Since my post earlier this week about air travel with instruments, two of my favorite woodwind bloggers have also addressed the subject, both inspired by the “United Breaks Guitars” video phenomenon.
I know that my students (or I) are practicing badly when their sheet music remains in mint condition week after week. A good practice session involves lots of small successes and breakthroughs, many or most of which will be forgotten by the next practice session. Using a pencil is the obvious but somehow frequently-overlooked way to make sure tomorrow’s practicing builds on today’s successes, instead of repeating or rehashing.
It’s a mistake to think that pencil marks are amateurish or a crutch. Musicians in professional situations often have to learn music with little lead time or rehearsal, and a pencil is a professional-grade tool for making music with accuracy and poise. The most effective pencil usage depends on a couple of prerequisites:
Have one. It’s embarrassing, unprofessional, and time-wasting to be caught without a pencil. Buy yourself a bulk package of cheap mechanical pencils, and stash them everywhere: Pockets, purse, instrument case, sheet music folder, gig bag, desk, reedmaking table, teaching studio. Tie one to the music stand in your practice space. Every so often, restock each space, since, if you’re like me, pencils seem to have a way of wandering off to be discovered later in the laundry.
Read. If you’re the kind of player that tends to ignore markings printed in the part, then you probably won’t pay much attention to pencil marks either. Become a meticulous follower of written instructions. (If you don’t like the printed instructions, use your pencil and your well-informed artistic judgment to change them, then obey your pencil marks.)
Good pencil markings are clear, concise, efficient, and preferably easily understood by someone else at a glance. I find circles, stars, and highlighting to be so vague as to be pointless; don’t bother making a mark unless it’s adding information to the page. Most common woodwind fingerings can be readily identified with a letter or two (such as “S” for a side fingering or “L” for a left-hand fingering). Develop a vocabulary of markings and use them consistently, so that ultimately you can read them as quickly and accurately as you can read notes. If your sheet music is looking a little too pristine, ask yourself if your playing might benefit from having any of the following information right there on the page: Read More “Using a pencil like a pro”
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.
My inbox runneth over with invitations to buy and perform composers’ new pieces. I’d like to play new works, but some composers make it harder for me to accept their invitations. Here’s how:
Failure of fit. If I’m clearly just on your email-blast list of 3,000 clarinetists, there’s a fair chance your new piece doesn’t have any special appeal for me. But if it scratches one of my particular performance itches (like pieces for multiple-woodwinds soloist, woodwind instrument with live electronics, or “world” woodwinds) then a more limited mailing or a brief personal note will definitely catch my eye.
No reference material. If I have to guess what the piece is like from a title or a description, I probably won’t invest the money or time to give it a closer look. Give me a perusal score or recording, and preferably both. Recordings that are mediocre or computer-generated are acceptable—I just need a strong hint about what the music is like, not your fully-realized vision. And watermarked or even partial scores work, too. If I can’t find the reference materials on your website, I’ll assume they are not available, and probably won’t email you to ask.
Too restrictive. These days my recital performances are for a relatively small in-person audience and a larger online audience. If you’re uncomfortable with me putting a video on YouTube, I’m less interested in putting time and effort into it.
Logistics too costly. Pieces with extreme difficulty, large or unusual ensembles, complicated staging, rare instruments, etc. present real, practical obstacles to performance. The piece has to be compelling enough for me to decide to spend limited resources (time, money, called-in favors) on it. Some flexibility, such as piano reductions, optional cuts, or adaptable instrumentation, can convince me to try the piece in a lower-cost situation first, and then maybe like it enough to keep it in mind for the rare concerto opportunity later.
Let’s work together and get some new works performed!
For today’s Stupid Microsoft Office Trick, we will be teaching Excel how to sort musical instruments into score order. This has lots of uses for musicians and music educators:
Inventories of instruments, sheet music, CD’s, you name it
Rosters of students, orchestra members, sub lists, and so forth
For example, suppose I have a list of sheet music for various woodwind instruments:
If I sort alphabetically by column C, I’ll get bassoon pieces first, then clarinet, flute, oboe, and saxophone. But as a musician I rarely have reason to sort things that way. I would rather have the flute pieces on the top, followed by oboe, clarinet, bassoon, and saxophone—a typical score ordering.
I’ll show you three easy steps to make this happen. I’m using Excel 2007 and Windows Vista, but I believe this feature exists in earlier versions of Excel as well. You are on your own for the exact details, unless someone cares to share in the comments section. Read More “MS Excel music hack: Sort musical instruments by score order”
I’m a little late commenting on this, but I still think it’s an issue worth addressing. Last month there was a minor scandal over an incident in a Farmington, New Mexico school orchestra program, where a beginning violinist was informed that she would not be allowed to use her own, um, unique instrument. Most of the reporting on the story took a similar tone to that employed by the Los Angeles Times:
The gift violin was a surprise from her grandmother. The color was purple, the girl’s favorite.
Lopez encouraged her daughter to stand up for what she believed in. “I told her, ‘Camille, you’re not like everyone else. We’re all different.'”
“She’s done with the orchestra class,” Lopez said. “She switched out. She no longer plays.”
Lopez said she’ll never know whether the decision ended the career of a budding Yo-Yo Ma. “I’d pay for private lessons if I could afford them,” Lopez said. “But it doesn’t matter now, I guess. Camille is taking choir now.”
The Times story sets up the uninformed reader for outrage: an underprivileged but spunky girl, a gift from a grandmother, stifled individuality, personal “beliefs” under attack, abandoned dreams, and a stodgy, stuffy establishment.
But a more careful reading of the Times story reveals some details that won’t escape the attention of music educators.
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:
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:
What about allegiant?