An introduction to Jazz

Before beginning – this blog contains a lot of plagiarism from fantastic resources. I have pooled together some descriptions & explanations of jazz from a number of resources listed at the bottom for my HSC students.

Improvisation

To many, composed music and improvised music seem to be opposites, but in jazz, they merge in a unique fashion. It has been said that the best improvised music sounds composed, and that the best composed music sounds improvised. Think about it — when you hear a great classical pianist play Chopin, or a superlative actor recite Shakespeare, they give the impression that they are actually inventing these ideas in front of you. In the same sense, a master improviser will occasionally hit upon a series of phrases that seem to have been preordained — you know where they are going, even though it is being created at the instant you are hearing it. The composer Arnold Schoenberg once wrote, “Composition is slowed down improvisation”.

One of the most common misconceptions about jazz is that it is spun out of the air in a totally impromptu manner. This notion exists because many small jazz groups do not read music when they play. The truth of the matter is that what those musicians are actually doing is spontaneously creating a very sophisticated form of theme and variations. Imagine that you and a group of friends decided to do your own version of a favourite story — one that you know from a book or from a film like The Wizard of Oz. You decide who is going to play whom. It is understood that Dorothy is going to start in Kansas, there’s going to be a tornado, she’s going to encounter a gaggle of crazy characters in the Land of Oz, and by the end, she will wake up in her own bed at home. The way that you get from scene to scene will be up to the actors at the moment, but they are all so familiar with the progression of events and the underlying theme/story that the improvisation adds a special kind of intensity and calls for a higher level of engagement. This frequently results in a new sense of excitement and the possibility of understanding in a new fashion this well-known story.

That, in essence, is what a jazz band does. They all know the tune beforehand, and the responsibilities of their chosen instruments. The piano, guitar, bass and drums, while all able to fill the role of soloist, are essentially there as accompaniment, and provide the rhythmic and harmonic basis over which the other soloists will invent their own melodic variations. The framework is flexible so that the soloists may shorten or lengthen their improvisations depending on the inspiration of the moment. The other players, then, have a responsibility to react to what has preceded them. Even when they are not soloing, members of a jazz band have to be intimately attuned to the music at all times because they never know what direction it might take. (It’s worth noting that Mozart, Beethoven, and Brahms were all renowned for their improvisational abilities. They could spin off a dazzling series of developing variations at a moment’s notice, and this undoubtedly influenced the way they composed.) Jazz players are their true heirs in the way that composition and improvisation merge in their creativity. One way to follow a jazz improvisation is to hear the melody of the song in your head while listening to the solo.

But improvisation is not the be all and end all of jazz. Composers such as Duke Ellington and Eddie Sauter wrote, on occasion, jazz compositions practically devoid of improvisation.

And if you ever have the chance to listen to a classic jazz improvisation over and over again — Coleman Hawkins’ Body and Soul, or Thelonious Monk’s Straight, No Chaser, for example — you will find that they are compositions of the highest magnitude. Indeed, there is a good case to be made that these musicians should be able to copyright their solos as original compositions or variations.

Coleman Hawkins – Body & Soul
Theolonious Monk – Straight, No Chaser

Improvisation is a big part of everyday life. We improvise in the way we get dressed, cook our meals, go to work, and speak. There is no mystery to it, and there is certainly no mystery to jazz improvisation. It is, simply put, just another way of spontaneously confronting a challenge. To hear the purest and most sublime example of jazz improvisation, listen to Louis Armstrong. As the writer Stanley Crouch has observed: “In Armstrong’s work there is a new kind of confidence that had never existed in Western music, an aural proof that man can master time through improvisation, that contemplation and action needn’t be at odds.” Armstrong’s lessons still reverberate at the core of the music.

Louis Armstrong – Basin Street Blues
John Coltrane – Blue Train

 

Information gathered from:

http://www.pbs.org/kenburns/jazz/home/

 

Transposition – for Fugue II

Transposing for Trumpet in Bb
Note WRITTEN:                                 ACTUAL note:

Interval – Major 2nd descending (1 tone). (You will want to refer to your score when reading the next couple of paragraphs, or it may get very confusing).

Therefore, the A that the Trumpet 1 part has written WOULD ACTUALLY sound like a G. When transposing the Trumpet 1 part today from the A to the B natural (one tone) this morning, we were in fact doing the transposition backwards.  Had we been transposing piano to trumpet, we would have been correct. 

The biggest giveaway to this error was the Bb in the new key signature (given to us by the bass part in concert pitch).  Transposing upwards, and being true to the key signature,  would have only allowed us to transpose up one semitone.

Another good tip for checking transposition is checking the note’s position (scale degree) in the key. In this example, the first note of the trumpet is an A, and the key of the trumpet is C major.  A is the 6th scale degree.  Therefore, when we transpose the piece to concert pitch, we can look at the destination key signature – in this case Bb) and find the relative scale degree.  So in Bb, the 6th scale degree is G.

Good questions for transposition:

Concert Pitch

What key is the instrument in? (When it reads a C, what note does it play?) When it plays the first note on the score, what will it actually be playing?

Original Score

What is the key signature of the original instrument?

What note (in this key) is the instrument playing and what is its relationship to the tonic?

New Score

What is the new key signature the part will be played in?

Draw both the written note and the note the instrument is actually playing in the margin.

This will be your starting note. Refer to the key signature and the scale degree of the new score to see if your transposition is sound.

 

Sight Singing tips…

Sight Singing Tips 

  1. Look at the TIME SIGNATURE. Ensure you have the pulse of the excerpt.
  2. Figure out the Key SignatureOnce you know the key signature, look at the 1st note and establish what degree of the scale it is. Is it the tonic? If not, what is it’s relationship to the tonic note?
  3. Sing the scale so you know which notes are likely to be in the excerpt.
  4. Isolate bars in your first run through.  Observe the relationships between notes:
    a) Keep the scale in mind.  Even sing the triad so you can recognise the tonic, 3rd & 5th.
    b) Do any notes in the bar recur?  Does the tonic note appear in the bar?
    c) What is the interval between leaps (sing through the scale or recall the interval).
    d) Analyse the musical contour (steps/leaps).
  5. Once you have found each note, sing the entire bar a couple of times to become familiar with it, then move on to the next bar.
  6. Repeat above process with other bars in the excerpt.
    a) What is the relationship between the notes at the end/start of the bar.
    b) What is the relationship between the bars? (Ascending then descending? Scale like or arpeggiated?)
    c) Refer to other bars to check recurring notes are sung the same.
    d) If accidentals occur – make sure you practice singing them in musical context.
    e) Can you see or hear any particular chords being formed (I, IV, V, vi?).
  7. Once all bars have been practices, sing the entire piece through. Does it make musical sense? (It should in HSC music).
  8. Check you stay in key from beginning to end. Again – keep the tonic note in your mind so you are always correctly returning to recurring pitches.


Example #1:
Key Sig:                                  .     Starting note & scale degree?                               .     Time Sig:                   .

Example #2: Key Sig:                                  .     Starting note & scale degree?                               .     Time Sig:                   .

Example #3: Key Sig:                                  .     Starting note & scale degree?                               .     Time Sig:                   .

Sorry about the uneven bar length!!!

Listening – Back to Basics with Aural

Listening activity YR 12Downloadable Worksheet

For the Year 10, 11 and 12 classes that struggle to classify what they hear into the concepts of music, and struggle to write enough content or explain what they hear.

This worksheet is simple:

  • Left most column – “Structure”.
  • Middle Column is for students to write down what they are hearing in the section / graphically notate what they hear in relation to the structure.
  • Right Column: Classify their observation under the concepts.

Finally, give them a specific question and ask them to answer it in dot point format using their observations on the worksheet. Ensuring they angle their answer toward the question.

Concepts of Music – Stage 5 and 6

(From Music 1 Stage 6 Syllabus, 2010)

Duration

Duration refers to the lengths of sounds and silences in music and includes the aspects of beat, rhythm, metre, tempo, pulse rates and absence of pulse.

You should be able to employ and discuss the following aspects of duration as relevant to the music studied:

  • beat: the underlying pulse in music
  • metre: the groupings of beats
  • tempo: the speed of the beat. Music may be relatively fast or slow and may become faster or slower
  • rhythm: patterns of long and short sounds and silences found in music.

Pitch

Pitch refers to the relative highness and lowness of sounds. Important aspects include high, low, higher and lower pitches, direction of pitch movement, melody, harmony, indefinite and definite pitch.

You should be able to utilise and discuss the following aspects of pitch as relevant to the music studied:

  • high/low: pitches can be comparatively high or low
  • indefinite pitch: non-melodic sounds, for example, the speaking voice
  • definite pitch: melodic sounds, for example, the singing voice
  • direction of pitch movement: up, down, same level
  • melody: a succession of pitches
  • harmony: two or more pitches sounding together
  • tonality: the effect created by the observance of a particular scale pattern.

Dynamics and Expressive Techniques

Dynamics refer to the volume of sound. Important aspects include the relative softness and loudness of sound, change of loudness (contrast), and the emphasis on individual sounds (accent).

Expressive Techniques refer to the musical detail that articulates a style or interpretation of a style.

You should be able to utilise and discuss the following aspects of dynamics and expressive techniques as relevant to the music studied:

  • a range of dynamics, including gradations
  • articulations
  • gradations of tempo utilised for expressive effect, for example, rubato
  • stylistic indications.

Tone Colour

Tone colour refers to that aspect of sound that allows the listener to identify the sound source or combinations of sound sources.

You should be able to utilise and discuss the following aspects of tone colour as relevant to the music studied:

  • sound source material, for example, wood, metal, string, skin, electronic and vocal
  • combination of sound sources, for example, single voice, multiple voices, voices accompanied or unaccompanied by instruments
  • method of sound production, for example, blowing, hitting, plucking, scraping and shaking.

Texture

Texture results from the way voices and/or instruments are combined in music.

You should be able to utilise and discuss the following aspects of texture as relevant to the music studied:

  • the layers of sound and their function
  • the roles of instruments and/or voices.

Structure

Structure refers to the idea of design or form in music. In organising sound the concepts of duration, dynamics, pitch and tone colour are combined in some way for a particular purpose. Structure relates to the ways in which music sounds the same (or similar) and/or different.

You should be able to utilise and discuss the following aspects of structure as relevant to the music studied:

  • phrases
  • motifs
  • repetitive patterns (eg riffs, ostinati, ground bass)
  • techniques of call and response/question and answer
  • traditional and non-traditional patterns of musical structure
  • structures utilised in single pieces of music (eg song form, da capo aria)
  • multi-movement structures (eg symphony).
  • themes
  • repetition and contrast
  • sequences
  • simple structures as appropriate to the repertoire studied (eg binary, ternary, verse, chorus etc)
  • introduction and coda

 

For further study of the concepts, download the free ebook:
Music Concepts eBook