Today, May 29, 2017, is Memorial Day in the United States. On this day we remember men and women who have died in service for the country. Here is a big band arrangement I wrote a while back of the armed forces marches, as performed by the Trinity Jazz Orchestra.
It’s common for instrumentalists to practice exercises and etudes to practice technique or expressive playing. These materials usually are never intended to be performed, but are instead done for the benefit they offer the musician. Composers can similarly practice composition exercises that aren’t intended to be heard by anyone, but help the composer get comfortable using a particular approach or get the creative juices flowing. Here’s a resource with 4 exercises.
Exercise 1: Compose Three Short One Minute Compositions
In this exercise you have two weeks to complete three short compositions. I like the idea of challenging yourself to complete something specific on a deadline. Some arranging commissions I have gotten are like this exercise, the client needs an arrangement of a specific tune by a specific date.
Exercise 1b: Compose One Composition Two Minutes Long
The details of this exercise include avoiding your compositional comfort zone. Again, it’s not an uncommon situation for a professional composer or arranger to be commissioned to write something that he or she might not take on as a personal project. It’s useful to be able to put your personal preferences aside and explore something completely different from your own style.
Exercise 2: Vocal Rhythms
Exercise 2b: Vocal Rhythms in a Foreign Language
I’ve used this idea many times. Select a text from somewhere and say it out loud rhythmically. Write out the rhythms you come up with and they can become the basis for an extended composition. As an aside, this works great with young music students to get them composing music together as a class. Ask them a question about what they did over the weekend and you might get an answer like, “Birthday parties, two in a row!”
Use these rhythms to create percussion music or add pitches to create a melody.
Check out the details of these exercises and then get composing.
Jazz vocal group, Accent, posted a neat video on their Facebook page on reharmonization techniques. Since I can’t directly embed it here, you’ll have to check it out here.
It includes info on such things as extensions, secondary dominants, ii-Vs, tritone substitutions, and more. The same four measures reharmonizes and sung brilliantly.
Here are some random music related links for your surfing this weekend.
The 8 tonic system is an attempt to organize and simplify the methods that have been used to teach improvisors to use Hexatonic/Triad-Pairs in the past. Hexatonic scales used for improvisation is now an important tool of the modern improvisor, yet there are inherent problems with the methods that have been taught up to this point. The biggest problem with Hexatonics is that they immediately sound formulaic and too much like a pattern. The other problem is that in order to use a wide variety of different Hexatonic/Triad-Pairs the player must commit many different formulas to memory in order to make the correct calculations to find the HT/TPs. These formulas are short calculations, like: Major triad from the #11 and Major Triad from the b13, but they start to add up and get overwhelming.
Here’s an interesting discussion by a rock guitarist that I think is good advice for any musician on improving your rhythm.
Here’s an oldie but a goodie by James Boldin for music teachers on Guidelines for Private Instruction.
And lastly, here’s a briefer performance of Wagner’s Ring Cycle by one of the masters.
It’s been a while since I’ve been able to post some weekend picks for you. Here are some random music-related sites for you to browse this weekend.
Do you like brass band music? Do you like drinking? If you like both, you probably would love Serbias Guča Trumpet Festival. The Dragačevo Sabor Trubaca brings in more than half a million people to a small village in Serbia for a wild weekend of brass bands and drinking.
It is believed this Balkan brass tradition emerged in the early 20th century, around the time Serbia, Greece, Montenegro, and Bulgaria formed the Balkan League to battle the Ottoman Empire in 1912. “During the Balkan Wars, and then during World War I, military bands came through the area, playing mostly brass instruments,” Smith says. “These instruments were adopted by the Balkans, who created brass versions of pre-existing folk songs. In Serbia in particular, they embraced brass music to the extent that they consider it their national style of music.”
You can read more about it in A Frenzy of Trumpets: Why Brass Musicians Can’t Resist Serbia’s Wildest Festival.
If you are studying aural skills or teaching ear training it’s nice to have a repertory of familiar songs to help you recognize intervals.
Although some may have changed since this article was posted in 2013, it gives you some practical advice for dealing with flying with your musical instrument. As always, check ahead when traveling with your instrument.
Lastly, remember to Be Like Bill. See more of Bill here.
Robbie Gennet, a “songwriter, musician, educator and journalist,” tried to make the case that learning to read music notation is irrelevant for music education. His case is that none of the following musicians learned to read music:
All four Beatles. Elvis Presley. Jimi Hendrix. Jimmy Page. Eric Clapton. B.B. King. Stevie Ray Vaughan. The Bee Gees. Eddie Van Halen. Robert Johnson. Slash. Angus Young of AC/DC. Tony Iommi of Black Sabbath. Tom Morello of Rage Against the Machine. Adam Jones of Tool. James Hetfield of Metallica. Danny Elfman. Stevie Wonder. Dave Brubeck. Andrea Bocelli. Wes Montgomery. Jimmy Smith. Charles Mingus. Erroll Garner. Irving Berlin. Chet Baker. Pete Townsend. Tori Amos. Jerry Garcia. Bob Dylan. Kurt Cobain. Taylor Swift. Bob Marley.
Many of the commenters on the article have already deconstructed Gennet’s argument and offered many strong reasons why learning to be musically literate is not only useful, but necessary in most musical professions. His rationalization is similar to saying one could become a great actor without learning to read a script. It’s certainly possible, but very limiting to learn your lines and communicate with your colleagues without being literate. Similarly, you will limit your musical abilities and possibilities if you eschew learning to read music. Gennet wrote:
As a musician, your ability in most live situations to quickly transpose a piece or adapt to sudden deviations is way more valuable than being locked to an inflexible script, as is your ability to stretch out and at times improvise.
He creates a false dichotomy here. Your ability to read notation has no bearing whatsoever on your abilities to adapt and improvise. While Gennet lists some exceptional jazz musicians in his list of musically illiterate musicians, by and large jazz musicians both work hard to be able to sight read and perform from sheet music as well as to improvise and deviate from the notation. They are two sides of the same coin, not two mutually exclusive skills. Many orchestral musicians, trumpet players for example, also work very hard to be able to transpose sheet music by sight as well. Learning to read notation is integral to this skill.
Furthermore, I call shenanigans on the list of musicians Gennet claims did not read music. As some of the commenters on his article have pointed out, many of those musicians had other folks in the background that were highly musically literate helping them out. The Beatles, for example, had George Martin notate parts for their recordings. Others, such as Charles Mingus, Danny Elfman, and Dave Brubeck may have not learned to sight read well, but certainly were musically literate.
I don’t know Gennet’s music or his musical literacy, however my suspicion is that his article will get used more as justification for musical illiteracy, rather than evidence that ear training, transposition, and improvisation are useful tools for creativity. Shame on Gennet, as a proclaimed educator, to rationalize illiteracy of any kind.
It’s Independence Day in the United States. Here is a video of the TJO Big Band performing my Armed Forces Medley.
A special thanks to all the veterans who have served the U.S. Happy Independence Day!
Here are some random music-related links for you to check out this weekend.
A lengthy and interesting master class by jazz pianist Kenny Werner on improvisation, from 2005. Early on, he says:
You have to learn to play what is within your control.
Check out the context and more here.
Geared mainly for orchestral string players, there are some good nuggets of advice for any musician who rehearses and performs in 39 Orchestral Etiquette Tips Every Musician Ought To Know.
Here’s a nice resource for music theory students about a variety of topics, including Backcycling, Chord Basics, Scales, and Transposing.
Lastly, if you’re like me and both a Weird Al Yankovich and a Frank Zappa fan you’ll enjoy Yankovic’s tribute to Zappa, Genius In France. Unlike a lot of Yankovic’s popular music, this isn’t a direct parody of a Zappa tune, but rather written in the style of Zappa.
Things have been fairly “dark” here for a while since I have had so many other projects going on. One of those was completing a new big band composition for the Asheville Jazz Orchestra’s performance last month. Here’s a MIDI realization of it if you would like to listen to it.
As always, when you listen to acoustic music played by a computer you have to use your imagination. I didn’t bother putting in solos or other nuances that would have made that audio file sound better because I got to hear it played live.
The tune itself is based on the changes to There Will Never Be Another You. I wanted to have an open solo section with changes most players would already know, but do something different from a blues or rhythm changes tune. I also borrowed a few ideas from Bob Florence’s chart Bebop Charlie. Not only did I
steal borrow the opening riff, but also the road map of going from unison melodies into harmony followed by a sax soli then into solos.
I’ve already started a new big band project that I’m excited to be working on, since it is a commission for the Greenville Jazz Collective Big Band. With my self-imposed deadline looming, I need to get back to work.
Happy Friday. I hope that some of you might come catch me at one of my gigs tonight or Sunday. If you prefer to spend your weekend home surfing the net, here are some random music-related links from around the web.
I feel all music teachers should practice the craft of teaching, as well as the craft of making music. Dr. Brad Hanson discusses some Strategies for Teaching Aural Recognition.
The way we conceptualize knowledge in the general sense informs our understanding of musical knowledge and how it comes into play during listening and performance. If musical knowledge goes beyond the ability to recite facts and extends into the ability to operate on musical information through performance, the charge to music educators is to teach students to think critically in addition to developing basic musical skills. It is possible to structure learning experiences in lessons and rehearsals through which students identify problems, critically evaluate them, and work together to solve them. If ensemble players are expected to blindly follow the conductor, there is no room for decision-making or independent thought. In skill-based music curricula students memorize information, but are not challenged to use that information to solve or pose problems. Any curriculum that focuses on performance without the integration of history and theory, or without providing opportunities for students to pose or to solve problems is limited in its effectiveness.
Using electronic musician Scott Hansen (AKA Tycho) as an example, David Holmes writes up on How To Make It In the New Music Industry. Even though I’m not a huge fan of the genre of music Hansen mainly covers in his article, I think there’s some good food for thought for musicians of every kind in there.
…Hansen regularly plays to sold out crowds around the world and sells or streams enough of his music to make a decent living. This runs counter to the narrative that unless you’re one of the hallowed few who write disposable pop hits that play well to Middle American Clear Channel listeners, music is no way to pay the bills. His career arc is not the story of a man who profited by sacrificing his art to the trends of the day. It’s the story of how an artist, with enough time, pressure, patience, and business acumen, can build a sustainable career while staying true to a vision. It’s still almost impossibly difficult to accomplish and requires a massive amount of serendipity. Then again, you could say the same thing about building a successful startup.
In Bb is an interesting idea reminiscent of John Cage’s music.
In Bb 2.0 is a collaborative music and spoken word project conceived by Darren Solomon and developed with contributions from users.
And lastly, trombonist David Finlayson gives us a slide’s eye view of a Rochut Melodious Etude.