Deep Neural Models for Personalized Jazz Improvisation
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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. -
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………………………………………………………………………………. -
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. -
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. -
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. -
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. -
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. -
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. -
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. -