After students have had a chance to experience swing rhythm with some ear training (see jazz part 1 article) next it is time for the student to try their hand. The following are things to be on the look out for in student performances when reading or improvising in the swing style. These are common problems I have observed over the years.
What style?
Is the student trying to swing while playing Latin jazz music? Only swing or shuffle style should have the triplet sounding eighths. Other styles such as jazz rock, jazz funk, and Latin are performed with straight eighths.
How do they perform phrases starting with an upbeat?
Do phrases starting with upbeats start with the long instead of the short rhythm of the triplet?
Are they rhythmically accurate?
Students can have difficulty playing on down beats after experiencing the syncopated nature of jazz music. I expect students to practice with a metronome. Here is my approach to handling syncopation problems for the student who needs a little extra help.
Dealing with Syncopated Rhythms
I have students write in the counts, if they can. If they can’t, I will do it for them if time does not allow for further discussion on counting.
1. I print enlarged numbers and their subdivisions representing when notes are played for visual feedback and minimize the look of tied notes and rests.
2. Have student count out loud and clap the composite rhythm of both hands slowly. Increase speed on successive repetitions until desired tempo is achieved.
3. Next, student is to tap out the rhythm for each hand on their lap while counting out loud. Go slow and if rhythms are particularly difficult, start with tapping hands separately before attempting hands together.
4. For those students having coordination issues, I write under the system of music L for left hand, R for right hand and T for hands together as it applies to the composite rhythm of the passage.
5. Next, have them say the coordination, such as left, right, together, while tapping hands in the order in which they occur without regard for rhythm.
6. Now count out loud and tap hands accordingly.
7. Only when a student is stuck will I demonstrate saying the coordination of the hands in rhythmic time for the student to repeat back.
If you wish to further challenge students with rhythmic studies, then get a copy of the book The Rhythm Bible by Dan Fox.
Do they play 3 against 2 rhythm or swing properly?
As I discover more issues, I will update this article.