The book is divided into two hierarchically organized parts. In Part I, the various Melodic Shapes for creative writing and improvisation serve as the important aesthetic substance. In Part II, materials quoted from John Coltrane and others are integrated in a fashion convenient to improvisers who seek the technical proficiency of an instrumentalist. Admittedly, the beginning of Lexicon of Geometric Patterns for Jazz Improvisation was already revealed in Chapter IV of my other book Symmetrical Scales for Jazz Improvisation (Masaya Music, 2006). Over the course of a decade, however, I have developed my ideas into the more intelligible format shown in this book, so that even musicians who have difficulty conceiving of dissonant melodies may learn to create their own patterns to be used in improvisation. Dedicated to David Liebman and Dr. Lewis Porter, who have improved the quality of jazz education remarkably.
Surprisingly, few studies have been made that address the possibilities of musical scales. This book is, to the best of my knowledge, the first of its kind to establish and examine a complete system of all conceivable scales. My intention is that this book be used as a reference tool for all musicians, as it provides a complete dictionary of all possible scale configurations.
This book is intended to answer guitarists demands for my lessons. Ultimately, it depends on who will learn it and how they utilize my method. Over the years, I had been asked to compile my guitar method book, but I was very reluctant to do so until I completed my improvisation book Yamaguchi Improvisation Method (New York: Masaya Music, 2012). Because after all, my priority is to teach music, especially improvised music --- not how to play the guitar. Though this book required a huge amount of work to complete, I finished it for all my fellow guitar players, who regularly use my The Complete Thesaurus of Musical Scales. The YAMAGUCHI Guitar method in this book is highly original and much different from most books in today s jazz pedagogy. This is a new kind of guitar method book that will leave no student behind if you interpret my words correctly. I hope the YAMAGUCHI Guitar method will guide you to unlock melodic possibilities and broaden your musical vocabulary. GOOD LUCK!
(Artist Transcriptions). In the late 1950s, John Coltrane composed or arranged a series of tunes that used chord progressions based on a series of key center movements by thirds, rather than the usual fourths and fifths of standard progressions. This sound is so aurally identifiable and has received so much attention from jazz musicians that it has become known as "Coltrane's Changes." This book presents an exploration of his changes by studying 13 of his arrangements, each containing Coltrane's unique harmonic formula. It includes complete solo transcriptions with extensive performance notes for each. Titles include: Body and Soul * But Not for Me * Central Park West * Countdown * Fifth House * Giant Steps * Summertime * and more.
New Guitar Method utilizing all fourths tuning (E, A, D, G, C, F - low to high). If I was starting to learn to play the guitar today, and somebody gave me a guitar today, I'd tune it in straight fourths without a doubt. Just like the six-string bass, 'cause to find that B string is a pain, and it's unnecessary, 'cause you play ... you know ... there's only a few of us that go around bashing out power chords anymore, so you don't need that anyway, so if I was to learn again, it's just that it's been so many years trying to beat the B string that I can't go and un-beat it. --Allan Holdsworth
The motivation for the YAMAGUCHI improvisation method was to develop my The Complete Thesaurus of Musical Scales and delve into my findings about music education. I do not have any aspiration to write the best-selling how to improvise textbook, but I did have the perspiration required to complete the best content improvisation method book available to any instrumentalist. My main priorities are to boost teaching quality as well as general academic standards in music pedagogy. The YAMAGUCHI improvisation method is also intended to answer musicians demands for my lessons (This textbook price is more reasonable than one-time private lesson fee). With my original method revealed in this book, you will be able to activate, in your music, The Complete Thesaurus of Musical Scales, Symmetrical Scales for Jazz Improvisation, Pentatonicism in Jazz: Creative Aspects and Practice, and Lexicon of Geometric Patterns for Jazz Improvisation. The motto of the YAMAGUCHI Improvisation Method is, "Search not for the tracks of the people of old, Search for that which they aspired to." Keep stimulating your interests by researching the past, and searching within yourself. I hope that the YAMAGUCHI Improvisation Method will guide you to become a complete artist. GOOD LUCK!
The principle of this book is not passing theoretical interest, but an effective guide to musical life and how non-diatonic synthetic scale formations can be expanded to the fullest extent. Over the years, I had been asked to write my two-octave and multi-octave synthetic scales book in conjunction with my "The Complete Thesaurus of Musical Scales." This work will lay out the structural guidelines of the synthetic scales and give some examples of how the derived lines can be used in a jazz context. This book is sending out my strong message that seemingly useless scales, listed in "The Complete Thesaurus of Musical Scales," can be injected readily into regular scale usages by building them with octave displacement of synthetic formations. Explore synthetic scale formations by finding your own formulae. Good luck!
he purpose of this book is to share my thoughts with all melodic instrumentalists, to suggest an avenue into chromatic jazz improvisation. The title Chromaticism in Jazz implies the coloristic, intervallic, non-diatonic, paratonal, and superimposition styles of jazz improvisation that may be represented by the mid-60 s Miles Davis Quintet and the 60 s John Coltrane Quartet (and later Coltrane groups). It must also be noted that the application of chromatic lines in improvisation should not overshadow the natural flow of ideas, but should be explored thoughtfully to create contrast and more lyrical, melodic playing. As the subject of dissonance versus consonance has shifted and evolved throughout the course of jazz history, chromaticism has been developed by later generations to stretch the boundaries of jazz improvisation. The use of superimposed lines against harmonic structures can often create an interesting deflection, in conjunction with more standard jazz language. This work will lay the structural guidelines of chromaticism and give some examples of how chromatic lines can be used in a jazz context. After learning the evolution of chromaticism in recorded jazz, you will then gain the knowledge and skill to explore further possibilities. I hope this book will offer a new treatment for the chromatic deficiency in American musical society at large.
Two purposes of this compendium are: (1) to recommend to researchers and funders of research promising lines of inquiry and study suggested by recent, strong studies of the academic and social effects of learning in the arts; and (2) to provide designers of arts education curriculum and instruction with insights found in the research that suggest strategies for deepening the arts learning experiences and are required to achieve the academic and social effects. The compendium is divided into six sections: (1) "Dance" (Summaries: Teaching Cognitive Skill through Dance; The Effects of Creative Dance Instruction on Creative and Critical Thinking of Seventh Grade Female Students in Seoul, Korea; Effects of a Movement Poetry Program on Creativity of Children with Behavioral Disorders; Assessment of High School Students' Creative Thinking Skills; The Impact of Whirlwind's Basic Reading through Dance Programs on First Grade Students' Basic Reading Skills; Art and Community; Motor Imagery and Athletic Expertise; Essay: Informing and Reforming Dance Education Research (K. Bradley)); (2) "Drama" (Summaries: Informing and Reforming Dance Education Research; The Effects of Creative Drama on the Social and Oral Language Skills of Children with Learning Disabilities; The Effectiveness of Creative Drama as an Instructional Strategy To Enhance the Reading Comprehension Skills of Fifth-Grade Remedial Readers; Role of Imaginative Play in Cognitive Development; A Naturalistic Study of the Relationship between Literacy Development and Dramatic Play in Five-Year-Old Children; An Exploration in the Writing of Original Scripts by Inner-City High School Drama Students; A Poetic/Dramatic Approach To Facilitate Oral Communication; Children's Story Comprehension as a Result of Storytelling and Story Dramatization; The Impact of Whirlwind's Reading Comprehension through Drama Program on 4th Grade Students' Reading Skills and Standardized Test Scores; The Effects of Thematic-Fantasy Play Training on the Development of Children's Story Comprehension; Symbolic Functioning and Children's Early Writing; Identifying Casual Elements in the Thematic-Fantasy Play Paradigm; The Effect of Dramatic Play on Children's Generation of Cohesive Text; Strengthening Verbal Skills through the Use of Classroom Drama; 'Stand and Unfold Yourself' A Monograph on the Shakespeare and Company Research Study; Nadie Papers No. 1, Drama, Language and Learning. Reports of the Drama and Language Research Project, Speech and Drama Center, Education Department of Tasmania; The Effects of Role Playing on Written Persuasion; 'You Can't Be Grandma: You're a Boy'; The Flight of Reading; Essay: Research on Drama and Theater in Education (J. Catterall)); (3) "Multi-Arts" (Summaries: Using Art Processes To Enhance Academic Self-Regulation; Learning in and through the Arts; Involvement in the Arts and Success in Secondary School; Involvement in the Arts and Human Development; Chicago Arts Partnerships in Education (CAPE); The Role of the Fine and Performing Arts in High School Dropout Prevention; Arts Education in Secondary Schools; Living the Arts through Language and Learning; Do Extracurricular Activities Protect against Early School Dropout?; Does Studying the Arts Engender Creative Thinking?; The Arts and Education Reform; Placing A+ in a National Context; The A+ Schools Program; The Arts in the Basic Curriculum Project; Mute Those Claims; Why the Arts Matter in Education Or Just What Do Children Learn When They Create an Opera?; SAT Scores of Students Who Study the Arts; Essay: Promising Signs of Positive Effects: Lessons from the Multi-Arts Studies (R. Horowitz; J. Webb-Dempsey)); (4) "Music" (Summaries: Effects of an Integrated Reading and Music Instructional Approach on Fifth-Grade Students' Reading Achievement, Reading Attitude, Music Achievement, and Music Attitude; The Effect of Early Music Training on Child Cognitive Development; Can Music Be Used To Teach Reading?; The Effects of Three Years of Piano Instruction on Children's Cognitive Development; Enhanced Learning of Proportional Math through Music Training and Spatial-Temporal Training; The Effects of Background Music on Studying; Learning To Make Music Enhances Spatial Reasoning; Listening to Music Enhances Spatial-Temporal Reasoning; An Investigation of the Effects of Music on Two Emotionally Disturbed Students' Writing Motivations and Writing Skills; The Effects of Musical Performance, Rational Emotive Therapy and Vicarious Experience on the Self-Efficacy and Self-Esteem of Juvenile Delinquents and Disadvantaged Children; The Effect of the Incorporation of Music Learning into the Second-Language Classroom on the Mutual Reinforcement of Music and Language; Music Training Causes Long-Term Enhancement of Preschool Children's Spatial-Temporal Reasoning; Classroom Keyboard Instruction Improves Kindergarten Children's Spatial-Temporal Performance; A Meta-Analysis on the Effects of Music as Reinforcement for Education/Therapy Objectives; Music and Mathematics; Essay: An Overview of Research on Music and Learning (L. Scripp)); (5) "Visual Arts" (Summaries: Instruction in Visual Art; The Arts, Language, and Knowing; Investigating the Educational Impact and Potential of the Museum of Modern Art's Visual Thinking Curriculum; Reading Is Seeing; Essay: Reflections on Visual Arts Education Studies (T. L. Baker)); and (6) "Overview" (Essay: The Arts and the Transfer of Learning (J. S. Catterall)). (BT)
