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MUSIC TRADITIONAL ARTISTIC PERCEPTION (AP) ® CLASSICAL CREATIVE EXPRESSION (CE) Artsource CONTEMPORARY HISTORICAL & CULTURAL CONTEXT (H/C) The Music Center’s Study Guide to the Performing Arts EXPERIMENTAL AESTHETIC VALUING (AV) MULTI-MEDIA CONNECT, RELATE & APPLY (CRA) ENDURING FREEDOM & THE POWER THE HUMAN TRANSFORMATION VALUES OPPRESSION OF NATURE FAMILY Title of Work: About the Artwork: I Be Serious ’Bout Dem Blues I Be Serious ’Bout Dem Blues is, like the title says, a Clayton-Hamilton Jazz Orchestra blues. In fact, this is what is called a twelve-bar blues Creator: (four beats per bar). It starts with a high energy trumpet Composer/Arranger: John Clayton solo by Snooky Young who shortly after, trades choruses with fellow trumpeter Bobby Bryant. Next Background Information: we hear the saxophones section play an extended riff, The Clayton-Hamilton Jazz Orchestra (CHJO) has the first time it is subdued and low, the second time received critical and commercial praise for its rousing is higher and accompanied by a “shout” chorus in the live concert and award-winning recordings. The group trumpets and trombones. The last section is a super was founded by brothers John and Jeff Clayton and shout chorus, with the extended riff and many strong drummer Jeff Hamilton in Los Angeles, California in rhythms and melodies played throughout the orchestra. 1985. Maintaining its connection to the past, while (continued on page 2) looking ahead to the future, it is a living link to the rich history of jazz -- especially its unique melding of African, Creative Process of the Artist or Culture: European and American influences. The leaders of John Clayton is the primary composer and arranger CHJO spent years developing their talents through dedicated for the Clayton-Hamilton Jazz Orchestra. His study and practice (in jazz we call this “shedding”). creative process involves composing (melody, harmony, Eventually, they had opportunities to perform with some rhythm) and arranging (what and when instruments great and influential artists, such as Count Basie, Monty play). He likes to find a quiet space before he creates Alexander, Stevie Wonder, Ella Fitzgerald, and Frank music, this helps him to get focused and allows his Sinatra. John Clayton even spent time playing classical musical intuition to flow. Then he writes, in words, music in Europe with the Amsterdam Philharmonic. In a brief description of how he wants the early years of CHJO, the band leaders struggled. the music to sound, this may include They all borrowed money to pay for their first recording tempo, style, mood, or more and did whatever they could to share their music with general ideas like slow chords in the more people. Over many years of dedication they developed saxophones, loud trombone notes, a reputation of great style and excellence. In the fall of trumpet solo, rhythm section vamp, 1998 John Clayton was appointed the Artistic Director etc. (continued page 2) of Jazz at the Hollywood Bowl in Los Angeles and Photo courtesy of John Clayton the CHJO was named the jazz ensemble-in-residence “When I write music for CHJO I write for the (1998-2001). There, CHJO was joined by a host of talent and personality of internationally renowned artists. the people in the orchestra, not just the instruments California they play.” John Clayton Continuation of Background on the Work: moment. This requires intellect, talent and soul. Great Finally, the rhythm section brings the energy down, jazz musicians and composers can be identified by their followed by a surprise statement played by the sound. No words are needed; the tone and phrasing of orchestra. The full version of I Be Serious ’Bout Dem their music tells us who they are. Some examples of Blues is filled with other solos (improvisations) people with very distinct personalities in jazz are: Scott on saxophone and piano with accompaniment or Joplin, Louis Armstrong, Billie Holiday, Miles Davis, “backgrounds” played by the orchestra. Duke Ellington, John Coltrane, Tony Williams, Bill Evans and Wynton Marsalis. Think of the things, such Continuation of the Creative Process: as clothes, your hair style, your walk, or how you Personality, style and soul are very important in decorate your room, that give clues about your own establishing a sound on an instrument and the sound personal style. Write down words or phrases that of a musical group. The sound of CHJO is created describe your style. What does your style tell about your by the players and the composer/arranger. John personality? Clayton has a connection to the members of CHJO that allows him to highlight their unique musical Audio-Visual Materials: and personal traits. This way of composing stretches • Artsource® audio excerpt: I Be Serious ’Bout Dem Blues back to the famous jazz orchestras of Edward “Duke” composed and arranged by John Clayton, performed by Ellington. John can usually write an entire song (7- the Clayton-Hamilton Jazz Orchestra. From the CD 10 minutes) in a single day, which is very fast considering “Heart and Soul.” (Capri Records, 1991) Courtesy of he is writing for five trumpets, four trombones, five John Clayton and CHJO. saxophones, rhythm section (drums, bass, piano, • Musical score courtesy of Ginger Kids Music, 2006. guitar) and sometimes a singer. The music comes to • Photos courtesy of John Clayton. life in rehearsal when he explains how all of the parts Additional References: fit together. Then, it’s up to the musicians to bring • Marsalis, Wynton with Geoffery Ward. Moving to their energy and talent to the piece. Higher Ground: How Jazz Can Change Your Life (Book). Discussion Questions: Random House, 2009. After listening to the audio: • Marsalis, Wynton with Paul Rogers. Squeak, Rumble, • How do you think a jazz orchestra would sound Whomp! Whomp! Whomp!: A Sonic Adventure (Book). live? Why is it different than hearing a recording? Candlewick, 2012. • What process do you engage in when you are trying Sample Experiences: to write (compose) an essay or sequence (arrange) Level I “moves” or “plays” in a game? What is the step by step * •Learn how to play and improvise over a “backbeat.” plan you follow to make sure you reach your goal? Learn to hear the difference between composition and improvisation by dancing during solos and sitting • What characteristics identify your own personality? during other sections. • What are some of the things you are practicing Level II (shedding) to make yourself a better person? * • Learn how to count and improvise over a twelve-bar • How does a composer learn to write for instruments blues form. Research other art forms that have been he/she does not play? influenced by jazz (poetry, visual art, dance). Multidisciplinary Options: Level III For many musicians jazz represents freedom to be * • Learn how to describe and imitate the rhythm section yourself. This freedom can be expressed when a of a jazz band. Create a spoken word presentation that is musician improvises or makes up the music in the organized like a jazz orchestra (5 trumpets, 4 trombones, 5 saxophones and a rhythm section). 2 • Indicates sample lessons MUSIC MUSIC SPEAKING THE LANGUAGE OF MUSIC THE HUMAN FAMILY and ENDURING VALUES LEVEL I Sample Lesson INTRODUCTION: A musical instrument has a sound similar to how every person has a voice. A jazz musician works hard to create a sound that is all his/her own. This means that an instrument produces different sounds depending on who is playing. When we hear a jazz orchestra perform, they are creating a big musical conversation, sometimes they read the music (composition) and sometimes they get to make it up on their own (improvisation). Jazz music lets all of the musicians speak with their instruments and share their personality and style in harmony with everyone else. OBJECTIVES: (Student Outcomes) Students will be able to: • Demonstrate a greater appreciation for how the sound of an instrument can be personalized. (Artistic Perception) • Identify a “backbeat” in jazz. (Artistic Perception) • Create a simple model of an improvisational duet. (Creative Expression) • Describe, discuss, analyze and connect information and experiences based on this lesson. Refer to Assessment at the end of this lesson. (Aesthetic Valuing) MATERIALS: • Artsource® Audio excerpt: I Be Serious ’Bout Dem Blues. PROGRESSION: • Give some background information on the music of The Clayton-Hamilton Jazz Orchestra, which is found on pages 1-2. • Explain to your students that the blues is a song form used in jazz music and that the musicians or singers get to improvise. This means they will make up the music as they go. • Listen to the audio recording of I Be Serious ’Bout Dem Blues. As you listen to the music, count along (one-two-three-four). Now snap your fingers on the counts of two and four. Explain to your students that this type of accenting is called a “backbeat” and the type of rhythm used in jazz is called “swing.” 3 • Listen to the music again. Focus on the opening section with the two trumpet solos. The first trumpet player we hear is named Snooky and the other is Bobby. Notice how each player makes the trumpet sound a little bit different. Every time you hear the player change, have students call out the name of the one playing. • Explain to your students that Snooky and Bobby are having a musical conversation. • In groups of two, have a conversation with a classmate while snapping your fingers to the backbeat. Be sure to stay together and keep the rhythm steady. You can repeat exactly what the other person says to you, like an echo, or continue the conversation. If you repeat a phrase, be sure to say it back in a slightly different way - using your own personal style.

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