Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
‘I Worked Hard
Not to Play Like
Anyone Else’
jazzedmagazine.com
INSIDE
2019 Jazz Educator’s Resource Guide
‘A Graceful Exit’: André Ménard Looks Back on 40
Years of the Montreal Jazz Festival
Focus Session: The ‘Tetrachord’ – Part 1
5
AEBERSOLD
YEARS OF JAZZ PLAY-A-LONGS
NEW!
Jazz Piano Essentials Includes
Online Audio
by Cliff Habian Tracks!
jazzbooks .com
FREE SHIPPING for USA orders over $40. See website for details.
JAZZ EDUCATOR’S
resource guide
20
features
BASIC TRAINING: EXERCISES FOR DEVELOPING A
GREAT JAZZ SAXOPHONE TONE 8
Helpful exercises for proper breathing technique, optimal
tongue position, and playing with an open, flexible throat
that will improve any saxophonist’s tone production
globe
Editor’s Letter......................................... 2
Classifieds ............................................ 35
2019 JAZZ EDUCATOR’S RESOURCE GUIDE 20
JAZZed’s 13th annual directory offers a comprehensive over- Ad Index................................................ 35
view of schools, festivals, instrument and service suppliers,
and more Backbeat............................................... 36
Cover photo by Bryan Murray
JAZZed® Volume 14, Number 3, April/May 2019, is published six times annually by Timeless Communications Corp., 6000 South Eastern Ave., Suite 14-J, Las Vegas, NV 89119, (702) 479-1879, publisher of Musical Merchandise Review, School Band &
Orchestra and Choral Director. Standard Mail Postage Paid at Las Vegas, NV and additional mailing offices. Subscriptions to JAZZed are available through our website, www.jazzedmagazine.com/subscribe. JAZZed is distributed to the music trade by
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for statements made by their advertisers in business competition. No portion of this issue may be reproduced without the written permission of the publisher. Copyright ©2019 by Timeless Communications Corp., all rights reserved. Printed in USA.
April/May 2019 • JAZZed 1
editor’sletter CHRISTIAN WISSMULLER
Confession to Make’
PRESIDENT Terry Lowe
“W
e need more listeners,” says this issue’s cover tlowe@timelesscom.com
subject, Satoko Fujii, when discussing the cur-
rent state of jazz in popular culture. “They don’t come out for con- PUBLISHER Greg Gallardo
gregg@timelesscom.com
certs like they did 10 years ago.”
This touches upon a larger topic that is a go-to of mine within these editorials: Editorial
growing the jazz audience and making jazz more inclusive and less intimidating to EXECUTIVE EDITOR Christian Wissmuller
those not yet within the “tribe.” It’s been my long-held assertion that certain jazz cwissmuller@timelesscom.com
purists can be the culture’s worst enemy, as well as its greatest defender. Don’t get
ASSOCIATE EDITOR Victoria Wasylak
me wrong – the exact same can be said of die-hard fans of many genres; folks who victoria@timelesscom.com
are the self-appointed “coolness police” who take it upon themselves to be the ar-
ASSOCIATE EDITOR Mike Lawson
biters of what constitutes a particular form of music or – as importantly (and often
mlawson@timelesscom.com
with negative effect) – a genuine or worthy fan.
If you make an entire scene appear aloof and standoffish to outsiders while si- Art
multaneously complaining of shrinking fanbase and media representation, that’s ART DIRECTOR/PRODUCTION MANAGER
an incongruity that merits examination. Mike Street
mstreet@timelesscom.com
This subject – openness, humility – was one that came up in a recent edition of
the podcast “Broken Record,” a project spearheaded by former New York Times ed- SENIOR GRAPHIC DESIGNER Angela Marlett
itor Bruce Headlam, writer Malcolm Gladwell, and producer Rick Rubin. The guest amarlett@timelesscom.com
for this particular episode was acclaimed drummer and producer Questlove. This
is an artist who is not exclusively or even primarily a jazz musician, but he surely Advertising
knows his stuff in that area as his recordings, publications, and innumerable ap- ACCOUNT MANAGER Matt King
mking@timelesscom.com
pearances at jazz festivals and jazz schools attest.
Questlove was speaking about how, in his attempts to connect with younger ACCOUNT MANAGER Lauren Byrge
audiences (specifically at daytime, “family friendly” gigs), he finally let go of some lbyrge@timelesscom.com
of his own biases and gave previously dismissed music a chance. “I have a slight
ACCOUNT MANAGER Matt Huber
confession to make,” he said. “I hate to say this, I finally listened to the entire [first] mh@timelesscom.com
Ramones album eight days ago and I’m so mad that it took me so long to do it!”
GREATER CHINA
He expands with – clearly genuine – enthusiasm for a whole new world of mu-
Judy Wang
sic that this dismissal of prejudice has brought him: “As a songwriter, not focusing Worldwide Focus Media
on singles, I’m now obsessed with people who have had successful singles under C: 0086-13810325171
E: judy@timelesscom.com
three minutes. Because it’s one thing to do these well thought-out, introspective,
11-minute free jazz [compositions]… but it’s like, ‘Can we make an effective song Business
within three minutes?’” VICE PRESIDENT William Hamilton Vanyo
I’ve taken heat from certain readers for putting such “non-obvious” artists as wvanyo@timelesscom.com
Kenny G and Alex Skolnick on the cover of JAZZed, but as I’ve said in response: just
CIRCULATION MANAGER Naomi Crews
because it’s not your jazz doesn’t mean it’s not jazz or that they’re not valid. Kenny ncrews@timelesscom.com
G toured (and played!) with Miles, Skolnick has a degree from the New School and
leads a successful jazz combo – and that isn’t to be sniffed at just because he also
plays thrash metal.
Again, it’s a point I’ve made before, but one that I believe bears endless repeat-
ing: closing one’s mind to music other than jazz helps to close the culture of jazz to
people not yet familiar with it. 6000 South Eastern Ave., #14-J
Las Vegas, NV 89119
702-479-1879
Fax: 702-554-5340
Christian Wissmuller
cwissmuller@timelesscom.com RPMDA
JAZZ EDUCATION NETWORK
SUMMER MUSIC
STUDIES 2019
WEEK-LONG GRADUATE COURSES FOR MUSIC EDUCATORS
T
here’s a lot to recall over the almost 40 years of the Fes- think that jazz had stopped being jazz in 1960 when they
tival International de Jazz de Montreal, but co-founder plugged in the first electric piano and Chick Corea and Her-
André Ménard remembers it all: the five times Miles bie Hancock started playing it. It’s not like that. Music is a
Davis took the stage, Ella Fitzgerald’s iconic concerts of the big corpus, and it’s nice being able to witness and take part
80s, giving Diana Krall her first big break, staging the return into some of the evolution that have been taking place for
on Leonard Cohen, and every set in between. The Montreal- the last 40 years. Music has changed a lot, the way it’s being
er recites it all from memory, down to the year of each per- played, being circulated - everything has changed. I felt like,
formance, as he mentally parses through the history of the for me, I think I have known a great era of music.
world’s largest jazz festival at a press luncheon for FIJM in April. And my partner and I had been preparing the replace-
After four decades years of guiding the festival into the ment for many years. The head of program in our festivals,
heart of jazz itself, and another prior 10 years in the music especially the jazz festival, has been there for 20 years now.
business in general, Ménard is at peace with retiring after The main programmer of the jazz festival has been in place
the 2019 edition year at 66 years old. Ahead of this year’s for five years. It’s not like after us it’ll be a catastrophe. Quite
festival, Ménard chatted with JAZZed about preparing his to the contrary, these are well-prepared people that are al-
replacement, the ever-expanding footprint of FIJM, and the ready very active making decisions without always getting
international flair of modern jazz music. approval because we trust them. So this is, I think, the right
way to make a graceful
long as I’m alive. The future, to me, looks bright, and I can’t wait
to see it happen, even if I’m not involved.”
- André Ménard
D
eveloping a great jazz tone is one former. When breathing in, air should be
of the most important aspects in inhaled quickly and deeply in one large When correctly performing the breath-
learning to play the saxophone. breath. As the diaphragm drops down- ing motion, correct air pressure will be
In addition to a properly formed em- ward, it forces the waist area to expand maintained in the oral cavity allowing the
bouchure, there are several other factors outward in all directions, even on the embouchure to work properly. In addition,
that also play an important role in tone sides and back. The shoulders should not by having air pressure pushing outwards
production. Proper breathing technique, rise but remain motionless. Saxophonists in all directions in the oral cavity, the sax-
optimal tongue position, playing with an should think of filling up the body with ophone can be played with less embou-
open, flexible throat, and the ability to air, starting with the area around the belt chure pressure from the lower jaw and
play overtones are skills that are essential buckle and moving up to the head. Imag- teeth on the lower lip. The reason being
in producing an excellent jazz saxophone ine pouring water into a container filling that air pressure pushing downward on
sound. By becoming aware of these fac- it up from the bottom. the jaw and lower teeth from inside the
tors and practicing exercises that improve oral cavity helps equalize the upward pres-
their mastery, jazz saxophonists should sure applied from the jaw and lower teeth.
be able to greatly improve their tone This will allow the reed to vibrate more
quality. freely producing a more resonant sound.
XR TYPE
Overtone Fingering
Practice this exercise up through eight
overtone note using the fundamental
note low BH. In addition, low B and low C
can also be used as fundamental notes, among all saXoPhonEs
which will cover almost every pitch of This XR TYPE is unmisTakablE
the middle and upper register. If jazz
saxophonists regularly practice this ex-
ercise, their tone quality will be greatly
improved.
Use Low B Fingering for All Notes From the familiar/unique key guard grills to
the subtle Bronze colorations throughout…
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Proper tone production, which is an ...Thinner Italian choice leather
essential part of jazz saxophone per- pads assure complete tone hole
formance, not only requires a correctly closure...
formed embouchure, but is also affected ...Bronze alloy that produced
by proper breathing technique, optimal legacy European saxophones in
tongue position, playing with an open, the ’30s...
flexible throat, and the ability to play ...Bell taper and size that provide
overtones. By practicing exercises that optimum intonation and sound
develop mastery of these skills, jazz sax- projection...
ophonists will notice a marked improve- This isn’t a Faux Vintage saxophone
ment in their tone quality in their quest based on today’s standards. This is
for developing an ideal tone. the real thing… we’re going “Back to
the Future” to give you today’s new
benchmark of Saxophone excellence.
Dr. Tracy Lee Heavner is a professor of
saxophone, music education, and director
www.saxdakota.com
of jazz studies at the University of South Al- pjlabiz2@aol.com
abama. He is an accomplished author, mu-
BR
YA
Sato
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M
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Y
’
‘I W
ls e
or E
ked e
on
H ard Any
My mother loves to
N o t t o P lay L ike
listen to music and she
BY CHRISTIAN WISSMULLER played recordings of classical
O
ne of the most unique art- and some Latin music for me. I really
ists in jazz (or, really, any genre) today, loved Argentinian Tango. I always was moved
Satoko Fujii’s inventive playing and composition have by dramatic music with a beautiful melody in minor keys.
made her celebrated across the globe – and her reach truly is I changed my piano teachers several times. My main influ-
global. Fujii tours internationally and leads a number of groups ences came from Koji Taku, Fumio Itabashi, and Paul Bley. I stud-
of varying size and style. While certainly a “jazz artist,” her music ied classical piano with Koji Taku while I was in high school. He
also embraces and incorporates aspects of traditional Japanese was one of the most important people in the classical music
music, rock, folk songs, classical, and more into a form distinctly world in Japan. He was the head of the piano department at the
her own. best music school in the country, but he quit that job because
After having studied piano and classical music from the age he wanted to play jazz and cabaret. This is very unusual in Japa-
of four, Fujii was exposed to jazz in her early 20s and never nese society. People value the professional position more than
looked back. Teachers in Japan, including Koji Taku and Fumio what they really want to do. He didn’t care about that. He just
Itabashi, solidified her passion for the music. Studies at Berklee followed his gut and did what he wanted. I was a teenager and
College of Music and (after a six-year return to Japan) NEC his way of living influenced me in a huge way. I actually started
found her working with such heavyweights as George Russel, listening to jazz music because he liked jazz.
Cecil McBee, and Paul Bley. Fumio Itabashi is my favorite jazz pianist and I asked him if I
Her professional career could fairly be described as “restless,” could take lessons. He was very influential in teaching me how
with Fujii tackling disparate approaches and styles on seeming- to enjoy playing music. Then I studied with Paul Bley at NEC and
ly every new project – the consistent factor, throughout, being that was like a revolution for me. He encouraged me to play my
the excellence in performance and writing, as well as near-uni- own music.
versal acclaim.
JAZZed recently connected with Satoko Fujii to learn about So Mr. Taku served as your gateway to jazz. What artists
her path as a musician, her approach to learning, and what ap- or songs served as the “spark” for your interest in jazz
proaches to jazz education she feels are most effective. and your move away from studying strictly classical music
towards improv and jazz?
Let’s start by talking a bit about your early training as a Yes, while I studied classical piano with Koji Taku, I started
musician. What were some of the first compositions that listening to jazz because he loved jazz. And I really respected
resonated with you? Who were some instructors who had him. I couldn’t enjoy most jazz that I heard on the radio, but
lasting impact on your approach to playing and why? one day I listened to “A Love Supreme” by John Coltrane and
I started taking classical piano lessons when I was 4 years I was completely knocked out. I was so moved by something
old, but before that I started improvising and composing. I I really didn’t understand. I started listening to jazz more seri-
had a lot of fun talking to my mum with some melodies. I was ously after that. At the same time, I noticed I couldn’t improvise
singing and improvising on the piano that we already had in at all if I didn’t have any written music in front of me. I was so
our house because my older sister had started playing piano. shocked because I could improvise when I was very little be-
hard and practiced so hard while I was ly. That was just like magic. He gave me
in Berklee. I think I became much better. many tips and hints that would work im-
I moved back to Japan when I gradu- mediately. I started looking at things dif-
ated, and I started having a professional ferently after I talked to him. I think I had
career there. I did many different things, the same idea that he had, but I couldn’t
but for some reason I lost my goal. I find it before I talked with him.
wanted to stay away from the music
business and figure out what I wanted to Do you currently, or have you ever,
do. And that is why I made up my mind given private lessons or conducted
to study at NEC. At Berklee I worked hard master classes? If so, what do you
to play like someone else… like Herbie enjoy about both formats and do you
Hancock or like Bill Evans, et cetera. At prefer one to the other?
NEC I worked hard not to play like any- I used to teach piano and theory.
one else. I found my own voice. Sometimes I do master classes, but I don’t
do them regularly. I like teaching master
An important evolution, to be sure. classes better than private lessons. I ex-
Can you discuss your studies with pect too much of students if I teach pri-
Paul Bley? What about his methods vately, which often doesn’t work.
of teaching connected with you? Trumpeter Natsuki Tamura and Satoko Fujii
I didn’t know that Paul Bley taught You’ve played and studied with
at NEC when I entered the school. I was so happy when I found a number of folks. What do you feel is more valuable
out he was there since he is my favorite pianist. His teaching to young musicians, particularly jazz students: formal
was very unique. We didn’t spend so much time playing piano. education or “learning as you go” by playing with other
We talked and talked and talked... at some cafe. But after talking artists?
with him, I improved a lot. Talking to him worked better than I know many great self-taught musicians, but I needed to go
long-time practice. I think my brain started working different- to school to get a formal education. I think there are many dif-
ferent ways to learn. In either case, we need to have enough
How Long Has It Been experience performing music in front of an audience to be a
good player. That performing experience, on the bandstand, is
Since You Bought Your the best way to learn.
First Rovner Ligature? Having led a number of big bands, as well as performing in
smaller groups and as a solo artist, is there a structure you
prefer over the others?
Really?? I like doing all of these formats. They are all different, but in
myself they all connect with each other. I sometimes get an idea
and motivation for a piece for large ensemble by playing solo. I
cannot give up any format. I love them all!
How do you feel about the “status” and presence of jazz (or
lack thereof) in popular culture? Do you feel jazz needs to
Then Prepare To Be attract more and younger fans and players?
ASTONISHED! We need more listeners. People are now too busy with the
Internet. They don’t come out for concerts like they did 10 years
ago. Live music performance is an “experience” that is different
from watching TV or YouTube. I am sure that the music can be
Patented Woodwind Innovation Offering better with many enthusiastic listeners.
Solutions For The Most Discerning Jazz Player,
Sizes To Fit Your Mouthpiece, Sensible Pricing,
And New Models With Jaw-Dropping, Thanks for your time, Satoko. Last question: What advice
Heart-Stopping, No-Topping-It Performance. would you impart to jazz educators out there?
That’s Today’s Rovner Products! I think it is better to teach what the student can do – not what
they cannot do. Students can expand on the things that they
can do if they see what they can accomplish. Probably the most
important thing is to let them know they can do whatever they
want. I have been seeing many beginners and students who are
Patent. See Website.
so afraid to make mistakes. Well… making mistakes is the best
www.rovnerproducts.com way to learn. Without mistakes we cannot learn.
D
four degrees of the Major scale. It’s not until we get to the 7th
significant impact on my learning and degree of the Melodic Minor scale that we identify the 5th tetra-
teaching as a vocal musician and jazz chord, the Diminished. The sixth tetrachord, the Harmonic is lo-
educator. In fact I’ve found tetrachords to be cated in the Harmonic Minor scale and occurs in the first 4 notes
one of the most effective tools for integrat- of the 5th degree with the intervalic structure of 1/2 step, minor
ing all three components of study: theory, ear 3rd followed by 1/2 step. Working from the “C” Harmonic Minor
The ‘Tetrachord’ – Part 1
training, and improvisation – especially for vo- scale, the 5th degree would start on G. The first four notes being
calists. VCM (Vocalist as Complete Musician) G, AH, B and C. This is the true harmonic tetrachord.
provides a method for hearing and integrat- From chapter one through chapter eight the entire scope
ing scales along with the chords that source to of the scale work involves using a combination of the six tetra-
them. Using a step-by-step approach, starting chords listed above. The VCM method focuses on learning to
with source templates, we move through a se- integrate the sound of each of the tetrachords as they appear
ries of simple to more complex exercises. The in scales and across chordal harmony by using them in combi-
work provides students with tools to help them nation. These exercises are also designed to help vocalist (and
gain a more thorough understanding of the in- young instrumentalists) identify which notes to sing/play, pitch
terconnectedness between scales and chords more accurately and improvise more freely and confidently
while learning how to identify both visually and over a myriad of simple to more complex harmonic passages.
aurally how to pitch and improvise with more The method works across all twelve keys.
confidence and accuracy. While the main focus Parallel and derivative scale use can take a little longer to ab-
of VCM is expanding hearing and developing sorb. I’ve systemized the information by adhering to a set order
keener improvisational skills, the method also of events across all templates and keys. I’ve also included two
provides a more complete theoretical template extra drilling exercises, the Altered scale (7th degree of Melod-
for developing composing and arranging skills ic Minor) and the Arabic scale (5th degree of Harmonic minor)
as well as offering both student and educator to reinforce how Parallel and Derivative use work. Work at your
an excellent college preparatory resource. own pace through to the end of chapter three. Hopefully by
Outside of enhancing your knowledge of Chapter Four, when we introduce singing over chord progres-
theory and improving musicianship, doing a sions you will have developed a better understanding or at least
little of this work every day will keep your ears have grasped the difference between Parallel and Derivative
and pitch in shape, especially during those lean use and their functions.
times. I hope using these exercises will benefit I’ve found most of this work is best played at the piano, how-
both professional and student alike in helping to stay in “ear” ever the audio tracks will assist vocalists of all levels. I’ve inten-
and “musical stamina” shape. tionally kept the rhythmic notation simple to allow non-readers
and those less proficient on piano to be able to complete this
Before We Dig In! work more easily. Always keep in mind that theory was never
Let’s start by defining what a “tetrachord” is and what it isn’t. written to dictate what sounds great. I hope this work will not
A tetrachord is a four-note scalar fragment. It is NOT a scale. only expand hearing but also provide tools that lead to greater
Throughout this book we’ll be working with the following six independence and empowerment.
tetrachords:
• Major Working with the Basic Tetrachord Template
• Minor I (dorian) In order to be able to sing through the scales used in this
• Minor II (phrygian) book you will first need to integrate the sounds and shapes of
• Diminished each of the six tetrachords. The first exercise works with the Ba-
• Harmonic sic Tetrachord template. This is a simple drilling exercise to help
• Whole tone (lydian) prepare you for the work you’ll be doing on scales, so take your
time to learn the sounds and shapes of each tetrachord as all six
All six tetrachords above are found inside the following occur in just about every exercise in this work. They’re the glue
scales we’ll be working through: for sourcing a myriad of scales and chords.
• Major Throughout VCM the term “bookend” applies to the two
• Melodic Minor tetrachords which outline each particular scale you will be
• Harmonic Minor working with – from the first to the last note. The “bookend”
• Diminished (1/2-whole) delineates the first 4 notes and the last 4 notes of the scale. For
• Diminished (Whole-1/2) the purpose of keeping things simple the opening source tem-
plates are all in the Key of “C” or use middle “C” as a starting
You will notice that each named tetrachord mirrors a scale note.
name. In all cases the quality of each tetrachord appears in the
scale sounds once you sing the two tetrachords back to back.
Then move to the 2nd degree of the scale and repeat the pro-
Intermediate Students then move to the 2nd degree, playing/singing the accompany-
The Melodic Minor scale introduces us to the Diminished ing chord and tetrachord and so on and so forth. Go through
Tetrachord along with the four tetrachords already identified this exercise either with the track or at the piano a few times a
from the Major scale above. In this exercise we’ll discover the day for a week or more or until each scale degree and its accom-
source of some of the more colorful and interesting chords panying chord are identified and heard (using the tetrachords
and scales used in jazz harmony. Take your time to familiarize I’ve given you) before moving on to the Harmonic Minor scale.
yourself with the information I’ve included above and below Look for part 2 of the article in the August/Setptember
the staves. The first thing you’ll notice is the delineation of “Par- 2019 issue of JAZZed.
allel” and “Derivative” use. Parallel defines the scale from the
root of the chord. Derivative defines the scale from its “Parent Chris McNulty is an award-winning vocal jazz
scale” – the parent scale referenced in this exercise is the Me- musician who was based in NYC for 28 years.
lodic Minor scale. This may not make sense immediately. How- She is currently residing in Perth, Australia as
ever, as you move through this work the difference will become the recipient of a Bundanon Trust, Prelude Com-
clearer. Learning how it can assist you as an improvisor in anal- poser Residency award. VCM is a method Chris
ysis and choosing/hearing scale choices over chords is integral. specifically designed for vocalists which utilizes
The first degree of a scale is the only instance where Paral- tetrachords as a tool for integrating theory, ear
lel and Derivative are one and the same. In each system event training, and improvisation. “It’s like taking a core music course that
(above the stave) both Parallel and Derivative uses are suggest- has everything you need to become a well-rounded, versatile musi-
ed, as well as the chord quality and its name. On each track cian.” – Bob Stoloff, jazz educator, author
you’ll first hear the chord, the root or starting note, followed www.chrismcnulty.com/vcm-the-book
by tetrachords. We always start at the first degree of the scale
3. Melodic Minor Scale * Track #3 3rd Degree of C Melodic Minor Parallel: Lydian Augmented from Root
Chord Quality: (#11, +5, Maj 7, 9) Derivative: Play Melodic Minor from the 6th of the chord
Chord-Scale uses
Using "C" Melodic Minor Chord: E¨&Œ„Š7
1st Degree of C Melodic Minor Parallel: C Minor/Major 7 - Played from the root of the chord Tetrachord Bookends: Whole tone (lydian) Diminished
w
& bw
ww bœ
Chord Quality: (b3, Major 7th) Derivative: Play parent scale from root
œ œ œ œ œ
Chord: C.,7 Ist mode of scale is the only instance where Parallel bw bœ œ
and Derivative are one and the same
œ œ w
& w
& bw
w bœ œ œ œ w œ œ œ œ œ œ
w œ œ bw bœ œ œ œ œ œ œ œ œ œ
w
Tetrachords: Minor 1 (dorian) Minor II (phrygian) Whole tone (lydian) Whole tone Diminished Minor I (dorian) Minor II (phrygian) Whole tone
œ & œ œ œ w
w
w
& bw
w œ bœ œ œ bœ œ œ bœ œ œ œ œ œ œ
œ œ œ bœ œ œ bœ œ œ bœ œ bœ œ bw
w œ
w
Major Minor I (dorian) Diminished Minor I (dorian)
& œ œ œ œ ww
œ œ œ œ œ œ bœ œ œ bœ œ bw
w
w
œ
2nd Degree of C Melodic Minor Parallel: Phrygian Natural 6 (voice chord as EbMaj7#11/D) Chord Quality: (b7, 9, #11) Derivative: Play C Melodic Minor from the 5th of the chord
Chord Quality: Sus 7 (b9,13) Derivative: Play Melodic Minor starting from the 7th of chord Chord: F7#11
Chord: Dsus13b9 Tetrachord Bookends: Whole tone (lydian) Minor I (dorian)
Minor I (dorian) Diminished Minor I (dorian) Minor II (phrygian) Minor I (dorian) Minor II (phrygian) Whole tone Whole tone
w
&
œ œ œ œ œ œ œ bœ œ œ bœ œ œ bœ œ œ bw
ww &
œ œ bœ œ œ bœ œ œ bœ œ œ œ œ œ œ œ ww
bw
w
J
AZZed’s 13th annual Jazz Educator’s Resource Guide offers a comprehensive overview of schools, festivals, instrument and
service suppliers, and more. Consider this your year-round resource for all things related to jazz scholarship, performance,
teaching, and appreciation in 2019.
INDEX
ED. NOTE: Every effort has been made to ensure the accuracy of this user/supplier-generated Resource Guide. However, the reader is cautioned that further verification may be required, as
contact information is subject to change. Suppliers, institutions, and organizations not listed are urged to fill out the form online at jazzedmagazine.com/directory for future issues.
Indiana University Jacobs School of University of the Pacific, Brubeck DePauw University School of Music
AWARDS Music Institute Elmhurst College
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