432 Hz. The magic number everybody is talking about. It is said to be the natural frequency of the universe, to have cosmic healing powers and to attract masses of audience to our music. Just by tuning our music less than a semitone below our standard A=440Hz we are promised direct access to the universe’s hidden treasures.
There are many articles presenting so-called “scientific evidence” in favor of 432 Hz. But how much of what are being presented with is fact, and how much of it is fiction? Let’s find out!
Sagol goes through several myths and claims about 432 Hz being a special note somehow and offers an overview of the actual history and science behind those claims – including linking to his sources. Real history and science are always so much more interesting then pseudo-history and pseudo-science.
One of my favorite bands to play with is the Low-Down Sires. We strive to recreate the spirit of early jazz styles as authentically as possible, frequently even through recreating performances of groups that pioneered the style. One tune we recently added to our repertoire is Bozo, as recorded by Clarence Williams (featuring King Oliver).
After learning to play this solo, we discovered that the tune “Bozo” appears to be a plagiarized version of “Tozo,” by Fletcher Henderson. Check out what the blogger for Pop From Yestercentury noticed in his post, Tozo and Bozo.
Regardless of who originally composed this tune, here is the melody/paraphrase of this tune as played by trombonist Ed Coffee on the Clarence Williams recording of “Bozo.” Check out the first four measures and think about the historical context of the melody and chord.
Listen closely to the recording on the embedded video above and let me know if you hear it the same. I hear the harmony pretty clearly as an Eb7 chord. While an Eb7 chord isn’t all that unusual in a tune in G major during this style period, having it right at the beginning of the tune is odd. Even more strange is the A natural and E natural (enharmonically Fb) in the melody notes.
For a jazz tune composed at least as early as 1927 this is harmonically surprising, very much ahead of its time. This is quite early in jazz for an altered dominant chord. You will find examples in swing style tunes, but it’s not until the emergence of bebop where this sort of harmonic relationship becomes common.
In the context of this tune, which is in the key of G major, an Eb7 chord more commonly leads by resolving down a half step to the dominant, D7. In “Bozo” it skips the dominant chord and jumps immediately to the tonic, but only after a fairly long time. In most jazz tunes of this time period it’s not uncommon for chords to remain static for so long, but a harmonically sophisticated chord of this type would normally not sit statically for so long.
Then there’s the altered extensions of this chord. Looking forward again to the 1940s and later, it became common in jazz to alter the dominant chord extensions by altering certain chord tones like the 9ths and 11ths. It’s unusual in a jazz tune from the late 1920s.
As an interesting aside, I’ve often heard of this chord relationship (VI7 chord) as called the “pineapple chord,” but never understood the context of why. My formal music theory background compares it to the Neapolitan chord, but my jazz theory background things about it as a tritone substitution to the V chord.
Does anyone know why “pineapple chord” has become a common term for this chord function?
The link below is a PDF to my transcription of the melody/paraphrase. As always, take it with a grain of salt and check it yourself for errors. Let me know if you find any.
As a choirmaster in 1870s Salzburg, Innocenz Achleitner often saw sheet music treated in a less-than-reverent manner. It might be scattered across a composer’s desk, crammed into vocalists’ folios, or even marred with personal notes about bowings or breath marks. Never before, however, had he seen it wrapped around vegetables.
Only about 80% of men at the time were literate enough to sign their own name, so it’s possible Achleitner’s greengrocer didn’t recognize what the marks on his packing material meant, especially since each page stretched roughly 80 centimeters tall and resembled something more like newsprint rather than a standard sheet of music. The choirmaster knew better, of course, and quickly convinced his grocer to hand them over.
Read further through the article to learn more about this piece and how musicologists have tried to piece together who the composer of this piece of music really was.
I recently came across an interesting blog post Ronan on his Mostly Music blog. This post, entitled 21st Century Bebop, asks some good questions that jazz educators might want to consider.
In a musical world which has moved away from traditional jazz repertoire, at least as far as the vast majority of the general public is concerned, what is the relevance or otherwise of these skills – playing standards, playing changes, playing common repertoire, the swing idiom etc. etc. ? Why, the question is often asked, should we spend so much time teaching a type of music that hasn’t been popular for over 60 years? What is the relevance of standard repertoire in the 21st-century, and are we holding onto this type of teaching out of some misguided sense of loyalty to the past?
Years ago, when I was still teaching in academia, I was sitting in on a juried recital for a drummer jazz studies major. He was accompanied by a couple musicians that he played around town frequently with and they seemed to draw the music primarily from the tunes they play on their gigs. The performance was excellent, but I was concerned about the lack of variety I heard. Afterwards, I commented to the student’s studio instructor that I wanted to hear something in the swing style and was confused when he insisted that there was. It took me a moment to realize that while I was talking about a jazz style and repertoire from the 30s and 40s, his instructor was thinking of something that had swing 8th notes.
It still seems strange to me that an undergraduate student completing a bachelors degree in jazz studies would go through 4 years of higher education and not be required to demonstrate a familiarity with performing in jazz styles developed prior to the 1950s or 60s. Perhaps it’s my professional bias as a trombonist to find myself performing traditional jazz and swing styles more than a drummer might, but I see a familiarity with the history of the style to be more than simply being professionally ready to play a gig where you need to play in a non-contemporary jazz style. Ronan addresses this too.
So – technique, aural training, harmonic knowledge, rhythmic skills, reading skills, musical memory, deep listening, understanding of form and the ability to instantly create melodies over moving harmony. All of these are necessary in order to able to be able to play standard jazz material. This is a serious set of skills for any musician venturing into the professional music world, and some or all of them are transferable into any kind of musical situation you may be find yourself in.
I would take this a step further. I may be misremembering who exactly said this (and I may even be making this up entirely, but the point is still valid), but I think it was Wynton Marsalis who said it’s equally important for jazz students to get experience learning to play “classical” music as well. First, the pedagogy and practice on development of instrumental technique has been refined already with classical studies to a point that I still don’t see with jazz methods. The skill set you will learn from performing a classical recital or performing in an orchestra or concert band is going to benefit in a way that playing in a jazz combo just can’t provide. For example, if you’re performing a solo concerto you are going to have to have the chops to make it through all the movements and play what’s on the page, whereas when we improvise we unconsciously make choices that we already have the technique to play. Classical music challenges jazz musicians to improve their skills and become familiar with phrasing, articulations, and other nuances that you just won’t get playing contemporary jazz.
And, for that matter, I make the same argument for classical musicians learning to improvise and become familiar with jazz styles. I’ve listened to and played many pops concerts and noticed how uncomfortable the classical musicians sounded trying to phrase and articulate jazz and pop styles.
Of course we’re all going to have our personal preferences and strengths. There are some musical styles that I have little to no interest in learning to perform and others that I have made a conscious effort to become as good as I can playing. However, my experience has been that becoming a well rounded musician has been beneficial to performing in my preferred styles. Furthermore, my abilities as a “musical chameleon” have made it possible for me to work successfully as a professional musician and music educator in a wide variety of situations that many of my peers cannot.
I recently read a great essay by trumpet player Gordon Au about playing traditional and modern jazz styles. I’ve played a couple of times with Gordon in swing dance bands at Lindy Focus. Gordon was such a fantastic swing player that I assumed that he specialized in playing in older jazz styles. As it turns out, he is equally skillful in modern jazz playing and has quite a bit to say about the different “camps” promoting different jazz styles.
As a musician who has extensively studied and performed both traditional and modern jazz (alternatively, read: early, Dixieland, 1920–30s; vs. contemporary, avant-garde, post-bop, etc.), it saddens me to see fans in either camp bashing the other. On the one hand, I don’t understand it because they’re so similar—part of the same tree!—blood relatives separated by hardly any time at all. (More practically: how far can you subdivide an already miniscule fan base, and why would you?) On the other hand, I totally understand it because while they’re both jazz, they’re quite different, separated sometimes by very contrasting goals and aesthetics. And that surface similarity concealing inner difference is a prime recipe for sibling rivalry.
I too find it interesting and somewhat disconcerting how otherwise accomplished jazz musicians don’t demonstrate stylistic playing outside of their particular area of interest. In particular, I’ve found that excellent modern jazz players will often not be able to play a convincing solo in a swing or early jazz style. Frequently musicians that I hire to play big band don’t know standard Swing Era phrasing and nuances that make a chart by Fletcher Henderson, for example, sound different from Maria Schneider. There are some musicians I frequently play with that specialize in earlier jazz styles and struggle if the music is more modern. At least, that’s not uncommon among the musicians I happen to work with most frequently. I should also say that there are some musicians in my area that are virtual chameleons, like Gordon, and you would swear they specialize in whatever they happen to be playing.
In my opinion, attentive and extensive listening is the key to performing whatever you’re playing in an appropriate stylistic manner. You must know what it’s supposed to sound like before you can interpret it. Serious jazz musicians should spend some time doing some transcribing in all styles in order to make they phrasing, note choice, rhythmic language, vibrato, articulations, and other nuances sound natural while playing in any jazz style.
Gordon has some great points to make regarding the different arguments between traditional and modern jazz enthusiasts and is a great read. Go over and check it out and if you have the chance to hear him play live, jump on it!
Did you know that the early synthesizers weren’t really intended for rock music, but classical? How did synthesizers become ubiquitous with rock music, then?
In the summer of 1970, after popping into a pub for a pint, rock keyboardist Keith Emerson sat down at his enormous Moog modular synthesizer in London’s legendary Advision recording studio and noodled a few improvised notes. His goal was to add some electronic punch to the end of a mostly acoustic-guitar number called “Lucky Man,” written by his singer-guitarist bandmate, Greg Lake. As his fingers ran up and down the synthesizer’s keyboard, Emerson played along to the bass, drums, vocals, and guitars already recorded by Lake and drummer Carl Palmer. . .
Emerson would later say he was just fooling around, and that he definitely did not expect his first take to be his last, but Lake and sound engineer Eddie Offord liked what they heard so much, they deemed Emerson’s work on “Lucky Man” done.
A human voice can shatter a glass. Every object has a resonant frequency – the natural frequency at which something vibrates. Wine glasses, because of their hollow shape, are particularly resonant. If you run a damp finger along the rim of a glass, you might hear a faint, ghostly hum – the resonant frequency of the glass. Or you can simply tap the glass and hear the same frequency. To shatter the glass, a singer’s voice has to match that frequency, or pitch, and the glass must have microscopic defects.
The Mirror Duet is usually attributed to Mozart, although there is some question about that. If you’re not familiar, it’s a duet where the two players stand facing each other, reading the same page of sheet music. And it works.
I have no idea who Helen Amvroseva and George Shakhnin are/were, and no way to embed this video of them performing Csárdás on trumpet, trombone, and piano. It’s both impressive and funny.
It’s Friday, so here are a few music related links for your perusal this weekend.
Drummer Peter Erskine on Jazz Flick ‘Whiplash’. I haven’t seen this film and based on what I’ve read about it I’m not certain I’ll rush out to see it in theaters. The band director character sounds like the sort I try to avoid. Erskine wrote:
Being a jerk is, ultimately, self-defeating in music education: for one thing, the band will not respond well; secondly, such bandleaders are anathema to the other educators who ultimately wind up acting as judges in competitive music festivals — such bands will never win (the judges will see to that).
There are people posting so often that their voices are heard more, and they are therefore treated as experts. But a lot of these people have no standing in the real world. Recently, I read as the Associate Principal Trumpet of the Los Angeles Philharmonic and the Third Trumpet of the New York Metropolitan Orchestra were, separately, berated online for offering their opinions on some trumpet related matters. I’d like to say that I was amazed, but considering what I’ve read in the past few years online, I was just sad.
You already know Wolfgang Amadeus Mozart, but do you know how celebrated a musician his older sister, Maria Anna Mozart, was?
Leopold Mozart, a court musician, began teaching Maria Anna, his first-born child, to play harpsichord when she was 8 years old. She progressed quickly, with 3-year-old Wolfgang often at her side. After a few years, Wolfgang tried to play sections from Maria’s music book. “Over time, Nannerl’s playing became more and more brilliant, her technique perfect,” Rieger says. “Young Wolfgang was probably impressed by that and inspired to play.”
I mentioned in a recent blog post how Donald Reinhardt was known to occasionally tell his students to practice in a way that would intentionally exaggerate the ultimate goal. Rich Hanks posted a previously unpublished interview that describes one example.
Now these statements are exaggerated. They have to be. So that when you say, “Let’s forget Reinhardt,” you’ll play well, because I’ve exaggerated so much that enough rubs off in the subconscious to have that take over.
And lastly, it’s not just trumpet players who are competitive musicians.