Deep Neural Models for Personalized Jazz Improvisation

Total Page:16

File Type:pdf, Size:1020Kb

Deep Neural Models for Personalized Jazz Improvisation BEBOPNET: DEEP NEURAL MODELS FOR PERSONALIZED JAZZ IMPROVISATIONS Shunit Haviv Hakimi∗ Nadav Bhonker∗ Ran El-Yaniv Computer Science Department Technion – Israel Institute of Technology [email protected], [email protected], [email protected] ABSTRACT forms of art, and notably for composing music [1]. The ex- plosive growth of deep learning models over the past sev- A major bottleneck in the evaluation of music generation eral years has expanded the possibilities for musical gen- is that music appreciation is a highly subjective matter. eration, leading to a line of work that pushed forward the When considering an average appreciation as an evalua- state-of-the-art [2–6]. Another recent trend is the devel- tion metric, user studies can be helpful. The challenge opment and offerings of consumer services such as Spo- of generating personalized content, however, has been ex- tify, Deezer and Pandora, aiming to provide personalized amined only rarely in the literature. In this paper, we streams of existing music content. Perhaps the crowning address generation of personalized music and propose a achievement of such personalized services would be for novel pipeline for music generation that learns and opti- the content itself to be generated explicitly to match each mizes user-specific musical taste. We focus on the task individual user’s taste. In this work we focus on the task of of symbol-based, monophonic, harmony-constrained jazz generating user personalized, monophonic, symbolic jazz improvisations. Our personalization pipeline begins with improvisations. To the best of our knowledge, this is the BebopNet, a music language model trained on a corpus of first work that aims at generating personalized jazz solos jazz improvisations by Bebop giants. BebopNet is able to using deep learning techniques. generate improvisations based on any given chord progres- The common approach for generating music with neu- sion 1 . We then assemble a personalized dataset, labeled ral networks is generally the same as for language mod- by a specific user, and train a user-specific metric that re- eling. Given a context of existing symbols (e.g., charac- flects this user’s unique musical taste. Finally, we employ ters, words, music notes), the network is trained to predict a personalized variant of beam-search with BebopNet to the next symbol. Thus, once the network learns the dis- optimize the generated jazz improvisations for that user. tribution of sequences from the training set, it can gener- We present an extensive empirical study in which we ap- ate novel sequences by sampling from the network output ply this pipeline to extract individual models as implicitly and feeding the result back into itself. The products of defined by several human listeners. Our approach enables such models are sometimes evaluated through user studies an objective examination of subjective personalized mod- (crowd-sourcing). Such studies assess the quality of gen- els whose performance is quantifiable. The results indi- erated music by asking users their opinion, and computing cate that it is possible to model and optimize personal jazz the mean opinion score (MOS). While these methods may preferences and offer a foundation for future research in measure the overall quality of the generated music, they personalized generation of art. We also briefly discuss op- tend to average-out evaluators’ personal preferences. An- portunities, challenges, and questions that arise from our other, more quantitative but rigid approach for evaluation work, including issues related to creativity. of generated music is to compute a metric based on musical theory principles. While such metrics can, in principle, be defined for classical music, they are less suitable for jazz 1. INTRODUCTION improvisation, which does not adhere to such strict rules. Since the dawn of computers, researchers and artists have To generate personalized jazz improvisations, we pro- been interested in utilizing them for producing different pose a framework consisting of the following elements: (a) BebopNet: jazz model learning; (b) user preference elicita- 1 Supplementary material and numerous MP3 demonstrations of jazz improvisations of jazz standards and pop songs generated by BebopNet tion; (c) user preference metric learning; and (d) optimized are provided in https://shunithaviv.github.io/bebopnet. music generation via planning. As many jazz teachers would recommend, the key to at- taining great improvisation skills is by studying and emu- c Shunit Haviv Hakimi, Nadav Bhonker, and Ran El- lating great musicians. Following this advice, we train Be- Yaniv. Licensed under a Creative Commons Attribution 4.0 Interna- tional License (CC BY 4.0). Attribution: Shunit Haviv Hakimi, Na- bopNet, a harmony-conditioned jazz model that composes dav Bhonker, and Ran El-Yaniv, “BebopNet: Deep Neural Models for entire solos. We use a training dataset of hundreds of pro- Personalized Jazz Improvisations”, in Proc. of the 21st Int. Society for fessionally transcribed jazz improvisations performed by Music Information Retrieval Conf., Montréal, Canada, 2020. saxophone giants such as Charlie Parker, Phil Woods and 828 Proceedings of the 21st ISMIR Conference, Montreal,´ Canada, October 11-16, 2020 C7 Cm7 F7 B♭maj7 Cm7 F7 B♭6 2. RELATED WORK Many different techniques for algorithmic musical compo- Cm7 F7 Fm7 B♭7 E♭9 E♭9 B♭6 B♭6 sition have been used over the years. For example, some Figure 1. A short excerpt generated by BebopNet. are grammar-based [11], rule-based [1, 12], use Markov F7 Cm7 B♭6 B♭6 chains [13–15], evolutionary methods [16, 17] or neural networks [18–20]. For a comprehensive summary of this Cannonball Adderley (see details in Section 4.1.1). In this broad area, we refer the reader to [21]. Here we con- Cm7 F7 B♭6 B♭6 dataset, each solo is a monophonic note sequence given fine the discussion to closely related works that mainly in symbolic form (MusicXML) accompanied by a syn- concern jazz improvisation using deep learning techniques Cm7 F7 B♭7 Fm7 E♭9 E♭9 chronized harmony sequence. After training, BebopNet3 is over symbolic data. In this narrower context, most works capable of generating high fidelity improvisation phrases follow a generation by prediction paradigm, whereby a (thisB♭6 is a subjective B♭6 C impressionm7 F7 of the authors).B♭maj7 B♭m Figureaj7 1 model trained to predict the next symbol is used to greed- presents a short excerpt generated by BebopNet. ily generate sequences. The first work on blues improvisa- Considering that different people have different musi- tion [22] straightforwardly applied long short-term mem- Cm7 F7 B♭6 B♭6 cal tastes, our goal in this paper is to go beyond straight- ory (LSTM) networks on a small training set. While forward generation by this model and optimize the gener- their results may seem limited at a distance of nearly two Cm7 F7 ation toward personalized preferences. For this purpose, decades 2 , they were the first to demonstrate long-term we determine a user’s preference by measuring the level of structure captured by neural networks. their Fm satisfaction7 throughout theB♭7 solos using a digital vari- One approach to improving a naïve greedy genera- ant of continuous response interface (CRDI) [7]. This is tion from a jazz model is by using a mixture of experts. For example, Franklin et al. [23] trained an ensemble of accomplishedE♭9 byA playing,♭9 for theB♭6 user, computer-generated B♭6 solos (from the jazz model) and recording their good/bad neural networks were trained, one specialized for each feedback in real time throughout each solo. Once we have melody, and then selected from among them at genera- B♭6 B♭6 Am7♭57 Am7♭57 D7 D7 gathered sufficient data about the user’s preferences, con- tion time using reinforcement learning (RL) utilizing a sisting of two aligned sequences (for the solos and feed- handcrafted reward function. Johnson et al. [24] gener- ated improvisations by training a network consisting of back),2 we train a user preference metric in the form of a recurrent regression model to predict this user’s prefer- two experts, each focusing on a different note represen- ences. A key feature of our technique is that the result- tation. The experts were combined using the technique ing model can be evaluated objectively using hold-out user of product of experts [25] 3 . Other remotely related non- preference sequences (along with their corresponding so- jazz works have attempted to produce context-dependent los). A big hurdle in accomplishing this step is that the melodies [2, 3, 5, 26–30]. signal elicited from the user is inevitably extremely noisy. A common method for collecting continuous measure- To reduce this noise, we apply selective prediction tech- ments from human subjects listening to music is the con- niques [8, 9] to distill cleaner predictions from the user’s tinuous response digital interface (CRDI), first reported preference model. Thus, we allow this model to abstain by [7]. CRDI has been successful in measuring a variety whenever it is not sufficiently confident. The fact that it of signals from humans such as emotional response [31], is possible to extract a human continuous response prefer- tone quality and intonation [32], beauty in a vocal perfor- ence signal on musical phrases and use it to train (and test) mance [33], preference for music of other cultures [34] and a model with non-trivial predictive capabilities is interest- appreciation of the aesthetics of jazz music [35]. Using ing in itself (and new, to the best of our knowledge). CRDI, listeners are required to rate different elements of Equipped with a personalized user preference metric the music by adjusting a dial (which looks similar to a vol- (via the trained model), in the last stage we employ a vari- ume control dial present on amplifiers).
Recommended publications
  • Manteca”--Dizzy Gillespie Big Band with Chano Pozo (1947) Added to the National Registry: 2004 Essay by Raul Fernandez (Guest Post)*
    “Manteca”--Dizzy Gillespie Big Band with Chano Pozo (1947) Added to the National Registry: 2004 Essay by Raul Fernandez (guest post)* Chano Pozo and Dizzy Gillespie The jazz standard “Manteca” was the product of a collaboration between Charles Birks “Dizzy” Gillespie and Cuban musician, composer and dancer Luciano (Chano) Pozo González. “Manteca” signified one of the beginning steps on the road from Afro-Cuban rhythms to Latin jazz. In the years leading up to 1940, Cuban rhythms and melodies migrated to the United States, while, simultaneously, the sounds of American jazz traveled across the Caribbean. Musicians and audiences acquainted themselves with each other’s musical idioms as they played and danced to rhumba, conga and big-band swing. Anthropologist, dancer and choreographer Katherine Dunham was instrumental in bringing several Cuban drummers who performed in authentic style with her dance troupe in New York in the mid-1940s. All this laid the groundwork for the fusion of jazz and Afro-Cuban music that was to occur in New York City in the 1940s, which brought in a completely new musical form to enthusiastic audiences of all kinds. This coming fusion was “in the air.” A brash young group of artists looking to push jazz in fresh directions began to experiment with a radical new approach. Often playing at speeds beyond the skills of most performers, the new sound, “bebop,” became the proving ground for young New York jazz musicians. One of them, “Dizzy” Gillespie, was destined to become a major force in the development of Afro-Cuban or Latin jazz. Gillespie was interested in the complex rhythms played by Cuban orchestras in New York, in particular the hot dance mixture of jazz with Afro-Cuban sounds presented in the early 1940s by Mario Bauzá and Machito’s Afrocubans Orchestra which included singer Graciela’s balmy ballads.
    [Show full text]
  • THE SHARED INFLUENCES and CHARACTERISTICS of JAZZ FUSION and PROGRESSIVE ROCK by JOSEPH BLUNK B.M.E., Illinois State University, 2014
    COMMON GROUND: THE SHARED INFLUENCES AND CHARACTERISTICS OF JAZZ FUSION AND PROGRESSIVE ROCK by JOSEPH BLUNK B.M.E., Illinois State University, 2014 A thesis submitted to the Faculty of the Graduate School of the University of Colorado in partial fulfillment of the requirement for the degree of Master in Jazz Performance and Pedagogy Department of Music 2020 Abstract Blunk, Joseph Michael (M.M., Jazz Performance and Pedagogy) Common Ground: The Shared Influences and Characteristics of Jazz Fusion and Progressive Rock Thesis directed by Dr. John Gunther In the late 1960s through the 1970s, two new genres of music emerged: jazz fusion and progressive rock. Though typically thought of as two distinct styles, both share common influences and stylistic characteristics. This thesis examines the emergence of both genres, identifies stylistic traits and influences, and analyzes the artistic output of eight different groups: Return to Forever, Mahavishnu Orchestra, Miles Davis’s electric ensembles, Tony Williams Lifetime, Yes, King Crimson, Gentle Giant, and Soft Machine. Through qualitative listenings of each group’s musical output, comparisons between genres or groups focus on instances of one genre crossing over into the other. Though many examples of crossing over are identified, the examples used do not necessitate the creation of a new genre label, nor do they demonstrate the need for both genres to be combined into one. iii Contents Introduction………………………………………………………………………………… 1 Part One: The Emergence of Jazz………………………………………………………….. 3 Part Two: The Emergence of Progressive………………………………………………….. 10 Part Three: Musical Crossings Between Jazz Fusion and Progressive Rock…………….... 16 Part Four: Conclusion, Genre Boundaries and Commonalities……………………………. 40 Bibliography……………………………………………………………………………….
    [Show full text]
  • The Connection Between Jazz and Drug Abuse: a Comparative Look at the Effects of Widespread Narcotics Abuse on Jazz Music in the 40’S, 50’S, and 60’S
    University of Denver Digital Commons @ DU Musicology and Ethnomusicology: Student Scholarship Musicology and Ethnomusicology 11-2019 The Connection Between Jazz and Drug Abuse: A Comparative Look at the Effects of Widespread Narcotics Abuse on Jazz Music in the 40’s, 50’s, and 60’s Aaron Olson University of Denver, [email protected] Follow this and additional works at: https://digitalcommons.du.edu/musicology_student Part of the Musicology Commons Recommended Citation Olson, Aaron, "The Connection Between Jazz and Drug Abuse: A Comparative Look at the Effects of Widespread Narcotics Abuse on Jazz Music in the 40’s, 50’s, and 60’s" (2019). Musicology and Ethnomusicology: Student Scholarship. 52. https://digitalcommons.du.edu/musicology_student/52 This work is licensed under a Creative Commons Attribution 4.0 License. This Bibliography is brought to you for free and open access by the Musicology and Ethnomusicology at Digital Commons @ DU. It has been accepted for inclusion in Musicology and Ethnomusicology: Student Scholarship by an authorized administrator of Digital Commons @ DU. For more information, please contact [email protected],[email protected]. The Connection Between Jazz and Drug Abuse: A Comparative Look at the Effects of Widespread Narcotics Abuse on Jazz Music in the 40’s, 50’s, and 60’s This bibliography is available at Digital Commons @ DU: https://digitalcommons.du.edu/musicology_student/52 The Connection between Jazz and Drug Abuse: A Comparative Look at the Effects of Widespread Narcotics Abuse on Jazz Music in the 40’s, 50’s, and 60’s. An Annotated Bibliography By: Aaron Olson November, 2019 From the 1940s to the 1960s drug abuse in the jazz community was almost at epidemic proportions.
    [Show full text]
  • JEWS and JAZZ (Lorry Black and Jeff Janeczko)
    UNIT 8 JEWS, JAZZ, AND JEWISH JAZZ PART 1: JEWS AND JAZZ (Lorry Black and Jeff Janeczko) A PROGRAM OF THE LOWELL MILKEN FUND FOR AMERICAN JEWISH MUSIC AT THE UCLA HERB ALPERT SCHOOL OF MUSIC UNIT 8: JEWS, JAZZ, AND JEWISH JAZZ, PART 1 1 Since the emergence of jazz in the late 19th century, Jews have helped shape the art form as musicians, bandleaders, songwriters, promoters, record label managers and more. Working alongside African Americans but often with fewer barriers to success, Jews helped jazz gain recognition as a uniquely American art form, symbolic of the melting pot’s potential and a pluralistic society. At the same time that Jews helped establish jazz as America’s art form, they also used it to shape the contours of American Jewish identity. Elements of jazz infiltrated some of America’s earliest secular Jewish music, formed the basis of numerous sacred works, and continue to influence the soundtrack of American Jewish life. As such, jazz has been an important site in which Jews have helped define what it means to be American, as well as Jewish. Enduring Understandings • Jazz has been an important platform through which Jews have helped shape the pluralistic nature of American society, as well as one that has shaped understandings of American Jewish identity. • Jews have played many different roles in the development of jazz, from composers to club owners. • Though Jews have been involved in jazz through virtually all phases of its development, they have only used it to express Jewishness in a relatively small number of circumstances.
    [Show full text]
  • The Solo Style of Jazz Clarinetist Johnny Dodds: 1923 – 1938
    Louisiana State University LSU Digital Commons LSU Doctoral Dissertations Graduate School 2003 The solo ts yle of jazz clarinetist Johnny Dodds: 1923 - 1938 Patricia A. Martin Louisiana State University and Agricultural and Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_dissertations Part of the Music Commons Recommended Citation Martin, Patricia A., "The os lo style of jazz clarinetist Johnny Dodds: 1923 - 1938" (2003). LSU Doctoral Dissertations. 1948. https://digitalcommons.lsu.edu/gradschool_dissertations/1948 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Doctoral Dissertations by an authorized graduate school editor of LSU Digital Commons. For more information, please [email protected]. THE SOLO STYLE OF JAZZ CLARINETIST JOHNNY DODDS: 1923 – 1938 A Monograph Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College In partial fulfillment of the Requirements for the degree of Doctor of Musical Arts in The School of Music By Patricia A.Martin B.M., Eastman School of Music, 1984 M.M., Michigan State University, 1990 May 2003 ACKNOWLEDGMENTS This is dedicated to my father and mother for their unfailing love and support. This would not have been possible without my father, a retired dentist and jazz enthusiast, who infected me with his love of the art form and led me to discover some of the great jazz clarinetists. In addition I would like to thank Dr. William Grimes, Dr. Wallace McKenzie, Dr. Willis Delony, Associate Professor Steve Cohen and Dr.
    [Show full text]
  • Jazz and the Cultural Transformation of America in the 1920S
    Louisiana State University LSU Digital Commons LSU Doctoral Dissertations Graduate School 2003 Jazz and the cultural transformation of America in the 1920s Courtney Patterson Carney Louisiana State University and Agricultural and Mechanical College, [email protected] Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_dissertations Part of the History Commons Recommended Citation Carney, Courtney Patterson, "Jazz and the cultural transformation of America in the 1920s" (2003). LSU Doctoral Dissertations. 176. https://digitalcommons.lsu.edu/gradschool_dissertations/176 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Doctoral Dissertations by an authorized graduate school editor of LSU Digital Commons. For more information, please [email protected]. JAZZ AND THE CULTURAL TRANSFORMATION OF AMERICA IN THE 1920S A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of History by Courtney Patterson Carney B.A., Baylor University, 1996 M.A., Louisiana State University, 1998 December 2003 For Big ii ACKNOWLEDGEMENTS The real truth about it is no one gets it right The real truth about it is we’re all supposed to try1 Over the course of the last few years I have been in contact with a long list of people, many of whom have had some impact on this dissertation. At the University of Chicago, Deborah Gillaspie and Ray Gadke helped immensely by guiding me through the Chicago Jazz Archive.
    [Show full text]
  • Jazz Arts Program Student 2019-2020
    JAZZ ARTS PROGRAM STUDENT 2019-2020 TABLE OF CONTENTS Welcome/Introduction 3 Applied Lessons 4 Your Teacher 4 Change of Teacher 4 Dividing Lessons Between Two Teachers 4 Professional Leave 5 Attendance Policy 5 Playing-related Pain 5 Ensemble and Audition Requirements 6 Juries 7 Jury for Non-graduating Students 7 Advanced Standing Jury 7 Jury Requirements for Performance Majors 8 Jury Requirements for Composition Majors 9 Comments 9 Grading 9 Postponement 9 Recitals 10 Scheduling Recitals 10 Non-required Recitals 10 Required Recitals - Undergraduate and Graduate 10 Recording of Recitals 11 Department Policies 12 Attendance 12 Subs 12 Attire 12 Grading System 13 Equipment 13 Jazz Arts Program Communications: E-mail, 13 Student Website Faculty/Student Conferences 14 Contacting the Jazz Arts Program Staff 14 Repertoire Lists 15 2 WELCOME/INTRODUCTION Dear Students, Welcome to the MSM family! We are a community of artists, educators and dreamers located in the thriving mecca and birthplace of modern jazz, Harlem, NY. This is the beginning of a journey that will undoubtedly have a major impact on the rest of your lives. As a former student, I spent the most important and transformative years of my artistic life at MSM. It was during my time here that I acquired the musical skills necessary to articulate my story in organized sound. The success of our MSM family is predicated upon three fundamental core values: Love ( empathy), Trust and Respect Jazz is an art form born from a desire to authentically express one’s individuality. Inherent in its construct is a deep understanding and appreciation for the value of an inclusive culture rich in diverse perspectives.
    [Show full text]
  • 1 SYLLABUS Music 298 Jazz Improvisation 2 Time
    SYLLABUS Music 298 Jazz Improvisation 2 Time: TBA 135 McCain Auditorium Dr. Wayne E. Goins E-mail address: [email protected] Office telephone: 532-3822 Course Overview and Syllabus Prerequisite: instructor permission/audition/interview Required Text: The Wise Improviser. Goins, W. (2006 KS Publishers) Course Outline: The primary goal of this course is to review the advanced elements of jazz, and to prepare students to investigate the more complex material found in the areas of jazz improvisation. The objectives of this course are for each student to a) develop the ability to incorporate these advanced principles of jazz improvisation in their performance technique in order to raise their level of performance, and b) apply principles of jazz improvisation to standard jazz literature so that each participant is able to create a more sophisticated improvised solo (based on chord changes found in selected literature) that is logical and effectively incorporates the material covered in class; and c) demonstrate a thorough working knowledge of the principal players involved in the stylistic development of the various periods related to jazz improvisation. Grading: Attendance in all classes is mandatory. Any unexcused absence may result in a full grade cut (i.e., one excused absence=B, two unexcused absences=C, etc.) Being late twice will constitute an unexcused absence. Students are primarily graded on attendance and individual performance/ability to incorporate materials covered in class into their improvisational skills. Performance Dates: Students will be expected to demonstrate knowledge and ability for material for material covered in class on a weekly schedule. Grades will be determined on a satisfactory/unsatisfactory basis.
    [Show full text]
  • How to Learn a Jazz Standard Bradley Sowash
    How to Learn a Jazz Standard Bradley Sowash T H A N K S Tune Learn the melody alone paying attention to target notes (usually chord tones) and melodic shape. Memorize as soon as possible through a combination of muscle memory, ear, and the logic of how the melody fits the chords. Harmony Work through the chord progression separately. Choose logical closed-chord positions using only root and 2nd inversions ("bird") for now. Accompaniment Decide what "comping" styles and chord voicings you’ll use. Generally, the left hand plays basslines and/or chords while the right hand plays the melody with or without harmony "hung" below the melody notes. Noodle Experiment with embellishing the melody and improvising. Let your ear be your guide. Imagine how you'd like it to sound and then use your knowledge of the key, chords, and rhythms to find the notes. Turn off your inner judger and let it flow for a while to discover what choices you like. Kickback Loosen up. Try not to overthink it or be “paralyzed by perfection.” Know and enjoy that it will be different each time. Share Play your music for others. Perhaps post it online. Enjoy the positive feedback. Consider whether thoughtful critiques are useful. Ignore any mean ones. TIPS ● Listen to several audio or video recorded versions to get a feel for the tune. Listen analytically with musician’s ears. Slow the speed down if necessary. How is the melody embellished? What accompaniment styles do the musicians use? Grasp the concepts (if not the actual notes) behind their improvisation to develop your own ideas.
    [Show full text]
  • Tiger Rag and the Twentieth Century
    ! A Song Through Time: Tiger Rag and the Twentieth Century ! ! ! A Senior Project presented to the Faculty of the Music Department California Polytechnic State University, San Luis Obispo ! ! ! In Partial Fulfillment of the Requirements for the Degree Bachelor of Arts ! ! by Thomas Grady Hartsock February, 2014 © 2014 Thomas Grady Hartsock !2 Table Of Contents ! Introduction……………………………………………………………………………………Pg. 4 Original Dixieland Jazz Band Biography……………………………………………………………………….……Pg. 11 Musical Analysis…………………………………………………………………….Pg. 14 Discussion……………………………………………………………………………Pg. 18 Art Tatum Biography……………………………………………………………………………Pg. 20 Musical Analysis…………………………………………………………………….Pg. 24 Discussion……………….…………………………………………………………..Pg. 34 Les Paul and Mary Ford Biography……………………………………………………………………………Pg.36 Musical Analysis…………………………………………………………………….Pg. 41 Discussion……………….…………………………………………………………..Pg. 44 Dukes of Dixieland Biography……………………………………………………………………………Pg. 47 Musical Analysis……………………………………………………………………..Pg. 50 Discussion…………………………………………………………..……………… Pg. 51 Wynton Marsalis Biography……………………………………………………………………………Pg. 55 !3 Musical Analysis……………………………………………………………………Pg. 58 Discussion…………………………………………………………………………..Pg. 62 Conclusions and Cogitations…………………………………………………………..……Pg. 64 Appendix 1 Forms for each individual piece…………………….…………………………..Pg. 67 Appendix 2 Supplemental SHMRG And Comparison Chart……………………………….Pg. 68 Bibliography…………………………………………………………………………………Pg.71 Discography…………………………………………………………………………………Pg. 73 Image Credits……………………………………………………………………………..…Pg.
    [Show full text]
  • Music Introduction to Jazz, Continued
    AAP: Music Introduction to jazz, continued – November 27, 2017 Different styles of jazz made by different generations of musicians New York City jazz venues Arthur’s Tavern – opened in 1937 57 Grove Street | arthurstavernnyc.com • No cover charge • Tuesday through Saturday: live jazz 7p-10pm, blues and R&B until 3am • Sundays and Mondays: Dixieland 8p-11p, blues and R&B until 3am Bill’s Place – opened in 2006 but in the style of the 1920s 148 West 133rd Street (between 7th Avenue and Lenox) | billsplaceharlem.com • Make a reservation before attending (the venue is small); 2 sets per night • $20 per set Blue Note 131 West 3rd Street (Manhattan) | bluenotejazz.com/newyork • 2 sets per night (8p, 10:30p) • Bar ($20) and table ($35) seating Dizzy’s Club Coca-Cola Jazz at Lincoln Center | jazz.org • Cover of $20-25 on weeknights and $30-45 on weekends (some shows have a student discount of $15) Jazz Standard – established in 1999 116 East 27th Street (Manhattan) | jazzstandard.com • 2 sets per night; usually $35 per set Mezzrow 163 West 10th Street (Manhattan) | mezzrow.com • Owned by the same people who run Smalls • Make a reservation (small venue, 35 seats) • 2 sets per night, $20 per set Smalls Jazz Club – established in 1994 183 West 10th Street, basement (Manhattan) | smallslive.com • Owned by the same people who run Mezzrow • 2 or 3 sets per night (7:30p, 10:30p, 1a); 4 or 5 sets on the weekend (1p, 4p, 7:30p, 10:30p, 1a) • $20 per set, $10 for students (second set only); no reservations Smoke Jazz & Supper Club – established in 2000 2751 Broadway (Manhattan) | smokejazz.com • Ticket prices vary according to the act ($10-40) • 3 sets per night (7p, 9p, 10:30p) St.
    [Show full text]
  • Jazz Standards Arranged for Classical Guitar in the Style of Art Tatum
    JAZZ STANDARDS ARRANGED FOR CLASSICAL GUITAR IN THE STYLE OF ART TATUM by Stephen S. Brew Submitted to the faculty of the Jacobs School of Music in partial fulfillment of the requirements for the degree, Doctor of Music Indiana University May 2018 Accepted by the faculty of the Indiana University Jacobs School of Music, in partial fulfillment of the requirements for the degree Doctor of Music Doctoral Committee ______________________________________ Luke Gillespie, Research Director ______________________________________ Ernesto Bitetti, Chair ______________________________________ Andrew Mead ______________________________________ Elzbieta Szmyt February 20, 2018 ii Copyright © 2018 Stephen S. Brew iii To my wife, Rachel And my parents, Steve and Marge iv Acknowledgements This document would not have been possible without the guidance and mentorship of many creative, intelligent, and thoughtful musicians. Maestro Bitetti, your wisdom has given me the confidence and understanding to embrace this ambitious project. It would not have been possible without you. Dr. Strand, you are an incredible mentor who has made me a better teacher, performer, and person; thank you! Thank you to Luke Gillespie, Elzbieta Szmyt, and Andrew Mead for your support throughout my coursework at IU, and for serving on my research committee. Your insight has been invaluable. Thank you to Heather Perry and the staff at Stonehill College’s MacPhaidin Library for doggedly tracking down resources. Thank you James Piorkowski for your mentorship and encouragement, and Ken Meyer for challenging me to reach new heights. Your teaching and artistry inspire me daily. To my parents, Steve and Marge, I cannot express enough thanks for your love and support. And to my sisters, Lisa, Karen, Steph, and Amanda, thank you.
    [Show full text]