Things that aren’t jazz

Photo, frawemedia

Okay, first of all: what I’m talking about here is the “mainstream” jazz tradition, insofar as such a thing exists (you can make a good argument that it doesn’t, really). “Jazz” is a wide net to cast. To flip it around, if I were going to list things that aren’t “classical” music, I might say “use of the electric bass guitar” or even “microtonality.” Are those things really mutually exclusive with classical music? No. But they are not part of the tradition of the Viennese masters, not what your local community orchestra would play, not what most people think of when they think of classical music.

One misconception that many classical musicians seem to have about jazz is that since it has strong improvisatory elements, it must be very free and unstructured. I think the opposite is true: improvisation, at least in the mainstream-bebop/hard-bop-influenced style, requires fairly strict structural underpinnings. None of the following works well when someone is trying to improvise:

  • Free forms. Form in jazz is much stricter than in classical music. Most common jazz tunes have one of two forms. The first is precisely 32 bars in 4/4 time, with four eight-bar sections: AABA. The second is precisely twelve 4/4 bars, a “blues” form. Anything that doesn’t fit exactly into one of these categories is most likely very closely related to one of them.
  • Free harmony. Bebop and hard-bop jazz are extremely tonal. While improvisers may play pitches that fall “outside” the chords, it is almost always within a tonal framework: the notes function as upper extensions of the chords, or at least they are used in a sort of polychordal way that has reference to the underlying harmony and will ultimately resolve back to it. The idea that “there are no wrong notes” isn’t exactly true; notes can definitely sound very wrong if they aren’t properly contextualized with regard to the harmony.
  • Free or changing meter. Jazz makes frequent use of polymeter and syncopation, which can give the impression of shifting meter, but most jazz doesn’t actually change meters, especially in improvisatory sections. The polyrhythms and syncopations work because they are overlaid on an unchanging metric pulse, and resolve to it.
  • Rubato. Tempi also tend to quite strict in jazz playing. A musician might “lay back” in the beat or stretch a rhythm, but the underlying pulse doesn’t change. (In my experience, jazz players generally have much steadier internal metronomes than classical musicians.)
The freedom that improvisers do have is to create melodies over these fairly rigid structures. The rigidity gives the improviser a predictable framework to work with (or perhaps against). At a more detailed level, there are certain melodic characteristics that classical musicians tend to associate with jazz, that I don’t hear when I listen to jazz or play with fine jazz musicians:
  • Extensive triplet-based rhythms. The idea that eighth-note lines should be “tripletized,” played with a downbeat:upbeat ratio of 2:1, is popular but inadequate to the subtleties of swing. And when classically-trained composers attempt to incorporate jazz style into their music without really absorbing any jazz, they seem often to rely on lots of eighth-note triplets, to the extent that the music takes on a 12/8 feel. I don’t hear that sound very much in real, swinging jazz.
  • Staccato. Jazz style uses lots of squared-off note shapes, especially among the “horns” (in jazz, that’s any instrument you blow into). Short notes often end abruptly, without any taper, but they are almost never really short. Note lengths are vitally important to jazz style as a means of emphasis, and misuse of staccato often de-emphasizes the most important notes in a phrase. Phrases may be punctuated with silence, and may be quite brief, but movement from one note to another is almost always legato. Along the same lines: jazz bass players don’t play pizzicato in the same way that classical bassists do: their walking quarter-note lines feature fat, sustained notes, not fluffy, bouncy, separated ones.
  • Long slurs. Although the style is essentially legato, in “horn” playing the articulation is predominantly tongued, not slurred. Even with published jazz sheet music, jazz musicians routinely ignore long slurs or treat them as vague phrase markings. But when classical composers mistakenly write long slurs into passages that are intended to sound like jazz, classically-trained musicians will slavishly observe them, to the detriment of the intended style. The subtleties of which notes to tongue and which notes to slur are beyond the scope of this article, and something of an individual creative signature for many jazz musicians, but suffice it to say that slurs of three or more notes should be regarded with suspicion. (Trumpet player Clifford Brown is an oft-cited example of a jazz giant who consistently tongued virtually every note.)

If you are a classical composer or instrumentalist and want to incorporate genuine elements of jazz style into your music, please understand that there are no shortcuts, and jazz style isn’t something you can learn from a book (or a blog post, for that matter). But there are some excellent resources available to you:

  • Listen. Beef up your listening library with some real jazz, and get out to hear live jazz in your community. Expect to absorb the style over the course of a lifetime.
  • Ask. Most reasonably-sized American cities have highly skilled and highly underemployed jazz musicians. Get some lessons in style, in chord voicings, in improvisation. Ask lots of questions. Or buy a musician lunch and ask him or her to review your latest work and give you an honest evaluation of the jazz elements you have tried to include. Their responses may surprise you, for better or for worse.
  • Play. Find an opportunity to get involved in jazz, especially in an educational situation. Practice hard and get feedback.

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    • Spell it out. Use forms like F-sharp, B-flat, or C-natural. Use a capital letter for the note name, then a hyphen (no spaces), then the name of the accidental in lowercase. For appropriate situations, this version is easy, clear, professional, and doesn’t require any special tools or setup.
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      As far as I can tell iOS does not currently have this feature.
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    • Use autocorrect. On my Android phone, I can add words to the “personal dictionary” to incorporate them into the autocorrect feature. (On my device it’s in Settings → General management → Language and input → Personal dictionary, but on yours it might be different.) My preferred method is to add -sharp or -flat or -natural as the shortcut, and paste in the symbol as the “word.” Then, when I type A -flat, my phone offers the symbol as a correction. Notice there’s a space after the A. That’s because my phone won’t offer an autocorrection for a partial “word,” like the -flat in A-flat, so I have to trick it by putting in a space, which I can delete after accepting the autocorrect. I could get around this by adding a separate personal dictionary entry for each note, like A-flat, B-flat, C-flat, and so on.
      On iOS, use Settings → General → Keyboard → Text Replacement, and tap + to add -sharp etc. as the shortcut and the symbol as the phrase. As with Android, this requires typing the note name and then a space before the -sharp.
    • Use a text replacement app. On Android I like Texpand. I can create a phrase with, for example, -flat as the abbreviation, and as the phrase (paste it in), then enable that phrase’s “Expands immediately” and “Expands within words” options. Then typing E-flat immediately corrects to E♭ in any phone app. (This is my current favorite Android solution.)
      On iOS TextExpander + Keyboard offers similar functionality but requires using a special keyboard and does not appear to have an “Expands within words” option, so you must type the note name, then a space, then -sharp.
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      iOS has similar apps available, such as Unicode Map and Code Table. Use its search function to find the symbol you want, and it is automatically added to your “Frequently Used” list.
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      On iOS, Keyboard Characters & Symbols provides access to lots of symbols, including musical ones, and it’s easy to switch between it and your other favorite keyboards. (This is my current favorite iOS solution.)

    Using the correct symbols is the right choice for clear, professional communication about music. Do you have another solution for using these symbols on mobile devices? If so, please share in the comments.

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    1. First I will set up things just the way I want them. Currently, settings that can be saved as part of a custom style are: diagram size, line thickness, color, file naming procedure (let the FDB name them automatically, or specify each filename myself), file format, save-to location (my computer or my Dropbox), and, if I’m using Dropbox, which folder to save the files in.
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    3. I’ll type in a name (“kirk project”) for my custom style, and click the “Save current settings” button (or press Enter).

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  • Making every marking audible

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

    When my students work on études (musical pieces intended for study but not performance) I stress with them the idea of making everything on the page audible. That means that if I were unfamiliar with the étude but a skilled transcriber, I could listen to my student play, and write down with confidence every:

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    • Articulation
    • Dynamic marking
    • Tempo change
    • Breath mark
    • Expressive marking, like “dolce” or “pesante” or “broadly”
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    In performance repertoire, I do think there are (rare) cases when it makes sense to ignore or alter the composer or editor’s markings. But well-edited études (my students most commonly play Ferling or Rose) are an excellent opportunity to practice making each and every marking meet the ear with clarity and precision.

  • Fix fixable problems now

    Just about every day I have a student show up for a lesson with an etude or repertoire movement they have been working on for a week or more, and there are little, silly problems that haven’t been fixed:

    • A spot where a fingering choice needs to be made, but hasn’t.
    • A page turn in an awkward spot.
    • An unfamiliar foreign term that hasn’t been looked up.
    • An ambiguous accidental that need to be double-checked against the piano part.

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    It’s not worth it to spend a week practicing something in an incorrect or compromised way because you haven’t gotten around to fixing the fixable problems. Would any of these help you solve those issues more promptly?

    • Print an alternate/trill fingering chart and keep it with your practicing stuff, or bookmark an online one on your phone.
    • Put a few dollars on your copier/printer card/app so you can photocopy a page when needed.
    • Keep a good music dictionary in the pocket of your instrument case.
    • Keep your piano score and solo part together so you can always use them in tandem.

    Consider what other easily-fixable problems you haven’t bothered to fix, and ask yourself what you can do to remove friction so they get solved right away next time you practice.

  • Ornaments are notes

    I think there are some unintended consequences of the way ornamentation is notated in Western music. Often the ornaments are indicated with some kind of abstract symbol or with tiny “extra” notes (like grace notes), located visually outside of the music’s rhythmic structure. This sometimes leads less-experienced musicians to the conclusion, consciously or otherwise, that the ornaments do not have precise rhythms. Sometimes music teachers feed this problem by explaining the rhythmic aspects of ornamentation in a vague or misleading way.

    For example, many of my saxophone and oboe students are initially stymied by this moment in the first of the Ferling 48 Famous Studies:

    ferling-example.preview

    An unclear but common way to explain this is to indicate the pitch pattern of the turn—up a diatonic step and back down, down a diatonic (or maybe half-) step and back up—and then say something to the effect that these notes “steal” time from the F-natural. The grace notes in the next measure can be poorly explained by emphasizing that they go “on the beat.” These explanations aren’t factually incorrect, and make some sense to someone who already understands what the end result should sound like, but leave a lot of unanswered questions for students who are less experienced with ornamentation.

    To be clearer about the turn, I think it helps to think through exactly how many notes have to be played in the space of the F-natural (five) and some possible ways to fit them in. Here are a few: Read More “Ornaments are notes”

  • 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”

3 Comments

  1. I like this article a lot. When I was in school, I took both jazz and classical lessons. Both had much to offer, but in general, studying jazz taught me to be a better player, technically and harmonically. Classical taught me phrasing, lyricism and balance with others.

  2. Good stuff!

    On the structure thing, the analogy I like is of a conversation. We can get together and have a conversation about the weather because we have a common language, a set topic, and all have at least some knowledge about the subject. The conversation will be “improvised” in that it was not pre-planned, but it’s hardly random.

    Same thing when a group of jazz musicians get together and decide to play, say, “Autumn Leaves”. Non-musicians, and perhaps even musicians unfamiliar with jazz are often amazed that this can be done with no prior rehearsal. They can do that because there’s a common language (jazz), a set topic (the song, “Autumn Leaves”) and knowledge about the subject (i.e. they all know the song and its harmonic structure).

    The rendition of “Autumn Leaves” might be uptempo swing, a ballad, or even something out-of-the-ordinary, like a Latin rhythm. Just like the conversation about the weather might be academic, complaining about the recent lack of rain, or griping about the accuracy of the local weather man on TV.

  3. And yes, PLEASE do not play a triplet rhythm (or even a dotted eighth/sixteenth rhythm) and call that “swinging”. It’s definitely a feel. One you get from listening, and one you can not fake.

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