Preparing To Play In All Keys

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Preparing to Play in All Keys Introduction

It is universal.  All jazz pianists want to freely play in all keys.  The problem is that each new key appears to us as a "new world".  The look is different and the fingerings are different.  The one constant which is the same in all keys is . . . . the numbers.  Therefore, in order for us to be "free" in all keys, we must think in numbers.  It's a "numbers language".  Once this is accomplished, then the only next step is to analyze each tune by the numbers.  It takes preparation and training.  But . . . it is very doable . . . especially if you learn step-by-step.

It is highly recommended that after completing Preparing to Play in All Keys . . . Continue on to part two of the "Preparing" series . . . . Preparing to Learn a Tune.  You will need to purchase a subscription to have access.  Go HERE to purchase access.

I'd love to hear your questions and feedback regarding this lesson.  Please contact me at martan@jazzskillsforpiano.com.  If you received this lesson as a "stand-alone" lesson . . . check out my online jazz piano course, JazzSkills for Piano (jazzskillsforpiano.com/wp).

Best to you -

--Martan 🙂

Click for AccessPreparing to Learn a Tune

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Videos

Video 1:  Thinking in Numbers

 

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Video 2: White Key Exercise

 

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Video 3: Beyond the White Key Exercise

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Video 4: Learning Progressions

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Step-by-Step

 

Video 1: Thinking in Numbers

Step #1:  Thinking in Numbers and Intervals.

In Europe and parts of Asia, they teach a music system called Solfege.  This is also known as "moveable Do".  That is like singing the first five notes of the major scale as "Do, Re, Mi, Fa, So . . .".

My personal system is to think in numbers.  To do this, look at intervals.  We want to be able to think, hear and play intervals freely and easily.  Take a look at the Interval Chart.  One idea of learning intervals is to to think of a song.  Analyze the first interval(s) of the song.  That will help you to remember the interval.

However you choose to learn your intervals, you have to spend a lot of time doing this.  Keep working on intervals until it is part of your musical language.

Step #2:  Thinking in Chord Structures.

My suggestion is that you think more in chord structures, than chord names.  For instance:  a major triad in the root position is a major third on the bottom (5 half steps) and a minor third on the top (4 half steps).  When we play the major triad in the first inversion, we think of a perfect fourth on the bottom (6 half steps) and a minor third on the top (4 half steps).  Likewise, if we play the major triad in the second inversion, we think of a perfect fourth on the bottom and a major third on the top.

We can do this with all chords.  And once we analyze the structures in intervals, it is relatively easy to play the same intervals in all keys.  The numbers stay the same, even though the notes on the piano are different.

Step #3:  Thinking in Scale Structures.

What gives a major scale a special sound and feeling is the location of the half steps.  In this case, the half steps are between 3 & 4 and 7 & 8.  Think of this as playing from one to one.

If we move our hand up one note to the second degree of the major scale . . . and then play from 2 - 2, this called the dorian mode.  Dorian sounds kind of minor.  This is because the third degree of the scale is now a minor third.

Depending on which note you start in the major scale, the half steps move accordingly.  Make a project to start identifying the different feelings of each mode.

 

Video 2:  White Key Exercise

Explaining the White Key Exercise

As we look down on the piano keyboard, we can easily see all the white keys.   All of the white keys are actually OK to play.   But, at the same time, it is very difficult to make music out of this.

We need to choose our notes very carefully.  It's choice that we want.  We can't just play random.

Step #4:  The Music Parameters.

The music parameters are the elements which make up music as a whole.  Prepare a list of music parameters.  I did this under three predominant headings:  Melody, Harmony and Rhythm.   Under each of these headings, we can have many many subsets or parameters.  Make your own study of this.  This adds to your total jazz improvisation.  Jazz improvisation is not just a "stream" of notes.

Step #5:  Chord Structures.

An interesting way to begin making sense of the white keys is to use chord structures.  For instance, you can create  a chord structure which uses a major second on the bottom, then the interval of a fourth above that, then another major second above that (the exact intervals will adjust as you play all over the white keys).  Play that structure all over the white keys.  The idea is to get that structure in your head and ears.   Also the main idea is to think down from the top note.  Always treat the structures as a melodic event.

Step #6:  Modes.

A simple explanation of the moes can be seen by observing the white keys.  If you play a scale from C to C, or 1 to 1, (Ionian Mode) the half steps are between 3/4 and 7/8.  In this case, you will have a major third and the total sound will be major.  However if you play from D to D or 2 to 2 (Dorian Mode), the half steps are now between 2/3 and 6/7.  The third is now minor and the total sound of this mode is minor.  Ionian sounds major and Dorian sounds minor.  Take a look at all the modes:

The Modes of the Major Scale

Ionian (Major Scale) 1 - 1
Dorian 2 - 2
Phrygian 3-3
Lydian 4-4
Mixolydian 5-5
Aeolian 6-6
Locrian 7-7

It matters what mode we are playing on the white keys because each mode has its own sound and feeling.  We define what mode is being played by repetition of the bottom bass note.  Experiment with each mode until you get that mode in your ears.

Step #7:  You Play a White Key Improvisation.

Think about what you are playing.   Be very choosy.  There should be a definite pattern to your improv.  There should be a . . . . "there - there".  Give it a try.

Step #8:  Twinkle Exercise.

Let's take a look at the White Key Exercise from another perspective.  I'm going to use a simple tune, Twinkle, Twinkle Little Star.  This tune is totally White-Key (which is diatonic).

First, play the melody.  Then construct a bas line.  Don't just use the root note of the chord.  Sometimes play a third in the bass, or a fifth.  This creates a contrapuntal bass line.

Now create an improv using chord structures.  So, instead of thinking of chord names, take a look at the territory between the bass note and the melody note.  Then "imagine" the tones you want to play in the middle.  There are many choices of notes that you can play either melodically or harmonically as structures.


Video 3:  Beyond the White Key Exercise

Step #9:  Learning all the Major Scales.

Start now playing all the Major Scales.  Play them with two hands, up-and-down, without thinking.  The scales should be totally effortless.  Make sure you know the sharps and flats in every key.  Know all the notes in every scale.

Step #10: Playing Diatonic Improv in All Keys.

In this step, we are using the skills developed in the White Key Exercise and playing in all keys.  It is suggested that you start with the easiest key for you.  Then, once you master that key, move on to the "next easiest key".

Let's say you are playing in the key of G major.  Take a look at the scale.  Play it up and down.  Notice the F sharps.

Eventually work your way through ALL the keys and scales.

Step #11:  Learning the Major Scale Modes from the Bottom Note.

When we learn the Major Scale Modes from the "jazz perspective", we have to learn the modes from the bottom note.  For instance, when we learn a scale we usually learn and play it from the bottom note.  A C Major Scale usually is played from C to C.

If we learn the Lydian Mode (4-4), we have the option to learn it from the fourth degree of the scale.  That would be from F to F (of the C Major Scale).

But, I'm suggesting that instead you learn the Lydian Mode from the bottom note (in this case it is C).  This means that the mode would in reality be a G Major Scale starting on the bottom note of C.  This would appear to be a C Major Scale with a sharp fourth degree (F#).

Why do we do this?  We do this because we learn modes which "attach" themselves to chords.  In this way we can translate all chords into modes.

Learning the Major Scale Modes from the Bottom Note

Ionian Mode (Major Scale) 1-1
Lydian Mode 4-4 (#4)
Mixolydian Mode 5-5 (b7)
Dorian Mode 2-2 (b3, 7)
Aeolian Mode 6-6 (b3, 6, 7)
Phrygian Mode 3-3 (b2, 3, 6, 7)
Locrian Mode 7-7 (b2, 3, 5, 6, 7)

 Step 12:  Learning the Melodic Minor Scale Modes from the Bottom Note.

There are many scales that we can learn the modes from the bottom note.  On of the most popular jazz scales is the Melodic Minor Scale.  Learning the Melodic Minor Scale is easy.  Just play a Major Scale and flat the third degree.  This makes it sound minor.

In classical music theory, the scale goes up with the flatted third and major seventh.  But, it comes down flatting the 7th and 6th degrees.  This gives the scale one sound on the way up and a different sound on the way down (it's the Aeolian Mode).  We don't do this in jazz because we want to identify a specific sound with a specific chord.

For instance, if you are playing a Minor/Major Seventh Chord, the appropriate scale or mode does not exist in the Major Scale.  It does exist, though, in the Melodic Minor Scale (1-1).

Learn all of the modes of the Melodic Minor Scale starting from the bottom note.

Learning the Melodic Minor Scale Modes from the Bottom Note

Melodic Minor Scale (1-1) (b3)
Dorian b2 (2-2) (b2, 3, 7)
Lydian Augmented (3-3) (#4, & 5)
Lydian Mixolydian (4-4) (#4 & b7)
Mixolydian b6 (5-5) (b6, 7)
Aeolian b5 (6-6) (b3, 5, 6, 7)
Alt (Locrian b4) (7-7) (b2, 3, 4, 5, 6, 7)

 Step #13:  Learning the Harmonic Minor Scale Modes from the Bottom Note.

The Harmonic Minor Scale has a flat 3 and flat 6.  It works very well with a minor/major 7th.  It is also used when you are playing two-five-one progressions in minor.

 Step #14:  Learning the Diminished Scale.

The Diminished Seventh Chord is made up of minor thirds.  It is an "equal-distant" chord.  You can create two equal-distant scales from this chord:  the Half/Whole and the Whole/Half Diminished Scale.  This scale works when you are playing any Diminished Chord or a dominant seventh with a flatted 9.

There are only three Diminished Scales:  C, C# and D.

 

Video 4:  Learning Progressions

Step #15:  Simple II V I Progression w/ 3 & 7

The Simple II V I uses mostly seventh chords.  There is a IIm7, V7 & IMa7.  The core these progressions is usually the 3 & &.   It should be learned in all keys, around the cycle of fourths and fifths, and up-and-down chromatically.  Learn it in all inversions.  Learn with only the left hand playing the chords.

The Third and Seventh

Minor 7 . . . minor 3rd / flatted 7th
Dominant 7 . . . major 3rd / flatted 7th
Major 7 . . . major 3rd / major 7

Step #16:  Simple Minor II V I Progression w/ 3 & 7

When using the Simple II V I Minor Progression, you flat the fifth on the minor II chord.  Then, you flat the ninth on the V7 chord.  Finally, you have three choices for the minor I chord:  Im7, Im(Ma7), Im6.  It should be learned in all keys, around the cycle of fourths and fifths, and up-and-down chromatically.  Learn it in all inversions.  Learn with only the left hand playing the chords.

You can also use the 3/7 core with the minor progression.

The Minor Third and Seventh

Minor 7 . . . minor 3rd / flatted 7th
Dominant 7 . . . major 3rd / flatted 7th
Major 7 . . . minor 3rd / minor 7, minor 3rd / major 7th, & minor 3rd / major 6

 Step #17:  Jazz II V I Progression and Inversions

The Jazz II V I Progression uses the 9th interval.  This is the standard jazz progression which is learned by all jazz pianists.  It should be learned in all keys, around the cycle of fourths and fifths, and up-and-down chromatically.  Learn it in all inversions.  Learn with only the left hand playing the chords.

It is a IIm9 / V9(13) / IMa9 Progression.

 Step #18:  Jazz Minor II V I Progression and Inversions

The Jazz Minor II V I Progression IIm9(b5), Vb9(b13), and Im9 (or I m9(Ma7).  This is the standard minor jazz progression which is learned by all jazz pianists.  It should be learned in all keys, around the cycle of fourths and fifths, and up-and-down chromatically.  Learn it in all inversions.  Learn with only the left hand playing the chords.

 Step #19:  Simple Major/Minor Progression

This is a progression which uses a II, V, I, IV (in major) and the II, V I (in the relative minor).

The Simple Major/Minor Progression uses mainly seventh chords:  IIm7, V7, C6 (or major seventh), IVMa7.  Then the bass line goes down a flatted fifth (tritone) to the IIm7(b5), Vb9, and Im (in the relative minor).  It should be learned in all keys, around the cycle of fourths and fifths, and up-and-down chromatically.  Learn it in all inversions.  Learn with only the left hand playing the chords.

Each chord has it's appropriate scale.

Scales and Modes for the Simple Major/Minor Progression

IIm7 (Dorian 2-2)
V7 (Mixolydian 5-5)
I6 (Ionian - Major 1-1)
IVMa7 (Lydian 4-4)

In the Relative Minor (bass line down a flatted 5 (tritone)):
IIm7(b5) (Harmonic Minor 2-2)
V7(b9) (Harmonic Minor 5-5)
Im (Harmonic Minor 1-1)

Improvise using the Simple Major/Minor Progression.

Step #20:  Jazz Major/Minor Progression

This is a progression which uses a II, V, I, IV (in major) and the II, V I (in the relative minor).

The Jazz Major/Minor Progression uses mainly ninth chords:  IIm9, V9(13), CMa9, IVMa9.  Then the bass line goes down a flatted fifth (tritone) to the IIm9(b5), Vb9(b13), and Im9 (in the relative minor).  It should be learned in all keys, around the cycle of fourths and fifths, and up-and-down chromatically.  Learn it in all inversions.  Learn with only the left hand playing the chords.

Each chord has it's appropriate scale.

Scales and Modes for the Jazz Major/Minor Progression

IIm9 (Dorian 2-2)
V9(13) (Mixolydian 5-5)
IMa9 (Ionian - Major 1-1)
IVMa9 (Lydian 4-4)

In the Relative Minor (bass line down a flatted 5 (tritone)):
IIm9(11) (Melodic Minor Dorian #2  (2-2)
V7(b9) (Whole/Half Diminished (off the b9th)
Im (Dorian 2-2)

Improvise using the Jazz Major/Minor Progression.

©2015 Musicmann Publishing

End of Preparing to Play in All Keys.

This is the end of "Preparing to Play in All Keys".  Consider continuing on to the followup lesson:  "Preparing to Learn a Tune".   In this lesson, you will utilize all your new skills by applying them to developing any tune.   Start today!

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EXAMPLES 

EXAMPLE #1:  Solfege Chart

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EXAMPLE #2:  Chromatic Intervals

Intervals-Chrom

 

EXAMPLE #3:  Triads and Inversions

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EXAMPLE #4:  Sevenths and Inversions

Sevenths

 

EXAMPLE #5:  Modes from Each Note and from the Bottom Note

Modes-from-each-noteCR Modes-from-bottom1CR

 

EXAMPLE #6:  Music Parameters

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EXAMPLE #7:  Twinkle Improv

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EXAMPLE #8:  Modes from Bottom Note

Maj-Modes-Bott-Note

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Harm-Min-Bott-Note

EXAMPLE #9:  Diminished Scales

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EXAMPLE #10:  Progressions

Prog251-37X Prog251min-37X Prog251min

Prog251inv

EXAMPLE #11:  Major/Minor Practice Progression

MajMinSimPractProg

MajMinJazzPractProg

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DOWNLOAD FINALE NOTEPAD FILES

 

DOWNLOADABLE PDFS

 

Downloads


Bass Lines for Piano

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This is an excellent exercise to help musicians develop bass lines for piano.  It uses the Cycle of Fourths with comping and soloing.  It’s not easy, but try it out!

Music Language

We have often been told that “music is the universal language”.  Another way to look at this is to consider music as a direct language of emotion.  It is an instant access into the subconscious of the listener.  It is powerful!

I’m not an expert on brain functions, but I’m fairly sure that the same center of the brain that allows to speak, converse, create and conceive is the same “language center” which allows us to improvise and compose music.  If that is true, we can directly improve our ability to improvise by learning music the same as we learn other languages.

I have some exercises which will develop your music-language skills.

Exercise #1 – Groove

To start, let’s consider developing the nebulous subject of the “groove”.  We all agree that groove is an essential element of jazz.  The problem for the jazz student is . . . “how do you develop a specific, authentic groove?”  I suggest, that you can develop a good groove through developing language . . . more specifically, a dialect of a language.  Think of the way that Henry Higgins changed the dialect of Eliza in “My Fair Lady”.

For instance, if you look into the “dialects” of, for instance, blues, or bossa nova, or a viennese waltz, you can find similarities between the language and dialect of the country of the music and the phrasing and rhythm of the music itself.  Analyze the language of the country and then apply it to the music.  For instance, listen to the Portuguese language in relation to playing the bossa nova.

If there isn’t a specific dialect associated with with a style, then listen to the cadence, rhythm and phrasing of the music.  For instance, if you want to play in the style of Chick Corea, Oscar Peterson, Louis Armstrong, or Keith Jarrett . . . listen to the phrasing and placement of their rhythm.

The exercise that I use to develop groove is to make up a “scatting language” which approximates the feel of the music.  One of the best ways to do this is to listen to specific musicians.  Listen deeply to the phrasing and rhythm of their music.  Think of it as if you were studying a dialect, as if you were trying to imitate a specific speech dialect.  Then try to imitate it through scatting.  It would also help to also try to determine the subdivision of the music.  For instance:  is it in duple meter or triple meter?  Ultimately, this is all about “feel”.

So the exercise is to simply sing (scat) the feel of the groove with a metronome.  Do it until it feels authentic.  Once you feel that you have it down, then transfer your singing to the piano while playing a recurring groove pattern.  Always, go back to the original audio source of the authentic players.  Then, again apply the scatting.  Eventually, you will “get it”.

Exercise #2 – Phrasing with stop-time.

Great jazz is about phrasing.  I know that the notes and sequences are important, but without the great phrasing, the notes are mechanical and boring.  It is especially important for pianists to develop good jazz phrasing.  The problem for pianists is that the piano is a percussive instrument and the fingers don’t “sing”.  Therefore, it is suggested that a pianist listen to the phrasing of vocalists, saxophone and trumpet players, etc. to get the feel of a phrasing instrument.  There is a definite benefit to studying classical music to learn how to melodically phrase on the piano.

Here’s a good exercise.  Again, I suggest that you can develop phrasing by singing (scatting).  Play a groove (your choice).  For example, I often suggest using a boogie woogie groove and a 12-bar blues structure.  Play the groove a few choruses, just as an accompaniment.   Then, suddenly stop on the first beat of the first measure .  This is often called, “stop-time”.

Then, allow a couple of measures to pass, without the groove.  Sing a rhythmic phrase from the middle of bar two to the first beat of measure three.  You don’t need specific notes.  However, make sure that the phrase ends on the first beat of measure three.

Now go back to measure one and repeat the 12-bar blues with the stop time.  However this time, you have lots of space to decide which notes are going to be used with the prior rhythmic phrase that you have chosen.  Play this two-bar stop time through the 12-bar blues using many different notes for the same rhythmic phrase.  Pay special attention to melodies which move from one chord to another chord.

This exercise is effective (and difficult) because of the “stopped time”.  At the stop point, you have time to think ahead of the music sequence and phrasing that you intend to play.  All improvising musicians think ahead.  They know precisely what they intend to play before they play it.  This exercise helps you to develop phrasing and correct thinking.

Exercise #3 – Learning Theory

When you are practicing music theory exercises, talk to yourself out loud.  Have a constant chat with yourself about what you are doing.  Doing this will activate the “language center” of the brain.  All competent musicians have learned to play music theory beyond thinking.  This allows them to “speak” and “converse” with music.  This is a guaranteed way to speed up your “improv-ability”.  Practice all theory in all keys.  Keys should (and will) become irrelevant.  Music must be a joyful exercise of creative conceptualizing.

Have Fun!

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Martan Mann is the author of the Online Jazz Study Course, JazzSkills for Piano (jazzskillsforpiano.com).  His website:  musicmann.com.  He can be contacted at (831) 338-4986 martan@jazzskillsforpiano.com.  Please share this article.

Time is not a click.

Music is not about perfection.  It is about feeling.  Jazz, in particular is about groove.  It is groove which gives jazz it’s identity, it’s purpose, it’s joy.  You know groove when you hear it.  You know what it feels like.  The main issue is . . . how to develop a great groove in your playing?

I’m pretty sure that ALL great players practice to a metronome.  Practicing to a metronome develops an internal “click” in the player’s subconscious.  However the click is only a reference point.  If you have recorded your music, you, and all the players on the recording, have probably listened to a “click track” while recording.  All the players have the same reference point of time.

But this does not create a groove.  The groove is a point of “off-ness”.  Being “off” of the click of the metronome creates emotion.  If the player simply attempts to duplicate the metronome click, the music is “groove-less”.  It won’t swing.  It won’t have the required emotion.

I think of “time” as a pressure, not a click.  It feels like water coming out of a hose.  It is continuous.  It never “let’s up”.  Once you have identified this pressure (I often feel it in the small of my back), then identify with it.  The pressure is not dependent upon what you are playing.  It is just “there”.  It is automatic.  It is constant.

How do you develop a particular groove?  (In fact, there are many different grooves in jazz.)

  1. First, you have to specifically identify the groove you want to develop.  Is it a deep blues groove?  Or, maybe an intense “Chick Corea Groove”?  Perhaps it is a “Stan Getz Bossa Groove”?  You might be trying to duplicate an “Oscar Peterson Groove”?
  2. Second, listen to a recording which exemplifies the particular groove you are trying to develop.  This is important:  sing the groove.  To sing the groove, don’t think about the chords or melodies.  Make up a scat language which sounds like the groove.  You don’t have to sing on pitch.  Just approximate the feeling and timing of the groove.
  3. Third, you need to develop an accompaniment pattern to play with a simple chord change.  I often suggest using a diatonic turnaround, i.e.:  I, VIm, IIm, V7.  Play a looped pattern over and over as an accompaniment pattern.  For instance: you can use a simple “chunk, chunk” in the left hand, playing quarter notes.  Or, if you are more advanced, play a simple bass line.  Play this chord pattern over and over while singing the groove.  Perhaps, for example you can play a Boogie Woogie groove using a 12-bar blues.  Make sure the accompaniment pattern you choose is easy for you to play.
  4. Once this is automatic, then start singing improvised simple melodies over your accompaniment pattern.  The sung melodies do not duplicate the groove.  You have to imagine that you are a singer or instrumentalist singing off of the accompaniment pattern.
  5. Finally, apply this groove to an actual song.  Start by just learning the accompaniment and chord changes of the song.  Then, very slowly add in melody.  Adding in melody is a significant level of difficulty.  Remember not to play the melody as a groove.  The melody is separate from the groove.

Always return to the recording of the original groove that you are attempting to learn.  Keep reinforcing it in your subconscious.  Do it every day until the groove is permanently part of your subconscious language!

Silent Night Reharmonization

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Since it is the Christmas Season, Martan is demonstrating and discussing some methods of reharmonizing a simple tune, Silent Night.  In order to understand the discussion there are many lessons which should be thoroughly studied in JazzSkills for Piano.  If you are not yet a subscriber click on the “Join Now!” button above.  Or, click here.

Here is a downloadable PDF of the Silent Night arrangement:

[membership_download_item_pdf link=”http://jsfp.s3.amazonaws.com/Silent Night ReharmTPLa.pdf” + target=”_self”]Silent Night Reharmonized Page 1[/membership_download_item_pdf]

[membership_download_item_pdf link=”http://jsfp.s3.amazonaws.com/Silent Night ReharmTPLb.pdf” + target=”_self”]Silent Night Reharmonized Page 2[/membership_download_item_pdf]

Here are some possible lessons to study:

Major Triad Open Voicings Part 1 3-7

Major Triad Open Voicings Part 2 3-8

Minor Triad Open Voicings Part 3 3-9

Pachelbel Exercise Open Voicings 8-4

Section 12: Tritone Substitutions

Email Martan with your suggestions, questions and reactions. martan@jazzskillsforpiano.com

Tritone Substitution w/Alt Chord Lead-ins 12-11

Tritone Substitution w/Alt Chord Lead-ins 12-11

[features_box_yellow width=”75%” + border=”2px”]Level:  Advanced

After you have mastered the Tritone Substitution w/Alt Chords Inversions, begin practicing all of the Tritone Substitution w/Alt Chord Lead-ins.[/features_box_yellow]

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It’s time now to apply the prior study of II V Lead-in to the Alt Chord.  Very simply . . . just play a II V before any Alt Chord.

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[membership_download_item_pdf link=”http://jsfp.s3.amazonaws.com/TTSubAltLIa.pdf” + target=”_self”]Tritone Substitution w/Alt Chord Lead-ins – Page 1[/membership_download_item_pdf]

[membership_download_item_pdf link=”http://jsfp.s3.amazonaws.com/TTSubAltLIb.pdf” + target=”_self”]Tritone Substitution w/Alt Chord Lead-ins – Page 2[/membership_download_item_pdf]

[membership_download_item_pdf link=”http://jsfp.s3.amazonaws.com/TTSubAltLIc.pdf” + target=”_self”]Tritone Substitution w/Alt Chord Lead-ins – Page 3[/membership_download_item_pdf]

[features_box_blue width=”75%” + border=”2px”]Personal Evaluation

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  • I have practiced all the Tritone Substitution w/Alt Chord with II V Lead-ins in all substitutions and in all keys.
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Tritone Substitution w/Alt Chords Inversions 12-10

Tritone Substitution w/Alt Chords Inversions 12-10

[features_box_yellow width=”75%” + border=”2px”]Level:  Advanced

After you have mastered the Tritone Substitution w/Alt Chords, begin practicing all of the Tritone Substitution w/Alt Chords Inversions.[/features_box_yellow]

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Now start learning all the Alt Chords by using the Turnaround  with Tritones in all inversions.

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[membership_download_item_pdf link=”http://jsfp.s3.amazonaws.com/TTsubWaltInvA.pdf” + target=”_self”]Tritone Substitution w/Alt Chords Inversions – Page 1[/membership_download_item_pdf]

[membership_download_item_pdf link=”http://jsfp.s3.amazonaws.com/TTSubWaltInvB.pdf” + target=”_self”]Tritone Substitution w/Alt Chords Inversions – Page 2[/membership_download_item_pdf]

[features_box_blue width=”75%” + border=”2px”]Personal Evaluation

[green_tick_2_list width=”100%”]

  • I have practiced all the Tritone Substitution w/Alt Chords Inversions in all substitutions and in all keys.
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Tritone Substitution w/Alt Chords 12-9

Tritone Substitution w/Alt Chords 12-9

[features_box_yellow width=”75%” + border=”2px”]Level:  Advanced

After you have mastered the Alt Introduction, begin practicing all of the Tritone Substitution w/Alt Chords around the Turnaround with Tritone Subs.  Carefully study the similarities and difference between the Tritone Substitution w/Alt Chords.[/features_box_yellow]

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Now that we understand the Alt chord . . . we can learn it by using the Turnaround played with all the Tritone Subs.  This is a long-term study.

TTSubWaltExATTSubWaltExB

[membership_download_item_pdf link=”http://jsfp.s3.amazonaws.com/TTSubWaltExA.pdf” + target=”_self”]Tritone Substitution w/Alt Chords[/membership_download_item_pdf]

[membership_download_item_pdf link=”http://jsfp.s3.amazonaws.com/TTSubWaltExB.pdf” + target=”_self”]Tritone Substitution w/Alt Chords[/membership_download_item_pdf]

[features_box_blue width=”75%” + border=”2px”]Personal Evaluation

[green_tick_2_list width=”100%”]

  • I have practiced all the Tritone Substitution w/Alt Chords in all substitutions and in all keys.
[/green_tick_2_list]

[/features_box_blue]

Swing Groove Cycle of Fourths Bass Lines 16-7-1

Swing Groove Cycle of Fourths Bass Lines 16-7-1

[features_box_yellow width=”75%” + border=”2px”]Level:  Advanced

After you have mastered the Jazz Waltz Groove w/Modal Soloing, start learning the Swing Groove Cycle of Fourths Bass Lines.[/features_box_yellow]

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Cycle of Fourths with Bass Lines:

  1. It’s very helpful to learn how to play bass lines through tunes.  Study how a bass player thinks.
  2. Play the Cycle of Fourths with a single note in the left hand and the 3 & b7 in the right hand.  Ask yourself:  How many ways can I move from C to F?  (see example and video)
  3. Play bass lines (and comp with 3 & b7) slowly around the Cycle with metronome.  This will take awhile to master.

 

 

Cycle4thsw-7ths

Cycleof4ths4beats

[membership_download_item_pdf link=”http://jsfp.s3.amazonaws.com/Cycle4thsw-7ths.pdf” + target=”_self”]Cycle of Fourths Bass Lines Page 1[/membership_download_item_pdf]

[membership_download_item_pdf link=”http://jsfp.s3.amazonaws.com/Cycleof4ths4beats.pdf” + target=”_self”]Cycle of Fourths Bass Lines Page 2[/membership_download_item_pdf]

[features_box_blue width=”75%” + border=”2px”]Personal Evaluation

[green_tick_2_list width=”100%”]

  • I have practiced playing from chord to chord around the Cycle of Fourths with a single note in the left hand and the 3 & b7 in the right hand asking:  How many way.
  • I can play bass lines (and comp with 3 & b7) slowly around the Cycle with metronome.  This will take awhile to master.
[/green_tick_2_list]

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Jazz Waltz Groove w/Modal Soloing 15-6-6

Jazz Waltz Groove w/Modal Soloing 15-6-6

[features_box_yellow width=”75%” + border=”2px”]Level:  Advanced

After you have mastered the Jazz Waltz Groove w/Melodic Figures, start learning the Jazz Waltz Groove w/Modal Soloing.[/features_box_yellow]

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Developing the Jazz Waltz Groove with Modal Soloing:

  1. Practice “Stop on the Chord”.  Take each chord through the tune and explore it fully.   Play voicings all over the piano.
  2. When you comp . . . think of the top note of the comping chords as a melody note.
  3. Play the tune using modal playing.  Remember all licks move forward.  Play all the rhythmic values in the Continuous Melody Exercise.

JazzWaltzTuneA JazzWaltzTuneB JazzWaltzTuneC

 

[membership_download_item_pdf link=”http://jsfp.s3.amazonaws.com/JazzWaltzTuneA.pdf” + target=”_self”]Jazz Waltz Groove w/Melodic Figures Page 1[/membership_download_item_pdf]

[membership_download_item_pdf link=”http://jsfp.s3.amazonaws.com/JazzWaltzTuneMelB.pdf” + target=”_self”]Jazz Waltz Groove w/Melodic Figures Page 2[/membership_download_item_pdf]

[membership_download_item_pdf link=”http://jsfp.s3.amazonaws.com/JazzWaltzTuneMelC.pdf” + target=”_self”]Jazz Waltz Groove w/Melodic Figures Page 3[/membership_download_item_pdf]

[features_box_blue width=”75%” + border=”2px”]Personal Evaluation

[green_tick_2_list width=”100%”]

  • I have practiced the “Stop on the Chord” by taking each chord through the tune to explore it fully.
  • I can comp . . . thinking of the top note of the comping chords as a melody note.
  • I can play the tune using modal playing.
[/green_tick_2_list]

[/features_box_blue]