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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    Earlier this month I posted about a fundamental practicing concept that sometimes escapes my less-experienced students. Here is another:

    Me: Play your D melodic minor scale.

    Student: [Begins D minor scale, plays a wrong note in the second octave.]

    Me: Whoops, remember to play B-natural.

    Student: Okay. [Starts over, makes same mistake.]

    Me: Please start at the second-octave A, and play just from there to—

    Student: [Starts from second-octave A, makes the same mistake, proceeds to finish the scale.]

    Me: No, I want you to start at the A, play just to the B-natural, and stop.

    Student: [Plays.]

    Me: Okay, that’s correct. Now—

    Student: [Starts over, makes same mistake.]

    Practicing in overly large segments is an issue for less-experienced students for at least three reasons. The first is that is it makes it difficult to notice exactly where the problem is happening. Students may tend to “power through” a section and evaluate it as a whole (“That wasn’t very good”), then simply start over again and hope for the best. Sometimes my younger students are surprised when I point out that they are actually making the same mistake over and over. In their minds, it’s a roll of the dice every time, hoping that everything turns out right, and if it doesn’t, then start again and hope for better luck this time. Practicing in smaller segments makes it much easier to identify and isolate problems.

    photo, Basheer Tome
    photo, Basheer Tome

    The second issue is that even if the precise problem is known, practicing it within too large a segment increases the cognitive load—it’s hard to devote enough attention to the actual problem when there are so many other notes to think about. Plus, practicing too long of a segment raises the stakes in a way that often doesn’t work well for inexperienced practicers: by the time you actually arrive at the problem spot, the pressure is really on to get it right, since you’ve already invested a lot in this run-through. If you isolate the problem to a much smaller segment, it’s not such a big deal if you have to start again.

    The third issue is efficiency. If your goal is to correct one wrong note, which lasts less than a second, and you play 30 seconds’ worth of music leading up to it and another 30 seconds’ worth after it, then you can only get about one repetition done per minute. Even if you get it right, it will take you hours to really solidify that passage. But if you can narrow the problem down to two seconds’ worth of music, you can do many repetitions per minute.

    In most cases, the problem that needs fixing has to do with getting from one note to another successfully. It may be that the second note isn’t the right one, or that it doesn’t respond right, or that the articulation isn’t correct, or a variety of other things, but the crucial concept is that there is a pair of notes, and the first note is right, and the second one isn’t.

    Step one is to practice just those two notes, not just once through, but many times. If this is only accomplished with difficulty, it may be due to the second note having a less-familiar fingering, or perhaps some kind of particular response difficulty. Practice those two notes—and only those two notes—over and over until they improve. If they don’t, consult a teacher who can help to you diagnose and improve your technique.

    If playing the two notes is trivially easy, then the problem is something about the context in which they appear. Add one more note before the first one, and repeat it several times. If it’s still easy, add one more. Continue until the problem returns, and practice that sequence of notes slowly and carefully until it feels natural and solid. If it becomes clear that adding more notes before the problem isn’t what’s triggering it, then start again from the two notes and gradually add notes after them. Sometimes anticipating what follows can cause something to go wrong.

    Don’t be overly anxious to put the (former) problem spot back into the “context” of a whole scale or etude or movement. Make most of your practicing small-segment work, and very gradually reassemble the small segments into slightly larger ones. Repeat the slightly larger ones many times, then combine them again into still larger ones.

    Take the time to break your practicing down into smaller chunks, isolate the problem spots, and work them methodically and repetitively.

  • IDRS 2008 Conference report

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  • The wallpaper effect

    Sometimes I see “challenges” similar to this posted on social media sites: can you find the letter J in the image below?

    Of course you can. It’s not at all difficult. (But if someone online can convince you that it is, and that you’re one of the “special” few who can do it, then maybe you will “share” or “like” or whatever.)

    Human brains are highly attuned to patterns. I’m not a brain scientist, but I suspect that’s why we like nice steady tempos so much. Dance music (from the Western Classical tradition to Country and Western to EDM) tends to have rock-solid pulses that make us want to move our bodies. Unsteady or inconsistent tempos? Not so much.

    Have you ever been in a room with badly-hung wallpaper? A little gap or crookedness is immediately noticeable, and annoying.

    In musical performance, little inconsistencies in patterns can be similarly distracting. Whether it’s a bebop tune or a baroque sonata, a tempo that varies when it shouldn’t is bad news. So is an unsteady trill, an uneven run, or off-kilter vibrato. An imperfection in the pattern breaks the spell.

    While most kinds of music do place value on organic, human, dynamic elements, those need to be balanced against consistent, steady technique. For most of us, that means some long hours with the metronome, training our bodies to move predictably and unerringly.

    To help your performance feel good, and get your audience tapping their feet, make sure the wallpaper is hung with care and precision.

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  • Review: D’Addario Select Jazz tenor saxophone mouthpieces

    I’ve already done thorough reviews of the D’Addario clarinet mouthpieces (twice) and alto saxophone jazz mouthpieces, both of which immediately replaced the competing Vandoren products I was previously using. So, naturally I’ve been very anxious for the release of the hard rubber tenor saxophone jazz mouthpiece, and I got my hands on some samples earlier this week. (Full disclosure: D’Addario sent me the mouthpieces for free, but with no strings attached. This is my best attempt to give an unbiased review.)

    I’m pleased to report that everything I like about the clarinet and alto mouthpieces is true of the tenor mouthpieces as well: these are well-made, utterly consistent, easy-to-play, affordable, versatile mouthpieces. Like the clarinet and alto pieces, the Select Jazz tenor mouthpiece is going to be my new mouthpiece for the foreseeable future.

    I like to be as low-fuss as possible about my gear. This is a sub-$200 mouthpiece, fully machine-made to fine tolerances, by a major woodwind accessory company. That means if I break or lose mine, I can quickly and easily get another that plays virtually identically from just about any online or brick-and-mortar music store. (Soon; the tenor mouthpieces don’t seem to be in many stores yet.) Check out my previous reviews for more in-depth discussion about that—in short, the days of having to order a half-dozen and pick the best one are gone.

    The Select Jazz tenor mouthpiece is currently available in a medium chamber and medium facing, with tip openings from 6 (2.54mm/.100”) to 9 (2.92mm/.115”). I’ve been wanting to move to a little smaller tip opening, and the 6 is just what I was looking for.

    The tip openings differ in the ways you would expect. The 6 likes a medium- or medium-soft strength reed, and the 9 needs a medium-soft or soft. The smaller openings are very slightly mellower in tone, softer in volume, and oriented toward stability rather than flexibility, while the larger ones are brighter, louder, and more flexible/less stable, but the differences really are pretty minor. The 6 is my favorite, but I could use the 9 on a gig in a pinch. Choosing your tip opening will probably be more a matter of comfort zone than a question of differences in sound or application.

    My previous mouthpiece was a slightly older model Vandoren V16 metal mouthpiece, the T75 (2.67mm/.105″, I think). It served me well for quite a few years, but recently I’ve been less satisfied with its difficult low notes and overall edginess. (After having it for a few years the gold plating started to get some discolored spots, and ultimately got some pitting on the table, so it may not be playing as well as it once did.) Playing hard rubber for jazz on tenor is actually new for me—I’ve played a string of metal mouthpieces since high school—but the transition to the Select Jazz has been seamless. Eyes closed, I don’t think I could tell the difference material-wise.

    For tenor in particular I want a mouthpiece that can do lots of things—a sweeter, mellower sound for small-group cocktail gigs, a punchier, gutsier sound for amplified rock and blues, precise articulation and rock-steady intonation for studio playing. The Select Jazz has a nice middle-of-the-road quality that moves easily between straight-ahead jazz and funkier sounds. I find that at a scream I don’t get quite as much bite in the tone as I do with the V16, but I was pleasantly surprised at the amount of bottom end in the sound at maximum volume. In other words, the V16 gets bright and aggressive when I push it, but the Select Jazz just gets big and powerful. I’m liking the tradeoff.

    The Select Jazz also wins hands down for ease of playing (against the V16, which I originally selected for its ease of playing). I could just about play a classical recital on the #6 if I had to—the articulation and response are easy from low B-flat up into the altissimo. Like the V16, it strikes a nice balance between stability and flexibility. It’s easy to play in tune, but there’s also plenty of room to bend the pitch around when I want to.

    I’m not going to do a thorough play-test comparison this time, because I don’t think it’s really necessary. My V16 is an old model, in poor shape, and metal, so the comparison isn’t really fair and they are perhaps somewhat different animals anyway. But here’s a quick demo of the 6, moving through a few different styles. (It was supposed to be one uninterrupted take, but I ended up having to re-record the last segment standing a little farther from the mic.) First a snippet of Body and Soul, then a few bars of a Brecker tune that I can never remember the name of, then Night Train, then the horn break from Sir Duke.

    I don’t see myself as a guy who gets snobby about brands, but D’Addario’s pro-line mouthpieces have hit the mark for me 100% so far. Looking forward to what’s next.

  • Five little things that will make a difference in your next performance, audition, or competition

    When I listen to young and advancing woodwind players at the high school level (masterclass participants, scholarship or honor band auditionees, competition participants), I often think that there are some small fixes that would make a big difference in their success. There’s no substitute for lessons with a qualified teacher, but these improvements are easy and set you apart from the rest:

    • Slow down a little. Speed is only impressive if your playing is clean, even, and precise. If taking a slightly slower tempo gives you better accuracy and control, do it.
    • Breathe intentionally. Where you breathe in the music makes a huge difference in your phrasing. Never just play until you run out of air. Find places to breathe that sound natural. If you’re not sure, listen to a recording of a good player and copy their breaths, or record yourself and notice what sounds right or wrong. Mark the breaths in (all of them!) and practice them carefully until they are a habit.
    • Do bigger dynamics. Even if you think you are already following the dynamic markings, make your softs softer and your louds louder.
    • Choose reeds wisely. I hear lots of ambitious young players using reeds that are much too hard. If a little softer reed allows you to play with ease and comfort, you will probably sound better. And a performance isn’t the time to use a brand-new one, or one that is past its prime. A week or two ahead, break in some new reeds and pick the best 2-3 to have on hand.
    • Relax. Tension is the biggest thing that tanks even well-prepared performances. Practice releasing the tension in your body. As you feel tension creep back in, release it again. Take advantage of rests or other pauses in the music to release once more. Try a pre-performance ritual like box breathing to reduce your adrenaline response, focus and calm your mind, and steady your hands.

    Sometimes the smallest adjustments make the biggest difference. If you are an advancing player, which of these do you think would help you the most? If you’re a teacher, what small fixes do you recommend most?

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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