note, and place it at the beginning of the piece or movement. If the reminders seem especially crucial, I might put the sticky note over the first few measures of music, so I can’t start playing until I have physically moved it out of the way.

    This small preparation helps ensure that as I begin to play, I’m thinking about the things that are most important to the success of the performance, rather than reacting to distractions.

  • Why I don’t list my equipment

    Many musicians are eager to tell you what equipment they use. They list their equipment on their websites, in the signature lines of their forum postings, and so on. I don’t.

    I’m rarely impressed with what I see on fellow woodwind players’ lists. Ownership of impressive equipment (assuming the gear is, in fact, paid for?) does not make a fine player. Ownership of unimpressive equipment seems, well, like it’s not worth boasting about.

    Some musicians seem to see their equipment listing as a service to the musical community, as though others will benefit from knowing what instruments they play. Buying instruments, mouthpieces, reeds, and so forth just because another player uses them—even a truly fine player—is much like buying the same shoes your favorite basketball player wears. No doubt they are fine shoes, but they might not suit your feet, your ability level, your playing surface, or your personal sense of style. Equipment listings are especially hazardous to younger beginners, who may be easily convinced that owning certain equipment will solve their problems, or who may ill-advisedly buy equipment that isn’t a good fit for them. Read More “Why I don’t list my equipment”

  • Creativity, hard work, and beginning jazz improvisation

    I occasionally teach a university course in jazz improvisation, geared toward beginning improvisers. Sometimes I think prospective students are afraid to sign up because they don’t consider themselves already to be musically creative. On the other hand, I have some students enroll in the class with unrealistic expectations about the results, thinking that they will learn all the tricks and secrets and be ready for some fantasy gig.

    It doesn’t make sense to avoid taking French 101 because “I don’t speak any French”—you’re missing the point of an introductory course. But it also isn’t likely that by the end of the semester you’ll be ready to wow everyone at the smartest dinner parties in Paris.

    Photo, alphadesigner
    Photo, alphadesigner

    The good-news/bad-news is that most of what happens in a beginning improvisation class doesn’t feel creative or spontaneous at all. In my course, we do a lot of drilling of scales, arpeggios, patterns, and “licks,” and then trying to execute them successfully in a pre-planned way over a set of chord changes. The same happens in your first-semester French class: you memorize some basic phrases by rote, and try to use them in the right order in very structured “conversations.” At some point you get some very restricted freedom: you have to say what color le chat is, but you get to pick if he is noir or blanc. Similarly, in my class you might get to decide which of your two memorized “two-five-one” licks to use over the first four bars of the bridge, or whether to start that digital pattern on the root of the chord or the fifth, but that’s about it. Limited options don’t mean you aren’t really improvising (or speaking French), it just means you don’t have a lot of vocabulary to work with yet.

    I know that this rubs some improvisers the wrong way: I shouldn’t be regurgitating pre-packaged licks! I should be developing my own “thing!” For those people, I suggest you read a biography of any great improvising musician and find out what they did in the early stages of developing their thing. Or just try speaking some French: no need for grammar study or vocabulary lists! Do your thing!

    For those who consider themselves creativity-deficient: you can learn to improvise in a systematic way—it’s not something you’re born with (or without). I’ll teach you some existing vocabulary and some techniques for making your own, and then you can start putting them together in ways that make sense to you. You’re being creative!

    For those hoping to learn some “tricks:” the only useful trick I can teach you is to take the techniques from the class and hit the practice rooms. There aren’t any shortcuts to improvising well. It will require hard work over the course of many years. But the process can be a lot of fun!

  • What does it mean to “interpret” music?

    As a new undergraduate music student I was often frustrated by my teachers’ attempts to get me to “interpret” music.

    I would play something, and my teacher would stop me and ask me to play it louder. I would play again, but this time it was too loud, too slow, too fast, too staccato, not staccato enough.

    I didn’t understand yet the purpose or the process behind musical interpretation. My teachers seemed to have excruciatingly specific ideas about how each and every note of the piece should sound. I couldn’t wrap my head around how they were making these seemingly arbitrary decisions, or how they expected me to guess correctly what they were thinking.

    To be fair to my excellent teachers, there’s a strong chance that the problem was on my end, not theirs. But here’s what I wish I would have understood at that point.

    • When faced with a foreign language, one might rely on an interpreter to explain what is being said.
    • When dealing with some raw data, a researcher might interpret the data to show how some pages of numbers, which don’t make sense without context, support a hypothesis.
    • When performing a musical work, a performer interprets the piece to help the audience understand what’s happening.

    Here are just a few examples of things in a piece of music that might need interpretation for the audience’s benefit:

    • Where does one phrase end and the next begin?
    • Are there melodies, textures, or other ideas that repeat in important ways throughout the piece?
    • What moods, characters, etc. does the music portray?

    You might spend months getting to know the piece, but your audience might be hearing it for the first time. You need to point out the important things to them, so they hear the story, not just a bunch of notes.

    When you speak, you offer a variety of clues about how to break up what you are saying into comprehensible chunks. You probably do it without thinking much about it, but it involves things like the pitch, volume, and speed of your voice. To interpret music, you use similar tools: you might demonstrate that a musical phrase is ending by slowing down a tiny bit and bringing the volume down. Or you might help the audience hear what you believe is a warlike quality in a certain passage by using bombastic accents and a strict, military-inspired tempo.

    All of this requires you to have opinions about the music. Two tour guides might give different tours of the same place, because they have different opinions about what is interesting or important—they are each interpreting. You might personally enjoy one tour more than the other, but it doesn’t mean either is wrong.

    Your interpretation of the music should be based on synthesizing lots of factors. One of the most crucial ones is hints from the composer, so pay close attention to any markings or words the composer uses. (Sometimes they are in a foreign language—it is your job to find out what they mean.) Your interpretation might also be informed by tradition: maybe there is some broad consensus among performers of the piece that it should be played a certain way. That doesn’t mean 100% that you have to go along, but it’s something you should think seriously about. If you are collaborating on the performance with other musicians, you’ll need to work out some agreement with them about various aspects of interpretation.

    If you think all of this sounds difficult or complicated, you aren’t wrong. But if you understand what musical interpretation is and why it’s important, you can start to absorb your teachers’ interpretive ideas in a more meaningful way. You can listen to recordings of great performers and steal their interpretive ideas (this is allowed, and even encouraged!). And you can start to use what you have been learning in your music theory and music history classes as fuel for your own interpretive decisions.

    As a brand-new freshman music major I was content with my performance if I played the right notes at the right times. That’s important, but it falls pretty far short of the satisfaction and achievement of a meaningful musical interpretation. Keep at it!

  • Review: D’Addario Select Jazz alto saxophone mouthpieces

    I like mouthpieces that are easy to play, especially in terms of response and tuning. But I also really like something easy to replace; I don’t like the idea of a mouthpiece that is so expensive, variable, or rare that if I drop it I can’t just order a new one, have it in a few days, and expect it to play like the old one.

    A few years back I did a fairly detailed review of the Rico Reserve clarinet mouthpieces (in two parts), and have been happily using the Reserves as my main clarinet mouthpieces ever since. The Reserves are, in particular, astonishingly consistent from specimen to specimen, presumably due to the very precise tooling that obviates the need for hand-finishing (which sounds cool but ultimately means a relatively high degree of variability).

    The pro-line products formerly released under the Rico name are now D’Addario Woodwinds products, and they now include some alto saxophone mouthpieces, the Select Jazz series. I was pleased to hear from a contact at D’Addario Woodwinds who sent me some samples to try out.

    My point of reference is the various Meyer-ish alto mouthpieces I have played for about the last 20 years, most recently the V16 series from Vandoren. I used the A6/medium chamber for a number of years, but more recently switched to the A6/small chamber, which gave me a little more bite in my sound that works well for me in louder situations (like big band lead playing, or blues gigs here in the Mississippi Delta) without having to strain as much.

    The new D’Addario Select Jazz alto mouthpieces are currently available in three flavors, the D5M, the D6M, and the D7M. Larger numbers in the middle correspond to larger tip openings (details at D’Addario’s website). I got a couple of each to try. Each one says “medium chamber” on the box, so maybe D’Addario is considering other chamber sizes. At the moment street price seems to be a little higher than the V16s, but still basically in the same class.

    If you read the second part of my Reserve mouthpiece review, then you won’t be surprised to see that the Select Jazz mouthpieces are extremely consistent. Check out the very even and symmetrical rails and tips.

    L-R: two each of the D5M, D6M, and D7M. Click for higher resolution.
    L-R: two each of the D5M, D6M, and D7M. Click for higher resolution.

    As mentioned in a couple of other reviews, the Select Jazz mouthpieces have an unusually tight fit on the neck cork, and they chewed up my aging cork a bit. Cork grease!

    The mouthpieces have individual serial numbers, like the Reserve clarinet mouthpieces. When I asked about this during my clarinet mouthpiece review, the Rico/D’Addario rep told me there might in the future be some way of registering your mouthpiece online, maybe to access some kind of members-only content. I haven’t seen anything happen along these lines, so maybe there’s a more logical explanation, like that the numbers are just for quality control.

    Here is a sound clip of each of the six mouthpieces I received, plus my two V16 mouthpieces for comparison. For all the sound clips I used the same inexpensive fake-leather-type ligature, but different reeds, a D’Addario Select Jazz filed 3S and a filed 3M, depending on which worked best with each individual mouthpiece. The V16s and the Jazz Select D5Ms worked better with the 3M reed, and the Jazz Select D6Ms and D7Ms seemed to prefer the 3S reed.

    D’Addario Select Jazz D5M, specimen #1

    D’Addario Select Jazz D5M, specimen #2

    D’Addario Select Jazz D6M, specimen #1

    D’Addario Select Jazz D6M, specimen #2

    D’Addario Select Jazz D7M, specimen #1

    D’Addario Select Jazz D7M, specimen #2

    My old Vandoren V16 A6M

    My old Vandoren V16 A6S

     

    The differences are minor at best, and really in a pinch I could make any of these eight mouthpieces work, but here are a few observations:

    • The Select Jazz mouthpieces have noticeably more stable intonation than the V16s, especially the D5M. This is a bigger deal than tone, which is more malleable and more subjective.
    • The Select Jazz mouthpieces are, again, very consistent. This is the killer feature of D’Addario’s mouthpieces. I found the two D5Ms to be virtually interchangeable in terms of tone, response, and tuning, and the two D7Ms too. One of the D6Ms (#2) has, to my ear, just a tiny bit of an edge that I find unpleasant. I suspect that this one is slightly “off,” but the difference between the two is still quite minor compared to the differential in hand-finished production mouthpieces.
    • I do still want something with some edge to it, and the V16 small chamber still feels like is has more of that than any of the seven others, but not by much. The Select Jazz mouthpieces seem to have a bigger core and body to the sound, plus a bit higher volume, so I’m thinking it may be an acceptable tradeoff as far as making my presence known among the electric guitars.
    • Overall, I find the Select Jazz to respond better both down low in the staff and up above it than the V16s do. I didn’t play any altissimo in the sound clips, but I find the Select Jazz to have a slight advantage in that register as well.
    • The D5M and, to a lesser extent, the D6M, seem to be the best fit for my style and needs. The D7M doesn’t work as well for me—it has the louder but more spread tone and less-stable intonation you might expect from a larger tip opening—but it’s still one of the best mouthpieces I’ve played in that category, and it’s really only slightly large, not nearly as extreme as the tip openings offered by some other makers.

    I think the Select Jazz D5M is going to be my new mouthpiece. (I’m keeping a D6M in my case for now too until I can try them both on a loud blues gig, but so far the D5M has worked well for small-group jazz.) The combination of solid intonation, pretty-but-gutsy tone, budget-friendly price, and amazing consistency make this a solid, versatile, and practical option for a working saxophonist. They are great for educators, too—they are easy to recommend to students because they are so easy to play and because they are so reliable in quality (much less need to order a half-dozen on approval and hope there’s a “good” one in the bunch). A great all-around, no-nonsense alto jazz mouthpiece.

    I look forward to more offerings from D’Addario Woodwinds, perhaps alto mouthpieces in other chamber sizes, or mouthpieces for other saxophones.

  • Staying motivated for summer practicing

    For musicians on an academic schedule, summers are often wide open. This can be a great opportunity to get ahead, or a bottomless pit of procrastination and idleness. Here are some ideas for staying motivated to get some summer practicing done.

    Read More “Staying motivated for summer practicing”

22 Comments

  1. Bret, this one is super-cool!
    DON’T STOP POSTING THESE, PLEASE!

    Understanding chords also requires grasping resolution and voice-leading, but the explanation of the notation and exposing the fact that these structures even exist (i.e. are used in systematic manners) are a real eye-opener.

    The telephone area-code when I was a kid was 514….. or maybe IV-V-I??? That’s still how I see harmony, even though I do venture into 11th chords and all kinds of foreign-accidental resolutions. Funny how some dissonances sound great on a piano or in a choir, but orchestrate the notes and and it seems to just fester…..

    As musical styles appear to be fusing more and more, this kind of understanding of jazz harmony (in my opinion the coolest!) becomes GOLD! You might know the French composer Claude Bolling and his attempt (with flautist Jean-Pierre Rampal) to bridge the gap too with his “little suite for flute and jazz trio” …. also known as “Suite Inspiration”?

    This is not only the future, but also the present of music. There is no turning back…. and baroque purist as I might be, I have no problem with that!

    Thanks again, Bret!

  2. This is great!!!! I’ve been through years of undergraduate and graduate theory & never learned this kind of thing. More please!!!

  3. Thanks, very nice, clear and concise. There are a lot of explanations out there with TMI (too much information) for the beginning player.

  4. Hi Bret.

    I saw the chord symbol C7maj5 in a song book. I learned that this is “C E G# Bb” via a Google search.

    Why the G#?

    I cannot find anything that explaining why the use of maj indicates an augmented 5th.

    1. That seems like poor notation to me. A chord spelled that way would be better notated as C7♯5. In most flavors of music theory, there’s no such thing as a “major” fifth—just perfect, diminished, and augmented.

      1. As a guitarist, who learned club-date-style jazz guitar as a child in the 60s, I can tell you that the C-E-G#-Bb chord would be notated C7+5 or C7#5. Also, as a person who went on to get a pretty good education in Western Art Music and music theory, I can tell you that you can’t have a “major 5th.” This is because, in the earlier Middle Ages the 8va, 5th, and 4th were considered perfect (consonances), with the 6th and 3rd as secondary, imperfect consonances considered later. By the 15th century, the 4th measured up from the bass began to be considered (heard as) dissonant and needed to resolve stepwise down to a 3rd.

        Hence, 1a, 8va, 5th, and 4th are either perfect or augmented (raised a half step) or diminished (lowered a half step). All others, i.e., 2nd, 3rd, 6th, 7th, etc. are major (the greater interval, e.g., C-D, C-E, C-A, C-B) or minor (the lesser, C-Db, C-Eb, C-Ab, C-Bb). You can raise the major by another half step (augmented 2nd C-D#, e.g.) or lower the minor by another half step (diminished 3rd C-Bbb). So a diminished 7th chord is C-Eb-Gb-Bbb, and the half-diminished 7th chord is C-Eb-Gb-Bb with a minor 7th (the Tristan chord: F-Ab-Cb-Eb).

        The reason I found this blog is because the little triangle and minus symbols are strange to me, and I had to find out what they actually meant. Sometimes, analogous to the C7+5 above, the C7 with the diminished (flatted) 5th would be notated C7-5 or otherwise C7b5 back in the day. That’s how I know the minus (-).

        Thanks for your clear exposition of the notation. Very well done graphically, verbally, and cognitively!

  5. You have no idea how much I needed to find this. I’m a fairly skilled classical pianist who is about to audition for a jazz ensemble with absolutely 0 jazz knowledge. This article basically told me everything I needed to know for the audition piece and now im the soloist. Thank you so much.

  6. Thanks for a very useful summary. I was looking for information on the practice of using a plus sign for the sharp sign in notating such alterations. So, a dominant seventh sharp ninth chord could be symbolized as “C7+9” and the chord tones would be C E G Bb D#, right?

  7. These are the best explanations I have come across. Do you have a dissertation on ‘chord substitions’? Any other writings? Much enjoyed and much appreciated!

  8. Thank you for such a good summary! I will use it regularly until I’ve learned it.

    What does E7+ mean? Is it E maj7?

  9. This is very, very helpful. I too was puzzled by the triangle, which led me to your excellent explanation. As a classical pianist, playing jazz charts for a Christmas pops, there are a lot of D69 chords, the 6 is actually above the 9, both next to the D. Would that be D – F# – A – B – E? Would you voice it with B as the lowest note? Or, tuck the E between the D and F#? Does it matter? Can’t reach the 9th with all those notes in my little hand.

    1. Yeah, its more of a D 13, with the outer voices of the ii chord (D F# A, and E B)

      you can voice it a number of ways

  10. This is great – the most concise guide I have seen – will be sending my students to see this if they come back to me with questions! The only thing

  11. This is amazing! The perfect mix of explanation, conventions and examples. I have been struggling with this for so long.

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.