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Constructing
Melodic Jazz
Improvisation
A comprehensive new approach for beginning and
intermediate level musicians
Bass Clef Edition
By: Brian Kane
ISBN 978-0-9760977-7-8
CD Recordings at:
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Carlisle, MA 01741
www.jazzpath.com
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Constructing Melodic Jazz Improvisation
Table of Contents
Introduction: Constructing Melodic Improvisation 1
Appendix:
Blues Progressions 151
Major Scales 152
Blues Scales 153
Mixolydian Scale 154
Dorian Scales 155
Chord Types 156
Discography 158
About the Author/Personnel 159
CD TRACK LISTING LAST PAGE
INTRODUCTION:
Constructing Melodic Jazz
IMPROVISATION
It doesn’t matter whether you prefer jazz, rock, country western, hip hop, or
classical music. In order to compose, arrange, or improvise beautiful music, musicians
must understand how to construct and create melodic phrases. Melodies communicate,
challenge, inspire, reveal, develop and convey the emotional intent of those playing and
composing them. Melody is the common denominator within all great music that allows
listeners to connect and understand the emotional messages of the performer or
composer.
What makes a quality melody? Philosophers have pondered this subjective
question for centuries. Perhaps there is no definitive answer, but in order to create
improvisational melodies, musicians must first understand three of the characteristics that
quality melodies share.
a. Melodies are stylistically appropriate for their idiom.
b. Melodies contain structure in lines and phrases.
c. Melodies communicate intent to listeners.
In the course of this book readers will examine and practice each of the above
elements in detail. By understanding the underlying commonalities that melodies share,
musicians will learn the skills needed to improvise melodically in any style or idiom.
All creative endeavors, including jazz improvisation, occur within structure. To
achieve a creative outcome, a person makes choices within a set of given boundaries that
lead to an unexpected result. Structure is always inherently present when creative choices
are made, though it’s not always obvious. The structures that limit creative choices can
vary widely. Rules of nature, skill level, and one’s ability to consciously choose one
course of action over another all inherently create boundaries and limitations for creative
activities.
Often people believe that they are the most creative when they perceive the fewest
structural limitations. They believe that countless possibilities lead to countless choices
which, in turn, lead to a creative outcome. Unfortunately, the act navigating these
countless choices can lead people to inaction or unfavorable creative outcomes. In
actuality, highly structured choices and limitations generally lead to the best creative
outcomes. For example, a musician with moderate technical skill may spend hours freely
improvising in the hopes of playing a fantastic solo, but much of that hope will be based
on the chance of stumbling across a great musical idea. By applying either harmonic or
melodic structure to improvisation, the musician greatly decreases the amount of choices
available but greatly increases the likelihood of playing an acceptable solo. Throughout
this book, musicians will practice and apply melodic phrasing concepts that add structure
to solos by limiting the location and intent of improvisational phrases. By controlling and
1
Introduction: Constructing Melodic Jazz Improvisation
structuring these basic aspects of improvisation, musicians gain the tools needed to create
melodically rich solos.
Improvising melodically rich solos presents a unique challenge and a benchmark
to inexperienced musicians. Improvisational pedagogy varies widely, but a large part of
it typically consists of educating a musician in the vast array of harmonic choices that
exist within music. Once aware of these harmonic choices, musicians engage in
experiential learning and accidental discovery on their instrument. Most musicians learn
the melodic concepts inherent within improvisation through experiential learning,
accidental discovery, and hours of listening and analyzing great solos. The process of
exploring and listening to jazz is an earned right of passage for musicians and its value
cannot be understated, but it can be enhanced and accelerated by understanding common
melodic phrasing concepts that exist within improvisation.
The application of melodic phrasing concepts helps to streamline the creative
process that beginning improvisational musicians use. Over the years, I have worked with
hundreds of intermediate level musicians who, despite having a competent understanding
of technique, jazz harmony, and their instrument, say “I don’t know what to play” when
faced with an unfamiliar improvisational setting. When faced with the dizzying array of
harmonic and melodic choices available, some people are unable to take the creative leap
necessary to just “jump in” to improvisation. Often these people develop the
misconception that they are uncreative or simply not cut out for jazz. On the contrary,
these students are certainly creative and their plight is not uncommon.
Many of these beginners are overwhelmed by the amount of choices and creative
decisions that occur while improvising. These beginners require even more structure in
their improvisation in order to streamline and facilitate creative decision making. These
musicians can benefit from the application of rigorous melodic phrasing concepts while
improvising. The application of melodic phrasing structures change the improviser’s
focus from “what” they are playing to “when” and “how” they are playing it. This
change in focus limits the choices that beginning improvisers face and allows them to
focus their creativity on simple, measurable goals:
Did they use the proper style elements?
Did they play in the correct place?
Did they play with melodic intent?
Learning melodic phrasing techniques before embarking on the technical and
harmonic side of improvisation can help musicians of all levels develop confidence, an
understanding of the language of improvisation, and the phrasing awareness necessary to
succeed at more technical jazz improvisation.
Virtually all of the resources that are presently available for learning beginning
improvisation focus on learning technique and harmony, while offering only limited
guidance on style, phrasing, creative content, and improvisational intent. Alternatively,
this book has been designed to teach beginning and intermediate level musicians the
phrasing and creative techniques that are needed to create outstanding solos, without
2
Introduction: Constructing Melodic Jazz Improvisation
immediately focusing on the harmonic and technical aspects of improvisation. The first
eight chapters of this book exclusively demonstrate melodic phrasing concepts using the
blues scale, not the harmonic alternatives available during improvisation. The later
chapters in this book introduce harmony and exercises for technique only once the
melodic skills from the earlier chapters have been mastered.
This book is designed to function equally well as both a classroom textbook
resource for beginning jazz improvisation and as a self-guided tutor for melodic
improvisation.
For Individuals
This book offers a step-by-step method for understanding and exploring jazz
improvisation that is appropriate for beginning and intermediate level musicians. Each
chapter is progressively difficult and builds upon skills mastered in previous chapters.
Beginners should work through chapters slowly and in order to successfully improve
skills.
The book focuses on using the blues scale to develop the essential phrasing and
stylistic skills needed to progress to more advanced improvisation. Beginners should
work sequentially through the improvisational exercises in the book using the blues scale,
master each example solo, and create and compose their own examples where instructed.
Those wishing to expand their harmonic awareness of the blues can do so in the
Exercises for Continued Exploration areas at the end of each chapter. Enclosed with the
book is a CD. The disc features play-a-long recordings for improvisational practice and
demonstration solos for virtually every example solo in this book.
Beginners need to be patient as they develop the skills and habits necessary for
melodic improvisation. The process cannot be rushed. With dedicated practice, beginners
can expect it to take six to twelve months to master and internalize all of the concepts in
this book.
The book has been designed to meet all of the established national frameworks
for music education. Throughout the course of this book, readers are encouraged to sing,
perform, improvise, compose, sight read, notate, listen, analyze, critique, and connect
improvisation to language and the arts. The book consists of progressively difficult
chapters that build the skills that musicians need to improvise melodically. At the end of
each chapter, the exercises for continued exploration encourage readers to listen and
evaluate jazz recordings, expand their technique with challenging exercises, and critically
discuss and evaluate the topics of each chapter.
This book is designed to be a companion for both first and second year
improvisation classes or ensembles. Musicians using this book will gain a complete
understanding of how to construct melodic phrases within jazz improvisation, gain
technical fluency within a twelve bar blues, and internalize the melodic phrasing skills
and techniques necessary to successfully transition to more harmonically focused
3
Introduction: Constructing Melodic Jazz Improvisation
improvisation. With dedicated practice, a class or group can expect to achieve positive
results in one school year using this book.
Advanced musicians have already developed the technical and harmonic skills
needed to move beyond the blues scale and apply the appropriate chord scale alternatives
while improvising. Often, musicians who posses technical skills may not have not
sufficiently developed phrasing and melodic skills. As intermediate and advanced
musicians work through this book, they should first play each exercise using a blues scale
in order to internalize the phrasing structure and then apply chord scales and harmonic
alternatives. Often, advanced musicians find it challenging to eliminate the technical and
harmonic aspects of improvisation and focus solely on phrasing and structure. This book
creates opportunities for musicians to practice the essential phrasing, motivic, and
melodic skills needed to excel at improvisation. All of the skills developed can later be
applied to any genre, style, or form.
I hope you find this book challenging and helpful in your exploration of jazz
improvisation.
Brian Kane
4
Chapter One:
Articulation, Swing Feel, and
Stylistic Inflection
O N
The articulations and stylistic inflections that musicians use while improvising
have an enormous impact on the audible quality of melody. Articulation and stylistic
inflections add character, emotion, and rhythmic feel to phrases. In many cases, the
quality of a melodic idea is determined more by the style and ornament used than by the
actual notes a musician chooses to play. The use of stylistic nuance and articulation help
to form the musical personality of an improviser. In order to integrate appropriate stylistic
inflections and articulations into improvisation, musicians must work hard to make their
use habitual. The following series of rules and descriptions regarding articulations and
stylistic inflections apply to most common jazz styles. Every rule, especially those in
jazz, has exceptions but beginning musicians who work to make the following rules a
permanent part of their interpretation will notice significant improvement in their stylistic
maturity.
Articulation in Improvisation
The following rules for articulations in jazz can be applied to every instrument.
Though variations to these rules exist, beginning and intermediate level musicians who
make these rules a habit will significantly improve their style. The easiest way for
musicians to practice and improve articulations is by vocalizing, or saying articulation
patterns in different contexts. Vocalization helps musicians understand how articulations
should sound in different settings and encourages their habitual use. Words to help
musicians vocalize the articulations are included with each example. Throughout the jazz
idiom there are many variations for articulation with a swing feel. The following
examples represent some of the most common and practical articulations and will help
musicians create a style that is appropriate for the rest of this book.
1. Eighth notes followed by rests are staccato or short. To vocalize the following
eighth note pattern, say “Do-Dut” or “Too-Tut.”
Example One
“Do-Dut”
5
Chapter One: Articulation, Swing Feel and Stylistic Inflection
2. When articulating triplets that are all on the same note, articulate the first two
legato and the last staccato. When articulating triplets that change notes,
articulate the first legato, slur to the second, and make the last staccato. To
vocalize the following triplet pattern, say “Do-do-dut” or “Too-too-tut” for
repeated triplets and “Do-ooh-dut” or “Too-ooh-tut” for triplets on different
pitches.
Example Two
“Do-Do-Dut” “Do-Ooh-Dut”
3. When articulating eighth notes that start on a down-beat, articulate the first down-
beat legato, the next up-beat legato, and every following up-beat legato. Do not
articulate any down-beat other than the first. When eighth notes are repeated on
the same note, articulate all eighth notes legato unless followed by a rest. To
vocalize the following eighth note pattern, say “Do-do-ooh-do-ooh-do” etc. or
“Too-too-ooh-too-ooh-too-ooh-too” etc.
Example Three
“Do-Do-Ooh-Do”
4. When articulating eighth notes that start on an up-beat, articulate the first eighth
note legato and then every following eighth note on an up-beat legato. When
eighth notes are repeated on the same note, articulate them all legato unless
followed by a rest. To vocalize the following eighth note pattern, say “Do-ooh-do-
ooh-do” etc. or “Too-ooh-too-ooh-too-ooh-too” etc.
Example Four
”Do-Ooh-Do”
6
Chapter One: Articulation, Swing Feel and Stylistic Inflection
These rules for stylistic articulations are notated in every example solo throughout
this book. Practice them in every example solo, but also try to make their use habitual
during improvisation.
Eighth notes are not rhythmically even in a swing style. Eighth notes on down-
beats receive a greater subdivision of the beat while eighth notes on up-beats receive a
slight accent and articulation. When playing eighth notes in a swing style, musicians
should subdivide each beat into triplets.
Example Five
In order to create a swing feel, add ties to the first two notes of each triplet.
Example Six
7
Chapter One: Articulation, Swing Feel and Stylistic Inflection
Eighth notes played with a swing feel sound like example seven. In swing jazz at
slow and medium tempos the rhythms in example seven should sound the same if
properly interpreted.
Example Seven
The tempo at which a composition or solo is played effects the degree to which
eighth notes are swung. At slower tempos, it is not uncommon to exaggerate the swing
feel by further emphasizing the first of two eighth notes. At faster tempos the swing feel
of eigthth notes dimishes greatly and the notes return to a relatively equal subdivision.
Example Eight
At slower swing tempos (usually slower than MM=112), the stylistic inverse
often occurs. Those notes that were previously articulated as staccato revert to a legato
articulation. Notice the different articulation markings in the same examples at a slower
tempo.
Example Nine
8
Chapter One: Articulation, Swing Feel and Stylistic Inflection
Jazz musicians use numerous stylistic inflections to enhance solos. There are a variety
of different ways to play and notate every type of stylistic inflection. Some of the most
commonly used stylistic inflections and notations are listed below.
Scoops- Scoops are perhaps the most common jazz inflection. A scoop is a bend
approach before a note. On wind instruments, scoops are typically created through
individual embouchure, slide, or valve adjustments. Universally, scoops can be
viewed as chromatic approach grace notes. Learning scoops through the use of
chromatic approach notes has significant benefits. First, scooping using a chromatic
note eliminates some of the significant intonation problems that can occur when
beginner and intermediate level wind musicians make changes to their embouchures.
Second, beginning musicians are able to efficiently scoop any note on their
instrument regardless of register. Third, all musicians, regardless of experience or
instrument are able to integrate the inflection fairly easily into their playing. This is
how scoops will be notated in this book:
Example Ten
Turns- To execute a turn on quarter notes, play a note and then rapidly play the next
ascending diatonic note. This is how turns will be notated in this book and how they
might be played:
Example Eleven
9
Chapter One: Articulation, Swing Feel and Stylistic Inflection
Example Twelve
Falls- The typical fall starts with a note (that will be fallen off of), followed by a drastic
decrease in volume while playing a descending diatonic or chromatic scale. On brass
instruments, falls are played using half-valve or slide movements rather than focusing on
individual chromatic or diatonic notes. The key to an effective fall is that the loudest note
is the first and the softest note is the last. Falls can go in any direction, be long or short,
slow or fast. Falls moving in an ascending manner are often referred to as “doits” to
mimic the sound they create. Typically, falls are used at the end of phrases. This is how
falls will be notated in this book and how they might be played:
Example Thirteen
Trills- Trills are a rapid alteration between notes that are either a half-step or a whole-
step apart. Trills are not as common as the other stylistic inflections mentioned, but can
be effective when used conservatively. This is how trills will be notated in this book and
how they might be played:
Example Fourteen
10
Chapter One: Articulation, Swing Feel and Stylistic Inflection
Shakes- Shakes are a rapid alteration of notes that are greater than a whole step apart.
The most common shakes use a minor third interval but can consist of any intervallic
combination. On brass instruments like trumpet and trombone, shakes do not always use
the same interval. On these instruments, musicians should move up to the next available
partial using as few valve or slide movements as possible. This is how shakes will be
notated in this book and how they might be played:
Example Fifteen
These stylistic inflections and rules for articulations will aide musicians during
improvisation. If the goal of melodic improvisation is to communicate using an
instrument instead of a voice, then stylistic inflections and articulations create the accent
and personality of that voice. Make the use of stylistic inflections and articulations a
habitual part of playing. Musicians should strive to improvise with a musical accent that
demonstrates a mature understanding of the feel and nuance of jazz.
11
Exploring the Variety of Random
Documents with Different Content
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