UBC Summer Music Institute 2010 - Week 1
July 28th, 2010I just finished up 2 weeks of teaching at the UBC Summer Music Institute which my now retired colleague at UBC, Marty Berinbaum, started 18 years ago. While there have been orchestra, choir and junior string programs over the years, the centerpiece of the camp has always been bands.
The camp is set up for day campers or overnighters. Most of the students are local, with a few coming in from other parts of the province. For the last 8 or 9 years we have had a group of students from Hong Kong and this year we had a large group from Taiwan.
My job at the camp (or “institute” for those wanting to avoid saying “band camp”), has always been working with the jazz students. For the first week I worked with students ranging in age from 12 to about 14 or 15. This years intermediate jazz band consisted of 5 saxophones, 5 trumpets, 3 trombones, 1 guitar, 2 bass players and 3 drummers, with a junior councilor (a senior high school student) in each of the horn sections. I played piano only when it was really necessary. I needed to be free to direct and teach. The philosophy of the summer institute is to help students better their musical and ensemble skills. This is what is foremost in my mind as I work with my students.
On the first day, Sunday, I had the band read through various charts so I could get a feel for what we might be able to play during the week and possibly perform at the Friday afternoon concert. Choosing repertoire is always a tough thing. Showing up for the first rehearsal I have no idea what the students might be able to play. You ask yourself a hundred questions. Can the drummer read? Can anyone read? Can the bass player read chord symbols? Can the first trumpet play above the staff? Can anyone improvise? So, I come prepared with a wide range of styles at varying levels of difficulty.
I like to have the students play as wide a range of repertoire as possible, particularly things they are not likely to play in their own school bands. As I pass out new music I play recordings and tell them a few things about the bands they are hearing and especially about the composers and arrangers. On that point, it’s been interesting over the years to note that many young musicians never look up at the top right hand corner of their part.
We began each day around 8:50 a.m., attendance was taken, decisions were made regarding recreation activities (swimming, playing games, practicing, going home, hanging out at the dorms, etc), then it was right into the music.
The daily rehearsals centered on specific pieces and the usual issues attached to playing ensemble music: reading and interpreting swing rhythms, jazz phrasing, articulations, attacks, releases, sound, falls, bends and balance and anything else that may show up as we play. I also like to spend time helping them learn to tune. The smaller number of students in the jazz band (as opposed to the concert band) allows me the luxury of having the time it takes to talk about this important performance issue. I go through the entire horn section, one player at a time, and deal with the common tuning issues as they occur. The rhythm section gets to take a break (supervised of course). The students learn to try to absorb the sound of the principal pitch source (a piano, which is very difficult, or another horn, which is much easier), to listen and try to hear the same pitch colour in their mind, take a big breath and play out. They then learn to listen for wobbly sound waves or “beats” that might indicate they are out of tune. I also talked about the confusion that can happen during this process, how easily we can become confused. Am I flat or sharp? Equally important is for them to learn to not listen to those around them telling them if they are flat or sharp. They need to learn to trust their own ears. As each student tunes I never tell them if they are sharp or flat, only that they need to make an adjustment (happily, most young players can tell when they don’t match the pitch source). I encourage them to experiment with their tuning and to follow the old adage “when in doubt pull out.” This procedure helps a player clear the air and clear up a confused state of mind. The resulting very flat, and out-of-tune, playing can be quite amusing.
When the students see that most cannot tell the difference between flat and sharp they begin to become comfortable with the process. Any young player can learn to tune properly given patience and confidence and the constant reminder from the director to not accept anything less than in tune playing. This constant reminder gets them to listen and adjust when necessary. This reminder has the added benefit of keeping them involved with the music even when they have a rest. Once a tuning session has ended and they play they start to hear the difference and begin to want to play in tune all the time. They become a little more conscious of their sound. What I have observed over the years is that the students quickly take this issue very seriously and will take it upon themselves to tune before their performances without being asked or for me to even be involved.
The musical portion of each day gave way to the recreational activities at 3:00 p.m., except Tuesday when the faculty performed for the students and their families. This “concert” is always eclectic. The students hear solo flute, opera arias, brass quintet, solo marimba, a jazz quintet and pretty much anything you can think of in between. All of this is crammed into less than an hour and a half.
I neglected to make note of all the charts we read through earlier in the week, but here are the charts I chose for the final concert.
Easy Money - Benny Carter; arranged by Michael Sweeney.
This chart, which I recently learned is out of print, is a great, non-stressful, opener. The main melody, as in the original version for the Basie band, is in unison and octaves and gets everyone playing together right off the bat. This was the line I used to work on the legato-slur combinations jazz players use in their swing phrasing. This is an excellent chart for the young jazz player. I hope it comes back into print.
Manteca - Dizzy Gillespie; arranged by Fred Stride
I wrote this arrangement about 10 years ago. This chart allowed me to have both bass players on the latin groove and shifting to a single player for the swing sections. I was also able to have 2 drum sets going with the 3rd player playing various percussion during the latin sections. While multiple drummers takes more care and attention, it does allow more players to be involved and stop kids from sitting around. After all, this is a summer camp and I want to keep everyone involved as much as possible.
The Minor Goes Muggin’ - Sy Oliver; transcribed/adapted by Fred Stride
I’ve always loved Sy Oliver’s writing. The original version of this chart written for Tommy Dorsey had him playing a solo rendition of the melody. Our version, down a minor 3rd, assigned all the trombones to the melody. For some reason the trombone players liked playing this one.
Watermelon Man - Herbie Hancock; arranged by Mike Kamuf
This is a new arrangement of a classic tune. I heard it in Calgary last February and pickup a copy when I got home. A nice feature in this chart is the horns-alone chorus. This section was fun and forced the students into providing their own inner groove, without the aid of the rhythm section.
Blue Monk - Thelonious Monk; arranged by Michael Sweeney
I always try to put something on every program that is not too hard to play. This is one such chart. The only tricky aspect is the across-the-bar-line triplet figure in the melody. While this sounds a little daunting, it always seems to come together without too much pain. It just requires patience and diligence from the players and the director. I had the students sing the phrase quite a few times, then had them try to play what they heard in their mind, from when they sang the phrase. I realize this is fairly close to Professor Harold Hill’s ”think system” (from The Music Man), but this way of learning helps remove the intellectualizing of the concept and gets them closer to feeling the phrase, which is when the best music is played. This is also a great chart for assigning solos to those that missed out in the other charts, or those that are soloing for the first time.
Do Nothin’ ‘Til You Hear From Me - Duke Ellington; arranged by Sammy Nestico
There are no real solos in this beautiful ballad treatment of this Ellington classic (which started out life as Concerto for Cootie). This chart can be played as either a slow swing ballad or with even quarter notes. I choose the latter this time out. There is a short written piano melody on the bridge of the second chorus which I reassigned to the guitar, who then went on to improvise a beautiful solo.
Chameleon - Herbie Hancock; arranged by Michel Sweeney.
This chart made for an exciting program closer and also allowed me to have both bass players and all 3 drummers play at once. I talked to the drummers about taking care to not duplicate what another drummer was playing, especially any cymbal work. They also moved the lead spot between them, on their own I might add. The lead drummer was the player who played the main groove and ensemble figures. This worked like a charm and seeing 3 drum sets on stage at once is an impressive site.
The band really peaked on the concert. They were concentrating and trying to play everything as they had in rehearsal. Another wonderful Intermediate Jazz Band concert.
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