Drum lesson with Murray Spivack

Here's a rare thing, a famous drum teacher, Murray Spivack, giving a drum lesson to Louis Bellson: 

The portion with Spivack is dedicated to basic stuff: holding the sticks, making basic strokes, and playing rudiments. 

I think Louis Bellson was a lot more influential on drumming— via the clinics he used to do in the 60s/70s— than he gets credit for, and a lot of this technique style filtered down to me as a student in the 80s, via a number of people. 

It's interesting that in my playing, I've need to work out some things that are contrary to this technique; at least I needed some other things in addition to it. Doing every stroke as an up-down, for example, has you stopping the rebound at the end of every stroke, or double stroke, and puts the top of the stroke— which determines how loud you're going to play— in an undefined kinetic area, where you are only for an instant. 

When working on pure technique, I am more down-up oriented now, which makes for better dynamic control. And instead of practicing stopping the stick down low after each stroke, we're practicing getting ready for the next note quickly, which can't but help your speed. Also, generally, this whole approach frontloads each stroke with a lot of extra stuff between the beginning of the movement, and the bead actually striking the drum, all of which affects timing— having to lift the stick before playing a note, and leading the stroke with the arch of your articulated wrist, with the bead of the stick trailing that. It's not inconsequential— in drum corps, we had to train to get a precisely timed attack when starting the stroke with a lift. 

Clearly a lot of great players have used this technique, and it has worked well for them. As an excellent professional drummer using a similar technique, I found myself needing some things not directly addressed by it.    

There are some other small, interesting things: Spivack singing a Flam Accent #1 starting with a pick up. And when Bellson demonstrates double strokes slow to fast, or “open to closed”, in old terminology, at the fast end his roll becomes multiple bounce. Which was always my understanding of the term closed, but I've never seen that actual change in stroke type done in practice. My teachers all taught open (meaning double strokes) and closed (meaning multiple bounce) rolls as different things, not as a continuum depending on how fast you're playing. In fact Spivack does correct him on that, asking him to play his doubles more open, and not switch to a multiple bounce roll. 

It's very cool to hear from somebody who was an active drumming professional as early as Spivack was. I'll be looking through Stone's Technique of Percussion to see if there's an early mention of him. 

[h/t to Buddhadrummer @ DW]

Transcription: Dannie Richmond - Straight, No Chaser

For my man Michael Griener in Berlin, some more Dannie Richmond, this time with Bennie Wallace, playing Straight No Chaser, by Thelonious Monk of course. From the 1981 album Bennie Wallace Plays Monk, on the Enja label. I transcribed the section where he plays duo with Wallace.

His playing here is very similar to some things we talk about on the site— you can see here what I meant calling him a modern player, in a way that clearly evolved on the gig, a la Roy Haynes or Mel Lewis, rather than in the practice room. 

It's a good natural example of the right hand lead thing, or “non-independent” playing— driven by the cymbal and bass drum, in broken, syncopated rhythms, with the snare drum filling in. Contrast that with a real grounded bebop kind of playing, with a steady cymbal and hihat rhythm, independent left hand, with bass drum feathering and making punctuations.   

Generally he'll lean into beats 2 and 4, often ending measures and phrases on the & of 4, rarely landing strongly on the 1. A lot of it is phrased in syncopated three beat ideas, usually contained within two measure phrases. 

The transcription begins at 2:35 in the track, and they play five 12-bar choruses before the band comes back in. The tempo is quarter note = 238—  a number deserving of some kind of special status, because I see it a lot. Seems to be about the bottom fast tempo. A good first number to have in mind when learning to play faster tempos.  

I notated three cymbals here, but it hardly matters. There is probably more snare drum activity than I was able to hear— he plays it very softly at times. It's also hard to hear the hihat for much of it, and I gave up on including it part way in. Where I did write it, it seems significant to the way he's phrasing that passage. 

I may do some further analysis of this— there are clearly some emergent rubadub type patterns in there, and some kind of Reed system to be gleaned from it.   

Get the pdf

Very occasional quote of the day: play what you hear

“Play what you hear, and if you can't play it, then practice it.”

- Barry Altschul, Modern Drummer interview by Rick Mattingly, November, 1982


Periodic reminder that, creatively, the fundamental equation is real simple. Of course, if you don't hear anything, you have to get some stuff in your ear by listening to records and seeing people play. 

16th note reading boot camp

Plotting out an intensive couple of lessons with a younger student, who has been doing extremely well with his playing the past year, but who is deficient reading 16th note rhythms. It's not unexpected that there be some gaps. When you're young you learn a lot really fast, largely from the actual playing you do, and may not keep up so well with things requiring deliberate study. And the way I teach, I don't force things on people that they're not ready to get into. 

For a normal 14 year old he's about on schedule for getting this together. I'll be spending a pretty rigorous couple of hours with him on the subject to get him up to speed:

Counting 
First, just speaking the syllables counting the major single beat combinations of 8th notes and 16th notes, apart from reading them on the page. Including ghosting counts for rests— e.g., with a 16th rest at the beginning, 1e& becomes (w)e&. He is already good at this. 

Recognizing
Part of becoming functional in reading is simply recognizing a symbol or a one-beat group of symbols as representing a particular counted rhythm. That's mostly how reading is done, at first: people don't fractionally add their way through music, they look at one-beat symbols. 

Looking at the rhythms below, people can recognize that that's a 1e&, that's a 1-a, without actually knowing the values and accounting for each note of it. Which is why people will often mistake the 1e& rhythm for the similar looking 1-&a rhythm.   

When speaking the counts for these rhythms, say them with their proper spacing. Some students will say 1e&, 1-&a, or 1e-a, and space all the syllables evenly— they need to be spaced like the rhythm is played, even in conversation. 

The linear mathematics
Understanding the actual math of how a measure of music progresses, in linear order, from symbol to symbol: based on the value and placement of the current note, what is the count of the next note?

For example, in 4/4 time, a quarter note on beat 1 will be followed with something on beat 2— whatever kind of note or rest it is, it's happening on 2. An 8th rest on any downbeat will be followed by something on the &. A 16th note on the & will be followed by something on the a.  

For this we will be penciling in the counts for every single note or rest on the page. Using a throwaway printed page— not in the book or on the actual practice page. In his normal practicing, I don't want the counts written in. 

Once it's clear he's solid accounting for every single symbol in the measure, we'll do a little bit just putting in beat marks:

The person
Communication is a bitch. Everyone brings their own set of issues to the lesson, and is reprocessing the stuff you tell them their own way. You have to pay attention to your words, and to the person. There are a lot of ways to do it wrong. You don't want to lose the person— by bombarding them with detail, or by not making it easy enough... or by not making the easiness of it obvious to them. People overthink, and will look for a hard answer even when you give them a very clear, simple request or problem. 

You can also craft a lesson that progresses well, with easy steps, but they may also be impatient with that— with the easiness of it. They may have a strong urge to lunge right to the thing they can't do at all, and then give up because it's too hard. That's part of the problem for this student, I believe. He's already good with direct application of rhythm, and likely feels the reading is a hindrance.

Materials
I'll be using:

Syncopation - As briefly as possible, the 16th notes materials in it are boring and formulaic, but good for a specific state of learning them.  

New Breed -  Although it's not a real friendly environment for this student, the pages are well written, and in an engraving style I approve of. 

Funky Primer -  There's a good short 16th note rhythm summary at the beginning. 

Elementary Snare Drum Studies by Mitchell Peters - This has the best overall rhythm summary I've seen, with all ordinary 8th note/16th note rhythms, each written a variety of common ways. See the copied examples above.  

Reading Text in 4/4 by Louis Bellson - For the pencil and paper practice. I'll have him write in the counted syllables for each note or rest on the page. I've already given the reasons I don't like this book for regular practicing. Even for this it's barely useful to me.

Daily best music in the world: Dannie Richmond with Don Pullen / George Adams

Title track from Earth Beams, a great record by George Adams & Don Pullen, with Dannie Richmond on the drums— all three are Charles Mingus band alumni. Richmond was a key partner in that relationship for a long time, and is one of my favorite drummers. 

This is really fundamental to what a jazz musician is— the groundedness in blues, the way they handle the jazz musical environment. Not about chops, or even pure groove— in the details the time and rhythm can be a little squishy, though the overall feeling of drive is there, and overwhelming. You can tell players who just live in that playing environment. Polish is not the point.    

Here's another one, a gospel 5/4, which you didn't even know was a thing. It's so deep it took me a minute to realize they were playing in 5. 
 

This is what anyone would call modern playing, but it's defiant to analysis— by me, anyway. I can't approach it looking for vocabulary. The point is the total playing entity.   

One measure 5/4 triplet fills with Reed!

Another one of my hack and slash jobs. This is something I improvised in a lesson— a student is working on some of the Pages o' Coordination in 5/4, based on an Elvin Jones groove, and we made some fills using the accented triplet pages from Syncopation, alternating between one measure of groove, one measure of fill. There's a good way of handling triplet stickings so you always come out on the right hand here, in whatever time signature. 

First, we'll be using the accented triplet pages from Syncopation, putting them into 5/4 time, playing the first five beats of each line, repeating, as I've brutally scribbled in here: 

Here are all the one line exercises copied and pasted in into 5/4, jammed onto one page: 

Get the pdf - Reed accented triplets in 5/4. There is another pdf to download below. 

On the drum set, the accented notes are played on a cymbal, with the right hand, supported by the bass drum, and the unaccented notes are played on the snare drum— and later moved around the drums. 

To get the cymbal notes onto the right hand, and to get in and out of the fill easily, we had to use some different stickings. Following some simple-ish rules:

All cymbal notes played with RH 

All snare notes start with LH: 

1-2 notes on SD: LH only
3 notes on SD: alternate - LRL
4 notes on SD: LH paradiddle or inversion: LRLL, LRRL
5 notes: alternate - LRLRL
6 notes: LH double paradiddle or inverion: LRLRLL, LRRLRL 
7 notes: alternate - LRLRLRL
8 notes: LH triple paradiddle or inversion: LRLRLRLL, LRRLRLRL

You get the picture:

•  odd number of SD notes = alternate
•  even number = alternate with LL double at end, or RR double after first note 

I prefer the second type of paradiddle sticking, but there are good reasons to do either. The timing of the next cymbal accent may influence what feels best to somebody. 

This page illustrates all the above possibilities, in the two-measure phrase I described:

When the fill begins with snare drum, you can add bass drum to the last note of the groove measure— to begin the fill more strongly. 

Get the pdf - Reed triplet patterns as fill with Elvin Jones groove

Very occasional quote of the day: productivity

If people saw the way I lived, they'd realize that I spend a huge amount of time just relaxing and goofing off, watching baseball on television, going to movies, taking walks, playing jazz, and practicing my clarinet. I don't work around the clock at all.

How productive is my output? A film every year at most, probably even a little longer than that, and occasional magazine pieces and that's really it. It's not all that much work. If you work only three to five hours a day, you become quite productive. It's the steadiness of it that counts. Getting to the typewriter every day is what makes for productivity.

- Woody Allen, interview with Robert F. Moss, Saturday Review, 1980

Transcription: Chester Thompson - Gibraltar

Here's Chester Thompson playing on the tune Gibraltar, an extended groove number on the Weather Report album Black Market. The first thing I ever transcribed was Chester Thompson playing with Genesis, and I associate him with the kind of vibe there— very clean, professional, and deliberate. Here he sounds looser. 

This starts at 1:19, where the groove comes in— I bailed out just as he gets into a rather difficult to notate hihat groove— he's playing the hats while moving his foot a lot, resulting in a lot of irregular open sounds. Listen to the whole thing, it's pretty smoking by the end— and harder to separate the drums from the percussion to transcribe it. 

His backbeats and accents on the snare drum are played very strong, as rim shots. His left foot is pretty consistently playing 8th notes, though they're not always sounding real clearly— I didn't notate them. 

Get the pdf

How to stop - 01

Kind of a mundane item here— a multi-parter, believe it or not— mainly for teachers, about handling ordinary materials in a more real-life musical way, including how to stop in the conversation. Younger students and novices who haven't done much real playing will often end a practice pattern weakly, petering out.   

How to do it isn't spelled out in drumming materials, which are often written as repeating single measure patterns. They're incomplete statements by themselves— the last note of the measure is usually not the true end of the idea. 

Ending this rock beat this way, for example, makes no musical sense: 

Breaking from a groove with that hanging hihat note is not going to happen in real music— except maybe as an arrangement device simulating a digital edit. The pattern is completed on the 1— the 1 is the beginning of the pattern, and also the end:  

A beat pattern with a bass drum or snare drum on the & of 4 is more complete on its last note— played as an accent the last time: 

You could practice breaking a number of places in the pattern, in fact: 

Or put on another ending altogether, regardless of what's happening in the written beat: 

Usually this gets worked out in the course of doing some real playing, but there's no reason not to include it in regular practicing in preparation for that. I introduce this after students are comfortable playing basic beats, and are ready to begin thinking about orchestration and fills.