JazzTalk with Ed Byrne


Developing Transcriptions into Improvisations

While many practitioners are expert at transcribing,
many find that, once learned, those lines don’t seem to
find their way into their performance. In order for
transcription efforts to be effective, one must approach it
in a direct and systematic fashion. Learning the original
transcribed line isn’t enough. Here are a few suggestions
for how to incorporate that information into new and
personal improvised lines:

1. Transcribe a line.

2. Fill in all rests and notes of duration longer than an
8th note with chromatic targeting or other material related
to its surroundings, so that the entire solo is now
comprised of 8th notes, while leaving all of the original
notes in place.

3. Learn it by rote with the playback in Finale.

4. Improvise on it by running choruses, leaving notes out in
different places in different choruses.

5. Add articulations and inflections.

6. Improvise on it by changing the rhythms–and by leaving
things out.

7. Improvise freely on it against the playback,
interpreting it broadly to invite it into your current rap.

8. Write it out (in Finale) a 1/2-beat earlier and later,
and then repeat the above process.

9. Write it out with the odd-numbered measures of version 1,
and the even measures from the second version a 1/2-beat
later.

10. Add another version a beat later, and another starting
a beat earlier.

11. Take each motive (measure) in the transcription one at
a time, and sequence it through the entire chorus, adjusting
for the melody changes.

12. Improvise on and paraphrase all of the above.

Suggested Practice Procedure

1. Play and Sing each exercise as written.

2. Play and Sing by rote (without reading).

3. Improvise on each. Experiment with different jazz
articulations, inflections, vibratos, tempos, and rhythmic
styles.

4. Play back one exercise type, such as the reduced melody,
while practicing another (guide tone line or root
progression).

5. Set the document at various tempos in the tempo menu at
the top.

6. Measure numbers are supplied, since you will need to type
that number into the measure box at the top in order to
return to a specific measure.

7. For best results, keyboard players should do all of these
exercises in octaves with both hands, not looking at your
keyboard or fingers.

The best way to get started applying transcribed lines
into original improvisations is to get my Hot Lines on Jazz
Standards book, since it supplies great examples to be used
as paradigms for development in the manner described above.

Hot Lines ~ Jazz Standards

Click here to see and hear examples:
http://www.byrnejazz.com/product.php?id=18

This 36-page collection of hip, polished melodic lines
applies LJI Method to well-known standards and major and
minor blues progressions–in a fun and effective way!

Have fun practicing with the Free Sound Files, and use these
lines on gigs.

Songs:

Confirmation

Summertime

There Will Never Be Another You

Blue Monk

F Blues

Bb Blues

Minor Blues

Blues Minor

Funky Blues

Stella by Starlight

Solar

What Is This Thing Called Love?

What Is This?

Nardis

Funk in Deep Freeze

Coral

I’ve Got Rhythm

To get a better idea of LJI and how it works, there are
a great many both music and sound examples of the 15
different LJI books to be found in the More Information
sections for each book in the ByrneJazz Online Bookstore
(just click on each book):  http://byrnejazz.com/store.php

Tomorrow’s topic is: Learning Functional Skills.

Sincerely,
Ed


2 Comments so far
Leave a comment

Dear Ed:

I find this very interesting:

The talented & illiterate develop the essential memory skills much faster than the literate, since the former have gotten into a habit of relying on their ears out of necessity; […] no matter how intellectual & literate one becomes, (s)he still needs ultimately to lose such thinking in order to tap into the most direct & spontaneous forms of improvisation.

As an illiterate amateur jazz musician and Philosophy graduate I was interested in this particular issue for a long time, particularly on the music/language learning process and the consequences on imagination and creative skills that sometimes it would carry.

I have a very accurate ear and memory for music. The way I been thought made impossible for me to improve and grow the way and speed I needed. Nowadays (too late) I realise that I can learn arpeggios, scales, melodies etc, just hearing carefully to my “internal voice”, normally, this way I never fail a single note. Taking advantage from my talent is the better way to learn reading so well.

Sometimes, people learn to read before they learn to speak. In my opinion, this procedure on children music education is the better way to create robots. Usually, this kind of musicians has the same problems to improvise as an illiterate musician has to be able to read.

Could you tell us more about this issue?

Thank you very much!

Comment by Alejandro

Alejandro,

Thanks for your remarks on one of my earlier essays. I agree with you. I view jazz improvisation as speaking a language. As a performer, I need to continuously learn new vocabulary, and I need to constantly practice applying it in normal 4-measure phrases–in all keys. I spend most of my time actually improvising on this “oral composition” process.

Best,
Ed

Comment by byrnejazz




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