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Drumchattr > Forums > Blog Chattr > Percussion Axiom TV: #89 "Behind the Ewazen - Part I"
 
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tburritt

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Registered: 08/03/10
Posts: 181

    01/13/12 at 12:04 AMReply with quote#1

Do you think the general audience is interested in gaining a peak "behind the music"? How would you learn this opening chorale? Leave your replies below. 
KimLongV

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Registered: 08/15/10
Posts: 5

    01/13/12 at 02:08 AMReply with quote#2

So many questions!

1. I strongly believe that there is a high demand for "behind the scenes" content today.  The evidence for this is the rapidly growing collections of these types of videos online, and the necessity for this type of content to appear on DVDs now.


2. I'm learning Northern Lights for my sr recital (Dr. G is working with me on the piece), and the approach I'm taking to learning it is quite similar, with blocking chords (but I'm using 16th notes since 8ths would be quite slow at 40bpm).  Blocking especially helps with sharps/flats are involved and for transitioning from one chord to the next, and it really helps with solving the problem of where and how to position my body throughout the piece.  Being an ex-horn player, I imagine the chorale section being played by a brass quartet when I'm working on phrasing.  For me, it really helps to breathe with the music.

I've been experimenting with different role types in Northern Lights, and I'd just like to know what your thought process is when you decide where to use each type of roll.
DanKrummPerc

Registered: 05/25/11
Posts: 71

    01/13/12 at 01:49 PMReply with quote#3

Percussion Axiom #1:  Do more than play; explain

I think anyone would like to know more about what they see.  Percussion, philosophically, is about as "far out" as instrumental music gets, so we have a great opportunity to bring people along and give them new things to experience.

For the chorale, I would do the 3-step thing I learned from Mike Burritt:  Unison blocking like you showed in the episode, then displaced hands low-high/high-low with the same metering, then displaced out of rhythm.  I use faster rhythms than you demonstrated when blocking to reduce the shift time so it's more similar to actual rolls.  That's helpful to me.  After that I would work out roll types.  

I tend to start phrasing as soon as I can hit the right notes most of the time.  I find that transforms my idea of what the piece is when the texture changes at every step, and gives me time to experience things that will likely not be in the final product.

I'd like to know if you have a process for breaks and breaths in your chorales.  You spaced the phrases beautifully and I wonder if there's a process or if it's more intuitive based on the environment you imagine yourself in.  

Thanks for doing this piece!  It's one of my favorites!
tburritt

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    01/14/12 at 12:58 AMReply with quote#4

So pleased to see some great discussion going on! I'll try and address your questions here. 

Nice to hear from you KimLong! Nice point about the "behind the scenes" on DVDs. Great question about the rolls and deciding how/when to switch. Quick answer is that I don't consciously think about when/how, it just happens. I think mainly on how I'm imagining the phrase at that moment. The roll types are merely spontaneous mechanics aimed at sustain. So... no magic, just technique serving the music.. hopefully! Good luck with NL's! Played that before and love it. 

Dan: Thanks for quoting Episode #1! Love it! Your first comment is very true, ESPECIALLY for general audiences, who I don't always play for. Don't listen to anything my Dad.. I mean my cousin says.... ha! 

Thanks for your comments about my phrasing.. totally intuitive based on the "environment I imagine myself in.." (love that phrase BTW).  The environment could be described as being as far away as possible from the percussion restraints we often find ourselves in....


jamieson_carr

Registered: 10/18/10
Posts: 7

    01/16/12 at 10:57 PMReply with quote#5

I do think as well that the audience wants to know something behind the piece.  However, I think that can differ on the basis of age group, musician to non-musician, regular concert-goer or first time attendee.  For example, I think having any amount of information from the composer to give is great.  It gets them [audience] that much closer to the thought process and creation of something new and unique.  Do non-musicians need to know all the musical jargon people sometimes put in program notes about recapitulations and the modulations of each section?  Maybe not.  Does the older generation care?  Who knows.  Would it be helpful for them to know that a piece like the Ewazen has a unique set of characteristics featuring the marimba that does not occur that frequently in orchestral music [such as playing with the shafts on the ends of the bars]?  Probably a little better than the aforementioned examples.  Obviously you can't gauge the demographic of every audience but I think providing little quirky bits of information that are unique to that specific piece is always something that an audience member can take away and help get them involved in the piece as well.

With regard to the chorale, I agree with what everyone has previously mentioned.  I follow the article by Michael Burritt called Four-Mallet Traditional Rolling.  I usually do this extremely slow.  I think it's also worth mentioning about leading with the left hand first when playing chorales of any kind.  When I get everything up to speed I also like to think of smaller subdivisions to make sure I keep in time.  If you are thinking eighth notes at a slower tempo rather than quarter notes or half notes there is, at least for me, less fluctuation in time.  Just a few thoughts.

One question I do have that maybe Dr. Burritt can talk about in the next installment is: how does your playing change when you are performing a concerto versus a solo piece of music?  In terms of musical decisions, overall dynamic contrast, mallet selection, etc.?

 
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marimbasass

Registered: 09/07/10
Posts: 36

    01/19/12 at 03:22 PMReply with quote#6

On a different tangent:
What are your thoughts on adapting a longer piece like this into something for a church setting? Chorales are so audience friendly and work in that setting nicely and this one is the right length. The beginning and end of Northern Lights also have this possibility.

Great episode and tips on how to block these chords.
-Jeff
DanKrummPerc

Registered: 05/25/11
Posts: 71

    01/20/12 at 01:58 PMReply with quote#7

Hey Jeff!

I'd say if you took the chorale and the cadenza, chopped it up and arranged it for the content/length you need and adjusted for the mood you want you'd have it all set! 

The second movement would be very good for this also.

I don't know what the copyright considerations with that are, but churches usually have flat ASCAP fees every year to cover everything that happens in them so there would only be "official arrangement" to think about if you wanted to take it that far.
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