Crossover Trumpet Performance - Jazz Style and Technique For Class

UNLV Theses, Dissertations, Professional Papers, and Capstones
August 2017
Crossover Trumpet Performance: Jazz Style and

Technique for Classical Trumpeters
Kevin Christopher Tague
University of Nevada, Las Vegas, kevintague@gmail.com
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CROSSOVER TRUMPET PERFORMANCE:
JAZZ STYLE AND TECHNIQUE FOR CLASSICAL TRUMPETERS
By
Bachelor of Music
DePaul University
2003
Master of Music
University of Denver
2011
A dissertation submitted in partial fulfillment

of the requirements for the
Doctor of Musical Arts
School of Music
College of Fine Arts
The Graduate College
University of Nevada, Las Vegas

August 2017
Copyright 2017 Kevin Christopher Tague
All Rights Reserved

Doctoral Project Approval
The Graduate College
The University of Nevada, Las Vegas
May 23, 2017
This doctoral project prepared by
entitled
Crossover Trumpet Performance: Jazz Style and Technique for Classical Trumpeters
is approved in partial fulfillment of the requirements for the degree of
Doctor of Musical Arts

School of Music
Barbara Hull, D.M.A. Kathryn Hausbeck Korgan, Ph.D.

Examination Committee Chair Graduate College Interim Dean
Bill Bernatis, D.M.A.

Examination Committee Member
Dave Loeb, M.M.

Nathan Tanouye, M.M.

Margot Mink Colbert, B.S.

Graduate College Faculty Representative
ii
Abstract
Crossover Trumpet Performance:

Jazz Style and Technique for Classical Trumpeters
by
This document examines crossover trumpet playing: the ability to comfortably transition from
classical to jazz style. Problems trumpeters face when shifting between classical and jazz styles
and the importance of always performing idiomatically are discussed. There is no consensus
regarding the best way to develop crossover ability, but experts agree that the proper use of
articulation is vital for stylistically authentic performances. A review of the literature reveals
fundamental differences in how articulation is taught in classical and jazz pedagogies.
Additionally, jazz and classical musicians approach printed music differently. By detailing key
elements of jazz articulation and interpretation the document provides a guide for classical
trumpeters attempting to assimilate the nuances of jazz performance.
iii
Table of Contents
Abstract .............................................................................................................................. iii
Table of Contents ............................................................................................................... iv
List of Figures .................................................................................................................... vi
List of Examples ............................................................................................................... vii
Chapter 1 – Introduction ..................................................................................................... 1
Crossover Performance ................................................................................................... 3
Credibility ....................................................................................................................... 5
Aural Tradition................................................................................................................ 6
Swing ............................................................................................................................ 12
Chapter 2 – Literature Review and Discussion................................................................. 14
Classical Methods ......................................................................................................... 14
Jazz Methods................................................................................................................. 17
Additional Discussion ................................................................................................... 19
Chapter 3 – Jazz Performance Practice ............................................................................. 26
Back-tonguing ............................................................................................................... 26
Additional Articulation Guidelines ............................................................................... 27
Quarter Notes ................................................................................................................ 29
Accents .......................................................................................................................... 35
Tongue-Stopping Notes ................................................................................................ 36
iv
Summary ....................................................................................................................... 37
Chapter 4 – Special Effects ............................................................................................... 38
The Squeeze and Glissando .......................................................................................... 39
Rips and Drops.............................................................................................................. 40
The Bend and Smear ..................................................................................................... 41
The Jazz Turn................................................................................................................ 42
The Fall ......................................................................................................................... 43
The Doit ........................................................................................................................ 44
The Shake...................................................................................................................... 45
Chapter 5 – Equipment and Other Techniques ................................................................. 47
Mutes............................................................................................................................. 47
The Plunger Mute ......................................................................................................... 50
Mouthpieces .................................................................................................................. 52
Time Feel ...................................................................................................................... 53
Chapter 6 – Conclusion ..................................................................................................... 55
Appendix – Jazz Articulation Guidelines ......................................................................... 57
Bibliography ..................................................................................................................... 58
Curriculum Vitae .............................................................................................................. 63
v
List of Figures
Figure 1 – Alan Ralph’s Basic Rules ..……………………………….………………….29
vi
List of Examples
Example 1 – Low-Down as published ................................................................................ 9
Example 2 – Low-Down as performed ............................................................................. 10
Example 3 – Bartok Concerto for Orchestra, Mvt 2. ........................................................ 11
Example 4 – Clifford Brown’s solo on Joy Spring articulated per rules .......................... 28
Example 5 – Clifford Brown’s solo on Joy Spring as performed ..................................... 28
Example 6 – Li’l Darlin’ as published .............................................................................. 30
Example 7 – Li’l Darlin’ as performed by Count Basie ................................................... 30
Example 8 – All of Me measures 1-22 ............................................................................. 31
Example 9 – Low-Down Rehearsal C to E ....................................................................... 32
Example 10 – It’s Oh So Nice Rehearsal A through B..................................................... 34
Example 11 – Basie – Straight Ahead at Reh. E............................................................... 35
Example 12 – Basie – Straight Ahead at Reh. E as performed......................................... 36
Example 13 – Proper Half-Valve Technique .................................................................... 39
Example 14 – The Squeeze and Glissando ....................................................................... 40
Example 15 – Rips and Drops .......................................................................................... 41
Example 16 – The Bend and Smear .................................................................................. 41
Example 17 – The Jazz Turn, Notation Options ............................................................... 42
Example 18 – Arban’s Turn .............................................................................................. 43
Example 19 – The Fall ...................................................................................................... 44
vii
Example 20 – Fly Me to The Moon, shout chorus ........................................................... 45
Example 21 – The Shake .................................................................................................. 45
Example 22 – Jo-Ral Bubble Mute ................................................................................... 48
Example 23 – Velvetone-Mute ......................................................................................... 49
Example 24 – Soulo Mute................................................................................................. 49
Example 25 – Plunger Mute Markings ............................................................................. 50
Example 26 – Closed Plunger ........................................................................................... 51
Example 27 – Open Plunger ............................................................................................. 51
Example 28 – Plunger Mute with Hole............................................................................. 52
viii
Chapter 1 – Introduction
Stylistic flexibility is a valuable trait for any instrumentalist, but it is especially important
for trumpeters. Professional freelance trumpeters must be competent in styles ranging from
baroque clarino trumpet to disco lead trumpet. Many academic music programs require student
trumpeters to perform a variety of styles as well. The trumpet is as essential instrument in many
large ensembles offered by high school and university music programs including jazz big bands,
wind ensembles, symphony orchestras, and athletic bands. The instrument’s role as the soprano
brass voice in these ensembles puts trumpeters in an especially exposed role. Players without the
ability to confidently and accurately perform a wide range of styles will find both their academic
and professional opportunities limited.
This document will examine crossover trumpet playing: the ability to comfortably
transition from classical to jazz style while remaining idiomatically correct. A discussion of why
crossover performance ability is important and the problems faced by trumpeters attempting it
will be included. Broadly speaking, the starting point when learning this technique is for the
player to listen to more music in the style being attempted. While listening is an important aspect
of learning new music, it is the opinion of this writer that trumpeters will quickly gain
proficiency by identifying key differences in the interpretation and performance of various
styles.
The terms jazz music and classical music are broad and can be applied to many styles.
While classical music styles encompass much of western art music, a thoughtful musician will
approach the music of diverse eras and composers differently. Likewise, latin, funk, and rock
music can all be categorized as jazz styles, but each must be performed with their own nuances.
This document focuses on big band swing music as performed from the 1950s through the
1
present. Swing is one jazz style which classical players are very likely to encounter. It is also
influential in how other jazz styles are performed.1 Thus it is an ideal style for classical
performers who are beginning to familiarize themselves with jazz performance practice.
Comparing recordings of the Count Basie Orchestra and the Vanguard Jazz Orchestra to
published parts allows players to identify specific stylistic traits. Additionally, it illuminates how
these ensembles interpret printed music. There are many excellent jazz ensembles. These two
have been chosen because of accessibility to both high-quality recordings and published parts of
their repertoires. These ensembles also were, and continue to be, influential in the way we
perform jazz big band music.
The Count Basie Orchestra has recorded and toured continuously since 19352 making it
the oldest jazz ensemble still in existence. Since Basie’s death in 1984, the group has continued
performing as a ghost band.3 Basie performed and recorded with many great musicians: Frank
Sinatra, Ella Fitzgerald, and Dizzy Gillespie among others. He and his orchestra have enjoyed
both popular and critical acclaim. The orchestra made a cameo appearance in the 1974 hit film
Blazing Saddles,4 and in 1958 Basie was the first African-American to receive a Grammy
Award. Since then the group has won a total of eighteen Grammys and had four recordings
inducted to the Grammy Hall of Fame.5
1
James Moore, “Fundamental Differences between Jazz and Traditional Trumpet Playing,” ITG Journal 33, no 2
(January 2009), 50.
2
Except for a brief disbandment between 1950 and 1952 when he toured with a smaller ensemble for financial
reasons.
3
A ghost band is a jazz big band that continues to perform under their founder’s name after his death. The Count
Basie Orchestra, The Tommy Dorsey Orchestra, The Glenn Miller Orchestra, and the Mingus Big Band are all
examples.
4
Mel Brooks, Blazing Saddles (30th Anniversary Special Edition), (Burbank, CA; Warner Home Video, 2007),
DVD. 5 The Count Basie Orchestra, “CBO History,” http://www.thecountbasieorchestra.com/cbo-history/ (accessed
May 18 2017).
,
2
In 1966 trumpeter Thad Jones, a former member of the Count Basie Orchestra, and
drummer Mel Lewis, a former member of the Stan Kenton Orchestra, founded Thad Jones/Mel
Lewis and The Jazz Orchestra. Jones and Lewis recruited some of the top musicians in New
York City and started a Monday night residency at the Village Vanguard jazz club. In 1978,
Jones emigrated to Denmark and the group’s name changed to Mel Lewis and The Jazz
Orchestra. After Lewis passed away in 1990 the ensemble took on its current moniker: The
Vanguard Jazz Orchestra. Despite name changes, the band has recorded over forty albums and
continues touring to this day. Its Monday night residency has currently lasted fifty-one years.6
Through its Precepts of Swing program, the Vanguard Jazz Orchestra presents educational
clinics devoted to teaching the nuances of big band jazz performance.7
Crossover Performance
In athletics, someone who excels in more than one sport is called a crossover athlete.
Like most athletes who focus on a single sport, many musicians focus on performing in either
jazz or classical styles. It would be disingenuous to label most musicians as inflexible or
incapable, but fundamental differences in their approach to trumpet technique and the
interpretation of written music keeps many trumpeters from successfully switching between jazz
and classical styles. For clarity, trumpeters who excel at both classical and jazz playing are
referred to as crossover players in this document.
One of the most commercially successful brass ensembles of the 1970s and 80s was the
Canadian Brass. This brass quintet impressed audiences with their virtuosity and musicianship as
6
The Vanguard Jazz Orchestra, “The Vanguard Jazz Orchestra is …,” https://www.vanguardjazzorchestra.com/
(accessed May 18, 2017).
7
The Vanguard Jazz Orchestra, “Education,” https://www.vanguardjazzorchestra.com/education (accessed May
19, 2017).
3
well as their relaxed stage presence and varied repertoire. Performing music from the Baroque to
Dixieland on each concert, they seemed to not be bound by the same stylistic constraints as
symphony orchestras, big bands, and most other ensembles. Many excellent brass quintets,
including the Dallas Brass, Empire Brass, and Boston Brass have followed the model they set
forth of presenting both classical and jazz music on each concert. Trumpeters like Alan Vizzutti,
Vince DiMartino, Wilmer Wise, and Wynton Marsalis (who is still the only person to win
Grammy Awards in both classical and jazz categories in the same year) have continued to
demonstrate how successful crossover players can be.
Jazz lead trumpeter Roger Ingram refers to crossover players as “commercial musicians”
because of their marketability. Nomenclature aside, he points out that a musician who plays
many styles well will be in more demand than a specialist.8 David Cooper goes a step further and
claims that while highly specialized jobs (like full-time orchestra positions) still exist, there are
fewer of them. He also claims that the freelance climate has changed. According to Cooper, a
player may have successfully focused on one style in the past, but today players must
demonstrate versatility.9 The New York Times confirmed this in 2014 when it published an article
detailing the shrinking size of U.S. orchestras. Michael Cooper wrote that the Atlanta Symphony
had decreased its minimum roster from 95 players to 77 and that The Philadelphia Orchestra had
decreased from 105 to 95 members.10 Additionally, entire books, including David Cutler’s The
Savvy Musician, have been written on how freelance musicians must diversify their income to be
successful. Cutler suggests that to succeed in the current freelance world one not only needs to
8
Roger Ingram, Clinical Notes on Trumpet Playing (La Grange, IL: One Too Tree Publishing, 2008), 45.
9
David Cooper, “Juggling Versatility (Part 1),” ITG Journal 27 no. 1 (October 2002): 62.
10
Michael Cooper, “Roll Over, Mahler: U.S. Orchestras Are Shrinking,” The New York Times,
https://www.nytimes.com/2014/11/23/arts/music/roll-over-mahler-us-orchestras-are-shrinking.html (accessed
May 18, 2017).
4
be a versatile performer but should also develop related skills like teaching, arranging, and audio
production.11
Being able to accept a wide variety of gigs is an obvious bonus for a freelance trumpeter.
But musical versatility is important in other professional settings as well. Modern brass quintets
(especially ones influenced by the Canadian Brass) require crossover musicians to play a wide
range of repertoire. Musical productions are another common income source for trumpeters, but
a player without crossover abilities will be at a great disadvantage. This is especially true if the
company programs both a classical show like Into the Woods or Phantom of the Opera and a jazz
influenced one like West Side Story or The Will Rogers Follies. Orchestral players benefit from
crossover experience also, as pops concerts and guest artists often include jazz music.
Credibility
Arguably the biggest challenge facing aspiring crossover performers is that of credibility.
Cooper points out that, “no one wants to be thought of as a ‘jack of all trades, master of none.’”
12
The goal, therefore, of every crossover performer is to sound as comfortable and musically
authentic as a specialist, regardless of the style.
The rise of college jazz programs has highlighted the need of crossover experience for
student performers. The University of North Texas introduced the nation’s first jazz degree
program in 194613 and since then most college music programs have added at least one jazz
ensemble. The addition of these ensembles has exposed more students to jazz and big band style
11
David Cutler, The Savvy Musician (Pittsburgh, PA: Helius Press, 2010).
12
D. Cooper, 62.
13
University of North Texas Division of Jazz Studies, “The History of Jazz at North
Texas,” http://jazz.unt.edu/history (accessed May 18, 2017).
5
than ever before. But many programs, especially smaller ones, need the same trumpeters to
perform in jazz band, wind ensemble, and symphony orchestra each semester. This expectation
can be very demanding on both the students’ time and chops. Students typically have private
instruction in either classical or jazz playing, so it should not be surprising that they would apply
the same techniques to all their ensembles. Doing so can lead to frustration on the part of the
players who don’t understand why they are not having the success they desire, and ensemble
directors, who need idiomatic performances to achieve their program goals.
By contrast, large programs allow students to avoid ever playing in an ensemble outside
their focus. Students seeking a variety of performance experiences may find they cannot get it
due to the large number of students competing for limited ensemble spots. While students in
these programs can avoid the scheduling frustrations that players in small programs face, they
may find themselves unprepared for gigs they would like to accept after college ends.
Aural Tradition
Music is an aural art. It is important for all performers to remember that notation
developed as a means to a musical end not as an artistic goal in and of itself. Although
composers and arrangers indicate their desires as accurately as possible, there are aspects of
performance that must be left to the musicians’ discretion. For this reason, players must learn the
idiosyncrasies of every style they wish to perform.
As ensembles grew larger than a few people and composers wanted to create more
complex music, a system was needed to keep performers together. The earliest notation was not
used to teach performers new music, but only to remind them of compositions they had already
6
learned.14 Our current music notation system evolved over hundreds of years to give precise
instructions to musicians, but there are details which it cannot perfectly describe. Furthermore,
this system was developed for the music of western Europe. American jazz musicians did not use
it to dictate their music until more recently. In fact, it wasn’t until big bands became popular in
the 1930s that printed music became commonplace in jazz. Big bands led Fletcher Henderson,
Jimmie Lunceford, Benny Goodman, Duke Ellington, Count Basie, and others traveled the
country performing in dance halls and at battle of the bands competitions. Unique arrangements
of popular songs were a necessity for their success. This urgency led to many arrangements
being written extremely hastily – sometimes in less than a day.15 These arrangements could only
be produced so quickly because of the performers’ ability to apply the correct style without
explicit instructions.
Even after arrangements became popular, there are many stories of players improvising
parts rather than utilizing written music on the stand in front of them. For example, Bill Berry, a
trumpeter with the Duke Ellington Orchestra in the early 1960s, claimed he had no music for the
three years he was in the band.16
“I had a library of music, it must have been six inches thick, but none
of it was titled or numbered and we didn’t play any of it anyway! I know that
sounds fantastic, but it’s the truth. You can ask anyone who was ever in there
and they’ll tell you. There wasn’t any music”
14
Gardner Reed, Music Notation, 2nd Edition, 6 (Boston: Crescendo Publishing Co.,
1962). 15 Bill Crow, Jazz Anecdotes Second Time Around (New York: Oxford Press,
2005), 97.
16
Ibid, 94.
7
Berry also stated that when he asked Duke’s long-time high-note trumpet soloist, Cat
Anderson, what to play at the end of a song, Cat told him, “pick a note that sounds wrong and
play it.”17
This approach is drastically different from the attitude of classical musicians. For
instance, orchestral trumpeters regularly debate if the unison trumpet parts in symphonies by
Beethoven, Brahms, and other classical era composers should be played exactly as written or if
the second trumpet should remain an octave below the first part throughout. Thomas Stevens
discusses this debate on his website. The natural trumpet used during the classical era was not a
chromatic instrument and could only play a few notes in its lowest octaves. The trumpet parts of
many symphonies of this era are scored in octaves. When the melody line goes to a note that is
unavailable in the lower octave the second trumpet part plays the note in unison with the first.
This causes odd leaps in the second trumpet part and can create inconsistency of timbre. Stevens
explains that many trumpeters believe that Beethoven and others understood orchestration so
well that they would have compensated for this limitation of the trumpet with the rest of their
scoring. For this reason, the Los Angeles Philharmonic stopped playing the lowered octaves in
the 1970s. They only returned to the practice when conductor Erich Leinsdorf pointed out that
Beethoven’s manuscript scores only indicate battery parts (including timpani and trumpets) on a
single line. Leinsdorf reasoned that the simplified score indicated that octave decisions were
made by editors and copyists not the composer himself. Even though Stevens seems swayed by
17
Ibid.
8
Leinsdorf’s argument, he did not make a definitive statement and declares it “a matter of
individual preferences.”18
There is no reason that jazz performers should not give every mark on a page the same
gravity and importance that classical trumpeters do. It is important to realize that despite
similarities in the elements and look of printed classical and jazz music, jazz performers have
had a unique relationship with written music than classical players and have therefore interpreted
the printed page differently.
An example of jazz players relaxed attitude towards the printed music can be seen and
heard in the opening measures of Thad Jones’s Low-Down. The first six measures of the
published first trumpet part, shown in Example 1, contain half notes with standard accents.19 On
every recording of this piece these notes played much shorter. It would be more accurate to
notate them as quarter notes with quarter rests between as shown in Example 2.20
Example 1 – Low-Down as published
18
Thomas Stevens, “Trumpet Traditions I (About Those Octaves),”
https://www.thomasstevensmusic.com/quotables/trumpet-traditions-i-about-those-octaves (accessed May 18,
2017).
19
Thad Jones, Low-Down (D’Accord Music Inc., 1965), 1st Bb Trumpet.
20
Thad Jones, “Low Down,” The Definitive Thad Jones: Live from the Village Vanguard, Vol 1, performed by
The Mel Lewis Jazz Orchestra, Musicmaster 5024-2-C, CD, 1989.
9
Example 2 – Low-Down as performed
Ambiguity in notation is not limited to jazz music. A common mistake for trumpeters
learning orchestral repertoire occurs in the second movement of Bela Bartok’s “Concerto for
Orchestra.” As seen in Example 3, there is a comma between measures 101 and 102. Michael
Sachs points out that the entire orchestra stops for about one beat at this moment.21 This comma,
known as a caesura or luftpause, is sometimes used to indicate a pause in vocal music. It also
designates an atempause, or breath mark, which indicates a break in the phrasing of a solo line
but does not affect the rhythmic pulse of the music.22 A player who is accustomed to seeing a
pair of vertical slashes or a fermata sign to indicate a full ensemble stop may incorrectly interpret
this symbol as a breath mark and play through it when learning the piece.
21
Michael Sachs, The Orchestral Trumpet, 2nd Ed (n.p., Tricorda LLC, 2013), 16.
22
David Fallow, “Luftpause,” Grove Music Online, Oxford University Press,
http://www.oxfordmusiconline.com.ezproxy.library.unlv.edu/subscriber/article/grove/music/17143 (accessed
May 24, 2017).
10
Example 3 – Bartok Concerto for Orchestra, Mvt 2.
Another concern when interpreting printed music is the lack of standardization regarding
what each articulation symbol means. Francis McBeth asked a group of leading composers and
wind band conductors to describe how a performer should interpret five different articulations.23
The responses are surprisingly varied. In some cases respondents do not agree if the articulation
affects the note’s volume, length, or both.
When asked if the standard accent symbol ( ) affects a note’s length or not, Vaclav
Nelybel says there should be a “moderate” shortening of the note.24 Vincent Persichetti says the
tone should be “held.”25 Frederick Fennell says that style and tempo determine if the note is
shortened or not.26 Howard Hanson claims the note should be played “non-legato,” implying that
there should be space between the notes.27 But John Barnes Chance says it specifically is not
shortened in value.28 To make things more confusing, Joe Barry Mullins claims that the accent
symbol only suggests a type of stress with no definitive meaning.29 Chance goes on to state that
articulation marks have different meanings to different players. He also mentions that the
23
Francis McBeth, Effective Performance of Band Literature (San Antonio, TX: Southern Music Co., 1972), 20.
24
Ibid, 23.
25
Ibid.
26
Ibid, 24.
27
Ibid, 22.
28
Ibid, 20.
29
Ibid, 25.
11
notational conventions of a jazz chart differ from classical music.30 The wide discrepancies
between these interpretations show that even though there is are many accepted articulation
markings, a performer must consider musical context when deciding how to apply articulations.
Ultimately, the only way to understand what sounds are represented by the dots, dashes,
and slashes on a piece of music is to listen to that style of music. This is as true for Basie and
Ellington as it is for Beethoven and Bartok.
Swing
Duke Ellington famously wrote “It Don’t Mean a Thing, If It Ain’t Got That Swing,” but
defining exactly what swing is has rarely, if ever, been done well. Gunther Schuller claims that,
while its definition may be the most elusive thing in all of jazz, swing is something all good jazz
musicians recognize and do.31 Swing’s presence or absence is instantly distinguished by jazz
audiences, as well.32 Schuller also claims that, in most of the world’s cultures, rhythm is the
primary element of music and that humans’ response to rhythm is nearly universal. Swing, he
claims, has occurred when a listener starts inadvertently moving in response to the rhythm of the
music.33
Despite the importance of rhythm, Schuller points out that it alone does not create swing.
There are other prerequisites. He claims that a steady regularly repeating beat is required. Also
that both the repeating beat and musical lines played over that beat must be felt and not
calculated. Swing, Schuller says, is innate and instinctual.34 In addition to these rhythmic
30
Ibid, 21.
31
Gunther Schuller, The Swing Era (New York: Oxford University Press, 1989),
223.
32
Ibid.
33
Ibid.
34
Ibid, 224.
12
concerns, Schuller states that how one enters, leaves, and connects notes (articulation) will also
affect the presence or absence of swing.35
Jerry Coker also attempts to define swing. He claims that swing is a combination of
rhythmic unity and interpretation. Coker states that a kind of swing exists in classical ensembles
because they also play with “interpretational unity.”36
Coker instructs musicians to not worry about swing at the onset of their jazz career. He
believes that the relaxation and coordination needed to swing are usually the last thing a player
develops. He does encourage aspiring jazz musicians to become comfortable with playing eighth
note lines in “shuffle-time.”37 Coker defines shuffle-time as using a triplet subdivision and
tonguing upbeats and slurring into downbeats to create a syncopated feel.38 Although many
aspects of swing are highly individualized there are some consistent features of swing
articulation including this tonguing pattern, which is often called back-tonguing. Back-tonguing
is discussed in detail in Chapter 3.
35
Ibid, 225.
36
Jerry Coker, Improvising Jazz (Englewood Cliffs, NJ: Prentice-Hall, Inc., 1964),
46.
37
Ibid, 47.
38
Ibid.
13
Chapter 2 – Literature Review and Discussion
Crossover playing has been a topic of discussion amongst trumpeters and trumpet
professors for some time. It has been the topic of many clinics at conferences of the International
Trumpet Guild (ITG) as well as articles published in the ITG Journal. There is consensus that
stylistic versatility is a positive trait but there is not agreement on the best way to acquire
crossover performing skills. Experts agree that articulation is used differently in jazz and
classical styles. They also agree that mastering these articulation differences is required for
idiomatic performances. The importance of proper articulation in jazz was demonstrated by
David Edmund in 2009. Controlling for other factors, he gave jazz improvisation instruction to
two groups of students. One group received instruction specifically in jazz articulation as well as
traditional improvisation instruction. The other group only received improvisation instruction.
By all of Edmund’s metrics the group that received articulation instruction progressed at a faster
rate than the group which only received improvisation instruction.39
Due to articulation’s importance to musically authentic performances, it is worth
examining pedagogical approaches and methods aimed at classical and jazz trumpeters. This
examination reveals fundamental differences in how articulation is taught in the two styles.
Classical Methods
Classical instruction focuses on how to physically create consistent articulations without
consideration for musical context. Many methods suggest students articulate by thinking of or
39
David Charles Edmund, The Effect of Articulation Study on Stylistic Expression in High School Musicians’ Jazz
Performance (DMA diss., University of Floriday, 2009), 11.
14
saying specific syllables as they play. There is no consensus on which syllable is most
appropriate for a given musical situation.
One of the oldest and most widely used trumpet methods is Arban’s Complete Celebrated
Method for the Cornet written by Jean-Baptiste Arban.40 In the introduction Arban describes the
action of tonguing as “a retrograde movement, simply behaving like a valve.”41 He states that the
syllable tu should be used to create the attack of the sound.42 This statement is one of the first
bits of controversy in trumpet articulation. Most players interpret tu to be pronounced as in the
word tooth. As editor, Claude Gordon disagrees. He leaves Arban’s original text intact but states
in a footnote that a Frenchman (like Arban) would pronounce that syllable the way Americans
pronounce the syllable tee.43
Another fundamental text on articulation was written by the famous cornet soloist
Herbert L. Clarke. In his Characteristic Studies, Clarke acknowledges that players and teachers
advocate for different syllables when tonguing. Popular choices include te, ta, tu, and tit. No
matter which syllable is used Clarke states that the articulation must be started “distinctly.”44
Clarke goes on to say that he believes tu is the most natural syllable to use in the middle register,
but that te works better in the upper register.45
Claude Gordon’s Systematic Approach to Daily Practice for Trumpet is similar to other
methods. Gordon states that he makes extensive use of the K tongue46 and students should
40
Edward Tarr, The Trumpet, revised and enlarged ed., Trans. by S.E. Plank and Edward Tarr (Chandler, AZ:
Hickman Music Editions), 110.
41
Jean Baptiste Arban, Arban’s Complete Celebrated Method for the Cornet (New York: Carl Fischer, 1982),
7. 42 Ibid.
43
Ibid.
44
Herbert L. Clarke, Characteristic Studies (New York: Carl Fischer, 1934), 5.
45
Ibid, 6.
46
“K tongue” refers to syllables beginning with a K, such as ka, ku, and ke.
15
develop it as much as they do the T tongue.47 Gordon, himself a student of Herbert L. Clarke, is
known to have taught his students a technique called K-modified tonguing. He claimed it was a
modification to and improvement upon the tonguing Clarke taught him. Matt Graves, a student
of Gordon’s, explains that in this technique the tongue lightly touches to back of the top teeth
from a position like the K tongue used in multiple tonguing.48 David Hickman calls this
technique dorsal-tonguing or anchor tonguing.49 Hickman claims that Herbert L. Clarke
described it as his preferred method of tonguing but seemed to believe that most trumpeters are
more successful with traditional tip-tonguing.50
Other methods have similar instructions for developing articulation. In Daily Drills and
Technical Studies for Trumpet, Max Schlossberg is quoted as prescribing the syllables ta, tu, and
tee for the low, middle, and high registers respectively.51 Victor Salvo suggests using a tu
syllable (and ku for multiple tonguing) for all registers in his book 240 Double and Triple
Tonguing Exercises.52 Some modern methods avoid suggesting a vowel completely. In his
method, noted soloist Allen Vizzutti never mentions a specific syllable to use. He simply places
T or K by notes to indicate the pattern to use in multiple tonguing exercises.53 In Trumpet
Pedagogy: A Compendium of Modern Teaching Techniques, David Hickman presents an
overview of many different approaches without indicating a preference for one over another.54
47
Claude Gordon, Systematic Approach to Daily Practice for Trumpet (New York: Carl Fischer, 1968).
48
David Roberts, “Is Your K-Tang Tongueled,” http://thesystematicapproach.com/2010/04/29/k-tang-tongueled/
David Hickman, Trumpet Pedagogy: A Compendium of Modern Teaching Techniques (Chandler, AZ: Hickman
49
Music Editions, 2006), 135-7.
50
Ibid, 137.
51
Max Schlossberg, Daily Drills and Technical Studies for Trumpet (New York: M. Baron Co., 1959), foreward.
52
Victor Salvo, 240 Double and triple Tonguing Excercises (Miami, FL: Pro Art Publications, 1969), 3.
53
Allen Vizzutti, Trumpet Method Book 1 (Technical Studies) (Van Nuys, CA: Alfred Publishing Co, 1991), 78.
54
Hickman, 133-43.
16
Although these methods do not agree on the mechanics of tonguing, they do agree that
even, consistent articulations are important to successful classical performances. Jazz players
who wish to improve their classical skills should bear this in mind.
Jazz Methods
In contrast to their classical counterparts, jazz method books do not discuss the physical
act of tonguing at all. Jazz methods focus on how articulation is used to create a jazz feel. There
are two reasons for this approach. The first reason is the authors’ assumption that their readers
have had traditional instruction and have some mechanical proficiency on the instrument. The
second reason is that the nature of jazz improvisation requires a performer to spontaneously
apply appropriate articulations. Understanding how to execute this technique is crucial to
successful improvised performances.
One of the most referenced jazz trumpet methods is John McNeil’s The Art of Jazz
Trumpet.55 Books like Amazing Phrasing by Dennis Taylor and Steve Herrman rely heavily on
McNeil’s method.56 In her dissertation, A Performer’s Analysis of Burns Bog, Meghan Eileen
Turner cites this book often in regards to jazz articulation style.57 Christopher Burbank’s
dissertation, Doodle Tongue Jazz Articulation for the Trumpet Player, cites its chapter
“Doodlin’” as a core reference as well.58
55
John McNeil, The Art of Jazz Trumpet (New York: Gerard & Sarzin Publishing Co, 1999).
56
Dennis Taylor and Steve Herrman, Amazing Phrasing (Milwaukee, WI: Hal Leonard Corp., 2002).
57
Meghan Eileen Turner, A Performer’s Analysis of Burns Bog: Crossover Piece for Solo Trumpet, Jazz Rhythm
Section, and Strings (DMA diss., University of California, Los Angeles, 2006), 28.
Christopher M Burbank, Doodle Tongue Jazz Articulation for the Trumpet Player (DMA diss., University of
58
Miami, 2014), 8.
17
In the chapter “Jazz Articulation,” McNeil notes that swing is rarely described well but
that it is incredibly important to jazz performance.59 He claims that defining swing as playing
eighth-note lines with a 12/8 feel60 is outdated. He encourages performers to adapt the more
modern concept of playing eighth-note lines evenly. Lines should be played legato with accents
on the upbeat notes and slurs into the downbeat notes.61 McNeil provides exercises to practice
this technique as well as a CD of reference recordings. The tonguing and slurring pattern he
describes is the basis of the technique called back-tonguing and is the foundation of bebop
articulation. Back-tonguing will be discussed in Chapter 3.
Books like Brian Shaw’s How to Play Lead Trumpet in a Jazz Band and Jim Snidero’s
Jazz Conception trilogy offer etudes and accompaniment recordings. The recordings include
tracks both with and without reference trumpet parts. Snidero’s books give only minimal written
instruction. In the introduction to Easy Jazz Conceptions he acknowledges that it is difficult to
precisely indicate note length on paper and encourages students to listen to the recording and
mimic it carefully.62
Shaw gives more information. He includes short descriptions of jazz effects, including
shakes and falls. He also discusses mutes, mouthpieces, practice routines, and the importance of
listening. Finally, Shaw gives a concise description of back-tonguing.63
Other jazz method books, including Jerry Coker’s Elements of the Jazz Language for the
Developing Improvisor and David Baker’s Jazz Improvisation, teach the theory of jazz
59
McNeil, 29.
60
McNeil, 29.
61
Ibid, 30.
62
Jim Snidero, Easy Jazz Conception (Tübingen, Germany: Advance Music, 1999, 2005, 1996), 6.
63
Brian Shaw, How To Play Lead Trumpet In a Big Band (Tübingen, Germany: Advance Music, 2007),
8-12.
18
improvisation. They are not trumpet specific and do not discuss articulation beyond cursory
comments about back-tonguing.64
Additional Discussion
The methods reviewed above focus on classical techniques and jazz style for performers
who specialize in that genre. There have been many articles and clinics devoted to teaching
crossover performance. The material presented in these articles and clinics is almost exclusively
aimed at teaching jazz style to classical players. Authors and presenters usually take one of two
approaches: teaching basic improvisation or encouraging more listening to jazz music.
Teaching improvisation is the most common approach. This may be because the music
theory and form aspects of jazz improvisation lend themselves well to short clinics and articles.
Additionally, many classical trumpeters find the myriad of chords, scales, and progressions used
in jazz intimidating. Improvisation is a valuable skill and this author believes all trumpeters
should achieve at least basic proficiency in it. Demystifying this aspect of jazz performance is a
noble goal, but in truth improvisation is a small part of a jazz trumpeters’ professional work.
Even when a trumpet solo is called for on a dance band gig or pops concert, only one of the up to
four players will need to improvise and only for a few measures. If none of the trumpeters are
comfortable playing the solo the conductor may be willing to have someone on another
instrument play it. But all the trumpeters will need to swing for the entire concert.
Great lead trumpet players Roger Ingram and Bobby Shew emphasize that feel is the
most important characteristic of a jazz trumpeter. Both claim that the proper feel for lead trumpet
64
Jerry Coker, Elements Of The Jazz Language For The Developing Improvisor (Miami: Alfred Publishing,
1991).; David Baker, Jazz Improvisation (Van Nuys, CA, 1988).
19
lines in a big band are based on bebop improvisation. They believe that good jazz soloists make
the best lead players because they play lead lines as if they are improvising them. For this reason
they suggest that aspiring lead trumpeters learn to improvise.65 This advice is another reason that
clinics and articles on learning to play jazz, even in an ensemble setting, focus on teaching
improvisation. Despite the potential value of learning improvisation, using it to teach jazz style is
problematic. It is debatable if it is even a valid way to approach the subject.
The first problem is that this approach is not an effective method for teaching
improvisation. Clark Terry famously summed up learning to improvise in three words: “imitate,
assimilate, innovate.”66 Jamey Aebersold lists “serious listening to jazz…”67 as the second most
important ingredient for an aspiring improvisor to possess. He only considers the “desire to
improvise” more important.68 Both these approaches start with learning correct style by intently
listening to recordings and imitating great jazz soloists. Confoundingly, articles and clinics on
basic improvisation eschew this approach and instead focus on music theory topics including
note choices, chord/scale relationships, and song forms. For example, the International Trumpet
Guild Journal has a regular column titled “Jazz Corner.” In the four issues released between June
2016 and March 2017 this column was twice dedicated to improvising over blues forms69 and
twice to using pentatonic scales in improvisation.70 While these articles present useful
information, they are too basic to be aimed at readers with even minimal improvisatory
65
Bobby Shew, “Playing Lead Trumpet in the Big Band Setting,”
http://www.bobbyshew.com/main.html?pgid=7&art_artcl_id=11 (accessed May 18, 2017).; Ingram, 109.
66
Darren Kramer, “Clark Terry’s 3 Steps to Learning Improvisation,” thegigeasy.com/clark-terry-3-steps-to-
learning-improvisation/ (accessed May 18, 2017).
67
Jamey Aebersold, Jazz Handbook (New Albany, IN: Jamey Aebersold Jazz, 2017), 5.
68
Ibid.
69
Chase Sanborn, “Playing the Blues, Part I,” ITG Journal 40, no. 4 (June 2016): 43; “Playing the Blues, Part II,”
ITG Journal 41, no 1 (October 2016): 62.
70
Chase Sanborn, “Pentatonics, Part I,” ITG Journal 41, no. 2 (January 2017): 40; “Pentatonics, Part II,” ITG
Journal 41, no. 3 (March 2017): 49.
20
experience. Additionally, none of the articles discuss style, feel, or phrasing. Listening is only
mentioned in passing and transcribing the solos of jazz greats, generally considered the best way
to learn improvisation,71 is barely an afterthought.
Another concern with using improvisation to teach jazz style is that many players lack
Aebersold’s most important trait for a budding improvisor: the desire to improvise. They may
find improvisation intimidating, confusing, or too time consuming. No matter the reason, a
player who does not want to learn to improvise will not. This should not stop someone from
learning to perform jazz styles though. Being able to improvise over rhythm changes has nothing
to do with one’s ability to perform in a pit orchestra.
A final issue with this method is that it implies that jazz players either do not need or
cannot benefit from crossover playing. Most trumpeters begin with classical instruction so there
may be an expectation that serious players all have some background in classical performance.
With the increase in colleges offering jazz specific degrees it is no longer unheard of for a
trumpeter to get through a performance degree without significant classical experience.72 These
jazz trumpeters face the same challenges as someone with only classical experience once they
enter the freelance world. Teaching improvisation does nothing to address the deficiencies that
keep these players from succeeding in classical settings.
The other popular approach for teaching crossover playing is to simply encourage more
listening. Unfortunately, without additional guidance players may miss nuances that can rob a
performance of stylistic authenticity. In an attempt to determine if learning different musical
styles and traditions involves acquiring new skills, or is simply an extension of basic
71
Aebersold, 6.
72
University of North Texas Undergraduate Catalog, “Jazz Studies (instrumental, arranging or vocal emphasis),
BM,” http://catalog.unt.edu/preview_program.php?catoid=15&poid=4396&returnto=1243 (accessed May 18,
2017).
21
musicianship, Steven Demorest and Steven Morrison observed fMRI73 scans of subjects listening
to culturally familiar music as well as unfamiliar music. They then asked subjects to recall and
identify excerpts of the music. Demorest and Morrison found no difference in the way the brain
processed the familiar and unfamiliar music (a contrast to the way the brain processes native and
secondary languages) but noted that subjects more accurately identified excerpts from the
familiar style.74 They theorize that their subjects were applying the traits and expectations of the
familiar style to all music. In other words, a western musician is likely to perceive the unusual
intervals of the Chinese pitch system simply as out of tune notes. Demorest and Morrison call
this phenomenon “musical accommodation.”75 It has been suggested that this phenomenon may
cause musicians to inappropriately apply the techniques they are most familiar with when
approaching new styles, thereby missing subtleties and nuances required for idiomatic
performance.76
Many articles state the importance of listening when learning new styles. Few of them
offer techniques to practice or performance practice details of which to be aware. These articles
generally return to the same theme: listen more. Without more information readers risk the
musical accommodation that Demorest and Morrison observed. For example, James Moore’s
article “Fundamental Differences between Jazz and Traditional Trumpet Playing” in the January
2009 issue of the ITG Journal points out stylistic differences in a very generalized way.77 He
73
An fMRI, or Functional Magnetic Resonance Imaging, is sensitive to brain activity and is used to study brain
function.
74
Steven M. Demorest and Steven J. Morrison, “Exploring the Influence of Cultural Familiarity and Expertise
on Neurological Responses to Music,” Annals of the New York Academy of Sciences 999 (December 2003): 113.
75
Ibid, 114.
76
Steven J. Morrison et al, “Jazz Expertise and Its Relationship to Pitch and Rhythm Placement among Trumpet
Players,” Bulletin of the Council for Research in Music Education (Winter 2008): 32.
77
Moore, 48-51.
22
makes statements like, “jazz articulation is much less uniform” than in classical playing.78 This
statement is true but does little to help a player develop crossover skills. Moore, who is primarily
a jazz trumpeter, states that attempting to codify jazz articulation is futile because “by its very
nature it is inconsistent.”79 He also says that jazz players avoid lip slurs (a claim many jazz
players would dispute) and points out slight differences in how jazz and classical players
approach tone quality and breathing practices. He finally suggests that jazz players improve their
classical playing by listening to and emulating great players, the same way they learned to play
jazz. Aside from this advice to listen and emulate, Moore gives few concrete tips to help either
jazz or classical players improve their crossover abilities.80
Similarly, David Cooper’s article Juggling Versatility (Part 1) gives a brief overview of
musical and philosophical differences of playing various styles. His thesis is that listening and
immersion into all styles is necessary to be truly versatile. Cooper suggests that developing
strong fundamental skills and adding style specific techniques is the beginning of versatility. He
warns, however, that simply learning techniques will not make a player musically convincing.
Cooper reiterates that intense listening is necessary to make a technique work in any given
musical setting. Unfortunately, Part 2 which may have gone into specific techniques and
performance practice differences was never published.81
Articles like Developing Proper Jazz Articulation by Michael Davison and Jazz Style and
Articulation by Pat Harbison give players more guidance. These articles still prescribe listening
but supplement that advice with techniques to help an aspiring jazz player copy their models
accurately.
78
Ibid, 48.
79
Ibid.
80
Ibid, 50.
81
D. Cooper,
62-62.
23
Davison suggests that budding jazz players familiarize themselves with the music of
Louis Armstrong, Miles Davis, and Chet Baker. Davison asks readers to identify the nuances of
each player’s articulation and vibrato. He also suggests learning the back-tonguing technique
discussed in chapter three of this document.82
Harbison’s article compares learning a musical style to learning a language. He claims
that children learn to speak their native tongue by listening to their parents and will adopt the
accent and dialect of those around them. For this reason, he states that one must seek out and
imitate the best models possible when learning jazz style. Harbison gives a longer list of players
and big bands with whom he believes all modern musicians should familiarize themselves. His
list includes Louis Armstrong, Dizzy Gillespie, Clifford Brown, Miles Davis, Lee Morgan, the
Duke Ellington Orchestra, the Count Basie Orchestra, the Thad Jones & Mel Lewis Orchestra,
and others. Harbison also discusses the value of listening to vocal jazz scat singing. He believes
that hearing how a vocalist uses syllables to create a jazz line helps instrumentalists phrase more
appropriately. Finally, he gives a few articulation rules based on back-tonguing.83
In a departure from similar articles, Harbison outlines a detailed method for listening to
and assimilating new styles. First, he says to listen for an overview of the music. An overview
involves listening to the same recording multiple times over an extended period, potentially a
week or more. He then suggests listening in a more focused manner. He instructs readers to listen
for specific instruments in the ensemble (bass, piano, etc.) each time through the recording. Next
he instructs players to sing large sections of the song, eventually playing parts on their
instrument by ear. Finally, he suggests writing down the music.84 Harbison points out that this
82
Michael Davison, “Developing Proper Jazz Articulation,” ITG Journal 25, no. 3 (March 2001): 59.
83
Pat Harbison, “Jazz Style and Articulation: Speaking the Language,” ITG Journal 26, no. 4 (June 2002):
53-55.
84
Ibid, 54.
24
technique, known as transcribing, has been used by generations of jazz soloists for learning
improvisation. In his opinion it is also the best way for lead and section players to learn jazz
style.85
Players without the time or inclination to follow all of Harbison’s instructions could use
his method in conjunction with published transcribed jazz solos. This allows players to avoid the
most time consuming and frustrating step of transcribing: learning the music by ear.
85
Ibid, 55.
25
Chapter 3 – Jazz Performance Practice
Back-tonguing
Per McNeil, Harbison, and Davison bebop soloists have played eighth note lines
rhythmically straight since the 1950s. They all state that back-tonguing gives bebop lines a swing
feel. Back-tonguing creates an impression that downbeat eighth notes are longer than upbeat
ones, but the notes are actually very close to the same length.86
When back-tonguing, a player tongues upbeats and slurs into downbeats of a string of
eighth notes.87 Harbison notes that the first and last note of a line should be tongued and that all
notes in an eighth note line are long. The only exception is an upbeat eighth note ending the line.
That note should be played short and accented.88 Mike Carubia and Jeff Jarvis suggest other
accented notes within eighth note lines.89 These notes include the top note of ascending lines, the
top note of ascending leaps, the third note of a triplet, and any anticipations.90 They advise
under-emphasizing the note before an accented note and to never play short, clipped notes in an
eighth note line. They claim that eighth notes in jazz lines are generally played long. Short notes
are used only for effect or punctuation.91
Davison emphasizes the need for a wide range of articulations. This variety is necessary
to play jazz lines that are fluid and not over-articulated. He instructs players to master several
syllables including ta, la, da, and ha. He also suggests working with a trombonist to develop
86
McNeil, “The Art of Jazz Trumpet,” 29.
87
Ibid.
88
Harbison, 55.
89
Mike Carubia and Jeff Jarvis, Effective Etudes for Jazz (Delevan, NY: Kendor Music, Inc., 2004), 3.
90
Anticipations include upbeat eighth notes tied to a longer note, especially at the end of a measure. 91
Ibid, 3.
26
varying degrees of tonguing intensity.92 McNeil suggest that doodle tonguing, a technique
popular amongst trombonists, is one way to develop this skill set.93
Back-tonguing applies to all eighth note lines in printed music. Both lines marked with a
phrase mark and ones left unmarked are treated the same. Further, any slur longer than one beat
should be considered a phrase mark. Shorter slurs are observed unless they interrupt the natural
flow of the music.
Additional Articulation Guidelines
Authors often refer to the previous statements as rules, however, an examination of bebop
solos reveals many exceptions. Examples 4 and 5 show a short excerpt from Clifford Brown’s
improvised solo on his composition Joy Spring.94 Example 4 shows how this eighth note line
would be articulated based on the preceding rules. Example 5 shows how Brown actually
performed it. In this three-measure excerpt, Brown follows the rules of back-tonguing closely but
varies from them twice. First when he plays short articulations on the last three eighth notes of
the first measure. Then again when he clips second note of the triplets in the second and third
measures. These exceptions show that while these guidelines are useful, they should not be
considered strict rules.
92
Davison, 59.
93
McNeil, 58.
94
Clifford Brown, “Joy Spring,” Clifford Brown & Max Roach, performed by the Clifford Brown Max Roach
Quintet, Verve/Emarcy/Universal 5433062, CD 2000.
27
Example 4 – Clifford Brown’s solo on Joy Spring articulated per rules
Example 5 – Clifford Brown’s solo on Joy Spring as performed
Back-tonguing is the most commonly referenced jazz articulation technique, but it is not
all-encompassing nor does it apply to all musical situations. Alan Ralph identified five basic
rules for interpreting printed jazz music. Ralph’s rules, shown in Figure 1, include playing
quarter notes short, playing notes longer than a quarter note full value, playing isolated eighth
notes short and accented, playing eighth note lines with a triplet feel, and slurring eighth note
lines up to a downbeat.95 It should be noted that Ralph wrote his book specifically to acquaint
players with the conventions of dance bands like the ones led by Glenn Miller, Tommy Dorsey,
and Paul Whitemen in the 1930s and 40s. While many of these rules are appropriate in modern
jazz performances it is, again, better to think of these rules as guidelines. His fourth and fifth
rules, for instance, are typically replaced by back-tonguing.
95
Alan Ralph, Dance Band Reading and Interpretation (Cleveland: Sam Fox Publishing Co., 1962), 3.
28
Figure 1 – Alan Ralph’s Basic Rules
1. Quarter notes are played short

2. Any note longer than a quarter note is played full value
3. Single eighth notes are played short and accented
4. Lines of eighth notes are played with a triplet feel
5. Two or more eighth notes are slurred up to a quarter note or equivalent
Quarter Notes
Quarter note length is a contentious subject in jazz performance. Ralph’s first rule is that
quarter notes are to be played short but he does not specify an exact length. In practice, there are
several variations of correct quarter note length. These lengths are based on the note’s position
within the phrase and beat.
Quarter notes under a phrase mark or marked legato are played full value. Quarter notes
marked staccato or with a marcato ( ) accent are shortened and separated from the following
note. The exact length of these notes depends on their placement both within the beat and phrase.
Like a single upbeat eighth note, an isolated upbeat quarter note is played very short. Downbeat
quarter notes are separated from the note following them. Repeated quarter notes are played the
same length as downbeats, regardless of their position in the beat. A downbeat quarter note
ending a phrase is exaggerated. It is either extremely long or extremely short. Some ensembles,
like the Vanguard Jazz Orchestra, play them nearly full value even when marked marcato.
Conversely, the Count Basie Orchestra plays phrase ending quarters notes short, as would be an
eighth note in the same position.
Quarter notes marked with a standard ( ) accent are usually played legato. Unmarked
quarter notes are usually played as marcato. Both cases are ambiguous so players must carefully
29
consider musical context. The lead trumpeter must make a stylistic choice based on their
experience.
Style, tempo, and the ensemble’s musical tradition determine exactly how short quarter
notes are played. Example 6 shows the lead trumpet part of Neil Hefti’s Li’l Darlin’ as
published.96 On the 1958 album The Atomic Mr. Basie the Count Basie Orchestra plays each
staccato quarter note approximately the length of a single eighth note triplet. The note on beat
three of the second measure is marked legato and played full value with a slight accent.97
Example 7 shows these measures as performed.
Example 6 – Li’l Darlin’ as published
Example 7 – Li’l Darlin’ as performed by Count Basie
The length of quarter notes in Thad Jones’s arrangement of All of Me vary much more
than those in Li’l Darlin’. An excerpt from the lead trumpet part is shown in example 8.98 On the
96
Neal Hefti, Li’l Darlin’ (Los Angeles: Neal Hefti Music, Inc., 1962), Trumpet 1.
97
Neal Hefti, “Li’l Darlin’,” The Atomic Mr. Basie, performed by the Count Basie Orchestra, MBG CD 53043, CD,
1994.
98
Seymour Simons and Gerald Marks, All of Me, arranged by Thad Jones (Delevan, NY: Kendor Music Inc., 1982)
1 Bb Trumpet.
st
30
Vanguard Jazz Orchestra’s 1986 record 20 Years at The Village Vanguard several quarter note
interpretations are observed.99
Example 8 – All of Me measures 1-22
There are two different lengths for marcato downbeat quarter notes in this excerpt. Beat
three of the first measure, a downbeat ending a phrase, is played almost full value. The single
quarter notes on beat four of measures ten and fourteen are played about the length of two eighth
note triplets tied together. The repeated downbeat quarter notes in measure eighteen are played
this same length.
Marcato upbeat quarter notes also vary in length. The and-of-three in measure eight is
extremely short. It is about the same length as the eighth note which ends the previous phrase.
The repeated quarter notes on the and-of-four in measure fifteen (tied to the following beat one
to make a quarter note) and the and-of-one in measure sixteen are played the same length as the
99
Seymour Simons and Gerald Marks, “All of Me,” arranged by Thad Jones, 20 Years at the Village
Vanguard, performed by The Mel Lewis Jazz Orchestra, Atlantic 81655-2, CD, 1991.
31
downbeat quarter notes in measure eighteen. These repeated notes are also about the length of
two triplets. They are substantially longer than a single upbeat quarter note.
On the Mel Lewis Jazz Orchestra’s 1989 recording The Definitive Thad Jones, the same
variations in quarter note length are apparent on Low-Down.100 Example 9 shows the lead
trumpet part from rehearsal C to E.101
Example 9 – Low-Down Rehearsal C to E
The repeated upbeat quarter notes on the and-of-four in measure one and the and-of-one
in measure two are the same length as the single downbeat quarter notes on beat four of
measures two and four. They all are played about the length of two eighth note triplets and
separated from the following note. The single upbeat quarter note on the and-of-one in measure
three is extremely short. The phrase repeats with the same interpretation in measures five and
six.
100
Jones, “Low-Down,” The Definitive Thad Jones.
101
Jones, Low-Down, 1st Bb Trumpet.
32
In measure fourteen, repeated quarter notes on beats three and four are the same length as
the repeated upbeat quarter notes in the earlier phrase. The quarter note on beat four of measure
fifteen, a downbeat ending the phrase, is slightly longer but still not quite full value. The
repeated upbeat quarter notes on the and-of-four and the and-of-one in the last two measures of
the excerpt are the same length as the other repeated quarter notes in the excerpt. The quarter
note on beat three of the final measure is marked legato and played long.102
It is easy to assume that quarter notes are interpreted differently in Li’l Darlin’ than in All
of Me or Low-Down because of Li’l Darlin’s slower tempo. The difference is actually a stylistic
choice made by the band leader and lead trumpet player. As an example, the Count Basie
Orchestra recording of It’s Oh So Nice on the album Straight Ahead103 is about the same tempo
as the Vanguard Jazz Orchestra’s recording of All of Me. Quarter notes are universally shorter on
the Basie recording. Repeated quarter notes, which are about two eighth note triplets long on the
Vanguard recording, are only one eighth note triplet long on the Basie recording. Example 10
shows the lead trumpet part from rehearsal marks A through B.104
Ibid.
102
Sammy Nestico, “It’s Oh So Nice,” Straight Ahead, performed by the Count Basie Orchestra, GRP/Verve 822, CD,
103
1998.
104
Sammy Nestico, Basie – Nestico Lead Trumpet Book (Delevan, NY: Kendor Music, Inc., 1980), 4.
33
Example 10 – It’s Oh So Nice Rehearsal A through B
The Count Basie Orchestra plays the quarter note on beat four of the first measure of this
excerpt the same length as the repeated quarter notes in measures eight and ten. These notes are
all approximately the length of a single eighth note triplet or about half the length of repeated
quarter notes in the previous Thad Jones example. The note on beat one of the second measure is
approximately a sixteenth note in length, the same as the eighth notes that end the phrases in
measures five, nine, and fourteen. Although that quarter note is the second note in a repeated pair
it is treated as the final note of the phrase. As opposed to the Vanguard Jazz Orchestra, the Count
Basie Orchestra plays quarter notes ending a phrase extremely short.105
The exact length of staccato and marcato quarter notes varies from ensemble to ensemble
but there are a few standard guidelines. A single upbeat quarter note is played very short. A
single downbeat quarter note is separated from the note following it but is longer than an upbeat.
Repeated quarter notes, on either upbeats or downbeats, are played the same length as a single
downbeat quarter note. Finally, a downbeat quarter note ending a phrase is exaggerated either
very long or very short.
105
Nestico, “It’s Oh So Nice,” Straight Ahead.
34
Quarter note interpretation is so varied that even sparsely marked parts usually indicate
which notes should be played long and which should be played short. Beyond that, it is up to the
lead trumpeter to set the exact length of notes. The rest of the section and band must listen and
follow her or him.
Accents
Proper accent application also relies on the lead trumpet’s experience. As Davison
pointed out, there are many levels of articulation within a jazz line. The previously stated
guidelines tell a player which notes should be tongued, slurred, or accented, but there are no
clear-cut rules describing how much accent each note should receive. Comparing the lead
trumpet part of Sammy Nestico’s Basie – Straight Ahead with the Count Basie Orchestra’s
recording on the 1968 album of the same name highlights this problem. Example 11 shows ten
measures of the lead trumpet part as published. The excerpt starts one measure before rehearsal
“E.”106 Example 12 shows the same measures but with articulations marked as performed on the
recording.107
Example 11 – Basie – Straight Ahead at Reh. E
Nestico, Basie – Nestico Lead Trumpet Book, 2.

106
Sammy Nestico, “Basie – Straight Ahead,” Straight Ahead, performed by the Count Basie Orchestra,
107
GRP/Verve 822, CD, 1998.
35
Example 12 – Basie – Straight Ahead at Reh. E as performed
Lead trumpeter Gene Goe articulates the phrase in a manner consistent with the
guidelines. A part marked with these articulations would not guarantee an idiomatic
performance. On the recording, some notes are accented more aggressively than others, but there
is no way to indicate that with conventional notation. The phrase beginning in the second half of
measure three and continuing to measure five demonstrates this limitation. Per the articulation
guidelines, it is understood that the “A” on the and-of-two is accented because it is the top note
of the phrase, the “G” on beat one of the next measure is accented because is the top note of a
leap, and the “F” on the following and-of-two is short and accented because it is the last note of
the phase. Nothing in the guidelines indicates which of these notes should be accented most
strongly or even that they should not be accented equally. On the recording, however, Goe puts a
significantly stronger accent on the “A” on the and-of-two of measure four than he does the other
notes.108 Imitating and assimilating this music is the only way to gain this insight.
Tongue-Stopping Notes
The tongue-stop is an important aspect of jazz articulation which is rarely written about.
Classical pedagogy teaches that notes should be released by ceasing the air. Conversely, stopping
108
Ibid.
36
notes abruptly with the tongue is a common aspect of jazz performance practice. Crossover
players must have control over both techniques.
In jazz performance notes followed by a rest are usually tongue-stopped. This technique
is an extension of the syllable used for the articulation. For instance, in a classical performance a
player might articulate and release a note by thinking taah. In a jazz setting the same note would
be conceived of as taaht. This technique is especially important for short eighth notes ending
jazz lines. Those notes are usually conceived as dit, which makes them as short as possible.
Longer notes are terminated in this way as well, especially if they crescendo.
Crossover players must pay special attention to how they release notes. Using the wrong
technique will rob a performance of authenticity. Most players release notes intuitively and must
focus to avoid musical accommodation.
Summary
These articulation guidelines are not a foolproof way to learn jazz style. They are,
however, a starting point which can inform an aspiring crossover performer’s listening and
practice. All the guidelines outlined in this chapter are summarized in the Appendix.
37
Chapter 4 – Special Effects
In his book Alan Ralph includes a table of special effects that jazz players must learn to
execute.109 Most of these techniques are used in classical music, but they are much more
pervasive in jazz. Executing these effects successfully is necessary for authentic jazz
performances.
The notation of these effects is ambiguous. Composers and arrangers attempt to
communicate their musical goal through the length, shape, and direction of the lines used to
indicate the effects. In all cases, it is the lead trumpeter’s responsibility to interpret these effects.
There is very little written about the performance of these effects. Ralph includes
performance instructions, but they are more appropriate for woodwind players than brass players.
In two YouTube videos from 2010, trumpeter Charlie Porter explains and demonstrates many of
these effects.110 Those videos are good sources for players who need more explanation. The
performance guidelines below are based on this author’s experience and should only be
considered a starting place. Listening and imitation is the only way to master the execution of
these effects.
These special effects can be divided into two groups: half valve effects and fluttered
valve effects. There are multiple variations of the rip, drop, and fall. Depending on the desired
result, those effects may be executed with either technique.
Half valve effects are accomplished by pressing one or more valves slightly and blowing
strongly to bend the pitch. A common mistake is to press the valve (or valves) too far. One only
109
Ralph, 30-31.
110
Charlie Porter, Trumpet Tips & Tricks with Charlie Porter: Special Effects (Parts I & II), YouTube videos,
Part 1: 11:32, https://www.youtube.com/watch?v=7mFZ5uaJQ3Y; Part 2: 11:59,
https://www.youtube.com/watch?v=VLtoQnpv5XQ, (accessed May 17, 2017)
38
need press the valve far enough to interrupt the air stream. This distance varies based on the
horn’s design. Pressing the valve slightly more than the thickness of the valve cap, as shown in
example 13, usually works well.
Example 13 – Proper Half-Valve Technique
Fluttered valve techniques involve exactly that: quickly fluttering the valves up and
down. For some effects a chromatic or diatonic run may be desired, but in general the order of
valve presses is not important. Pressing and releasing the valves quickly and blowing
aggressively through the effect usually accomplishes the goal.
The Squeeze and Glissando
The squeeze and the glissando are complementary effects. Both create an indistinct slide
between two different notes. For the glissando, quickly flutter the valves while crescendoing
through the note change. The squeeze is executed in the same way but with one or more valves
half-valved, not fluttered. The squeeze is a smoother effect and should sound like a trombone
portamento. Notation for these two effects shown in Example 14, can be confusing. Some
composers and arrangers indicate the squeeze with a smooth line and the gliss with a squiggly
39
one. Others indicate them the opposite way. Occasionally the word “squeeze” or “gliss” is
indicated, but this is uncommon.
Example 14 – The Squeeze and Glissando
Rips and Drops
Rips and drops occur before the first note of a phrase. Rips begin below the arrival note
and drops begin above it. There is no defined starting pitch for either effect. The player should
begin one or more partials above or below the written note and quickly run through the harmonic
series employing either a half-valve or quick valve flutter before arriving at the notated pitch.
Neither effect changes the rhythmic placement of the arrival note. Both techniques typically
occur in a beat or less, but a rip may be extended to a full measure or more. Long rips are always
performed as a half-valve effect and starts an octave or more below the written pitch.
Rips and drops are both notated with a line to the left of the note as shown in example 15.
This line may be straight, curved, or squiggly depending on the exact effect the composer or
arranger desires. Like the squeeze and glissando, a squiggly line usually indicates a fluttered
version of the technique and a straight line usually indicates a half-valve version. The length and
direction of the line may be clues to the speed and length of rip or drop desired as well. The
notation is not standardized, so again the lead trumpeter must determine how exactly to execute
the effect.
40
Example 15 – Rips and Drops
The Bend and Smear
The bend and smear, shown in example 16, are half-valve techniques. They both are
simple to execute but require nuance to perform effectively.
To execute the bend, start a note normally then employ a half-valve technique to bend the
pitch downward. After bending the note approximately one half step, bring the note back to the
original pitch. The smear is similar except that the note is articulated on the lower pitch and then
bent up to the written note. There is no specified rhythm for either effect so the speed and timing
of the bends must be determined by musical context. The bend is notated by a small “U” over the
note. The smear is indicated by a small curved line before the note.
Example 16 – The Bend and Smear
These techniques are easily overdone. Jazz soloists use both techniques extensively and
some lead trumpeters apply them even when they are not indicated. Players new to jazz should
be judicious in their application. Earl Gardner, former lead trumpeter for the Vanguard Jazz
Orchestra, added an unmarked bend measure nine on the Vanguard Jazz Orchestra recordings of
41
All of Me111 from example 8. Gardner also slightly smears the end of notes in measures seven
and twenty-one of that same example. Smears at the end of a note are never indicated and would
be completely unacceptable in a classical performance.
Adding bends and smears can be effective in jazz if used sparingly. Only the lead
trumpeter is allowed the leeway to add these effects. Section players should only play these
effects when indicated on the part and they must match the lead trumpeter’s interpretation.
Jazz players should be careful not to inadvertently apply these techniques to classical
music. Even subtle pitch changes, which may seem natural to a jazz musicians, will be out of
place in most classical performances.
The Jazz Turn
The jazz turn is confusing to classical players. There are a few ways it is indicated. As
shown in example 17, a simple squiggle between two notes vaguely indicating the pattern of
notes is common. This may look like an S or an upside down V. It is also common to notate the
jazz turn with the same symbol used for a classical turn.
Example 17 – The Jazz Turn, Notation Options
In classical methods, this ornament indicates a specific pattern of notes enclosing the note
before it, as shown in example 18.112 Arban believed the turn was so important that he dedicated
111
Simons, “All of Me,” arranged by Thad Jones, 20 Years at the Village
Vanguard.
112
Arban, 88-89.
42
eight pages of his method to preparatory exercises for it and another five pages to the turn
itself.113
Example 18 – Arban’s Turn
In jazz the turn is freer in its interpretation. Playing a note above the initial note and then
glissing down to the arrival note is the desired effect. If the arrival note is above the initial note,
you would play a note below the initial note and then gliss up to the arrival note. The written
notes should always maintain their rhythmic integrity.
The Fall
Another technique with several variations is the fall. Falls can be long, short, or medium
length and may be accomplished by fluttering the valves or by half-valving them. Short falls are
accomplished by a quick valve flutter while crescendoing through the descending harmonic
series. Some texts, like Ralph’s, suggest decrescendoing through the effect.114 It is the author’s
experience that decrescendoing will not create the correct effect for a fast fall. A crescendo
works significantly better. Longer falls are accomplished in much the same way. Long slow falls
can be played by half-valving and slowly bending the pitch downward. These falls work well
when coupled with a decrescendo.
113
Ibid, 91-103.
114
Ralph, 30.
43
The notation of falls, shown in example 19, is again not always clear. Composers and
arrangers may use the shape and direction of the mark to indicate how long and fast they would
like the fall played. It should be noted that the “horse whinny” style of fall used in Leroy
Anderson’s Sleigh Ride, for example, is not usually desired in jazz. It is sometimes used for
comedic effect.
Example 19 – The Fall
The Doit
The doit is the opposite of a fall. The pitch is bent upwards after the note. It is notated by
an ascending line to the right of the note. It does not matter if the line is smooth or squiggled, the
effect is always performed as a half-valve technique; squeezing upwards through the harmonic
series. The doit works best when the initial note is near the top of the staff or higher. The partials
being closer together helps execution tremendously. The speed and length of the doit varies. The
effect requires a strong player and extends as high as the performer’s technique and ability allow.
A famous example of a doit occurs at the beginning of the shout chorus “Fly Me to The
Moon” as recorded on the Count Basie Orchestra record It Might as Well Be Swing featuring
Frank Sinatra.115 An excerpt is shown in example 20.
115
Bart Howard, “Fly Me to The Moon,” It Might as Well Be Swing, performed by the Count Basie Orchestra and
Frank Sinatra, Reprise 2-1012, CD, 1986.
44
Example 20 – Fly Me to The Moon, shout chorus
The Shake
The shake is like the lip trill used by classical trumpeters but is more aggressive. There
are two common variations of the shake: fast and narrow or wide and slow. Fast and narrow
shakes quickly alternate between notes on neighboring partials. Wide and slow shakes alternate
between notes as much as an octave apart. There is a squeeze effect between the top and bottom
pitches of wide shakes. Playing the shake more slowly makes this squeeze more prominent.
Arrangers may indicate what they want through the shape of the notation or by writing the word
“wide” or “fast,” as shown in example 21.
Example 21 – The Shake
Many trumpeters consider the shake an intimidating technique. Learning to execute it can
be challenging. Brian Shaw suggests using alternate fingerings to practice shakes. Since pressing
more valves lengthens the instrument and brings the partials closer together it is easier to shake
on a fourth space E fingered 1 and 2 than played open. Shaw also suggests thinking about
“playing two notes at once.”116 By alternating between thinking ahh and eee a player can quickly
116
Shaw, 8-9.
45
modulate between the two notes. A variation on this technique is to try and find a tongue position
exactly between two partials. Moving the tongue up and down as little as possible to move
between the partials, again thinking ahh and eee. A common mistake is to physically shake the
trumpet. Doing so will create a kind of “dirty” shake, but it is important to learn to control the
effect with the tongue.
46
Chapter 5 – Equipment and Other Techniques
A detailed discussion of the different equipment used by classical and jazz trumpeters is
beyond the scope of this document. Below are a few significant differences that crossover
players should acknowledge and consider investigating further.
Mutes
When called for, the standard straight and cup mutes used in classical trumpeting are the
same in jazz. After the 1940s, the straight mute is rarely used of in jazz. If a big band part
indicates “mute” without specifying a type, the player should experiment with cup and Harmon
mutes. The straight mute is still common in musical theater. In that setting an unspecified “mute”
indication most likely refers to the straight mute.
Jazz and classical players take different approaches to the Harmon mute. Hickman points
out that Harmon is a brand name which has become associated with a specific style of metal
mute. Several companies make versions of this mute and rounded versions, known as bubble
mutes, are also popular.117 Example 22 shows a Jo-Ral bubble mute with the stem in.
117
Hickman, 363-4.
47
Example 22 – Jo-Ral Bubble Mute
The position of the Harmon mute’s stem change its timbre drastically. With the stem in
the mute is capable of wah-wah effects by covering and uncovering the end of the stem.
Classical players keep the stem in the mute unless asked to extend or remove it. In jazz
performance the stem of the Harmon is always removed. Musical theater parts can be confusing.
Older productions generally expect the stem in unless indicated and newer productions typically
expect the stem removed. When in doubt, ask the music director.
Solotone, cleartone, and BuzzWow mutes are indicated in some musical theater and older
big band parts. Few players have access to these mutes so most will substitute Harmon with
stem.
Big band jazz occasion calls for the use of a bucket mute. Hickman describes the bucket
mute as “very mellow and ‘foggy.’”118 The clip-on Humes and Berg Velvetone-Mute, shown in
118
Hickman, 365.
48
example 23, is the most popular bucket mute. The more portable Soulo Mute, shown in example
24, has recently gained popularity in Hollywood recording studios.119
Example 23 – Velvetone-Mute
Example 24 – Soulo Mute
119
Marian Stewart, “Soulo Mute,” The Brass Herald no. 38 (May 2011): 57.
49
The Plunger Mute
The trumpet with plunger mute can be surprisingly beautiful and expressive. Wynton
Marsalis’s recording of The Seductress from his album Standard Time Vol. 3 is a perfect
example.120 On this recording, he uses the plunger to create a nearly vocal sound. Jazz soloists
like James “Bubber” Miley and Clark Terry used the plunger to create an exciting and raucous
type of improvisation. Both these techniques are far from simple to master. Luckily, the way a
plunger is used in the jazz ensemble is much easier. Even so, a little practice may be necessary to
master the coordination for a given piece.
As shown in example 25, there are a few common markings for the plunger mute. These
are the same markings used for wah-wah mute and Harmon mute with stem in older musicals
and some classical music. A notably example being the trumpet solo near the beginning of
Gershwin’s Rhapsody in Blue.
Example 25 – Plunger Mute Markings
“+” means to close the mute over the bell as shown in example 26. “o” means to keep the
mute open or away from the bell as seen in example 27. “Waaa” or “whaa” or “+o” means to
start with the mute closed and open it over the course of the note. Less common is “wop” or “o+”
which indicates that you should start with the mute open and then close it over the bell. The
opening or closing happens over the length of the note.
120
Wynton Marsalis, “The Seductress,” Standard Time Vol. 3: The Resolution of Romance, BMG/Sony Music
787910, CD, 1990.
50
Example 26 – Closed Plunger
Example 27 – Open Plunger
There are specially made plunger mutes available, however, a standard toilet or sink
plunger from a hardware store (unused of course!) with the stick removed is popular. Most
players agree that the diameter of the plunger should similar to the diameter of the trumpet’s bell.
Many players believe cutting a hole in the center, as shown in example 28, improves the sound
as well. Although less effective, plunger effects can also be accomplished with the left hand.
51
Example 28 – Plunger Mute with Hole
Mouthpieces
For trumpeters, there may be no more contentious subject than mouthpieces. Ingram and
Hickman both suggest that advancing players consider changing mouthpieces based on the
demands of the style they are playing.121 Ingram warns players to not try to fix technique
problems with a new mouthpiece.122 He does advise players to use the smallest mouthpiece
possible when playing jazz lead trumpet.123 Hickman is more reserved. He states that design
characteristics can make a mouthpiece ideal for a specific style.124 He goes on to say that
professional trumpeters typically use a variety of mouthpieces.125 Shaw suggests lead players use
shallower mouthpieces to get a brighter sound.126 He admonishes players not to be concerned
121
Ingram, 76; Hickman, 258. 122
Ingram, 32.
123
Ingram, 76.
124
Hickman, 258.
125
Ibid.
126
Shaw, 11.
52
with finding a mouthpiece that improves their range.127 Shaw finally states that there is no
perfect mouthpiece and players should focus on practicing with a mouthpiece that works well.128
It is the author’s opinion that mouthpiece choice should be determined by a player’s
physiology and the music being performed. There are no cheater mouthpieces. A mouthpiece
which improves one aspect of performance is likely to hinder another. Further, a mouthpiece that
is excellent in one musical setting may not work in another one. In general, big band jazz
performance demands a brighter tone than orchestral or chamber music performance. A
shallower cup, narrower rim, tighter backbore, or combination thereof may help a player achieve
that sound. Readers who wish to learn more about mouthpieces and how they affect performance
are encouraged to read Understanding the Mouthpiece by John and Phyllis Stork.129 A
comprehensive online resource can also be found at GR Mouthpieces’s “School of
Mouthpieces.”130
Time Feel
Playing with the appropriate time feel causes some players trouble. Orchestral trumpet
players sometimes find themselves ahead of the beat when performing in a big band. There are
fundamental differences between performing in an orchestra and performing in a big band that
cause this problem. Because of their physical distance from the conductor and audience,
orchestral trumpeters must play slightly ahead of the beat. This is not to say that they are rushing.
They are simply on leading edge of the ensemble’s rhythmic pulse. Performing in a jazz big band
127
Ibid.
128
Ibid.
129
John and Phyllis Stork, Understanding the Mouthpiece (Bulle, Switzerland: Editions Bim, 1989).
130
GR Technologies L.L.C., “GR School,” http://www.grmouthpieces.com/gr-parameters.html (accessed May 21,
2017).
53
setting is much different. The ensemble is smaller and more compact. Additionally, there often is
not a conductor. Players must listen to the rhythm section and play exactly in time with them.
The author has developed a simple exercise that can help a player become more
comfortable playing with a rhythm section. First, one should set a metronome to a soft volume
and a comfortable tempo, 90-100 beats minute works well. Next the player will play short notes
on every other click. The notes should be the same length as the metronome’s clicks. The goal is
to block out the sound of the metronome by playing at the exact moment it sounds. The player is
successful when they only hear the metronome on the beats they are not playing. If one hears the
metronome slightly ahead of or behind their sound, they should relax and adjust. Once the player
consistently blocks out the metronome’s click, they should play every click. Beginning with only
a few notes and extending the exercise for as long as possible. The player should listen carefully
for the metronome. The goal is to not hear the click. Many players will hear more of the
metronome as they continue. Be aware and focus on staying exactly with the metronome. Once a
player can play two to four measures without hearing it, add eighth notes.
The previous exercise has two benefits. By keeping the metronome soft a player must
actively listen for it in the same way they must listen for the bass and drums in a big band.
Additionally, this exercise requires a player to develop a consistent internal pulse. Although, the
exercise does not address playing slightly ahead of or behind the beat, it is the author’s
experience that developing a consistent pulse will allow a player to place notes appropriately
within the beat.
54
Chapter 6 – Conclusion
Competency in jazz and classical styles is a valuable trait for student and professional
trumpeters. Unfortunately, the two most popular approaches to teaching crossover performance
(teaching improvisation and encouraging listening) have significant deficiencies.
While jazz improvisation can be a useful and musically fulfilling skill, it is not a
necessity for ensemble players. Emphasizing improvisation as a way to acquire crossover skills
alienates players who are uninterested in learning to improvise. Additionally, the music theory
based method that clinics and articles teach differs from the method of imitation and assimilation
to which serious jazz pedagogues subscribe. Finally, this method does not address the needs of
jazz players wishing to improve their classical performance skills.
Learning to perform new styles requires focused listening. But without an awareness of
the specific nuances and subtleties of a style, trumpeters may inadvertently use the techniques
with which they are most familiar. These techniques may not be appropriate for the style they are
performing. The articulation guidelines detailed in this document highlight differences in
classical and jazz performance practice. Crossover players must be aware of these differences to
achieve credibility in all styles.
Transcribing the performances of jazz soloists and lead trumpeters is the ideal way to
develop jazz style. But many players find the process tedious and frustrating. Thankfully, there
are several alternatives available today. These alternatives include play-a-long etude books
designed specifically to teach jazz style, including Brian Shaw’s How to Play Lead Trumpet in a
Jazz Band, Reading Key Jazz Rhythms by Fred Lipsius, Jim Snidero’s Jazz Conception series,
and The Gordon Goodwin Big Phat Band Play-a-long Series. There are also compilations of lead
trumpet parts, including the Basie – Nestico Lead Trumpet Book and the Thad Jones Lead
55
Trumpet Book, which players can use to play along with recordings of the Count Basie Orchestra
or the Vanguard Jazz Orchestra. In addition to these resources there are hundreds of books of
transcribed jazz solos which players can use as etudes. Popular transcription books include Ken
Slone’s 28 Modern Jazz Trumpet Solos131 and David Baker’s The Jazz Style of… series. Each of
Baker’s books is dedicated to solos by a specific player and analyzes them in depth. For instance,
The Jazz Style of Clifford Brown includes fifteen Clifford Brown solo transcriptions, a brief
biography, a discography, and analysis of common licks from Brown’s solos.132 Many people
have also self-published transcriptions online. A Google search of a performer’s name with the
words ‘transcription’ and ‘pdf’ is likely to return a plethora of results.
Two important aspects of jazz performance practice are back-tonguing and the
appropriate interpretation of quarter notes. Much has been written about back-tonguing, but the
length of quarter notes has not been discussed at length. This document has identified a list of
articulation guidelines based on various authors’ descriptions of back-tonguing techniques and
the current author’s observations regarding quarter note lengths.
The best way to gain credibility as a crossover performer is to listen intently to the music
you wish to perform. By using these guidelines to inform their listening, players will quickly
assimilate new style.
131
Ken Sloan, 28 Modern Jazz Trumpet Solos, edited by Jamey Aebersold (Hialeah, FL: Studio 224, 1983).
132
David Baker, The Jazz Style of Clifford Brown (Miami, FL: Studio 224, 1982).
56
Appendix – Jazz Articulation Guidelines
Eighth Note Lines
 Relatively straight feel

 Tongue upbeats and slur into downbeats
 Tongue first and last notes
 If the last note of the line is an eighth note, it is short and accented
 Accent the top note of the line
 Accent top note of ascending leaps
 Accent third note of an eighth note triplet
 Accent anticipations (upbeat eighth note tied to a longer note)
 Ghost the note before an accented note
 Short clipped notes are only for effect or punctuation
 Slurs longer than a beat are phrase marks and do not effect eighth note lines
o Observe short slurs unless they are detrimental to the flow of the line
Quarter Notes
 Quarter notes under phrase marks are played full value

 Quarter notes marked legato are played full value
 Quarter notes with staccato or marcato articulation are played separated
o A single upbeat quarter note is played extremely short; a single upbeat
eighth notes is the same length
o A single downbeat quarter note is separated, but with some length
o Repeated quarter notes (upbeats or downbeats) are the same length as
isolated downbeat quarter notes
 Downbeat quarter note ending a phrase is exaggerated either very long or very
short
 Unmarked quarter notes are usually (but not always) treated as marcato
 Quarter notes marked with a standard accent are usually (but not always) treated
as legato
57
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62
Curriculum Vitae
Kevin C. Tague
kevintague@gmail.com
Education
University of Nevada, Las Vegas (Las Vegas, NV) August 2017

Doctor of Musical Arts: Trumpet
Trumpet Instructors: Justin Emerich, Dr. Barbara Hull
University of Denver (Denver, CO) June 2011

Master of Music: Trumpet Performance with Jazz Emphasis
Trumpet Instructor: Alan Hood
Improvisation Instructors: Alan Hood, Malcolm Lynn Baker
Composition and Arranging Instructor: Dave Hanson
DePaul University (Chicago, IL) June 2003

Bachelor of Music: Trumpet Performance
Trumpet Instructors: John Hagstrom, Dr. Robert Lark, Ross Beacraft
Improvisation Instructors: Paul McKee, Peter Ballin, Alan Swain, Bob Palmary
Composition and Arranging Instructors: Cliff Colnot, Thomas Matta
Additional Instruction and Masterclasses:

Tom Hooten, Allan Vizzutti, Mark Inouye, Jeff Piper, Justin Bartels, Tito Carrillo,
Warren Deck, John Fedchock, Greg Gisbert, Roger Ingram, Chuck Mangione,
Peter Olstad, Daniel Perantoni, Ronald Romm, Arturo Sandoval, Phil Smith,
Byron Stripling
Teaching Experience
Las Vegas Academy of the Arts (Las Vegas, NV)

Trumpet Paraprofessional 2015-Present
University of Nevada, Las Vegas (Las Vegas, NV)

Applied Trumpet Spring 2017
Trumpet for Non-Majors – Instructor Fall 2016
Advanced Musicianship – Teaching assistant for Dr. Diego Vega Spring 2016
63
Music History I – Teaching Assistant for Dr. Jonathan Lee 2015-2016
Music Fundamentals – Instructor 2013-2014
University of Denver (Denver, CO)

Lead Trumpet Techniques – Instructor Fall 2011
University Jazz Ensemble – Director 2009-2011
Denver School of the Arts (Denver, CO)

Theory III – Instructor 2011-2012
Guest Artist – Weekly Clinician 2010-2012
District 99, Downers Grove North and South High Schools (Downers Grove, IL)
Applied Trumpet – Instructor 1999-2009
Trumpet Ensemble – Director 2006-2009
Marching Band Assistant 2000-2003
DePaul University (Chicago, IL)
“Screamin’ Demons Pep Band” – Assistant Director 1998-2002
Jazz/Commercial Perfomance Experience
Latin Breeze; Las Vegas, NV; Split-lead Trumpet 2014-present

The Lucky Devil’s Band; Las Vegas, NV; Lead Trumpet 2015-present
Christy Molasky’s Music Junkies; Las Vegas, NV; Lead Trumpet 2014-
present
The What's Cookin' Band; Denver, CO; Lead Trumpet 2010-2012
Metropolitan Jazz Orchestra; Denver, CO; Split-lead Trumpet 2010-2012
Rocky Mountain Jazz Repertoire Orchestra; Denver, CO; Trumpet 2010-2012
La Candala; Denver, CO; Split-lead Trumpet 2010-2012
Ninth and Lincoln Orchestra; Denver, CO; Substitute Trumpet 2010-2011
Conjunto Colores; Denver, CO; Substitute Lead Trumpet 2010-2011
Aaron Rose's “Diamonds Are Forever”; Denver, CO; Lead Trumpet 2010-2011
JC Brooks and the Uptown Sound; Chicago, IL; Lead Trumpet 2009
Lowdown Brass Band; Chicago, IL; Lead Trumpet 2008-2009
Al Sofia Band; Chicago, IL; Lead Trumpet 2001-2007
Classical Experience
Las Vegas Brass Band; Las Vegas, NV; Solo and Soprano Cornet 2013-present
64
Henderson Symphony; Henderson, NV; Substitute Principal Trumpet 2014-present
The Desert Winds; Las Vegas, NV; Principal Trumpet 2013-2014
UNLV Wind Orchestra; Las Vegas, NV; Principal Trumpet 2013-2017
UNLV Symphony Orchestra; Las Vegas, NV; Principal Trumpet 2013-2015
Lamont Symphony Orchestra; Denver, CO; Principal Trumpet 2010-2011
The Denver Brass; Denver, CO; Extra Musician 2010-2011
Athena Ensembles; Chicago, IL; Solo Trumpet and Vice President 2000-2005
Musical Theater Experience
The Rat Pack Is Back; The Tuscany Suites and Casino, Las Vegas, NV 2016-present
Vegas! The Show; Planet Hollywood Resort, Las Vegas, NV 2014-present
Substitute Lead Trumpet
Pin Up; The Stratosphere Hotel and Casino, Las Vegas, NV 2015-2017
Substitute Trumpet
Frank, The Man, The Music; The Palazzo, Las Vegas, NV 2015
Substitute Split-Lead Trumpet
The Elvis Experience; Westgate Resort, Las Vegas, NV 2015
Substitute Trumpet
Georgia On My Mind; Venetian Resort and Casino, Las Vegas, NV 2014
Lead Trumpet
Networks Presents: Disney's Beauty and the Beast; National Tour 2012-2013
Principal Trumpet
Arvada Center for the Arts; Arvada, CO 2010-2012
Lead/Principal Trumpet: of All Shook Up, Hairspray, A Christmas Carol, 1940's
Radio Hour; A Christmas Carol
Theater at the Center; Munster; IN 2008
Principal Trumpet: Phantom; Knute Rockne, All-American
Pheasant Run Resort; St. Charles, IL 2008
Principal Trumpet: The Mystery of Edwin Drood;
Porchlight Musical Theater; Chicago, IL 2006-2008
Principal Trumpet: A Wonderful Life, Phantom, Ragtime, Candide
Seaside Music Theater; Daytona Beach, FL 1998
Trumpet: Fiddler on the Roof, High Spirits, La Boheme
Wagon Wheel Theater; Warsaw, IN 1996
Principal Trumpet: Joseph and the Amazing Technicolor Dreamcoat; Big River;
Will Roger's Follies; Gigi
65
Other Performances
Brazilian Legends, Shadow Ridge High School, Las Vegas, NV

Guest Soloist 5/18/2017
Ibis Ensemble; National Academy of the Performing Arts, Port of Spain,
Trinidad and Tobago; Guest Soloist 11/12/2016
The Temptations; The Orleans Casino, Las Vegas, NV 5/7/2016
Trinkle Brass Works featuring Thomas Strauss presented by The American Guild of
Organists Las Vegas, NV 11/1/2015; Santa Ana, CA 11/6/2015
Denver & the Mile High Orchestra; Las Vegas, NV 11/13/2015
Under the Streetlamp; MGM Grand Resort, Las Vegas, NV 6/24/2015
The O’Jays; Star of the Desert Arena, Primm, NV 3/7/2015
New Music by the Students of Tyler Gilmore; Gift of Jazz Education Program;
Dazzle Jazz, Denver, CO 10/30/2010
Steve Lippia's Simply Swinging, Sinatra and Friends; Arvada Center, Arvada, CO
7/24/2010
New Music by the Students of Chie Imaizumi; Gift of Jazz Program;
Dazzle Jazz; Denver, CO 05/15/2010
Jeff Awards Ceremony, House Band; Chicago, IL 6/9/2008
Songs of the Season; Chicago Children's Choir; Harris Theater, Chicago, IL 12/9/2007
Selected Student Performances
Monterey Next Generation Jazz Festival; Monterey, CA 4/2/2016

UNLV Jazz I – First Place
DMA Recital #3; UNLV, Las Vegas, NV 5/7/2016
Petrushka; UNLV Ballet, Las Vegas, NV; Principal Trumpet 10/16-17/2015
Rite of Spring; UNLV Ballet; Las Vegas, NV; Trumpet 1 10/18-19/2013
Master’s Degree Recital; Lamont School of Music, Denver, CO 4/14/2011
Rhapsody in Blue; Denver Young Artists Orchestra featuring the Marcus Roberts Trio;
Boettcher Hall, Denver, CO; Principal Trumpet 9/25/2009
Bachelor’s Degree Recital; DePaul University, Chicago, IL 1999
Disney-Grammy All-American Orchestra; EPCOT Center; Lake Buena Vista, FL;
Principal Trumpet 6/1997-9/1997
66
Recordings
UNLV Wind Orchestra; The Return 2017

Klavier Records (K11217)
UNLV Jazz Ensemble I; Latin Journey II 2016
TNC Recordings (1741)
Adam Bartzcak Republic; Grass is Greener 2012
Dazzle Recordings (884501908658)
Lamont Symphony Orchestra; Beethoven 7 & Beethoven 7.1 2012
Albany Records (TROY1300)
Richie Rich and the Chi-Town Blues Band; From the Streets 2011
Interscope Digital Distribution
Lowdown Brass Band; We Just Want To Be 2009
CD Baby (711574664726)
Left Field; Movie Soundtrack 2009
Lowdown Brass Band; Humboldt Productions
Al Sofia; Destiny 2008
Sofiasong (796873035132)
“Knute Rockne: All-American;” Cast Recording 2008
Coaches, LLC
Paris Delane's Tye Dye Skye; Change the World (single) 2008
DePaul University Jazz Ensemble; Shade Street 1999
Blue Birdland Records (8592)
Additional performances in ensembles accompanying popular performers including Eric

Marienthal, Take6, Kirk Whalum, Nnenna Freelon, Clint Holmes, Greg Gisbert, Peter Olstad,
Byron Stripling, Dick Oatts, Chuck Mangione, Oscar Hammerstein, Toni Tennille, Billy Davis
Jr., Marilyn McCoo, Jack Jones, John Fedchock
67

Crossover Trumpet Performance - Jazz Style and Technique For Class

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UNLV Theses, Dissertations, Professional Papers, and Capstones

Crossover Trumpet Performance: Jazz Style and

Follow this and additional works at: https://digitalscholarship.unlv.edu/thesesdissertations

JAZZ STYLE AND TECHNIQUE FOR CLASSICAL TRUMPETERS

Kevin Christopher Tague

A dissertation submitted in partial fulfillment

Doctor of Musical Arts

University of Nevada, Las Vegas

All Rights Reserved

May 23, 2017

This doctoral project prepared by

Kevin Christopher Tague

is approved in partial fulfillment of the requirements for the degree of

Doctor of Musical Arts

Barbara Hull, D.M.A. Kathryn Hausbeck Korgan, Ph.D.

Bill Bernatis, D.M.A.

Dave Loeb, M.M.

Nathan Tanouye, M.M.

Margot Mink Colbert, B.S.

Crossover Trumpet Performance:

Kevin Christopher Tague

fundamental differences in how articulation is taught in classical and jazz pedagogies.

trumpeters attempting to assimilate the nuances of jazz performance.

Abstract .............................................................................................................................. iii

Table of Contents ............................................................................................................... iv

List of Figures .................................................................................................................... vi

List of Examples ............................................................................................................... vii

Chapter 1 – Introduction ..................................................................................................... 1

Crossover Performance ................................................................................................... 3

Chapter 2 – Literature Review and Discussion................................................................. 14

Classical Methods ......................................................................................................... 14

Additional Discussion ................................................................................................... 19

Chapter 3 – Jazz Performance Practice ............................................................................. 26

Additional Articulation Guidelines ............................................................................... 27

Quarter Notes ................................................................................................................ 29

Tongue-Stopping Notes ................................................................................................ 36

Chapter 4 – Special Effects ............................................................................................... 38

The Squeeze and Glissando .......................................................................................... 39

Rips and Drops.............................................................................................................. 40

The Bend and Smear ..................................................................................................... 41

The Jazz Turn................................................................................................................ 42

The Fall ......................................................................................................................... 43

The Doit ........................................................................................................................ 44

Chapter 5 – Equipment and Other Techniques ................................................................. 47

The Plunger Mute ......................................................................................................... 50

Time Feel ...................................................................................................................... 53

Chapter 6 – Conclusion ..................................................................................................... 55

Appendix – Jazz Articulation Guidelines ......................................................................... 57

Curriculum Vitae .............................................................................................................. 63

Figure 1 – Alan Ralph’s Basic Rules ..……………………………….………………….29

Example 1 – Low-Down as published ................................................................................ 9

Example 2 – Low-Down as performed ............................................................................. 10

Example 3 – Bartok Concerto for Orchestra, Mvt 2. ........................................................ 11

Example 5 – Clifford Brown’s solo on Joy Spring as performed ..................................... 28

Example 6 – Li’l Darlin’ as published .............................................................................. 30

Example 7 – Li’l Darlin’ as performed by Count Basie ................................................... 30

Example 8 – All of Me measures 1-22 ............................................................................. 31

Example 9 – Low-Down Rehearsal C to E ....................................................................... 32

Example 10 – It’s Oh So Nice Rehearsal A through B..................................................... 34