Transcription: J.J. Johnson on "Blues for Trombones"

It's a bit of a (much needed) slow week. The semester's practically over and now I'm getting prepared for summer projects. I figured it would be good to post this transcription that I did years ago. From the 1954 album, Jay & Kai, the recording features J.J. Johnson, Kai Winding, Billy Bauer, Charles Mingus and Kenny Clarke. It was one of the first solo transcriptions that I ever completed, and features some great techniques, licks and basic chromatic ideas typical of Johnson's playing. In addition to being a superb blues solo, it's also a good teaching tool. Enjoy!

JJ Johnson-Blues for Trombones

JJ Johnson-Blues for Trombones

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The Remington warm-up for jazz band

(Updated August 2020) Greetings, jazz band director. I imagine your Google search has delivered you here in your pursuit to see how you can apply this classic band exercise to your jazz ensemble’s warm-up.

Whether or not this your first time directing a jazz ensemble, I believe I can help you with a Remington Exercise in four variations using “jazz chords” and designed to instruct students on the uses and common practices of harmony in a jazz setting. This is a workout for the rhythm section as well as the horns.

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What You Get

  • Variation A: Major

  • Variation B: Minor

    • These variations are great for middle/high school ensembles that are still learning the essentials of how to play and tune in a jazz setting. Every tuning note is heard within each chord’s triad. these variations stay in one key signature and use standard chord progressions that each last one measure apiece. Nothing tricky here!

  • Variation C: Functional harmony

    • This gets a little more complicated for your rhythm section. Variation C introduces a slew of basic chord progressions that they will see in jazz standards, big band and most modern jazz tunes. This includes the ii-V-I progression in major and minor keys, the IV-VII-I progression, the use of a secondary dominant (I-II7), some ii-V-I sequences, a deceptive cadence from major to minor, and some diminished chords. Additionally, the tuning notes begin to rely on 4th, 6th abd 7th of some chords.

  • Variation D: Advanced functional harmony

    • Everything and the kitchen sink! The harmony moves quickly here (usually in two beats) and will give your rhythm section a headache trying to keep up. There are several quick modulations and extended voicings against the tuning notes. Good luck!

How to Use This Exercise

  1. Use it “as-is” and focus on primarily on tuning and blending with your rhythm section playing along!

  2. Use an isolated four-beat rhythm to play on each written tuning note. This can help work on your band’s articulations. This can also be done in different styles—not just a 4/4 swing feel.

  3. Make this a voice-leading exercise. Have your students write a sequence (1-2-3-5, etc) to be modulated and played on each chord/starting note. This is similar to the Patterns for Jazz approach and works great for Variations A & B.

  4. Have chord players write their own voicings over written notes (using closed harmony for pianists). This is fun to teach the essentials of voicings and “box in” harmony players by limiting their choices.

  5. Similarly, have younger bassists write out their own walking bass lines. Make sure that they are using notes from the actual chord on beats 1 and 3. Add depth by asking for a more vertical or horizontal line.


Original post from 2010:

If you're a wind player, particularly a brass player (and ESPECIALLY a trombone player!), then you are probably aware of the Remington warm-up method.  It's probably the most used warm-up method and tuning exercise for band students.  But, just in case you are NOT aware of this method: the idea began with Emory Remington trying to teach his trombone students how to play 1) in tune, 2) with good sound and 3) with a good legato articulation.  Eventually, he developed this exercise (expanded and published by Donald Hunsberger): [slideshare id=1798433&doc=theremingtonwarmupstudies-090801081739-phpapp01&type=d]

Simple, eh?  That's why it's used so often.  The idea is that by limiting the notes to those on the same harmonic partial, the trombone student focuses solely on articulation, sound and slide positioning (tuning).  Because it's an incremental exercise utilizing descending half-steps, it should be easy for a student to hear and understand when each interval is in or out of tune.  At the University of Houston Moores School of Music, the wind ensemble program uses a similar warm-up based on the descending F major scale, a method popularized, and probably initiated by, Director Emeritus (and Texas band legend) Eddie Green.

That being said, you can imagine my challenge directing a bunch of wind ensemble students for their first outing in a jazz ensemble.  In wind band, these students usually only encounter the major, minor and diminished chords; so they're only used to hearing the I-3-5 and sometimes 7 or 9 chord tones.  My goal was to get 15 horn players to start hearing the extended jazz harmonies that rely on 7-9-11-13 chord tones and their varying alterations.  So as a transitional tool, I wrote out the Remington warm-up harmonized in a jazz context.  It's my gift to you, the jazz band directors of the world:

Jazz Remington Warmup

Jazz Remington Warmup

It has proven to be quite useful.  It not only gets the students to hear extended harmony, but it also allows the the rhythm section to participate and work on getting around the keys.  I tried to keep the exercise simple, with each written note occupying only a 1-3-4-5-7-9 chord tone.  This way, it's not too hard a stretch for the horn players to hear how the chord progression relates to the written "melody".  It's also endlessly variable:

  • The exercise can be re-harmonized infinitely and there are numerous substitutions for the chords written here (but I do stress that each variation maintain a chord progression rather than unrelated chords back to back)

  • Sometimes I would have the lower instruments play the roots to even out the balance of 15 horn players to 4 rhythm section players

  • I would often substitute a rhythmic idea for the whole note to work on articulation, style and phrasing with the horns

  • It's also great for music theory pop quizzes: "What chordal tone are we on now? How does this chord progression function?"

I hope this helps, and best of luck to anyone who uses this exercise!

The MSM Jazz Department ends its 2009-2010 season

On April 21 and 22, The Moores School of Music Jazz Department will give its final concerts of the year with saxophonist Bill Evans. This concert marks Evans’s return appearance with the Moores School Jazz Orchestra since they last performed together for the 2009 MSM Jazz Festival.  Together, they will be playing selections from Evans’s latest album, Vans Joint. Check out "Soulbop" below for a sample.

[youtube=http://youtu.be/sME-9tvMA0w]

Wednesday, April 21 at 7:30 in the Moores School of Music Opera House click here for ticket information

Thursday, April 22 at 6pm at Miller Outdoor Theater Kicking off Waste Management’s four-day “Houston Celebrates Earth Day” Festival, presented in part with Da Camera and Whole Foods Market.

Admission is FREE!

A musician's tools

A lot of people identify improvisation in music with speaking a language. I wholeheartedly agree with this metaphor, but it may be a bit over-used at this point. Instead, I like to think of improvising (and playing music in general) to that other favorite pastime of mine: carpentry. Consider the following:

A carpenter is often encountered with problems that must be solved by building things. Sometimes this involves building something new, from scratch. Sometimes this involves fixing something broken, with both old and new materials.

A carpenter uses tools to create the visions he sees in his head.

A carpenter uses technique to control the tools to do the job that he wills them to do. Good technique allows him to vary the force, angle, speed and precision of each tool he is controlling to get the appropriate result.

A good carpenter never allows the tools to control what he does or how he works.

A carpenter is often working with materials that must be shaped into various forms and permutations so that they may work with other pieces of the puzzle to be completed. If one piece doesn't fit, then it must be adjusted to work with the rest of the pieces.

The final product is the only thing that matters. If a carpenter's tools and technique are in good working order, then (and only then) will the completed work look appealing. Good tools do not guarantee good work, and good technique suffers if the tools are insufficient.

This philosophy of solving problems cleared up many doubts and questions in my mind when I finally figured it out. Many young musicians are initially frustrated by the amount of tools and technique needed to perform well. This is understandable and quite common, but everyone must acquire the necessary tools and skills in order to create a competent musical idea. Likewise, many players become obsessed with the idea of the tools and techniques as the final product. This is unfortunate. If I were constantly infatuated with my hammer's design, I would never accomplish anything as a carpenter. If I were constantly fascinated by the way that I was able to cut crown molding at a particular angle, all I would have to show for it would be many separate pieces of wood cut at various angles. It wouldn't add up to anything meaningful or significant. You must have both in order to complete the final task, which is the only thing that has any real value.

Have you been to a Home Depot lately? Have you seen how many tools are in that place? How many do you have in your arsenal? How are you using them?