Comping Studies

Total Page:16

File Type:pdf, Size:1020Kb

Comping Studies Comping Studies As a guitarist, you spend the vast majority of your time at a jam session or on a gig comping chords behind other musicians. Because of this, it’s essential to study comping over any tune you learn. In this section you learn 3 comping studies, all of which use a different approach to the chord progression. Have fun with these comping studies, and when you learn all 3, mix them together to take these shapes further in your studies. Top 4 Strings Comping To begin, you learn chords on the top-4 strings that outline the changes to Solar. Jazz guitarists often comp on the top-4 strings to get out of the way of the bassist, and have their chords cut through the band on stage. Because of this, they’re essential shapes to learn when studying this, or any, jazz standard. The chords are written with a plain rhythm, so experiment with rhythmic variations as you jam these chords over the backing track. Audio Example 27 4th-Chords Comping As it’s often played in a modern-jazz style, Solar is a solid tune to work on your 4th-chord comping concepts. 4th-chords are chord shapes that are built by stacking 4th intervals, as compared to 3rds in traditional chord shapes. When you stack 4th intervals, you create a more ambiguous and open sound compared to traditional drop 2 and drop 3 chord shapes. This allows you to outline the changes while injecting an open, more modern sound to your comping. The 4th chords in this study are written with a plain, static rhythm. So, once you learn these shapes, put on the backing track without piano and comp along, adding your own rhythms along the way. Audio Example 28 Ed Bickert Style Comping In this final chord study, you add rhythm to the mix as you learn an Ed Bickert inspired comping chorus. Ed is a master of creating engaging and interesting comping lines, that are often as interesting as listening to the soloist he’s comping for. In this study you learn shapes, rhythms, and melodic comping patterns found in Ed’s playing. If you dig any of these shapes, rhythms, or ii V I outlines, take them out of this study and add them to your own playing. Bickert’s comping is some of the best, and so he’s the perfect player to study when learning how to comp over any jazz standard. Audio Example 29 .
Recommended publications
  • Jimmy Raney Thesis: Blurring the Barlines By: Zachary Streeter
    Jimmy Raney Thesis: Blurring the Barlines By: Zachary Streeter A Thesis submitted to the Graduate School-Newark Rutgers, The State University of New Jersey In partial fulfillment of the requirements for the degree of Master of Jazz History and Research Graduate Program in Arts written under the direction of Dr. Lewis Porter and Dr. Henry Martin And approved by Newark, New Jersey May 2016 ©2016 Zachary Streeter ALL RIGHT RESERVED ABSTRACT Jimmy Raney Thesis: Blurring the Barlines By: Zach Streeter Thesis Director: Dr. Lewis Porter Despite the institutionalization of jazz music, and the large output of academic activity surrounding the music’s history, one is hard pressed to discover any information on the late jazz guitarist Jimmy Raney or the legacy Jimmy Raney left on the instrument. Guitar, often times, in the history of jazz has been regulated to the role of the rhythm section, if the guitar is involved at all. While the scope of the guitar throughout the history of jazz is not the subject matter of this thesis, the aim is to present, or bring to light Jimmy Raney, a jazz guitarist who I believe, while not the first, may have been among the first to pioneer and challenge these conventions. I have researched Jimmy Raney’s background, and interviewed two people who knew Jimmy Raney: his son, Jon Raney, and record producer Don Schlitten. These two individuals provide a beneficial contrast as one knew Jimmy Raney quite personally, and the other knew Jimmy Raney from a business perspective, creating a greater frame of reference when attempting to piece together Jimmy Raney.
    [Show full text]
  • Analysis of Selected Percussion Literature: Concerto
    ANALYSIS OF SELECTED PERCUSSION LITERATURE: CONCERTO FOR VIBRAPHONE AND ORCHESTRA BY NEY ROSAURO, SURFACE TENSION BY DAVE HOLLINDEN, URBAN SKETCHES FOR PERCUSSION TRIO BY LON W. CHAFFIN, TAKE FIVE BY PAUL DESMOND, AND DT SUPREME BY AUSTIN BARNES by AUSTIN LEE BARNES B.M.E., Fort Hays State University, 2010 A REPORT submitted in partial fulfillment of the requirements for the degree MASTER OF MUSIC Department of Music College of Arts and Sciences KANSAS STATE UNIVERSITY Manhattan, Kansas 2012 Approved by: Major Professor Dr. Kurt Gartner Copyright AUSTIN LEE BANRES 2012 Abstract This is a report for anyone playing or teaching anyone of the following pieces: Concerto for Vibraphone and Orchestra by Ney Rosauro, Surface Tension by Dave Hollinden, Urban Sketches for Percussion Trio by Lon W. Chaffin, Take Five by Paul Desmond, or DT Supreme by Austin Barnes. The repertoire is analyzed by the method given in Jan Larue’s book Guidelines for Style and Analysis. The report includes interpretive decisions, technical considerations, harmonic analysis, and form. Table of Contents List of Figures ................................................................................................................................ vi List of Tables ................................................................................................................................ vii Dedication .................................................................................................................................... viii CHAPTER 1 - Concerto for Vibraphone
    [Show full text]
  • To View a Few Sample Pages of 30 Days to Better Jazz Guitar Comping
    You will also find that you sometimes need to make big jumps across the neck to keep bass lines going. Keeping a solid bass line is more important than smooth voice leading. For example it’s more important to keep a bass line constantly going using simple chords rather than trying to find the hippest chords you know Day 24: Comping with Bass Lines After learning how to use a bass line with chords in the bossa nova, today’s lesson is about how to comp with bass lines in a more traditional jazz setting. Background on Comping with Bass Lines An essential comping technique that every guitarist learns at some point is to comp with bass lines. The two most important ingredients to this comping style are the feel and the bass line. As Joe Pass says “A good bass line must be able to stand by itself”, meaning that you add the chords where you can. Like many other subjects in this book, bass lines could fill up an entire book of their own, but this section will teach you the fundamental principles such as how to construct a bass line and apply it over the ii-V-I progression. What Chords Should I Use? As with bossa nova comping, it’s best to use simple voicings that are easy to grab to keep the bass line flowing as smoothly as possible. The chord diagram below shows the chords that are going to be used, notice that these are all simple inversions with no extensions, but they give the ear enough information to recognize the chord type and have roots on the bottom two strings.
    [Show full text]
  • Stylistic Evolution of Jazz Drummer Ed Blackwell: the Cultural Intersection of New Orleans and West Africa
    STYLISTIC EVOLUTION OF JAZZ DRUMMER ED BLACKWELL: THE CULTURAL INTERSECTION OF NEW ORLEANS AND WEST AFRICA David J. Schmalenberger Research Project submitted to the College of Creative Arts at West Virginia University in partial fulfillment of the requirements for the degree of Doctor of Musical Arts in Percussion/World Music Philip Faini, Chair Russell Dean, Ph.D. David Taddie, Ph.D. Christopher Wilkinson, Ph.D. Paschal Younge, Ed.D. Division of Music Morgantown, West Virginia 2000 Keywords: Jazz, Drumset, Blackwell, New Orleans Copyright 2000 David J. Schmalenberger ABSTRACT Stylistic Evolution of Jazz Drummer Ed Blackwell: The Cultural Intersection of New Orleans and West Africa David J. Schmalenberger The two primary functions of a jazz drummer are to maintain a consistent pulse and to support the soloists within the musical group. Throughout the twentieth century, jazz drummers have found creative ways to fulfill or challenge these roles. In the case of Bebop, for example, pioneers Kenny Clarke and Max Roach forged a new drumming style in the 1940’s that was markedly more independent technically, as well as more lyrical in both time-keeping and soloing. The stylistic innovations of Clarke and Roach also helped foster a new attitude: the acceptance of drummers as thoughtful, sensitive musical artists. These developments paved the way for the next generation of jazz drummers, one that would further challenge conventional musical roles in the post-Hard Bop era. One of Max Roach’s most faithful disciples was the New Orleans-born drummer Edward Joseph “Boogie” Blackwell (1929-1992). Ed Blackwell’s playing style at the beginning of his career in the late 1940’s was predominantly influenced by Bebop and the drumming vocabulary of Max Roach.
    [Show full text]
  • Compound AABA Form and Style Distinction in Heavy Metal *
    Compound AABA Form and Style Distinction in Heavy Metal * Stephen S. Hudson NOTE: The examples for the (text-only) PDF version of this item are available online at: hps://www.mtosmt.org/issues/mto.21.27.1/mto.21.27.1.hudson.php KEYWORDS: Heavy Metal, Formenlehre, Form Perception, Embodied Cognition, Corpus Study, Musical Meaning, Genre ABSTRACT: This article presents a new framework for analyzing compound AABA form in heavy metal music, inspired by normative theories of form in the Formenlehre tradition. A corpus study shows that a particular riff-based version of compound AABA, with a specific style of buildup intro (Aas 2015) and other characteristic features, is normative in mainstream styles of the metal genre. Within this norm, individual artists have their own strategies (Meyer 1989) for manifesting compound AABA form. These strategies afford stylistic distinctions between bands, so that differences in form can be said to signify aesthetic posing or social positioning—a different kind of signification than the programmatic or semantic communication that has been the focus of most existing music theory research in areas like topic theory or musical semiotics. This article concludes with an exploration of how these different formal strategies embody different qualities of physical movement or feelings of motion, arguing that in making stylistic distinctions and identifying with a particular subgenre or style, we imagine that these distinct ways of moving correlate with (sub)genre rhetoric and the physical stances of imagined communities of fans (Anderson 1983, Hill 2016). Received January 2020 Volume 27, Number 1, March 2021 Copyright © 2021 Society for Music Theory “Your favorite songs all sound the same — and that’s okay .
    [Show full text]
  • Jazz Blues Combo Comping
    Jazz Blues Combo Comping Welcome to the first study in this course, where you comp over a jazz blues progression in Bb. The chords, phrases, and techniques in this study are inspired by Ed Bickert, and how he comps over a blues in different combo situations. In the study below, I’ve written the standard chord changes on top of the form, like you’d see in a lead sheet or play at a jam session. Then, in the second half of this PDF, I give you each individual chord shape from the study with the exact colors written in the chord symbol. This way, you see how these shapes are used over the standard chord progression, and you check out the exact chord colors in the fingerings as well. Here’s a breakdown of the main concepts used in this study to check out and explore further in your playing. Approach Chord (AC) – With this concept, you “approach” the next chord in the tune by a half step below or above. For example, playing E7 leading to Eb7. Passing Chord (PC) – Here, you connect two diatonic chords with chromatic chords in between. Such as playing Bb7-B7-Cm7, where B7 is the passing chord. Plaining – This is a modern jazz technique where you play one shape around the fretboard by ear, creating tension as you go and resolving when appropriate. Now that you know what to expect in the study, grab your guitar, learn 1-2 bars at a time, and build up to playing one, then both choruses below.
    [Show full text]
  • Jazzing up Jazz Band JB Dyas, Phd As Published in Downbeat Magazine
    Jazzing Up Jazz Band JB Dyas, PhD As published in DownBeat magazine JB Dyas (left) works with the big band at Houston’s High School for the Performing and Visual Arts Presenting jazz workshops across the country on behalf of the Herbie Hancock Institute, it’s been my experience that too many high school jazz bands, although often sounding quite impressive, are really playing very little jazz. On any given tune, few students are able to improvise – arguably jazz’s most important element. Most of the band members don’t know the chord progression, the form, or even what a chorus is – essentials for the jazz musician. And all too often they haven’t listened to the definitive recordings – a must in learning how to perform this predominantly aural art form – or know who the key players are. They're just reading the music that’s put in front of them, certainly not what jazz is all about. What they’re doing really has little relation to this music’s sensibility; it's more like “concert band with a swing beat.” The teaching and learning of jazz can and should be an integral component of every high school jazz band rehearsal. Since most high schools don’t have the luxury of offering separate jazz theory, improvisation and history classes, jazz band needs to be a “one stop shop.” Therefore, repertoire is key, meaning the repertoire chosen for the school year and the order in which it is presented should be such that it is conducive to the learning of jazz theory and improvisation in a natural, understandable and playable unfolding of material.
    [Show full text]
  • Jazz Piano Basics Handout WIBC17
    JAZZ PIANO BASICS - DAN DAVEY DAN DAVEY JAZZ PIANO BASICS JAZZ PIANO BASICS - DAN DAVEY LEAD YOUR PIANIST ACROSS THE THRESHOLD Your pianists need YOUR help in rehearsal! Don’t expect private teachers to give them everything they need to be successful in YOUR ensemble on YOUR timeline. You need to have an understanding of the role of the piano and how to communicate voicings, comping, style, and more! Joining the jazz band as a pianist (or any other rhythm section instrument) is much different than joining as a horn player. The “concert band notes” look shockingly similar to the “jazz band notes” on the page. The horn player has to learn style and listening responsibilities. The music you hand your pianist looks entirely different and can be very overwhelming unless you know how to help them. BASIC FOUR-NOTE CHORD SYMBOLS Chord tones are numbered based on an 8-note scale using scale degrees 1 (Root), 3, 5, & 7. The following formulas are used to modify a major scale/arpeggio. Basic Symbols: • Major 7th: 1 3 5 7 Cmaj7, Cma7, CM7, C 7 • Dominant 7th: 1 3 5 b7 C7 • Minor 7th: 1 b3 5 b7 Cmin7, Cmi7, Cm7, C-7 • Half-Diminished: 1 b3 b5 b7 C7, C, Cmin7(b5), Cmi7(b5), Cm7(b5), C-7(b5), C-7(-5) • Diminished 7th: 1 b3 b5 bb7 Co7 • Minor-major 7th: 1 b3 5 7 Cmin(maj7), C-( 7) See the pattern of how each chord adds one flat to create the next. CŒ„Š7 C7 C‹7 C‹7(b5) 4 7 b7 4 w 5 bw 5 bw bw & w 3 w 3 b w bb w w Root w Root w w CŒ„Š7 C7 C‹7 C‹7(b5) b7 b7 4 5 b5 w bw bw bw & 4 w w b w b3 bb w b3 w w w Root w Root (Same as half-diminished chord) Note: All of this may be applied to your guitarist as well! JAZZ PIANO BASICS - DAN DAVEY WHAT ARE TENSIONS/EXTENSIONS? Tensions are non chord tones that are added to a chord to change the color/texture of the chord.
    [Show full text]
  • Robert Walser Published Titles My Music by Susan D
    Running With the Devil : Power, Gender, title: and Madness in Heavy Metal Music Music/culture author: Walser, Robert. publisher: Wesleyan University Press isbn10 | asin: 0819562602 print isbn13: 9780819562609 ebook isbn13: 9780585372914 language: English Heavy metal (Music)--History and subject criticism. publication date: 1993 lcc: ML3534.W29 1993eb ddc: 781.66 Heavy metal (Music)--History and subject: criticism. Page i Running with the Devil Page ii MUSIC / CULTURE A series from Wesleyan University Press Edited by George Lipsitz, Susan McClary, and Robert Walser Published titles My Music by Susan D. Crafts, Daniel Cavicchi, Charles Keil, and the Music in Daily Life Project Running with the Devil: Power, Gender, and Madness in Heavy Metal Music by Robert Walser Subcultural Sounds: Micromusics of the West by Mark Slobin Page iii Running with the Devil Power, Gender, and Madness in Heavy Metal Music Robert Walser Page iv WESLEYAN UNIVERSITY PRESS Published by University Press of New England, Hanover, NH 03755 © 1993 by Robert Walser All rights reserved Printed in the United States of America 5 4 3 2 1 CIP data appear at the end of the book Acknowledgments for song lyrics quoted: "Electric Eye": Words and music by Glenn Tipton, Rob Halford, and K. K. Downing, © 1982 EMI APRIL MUSIC, INC. / CREWGLEN LTD. / EBONYTREE LTD. / GEARGATE LTD. All rights controlled and administered by EMI APRIL MUSIC, INC. International copyright secured. All rights reserved. Used by permission. "Suicide Solution": Words and music by John Osbourne, Robert Daisley, and Randy Rhoads, TRO© Copyright 1981 Essex Music International, Inc. and Kord Music Publishers, New York, N.Y.
    [Show full text]
  • The Easy Guide to Chord Melody PREVIEW.Pdf
    1 2 Table of Contents Acknowledgements ................................................................................................................. 9 Introduction ............................................................................................................................10 How To Use This eBook ........................................................................................................11 eBook Overview .....................................................................................................................12 PART 1 - BUILDING BLOCKS Chapter 1 - Technique Fundamentals ....................................................................... 14 Holding Your Guitar .........................................................................................................16 Plucking Arm and Hand Placement ...............................................................................18 Plucking the Strings .........................................................................................................24 Different Strokes .......................................................................................................27 Walking Finger Exercises ..........................................................................................31 Solid Fingerstyle Tone ...............................................................................................35 String Crossing Exercises ..........................................................................................39 Using the Thumb
    [Show full text]
  • Jazz Vibraphone As a Chordal Instrument: a Comprehensive Guide to Comping and Block Chord Techniques
    JAZZ VIBRAPHONE AS A CHORDAL INSTRUMENT: A COMPREHENSIVE GUIDE TO COMPING AND BLOCK CHORD TECHNIQUES BY MICAH SHAW-RUTSCHMAN DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Musical Arts in Music with a concentration in Jazz Performance in the Graduate College of the University of Illinois at Urbana-Champaign, 2018 Urbana, Illinois Doctoral Committee: Professor John C Stephens, Chair and Director of Research Associate Professor Larry Gray Professor William Moersch Professor Gabriel Solis ABSTRACT Although there are many jazz vibraphone method books available on the market, I have found that they do not cover the full spectrum of concepts that are necessary to play the vibraphone as a chordal or comping instrument within a group setting. Specifically, I found that there is no methodology for improvisation within this context. This dissertation explores chordal concepts that are frequently discussed in piano method books but have not been addressed in-depth in the vibraphone pedagogical materials currently available. An examination of block chord and other pianistic approaches to playing are discussed and applied to vibraphone performance. This includes analyses of solos by notable jazz pianists, including Milt Buckner, George Shearing, Oscar Peterson, Phineas Newborn, Red Garland, and McCoy Tyner. Vibraphone adaptations of these solos are included, as well as exercises and etudes to help demonstrate how these concepts can be used in a real musical context. Stefon Harris's four-mallet grip, which has not been addressed in previous publications, is also discussed in detail. While there are a handful of grips that have been accepted in the percussion community, including the Stevens grip, the Burton grip, and Traditional grip, this dissertation offers an alternative to these techniques that I have found particularly helpful in executing some of the more complex material that is included in this dissertation.
    [Show full text]
  • Jazz Studies (JAZZ) 1
    Jazz Studies (JAZZ) 1 JAZZ 19900 Jazz Repertoire and Pedagogy (NLA) JAZZ STUDIES (JAZZ) Students meet weekly as a group with their jazz study teacher(s) to perform repertoire and discuss performance technique and pedagogy. JAZZ 16100 Survey of Jazz History (LA) Pass/Fail only. (F,S) A one-semester course for non-music majors and music majors. The 0.5 Credit study of jazz history from 1890 to the present, with much required JAZZ 20000 Jazz Theory and Aural Training I (LA) listening and reading outside class. Origins, blues, New Orleans Dixieland, Introduces and vigorously drills jazz chords and chord symbol notation, Chicago Dixieland, ragtime, boogie woogie, swing, bebop, cool, funky, and modes, scales, chord-scale relationships, and jazz forms. Activities eclectic era (i.e., free jazz, third stream, contemporary, big bands, jazz- will include transcribing and performing; students will be required to rock fusion, advancements in improvisation, and electronics). This course bring their instruments to each class. Prerequisites: MUTH 10100 or is required for jazz studies majors and may be used as a music elective MUTH 10101. (F-S-B) for other bachelor of music degrees. (F) Attributes: FA Attributes: 3B, ADCH, ADSE, FA, H 1 Credit 2 Credits JAZZ 20100 Jazz Theory and Aural Training II (LA) JAZZ 16500 Basic Music Calligraphy (NLA) Introduces and vigorously drills advanced jazz chords and chord Use of the copying pen; laying out the work for easy page turns and symbol notation, modes, scales, chord-scale relationships, and jazz readability; copying parts from both concert and transposed scores; forms. Activities will include transcribing and performing; students writing piano parts; correcting arranger's or composer's mistakes; special will be required to bring their instruments to each class.
    [Show full text]