Category Archives: Practicing Improvisation

Deepening Improvisation: Do This Every Time You Learn a New Melodic Pattern



Part of the work in studying improvisation is what I call “feeding” our ears and imagination. In essence, this involves learning and practicing new patterns and sequences.

These patterns can be anything from simple, diatonic melodic movements, to more harmonically complex polytonal statements that you’ve discovered in a jazz etude book, to very particular “licks” that you’ve transcribed from somebody’s solo.

All good.

And all things that will ultimately increase your improvisational vocabulary.

Whenever I give a lesson to any intermediate to advanced improvisers, I typically find that they are already practicing patterns on a regular basis. (I can hear it manifest itself as part of their improvisational “vocabulary”.)

Yet far too many of them are not  doing one very important thing each time they learn a new idea, lick or pattern:

They’re not singing it first,  before playing it.

As simple as that.

I begin to suspect this based upon what I hear in their playing, which in general, sounds like they are somewhat disconnected to the notes they are playing. In short, it sounds like they’re not playing so much from their aural imagination, as from mechanical memorization.

As I start asking questions, I often find that they also don’t do much singing in general as they practice improvisation.

And that’s where we begin to change their practice aims and procedures.

You see, there is a very good reason all the legendary jazz artists would learn so much of their vocabulary by ear (and why this learning tradition is carried on by today’s great artists and educators).

It all comes down to how you think and react.

When you think of a melodic idea in a mechanical  sense (such as, “root, to flat 5, to 4, to flat 3, to natural 3, to root”, for example), your brain organizes how  you’re going to play that idea (your reaction) in a fundamentally different way than if it emerged from your aural imagination.

When you practice patterns from this more “mechanical” organization, it not only takes a good deal of time to “get the notes under your fingers”, it also takes a long time to find its way into your natural, organic improvisational expression.

On the other hand, when you are able to hear clearly and precisely how a melodic pattern sounds, you will not only get the notes under your fingers in a shorter amount of time, but you’ll also be able to access the pattern more readily as you improvise.

And here’s the bonus part:

When you learn patterns primarily by hearing and imagining them, you become much more flexible with how you use them. This means that you easily learn to make variations on them in the moment when you improvise (which, in many ways, is the essence of improvisational variation).

By using you ears in this way you turn patterns into components of aural imagination and impulse. This becomes the fuel that privides energy and movement for your improvisations.

When you first start learning patterns by ear, it can seem daunting. It might take a lot of time to learn even the most rudimentary melodic patterns (like 1,4,5, 3 in major keys for example).

Keep in mind that you get better and better at doing this (meaning faster and more accurate) the more you practice it. And also keep in mind that you can start simple, building upon your skill.

But here’s the bottom line:

No matter whether you discover a new melodic pattern (or lick, or sequence, or idea, or fragment, etc.) that you want to learn from a recording, or from a notated source (such as a transcription or jazz etude book), get in the habit of doing this one very simple, very important thing:

Take the time to sing the pattern with 100% accuracy before  you take it to your instrument to work on it. Don’t just approximate the general “shape” of the pattern. Know it from note to note in its entirety.

Sing it in at least one key, but sing it until you have confidence that you imagine and hear it with vivid clarity. Let it go deep inside of you.

It is never time wasted.

And even if you’re practicing patterns from a book that presents a particular melodic pattern in all 12 keys, take time to sing the pattern in an iteration that fits within your vocal range. Then start wherever that is on the page and work each of the other keys of the pattern using your “singing key” as a starting point.

Doing this regularly will help you to play and absorb the pattern in the other keys more readily and more deeply.

It’s a matter of turning the somewhat abstract (the notes and sequence of the pattern, lick, etc.) into something a bit more concrete (your expression).

And when that happens, you’re on your way to expanding and personalizing your own unique improvisational voice.

Healthy and Efficient Practice: Aim for Wanting This at the End of Each Session

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Part of my work as practice coach is in helping musicians clarify their wishes. This involves suggesting ways to reframe what they want in a manner that is most conducive to actually getting it.

One of the most fundamental desires I encourage my clients to cultivate has to do with how they feel at the end of a practice session. I typically tell them something like this:

At the end of your practice session, aim at having enough energy so that you feel like doing a little more. You should really look forward to practicing again the next day.

It sounds like a simple thing (and it is), but it is not always so easy to carry out.

You see, many serious musicians too often end their practice sessions feeling either one of two things:

1. Utterly exhausted

2. Utterly frustrated

(And of course, sometimes the practice session ends with feeling both exhausted and frustrated!)

Let’s examine both of these things.

If you end each session feeling exhausted (physically and/or mentally), you run the risk of  either:

Developing an overuse issue, which could lead to various types of repetitive strain injuries. Or…

Cultivating habits of coordination (movement and posture) that are a potential hinderance to your continued growth.

If you leave each session feeling frustrated, you run the risk of either:

Slowly smothering your inspiration (and pleasure) in making music, which can lead to burnout. Or…

Gradually diminishing your curiosity about how  you do what you do, which is also a hinderance to you continued growth.

To be clear, I’m not talking about the kind of frustration that is a result of simply not having enough time to practice. (That’s a topic for another blog post.)

I’m talking about having a reasonably sufficient amount of time to practice, yet feeling frustrated with the progress (or lack thereof) in the session itself.

If you regularly  end your practice session feeling frustrated, the first thing you need to do is to seriously examine and call into question how  you’re doing what you do. It may be that you are simply misdirecting your efforts.

Aim for a better understanding of the problem (specifically, how things actually work acoustically, and how your bodily design can cooperate with this acoustical reality) instead of carrying out the same, misdirected efforts. (A good teacher can help with this.)

And there is a need for finding satisfaction  with the balance between the quality  and the amount  of work you do in each session. I’ve coached a fair amount of musicians who use the feeling of being exhausted as the benchmark of a good practice session.

It is often the misplaced desire to feel  this way that causes some of the very problems that lead these musicians to seek my help in the first place. (I say misplaced desire, because that feeling is not what is leading them to what they actually desire most: efficient, effective practice and continued progress.)

When the criteria of practice shifts to quality of process  (as opposed to a preconceived notion of sufficient quantity), the need to feel exhausted begins to diminish.  It gradually becomes replaced with the desire to continuously explore and clarify. That’s what leads to progress. And satisfaction.

So how do you feel at the end of a typical practice session?

Do you feel sore and dull, or energized and inspired? Do you feel like the quality of your work is as good as it was at the beginning of the session. Do you feel curious? What worked, and what didn’t? What would you do differently tomorrow? How could you do what you did even better than today?

And you don’t have to figure it all out in one sitting. Instead, let yourself “live in the mystery”. Let your curiosity be your guiding light.

When I studied with the great multi-woodwinds artist and Los Angeles recording studio legend, Bill Green, he told me something that fundamentally changed how I continue to approach practice to this day. (Bill Green was well known for practicing prodigiously, always gaining greater mastery on all of the saxophones, clarinets, flutes, as well as double reeds.). I’d like to pass it on to you what he told me:

Practicing music is like enjoying fine food. No matter how good it is, you’ll always enjoy it to the fullest if you leave the table feeling mostly satisfied, but leaving room for just a bit more.

So let yourself be just a tiny bit “hungry” each day as you end your practice session. You’ll stay healthy, curious and always growing.

Is Improvisation Really Just “Spontaneous Composition”?

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Yes. (to answer the question in the title)

And no.

Yes, in that you are most certainly generating musical ideas. And yes, these ideas contain what can be referred to as “compositional elements and principles”. And yes, when you are a skilled improviser, you are often constructing a solo in a cogent, “compositional” manner.

But to describe improvisation as “spontaneous composition” is an incomplete (and sometimes inaccurate) description of the improvisational process.

In the most fundamental sense, the difference between improvisation and composition comes down to a matter of conscious deliberation.

Take human speech, as an example. The vast majority of the time you are speaking (talking with friends, explaining something to someone, etc.), you are actually improvising.

Sure, you might have a “theme” that you’re working with (maybe talking about where you’d like to eat lunch, for example), but you really aren’t planning, word for word, what you’re going to say. You’re simply following the immediate need to communicate. In essence, you’re reacting in real-time.

Now contrast that with writing something, let’s say for example, writing an essay. Writing gives you a chance to choose your words more carefully. You can take your ideas out of “real-time”, and consciously craft them with the kind of nuance that best suits your intentions.

Musical improvisation and composition have a similar relationship. When you improvise, you are reacting, moment to moment (whether you think you are, or not).

Sure, there might be some kind of narrative going on in your mind as you do so, perhaps guiding and shaping what you play. Nonetheless, it’s still  a question of reaction.

And of course, musical composition is similar to composing with words, in that it is more calculated, more pondered upon, more deliberate.

In truth, improvisation involves a largely different neurological process than composing. As neuroscientist and amateur jazz pianist Charles Limb discovered in his research, the main parts of the brain that “light up” for a skilled improviser are the parts that have to do with immediate communication.

Think about that for a moment. The skilled improviser is largely in the realm of attempting to communicate  something. More specifically, to connect  with the other musicians with whom he or she is playing.

Communication involves not only taking into account the ideas that you have an impulse to express, but equally important, that which you are hearing and reacting to.

Listening is at the heart of it all.

The best, most sought after improvising musicians are those that listen deeply, and respond in accordance to what they hear. (The late, great jazz bassist Charlie Haden comes immediately to mind here!)

And of course, listening is a very active thing to do. To listen deeply is to be fully present. And being fully present in this way provides the wind beneath the wings of the improviser.

And it’s not just about listening to the others with whom you’re playing. It’s also about listening deeply to yourself. It’s about not being stuck in the “deliberation” of your musical ideas at the expense of losing your improvisational consciousness and flow.

Even if you’re playing with backing tracks, or a drum loop, or a metronome (i.e., things that don’t respond to what you’re doing), you need to be listening and reacting to what you hear. This is absolutely primary.

We can sometimes hear the novice to intermediate improviser string one “pre-fabricated” idea into the next seemingly unrelated prefabricated idea. This kind of improvising lacks cogency. There is no “story” being told (as many accomplished jazz musicians might complain).

Again, this is largely (but not exclusively) the result of not really listening in a coordinated and constructive way, of not actually getting into that beautiful realm of communicating.

It’s a matter of getting “stuck in your head”, and not being truly available to hear what you just played, and how the rest of the ensemble is reacting  to what you just played.  It’s much like holding a good conversation. You listen,  to yourself and those with whom you’re speaking, and you say something that has a logical connection to the conversation. (It’s also part of the learning curve as an improviser, so if this describes where you are now, that’s fine; it will only get better!)

But I’ve also heard some highly accomplished improvisers try a little too  hard to tell their story.

This often gives them what sounds like a “well-crafted” solo, but perhaps not the most spontaneous expression. It can come off as sounding a bit too compositional (and somewhat self-conscious), as the emotional “arch” of the solo builds with more than a small amount of predictability.

Maybe it’s a matter of balance here, but to me, to “plan” an entire solo seems antithetical to the deeper, neurologic process of improvisation.   (I realize that I’m talking here about what my values are in improvisation. I don’t wish to challenge or offend those that disagree or hold other values.)

To paraphrase Charlie Parker: “Learn your instrument. Learn the scales and chords. Learn the tunes. Then forget all that shit and just play.”

I think part of the reason why many of us still get excited when we hear these old Parker recordings, is because that is precisely  what is happening. We’re not so much hearing a deliberate “composition” (though it is most certainly, cogently compositional!) as much as we are hearing a highly disciplined musician who is spontaneously following his muse, is listening deeply, and is expressing himself freely and personally.

And so many other great improvisers have expressed similar sentiments. (Sonny Rollins talks about aiming to access the “subconscious” when he improvises.)

So study and think like a composer. Aim to master solid compositional principles. Work with the materials of music constantly, as you find new ways to move musically, and to express your ideas.

But when it’s actually time to improvise, just remember to be open, to listen and react without second guessing yourself. Let your voice emerge and manifest its unique, beautiful truth.

A Simple Way To Expand Your Improvisational Vocabulary (As You Improve Your Technique!)

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The most typical frustration that an aspiring student of improvisation expresses to me in our initial consultation is that they feel stuck. They feel rather stagnant, uninspired by their own predictable (to them, anyhow!) playing.

And as I listen to them play and ask questions, I notice without fail that not enough of their practice study and effort is put into studying rhythm and meter.

Lots of work done on melodic sequences, harmonic substitution, licks, etc., but not much consciousness about how to most easily vary the patterns they already know all too well.

There are many ways to begin to vary what you do rhythmically and metricallyin order to increase your improvisational vocabulary. I’d like to offer here one very simple, very easy thing you can do with the patterns (scales, arpeggios, licks) that can open up your ears and thinking in a fundamental way.

Here it is: Rythmically displace every pattern  that you practice.

Simple as that.

If it’s an eighth-note based pattern that starts on the downbeat of beat one, start it on the upbeat (the “and”) of beat one. (You can also start it on the upbeat of the fourth beat, as well.)

If it’s a sixteenth-note based pattern that starts on the downbeat of beat one, start it after a sixteenth rest (the “e”) of beat one. (Or on the “a” of the preceding fourth beat.)

Take a look at the bebop cliché I put at the top of this page, and play through it, if you have your instrument handy.

Now take a look at the pattern below. It’s the same pattern as above delayed by an eighth rest:

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If you play through this pattern (especially if you use a swing feel) you’ll hear that the pattern sounds fundamentally different. Because of the contour of line, and where the harmonic tensions are placed, the overall quality and color of the pattern is transformed.

This is such an easy thing to do whenever you practice patterns, and should be done with every pattern you practice. If you make this a habit of your daily practice routine, you’ll benefit in several ways:

First, you’ll breathe new life into all the patterns that you already know and use to create your improvisations.

Second, you’ll change your habits of phrasing, opening up yourself to new ways to feel the bar-form and express yourself within this form.

Third, you’ll improve your time.

Fourth, you’ll increase your rhythmic and metric imagination. (Displacing patterns that fit neatly into the “4/4 box” gets you to immediately feel and imagine other meters imposed upon 4/4.

Fifth, you’ll improve your ears, as you learn to hear tensions in “unusual” places (sometime going over the measure from dominant to tonic).

These things will most certainly help you grow and improve as an improviser.

But there is another, very important benefit of practicing things this way. By regularly displacing the beat in the melodic patterns you practice, you invite your brain to find new ways to organize the motor activity necessary to play the pattern.

This is a HUGE benefit for you, whether you improvise or not. It is the “novelty” of the rhythmic displacement that calls upon your brain to virtually “recreate” the pattern. Doing this regularly helps you to better retain any new material that you learn.

It helps you develop a kind “neuro-flexibility” that you’ll take into the practice room as well into performance. (From a neuroscientific point of view, we are wired more for “flexibility” than we are “consistency”, where motor skill is concerned.)

One of the things I most admire (and there are many things to admire!) about saxophonist and jazz pedagogy teacher, Matt Otto, are his free video lessons. With practically  every pattern he presents for you to study, he demonstrates the pattern played with an eighth-note displacement. (He encourages you to do so, too!)

So make this simple variation available and habitual to your practice sessions. You’ll be surprised at how quickly you begin to change how you hear yourself and express yourself as you improvise.

If you’re interested in studying rhythmic displacement in a more comprehensive, methodical way, please consider my e-book, Essential Polymeter Studies in 4/4 Time for the Improvising Musician. Thanks!

10 Recurring Principles Of Effective Practice (And Performance)

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Photo by Quentin Ecrepont on Pexels.com

This past year I’ve had the privilege and honor to serve as practice coach and Alexander Technique teacher to some especially outstanding musicians, from elite orchestral members, to studio session pros, to outstanding jazz artists.

I’m always so thankful for what I learn from my clients, and use what I learn not only to help other musicians, but to also better help myself as a musician.

As I reflect upon the year, both as teacher and as student, I become aware of certain recurring principles that seem be most essential in the process of improving as a musician. These are the concepts that arose most frequently for both my clients and for me (sort of  a “Top 10”, as it were), and are topics I’ve written about in greater detail on this blog.

I’d like to share them with you in the form of some gentle advice.

Here they are:

1. Be clear about what you want.

How do you want to play? Strive for a detailed conception of the kind of musician you aspire to be. Understand that this conception will most likely change along the way, but being clear about what you want will help you work most specifically and effectively.

2. Be clear about how things work.

Understand at least the basic science behind how your instrument works (acoustics), and your human design (anatomy and physiology). You can avoid lots of misdirected effort by being clear on these things. Take responsibility to learn and understand the physical principles involved in playing, and pick and choose the pedagogy that best suits these principles.

3. Use yourself well.

This is the foundation of the Alexander Technique. How you “use yourself” includes your movement, posture (including how you hold your instrument) and your quality of attention (basically, how you “react” as you play your instrument). By using your entire self  in a balanced, more conscious way (i.e., in cooperation with your human design) you create the best conditions for successful musical results (not to mention you also avoid strain and injury).

4. Let your ear lead.

Aim for an expressive  rather than a mechanical  quality in your attention as you play. This is a matter of letting your aural imagination (your ear!) be the initiator of musical activity (e.g., your desire/conception for your best, most expressive sound; not your desire/conception for the “correct embouchure”). When your aural conception is clear, your brain is free to organize the movement to manifest your musical expression in a naturally efficient way.

5. Balance the internal and external.

More specifically, don’t become too internally focused  as you practice and/or play (micro-managing tongue, fingers, embouchure, etc.) Be available to notice what you’re doing with your entire self (an internal awareness), and integrate that with hearing and feeling your sound and expression outside  of yourself (in your instrument, in the room, in conjunction with the other musicians, etc.) Many coordination problems musicians develop (including focal dystonia) are partly a result of a too narrowly focused internal attention.

6. Understand (and strengthen) the relationship between your perception of time and your coordination.

All problems musicians have with coordination and technique are some form of problem with perceiving time. As you improve your time, you improve your coordination and technique.  The clearer and more precise your time perception becomes, the cleaner and faster your technique becomes. So rather than wishing for “fast fingers”, wish instead for clear, solid time. (Even things like pitch and attack are conditioned by your perception of time.)

7. Bring things within reach.

I too often see musicians reaching too far beyond what they are capable of doing in that particular practice session. Besides being a less than optimum learning experience, this also leads to frustration and self-doubt, as well as poor movement and postural habits (i.e., “misuse”). Aim at regressing (simplifying) a too-difficult exercise so that is only slightly  out of your reach. Then work gently and mindfully to bring it back within your reach. Repeat this process many times as you’re practicing something and you’ll be pleasently surprised at your progress. “Lots of little bites finish the entire meal with the greatest satisfaction”, my mother used to say to us kids.

8. Get good at stopping.

There is no point in rushing on to the next attempt to correct what you just did until you are clear about what needs to change, or more specifically, what you need to do differently to make that change. Get good at stopping and redirecting attention and effort. The better I get at practicing music, the better I get at stopping. It is never  a waste of time.

9. Find satisfaction.

Sure, you want to get better. You want to be able to do more than you can do right now. But it’s important that you reaffirm what you already can  do. You need to do this everyday  (no matter how “poorly” your practice session has gone). Always try to end your practice session with something that makes you feel satisfied with what you can already  do as a musician. This will keep you inspired, motivated, and in love (which leads me to the next principle!)

10. Play from a place of love.

I leave the most important principle for last. I still witness far too many musicians that are making music predominantly from a place of fear. This often creates problems for them, some of these problems quite serious. Playing music with a motivational energy of love not only is more satisfying, but it also helps your brain organize the movements necessary to play in the most optimum manner. Love brings with it curiosity, faithfulness and persistence, and with these come continued improvement.

So I hope you consider some of these principles, as I also wish you a wonderful, growth-filled, musically challenging and satisfying life!