A FRESH APPROACH TO THE DRUMSET
SAMPLER Thanks for taking a few minutes to check out my book, “A Fresh Approach to the Drumset.” Drumset. ” Includ Included ed in this PDF are sample pages from seve several ral lessons in i n the book, plus exc excerpts erpts from the Append Appendix: ix: Music Reading, Sticking Combinations, Comb inations, Accent Patterns Patte rns and Musical Glo Glossary. ssary. The sample mp3 files give you a taste of the playalong trac tracks ks that are included as well. In writing this book, I’ve str strived ived to provide a well-rounded approach for the beginning beginn ing throug through h intermediate playe playerr – incorporating not only the basics needed to play grooves & fills, but also als o exerc exercises ises for hand & foot technique, coordination and reading. Rather than just focusing on basi basicc roc rock k beats as many other books tend to do, d o, here you’ll find a comprehensive guid guide e to rock, pop, country, rr&b, &b, funk, hip-hop, hip-ho p, jazz and latin styles. As each style is presented, there is a playalong tune that immediately applies the grooves g rooves learned to a real-life musical exam example. ple. Speaking of o f the playalong trac tracks, ks, I’v I’ve e taken great pains to make sure they are really representative representativ e of the mu musical sical style AND follow common son song g forms. There’ There’ss no cheesy midi midi ssound ounding ing trac tracks ks here – each of the 43 tun tunes es features some of LA’ LA’ss finest musicians! And, unlike unli ke other playalong CDs, each each of these tunes foll follow ow common song forms so that the drummer learns about how h ow tunes are constructed. constructed. Learning Lear ning how to lead a fill from a verse to the chorus, and h how ow to vary a groove within the form of the tune is necessary in order to b become ecome a musical drummer. There’ss really too many features in thi There’ thiss bo book ok for me to list them all, so I won’t even try.. All in all, I spen try spentt over five yyears ears talking with teachers and experimenting with the content and and pacing of the boo book. k. I hope you’ll enjoy scrolling through throug h this sampler and will consider consi der purchasing a copy for yourself. If you have any questions questions,,
[email protected]!! don’t hesitate to contact me at
[email protected] All the Best, B est, Mark Wessels
DRUMSET
A FRESH APPROACH BY
MARK WESSELS
TO THE
WITH PLAY-ALONG TRACKS BY DONNY GRUENDLER AND CHRISTIAN LUNDBERG
Preface
I’m a believer that there are no shortcuts in life. While you can nd hundreds of books that offer “the easiest, fastest way to learn to play the drums,” this method isn’t one of them. That isn’t to say that you won’t get off to a fast start using this book. In fact, you’ll be drummin’ to your rst rock tune in the matter of a few lessons! But what this book DOESN’T do is cut a LOT of corners cor ners in order to dumb down the approach to make it look easy on paper paper.. If you want to REALLY learn to play the drums – not just get a better bett er score on some video game – you’re going to need to develop proper hand and foot technique. t echnique. You’ll You’ll need to gain independence between your limbs. And you’ll need to learn to read music. While working on these fundamentals might not be exciting at rst, the skills you’ll gain will serve as a foundation to the ultimate goal of playing with a great sound and feel. Of course, most people play the drums because they love to jam with some great tunes! t unes! That’s That’s why I constructed this book to give you some great tracks to play along with on every lesson – so that you can immediately apply the technical concepts you learn to playing cool drum beats in a wide variety of styles. So whether your goal is to become a professional drummer or you just want a book that’ll keep you busy with new and interesting concepts for a long time, t ime, I think you’ll nd that working through this book will be fun, motivating and rewarding. I wish you the best on on your musical journey!
Ackn Ac know owle ledg dgem emen ents ts I couldn’t have written this book without the love and support of my family family,, so a big thanks to t o my wife Lynn and children, Kaitlyn and Drew. And to Mike Hoff being a sounding board for my sometimes wacky ideas – thanks for providing the constructive feedback, even when the “rough” drafts were REALLY REALLY rough! Thanks, Donny and Christian for being patient with the t he hundreds and hundreds of “little changes” to the play-along tracks. t racks. Finally, I want to thank everyone who shared insights and suggestions during the long road of getting gett ing my ideas on paper!
Mark Wesse Wessels ls Publications Publications • 1271 Crooked Crooked Stick Drive, Prosper Prosper TX 75078 75078 972.335.1537 • http://www.mwpublications.com
Copyright © 2009 by Mark Wessels Publications. All Rights Reserved. No part of this book or the music on the accompanying CD may be reproduced in whole or in part by any electronic or mechanical means, including i nformational storage and retrieval systems, without the express written permission of the publi sher sher..
Table of Contents PREFACE PREF ACE ...................... ............................................... ................................ ....... 4–7 How to Use the Book/CD, Note Values Chart, Drumset Notation Key, Notation Elements
LEARN ABOUT THE INSTRUMENT..................8-9 SETTING UP THE DRUMS....................... ................................ .........11 11 LESSON ONE: ............................... ............................................12-13 .............12-13 Gripping the Sticks, The Rebound Stroke, Rudiments: Singles, Doubles, Paradiddle
LESSON TWO: .............................. ...........................................14-15 .............14-15 Sticking Patterns, Bass Drum Technique, Hi-Hat Pedal Technique
LESSON THREE .................................. ..........................................16-17 ........16-17 Right Hand Hi-Hat Technique, First Rock Beat, Music Notation Basics
LESSON FOUR ....................................... ...........................................18-19 ....18-19 Music Reading: Quarter/Half/Whole, The Ride Cymbal, Play-along Track: “Rock Steady”
LESSON FIVE .............................................20-21 .............................................20-21 8th Notes, 8th Note Rock Beats, Music Reading: Quarters and 8ths, Play-along Track: “Solid as a Rock”
LESSON SIX .................................. ...............................................22-23 .............22-23 New 8th Note Rock Beats, Technique: Technique: Independence, The Crash Cymbal, Play-along Track: “8 Ball in the Corner”
LESSON SEVEN..................... ..........................................24-25 .....................24-25 The Toms, New Beats Using the Toms, Rudiment: Multiple Bounce Roll, Play-along Track: “Jungle Drums”
LESSON EIGHT ..........................................26-27 ..........................................26-27 Drum Fills, Concepts: Sustaining Momentum, Play-along Track: “Solid Time”
LESSON NINE ............................................28-29 ............................................28-29 Open Hi-Hat Sounds, Rudiment: 5 Stroke Roll, 8th Note Combos, Cross Stick, Play-along Track: “Spy Games”
LESSON TEN ......................... ..............................................30-31 .....................30-31 Quarter Note Ride Pattern, Technique: Independence, Style: Two Beat, Play-along Track: “Two Bits”, Technique: Tap, Down and Up Strokes, Time Check
LESSON TWEL TWELVE VE ..................... .......................................34-35 ..................34-35 3/4 Time Signatures, Grooves in 3/4 Time, Rudiment: Flam, Fills in 3/4 Time, Music Reading: 1st & 2nd Endings, Play-along Track: “Horseback Waltz”
LESSON THIRTEEN ........................... .....................................36-37 ..........36-37 Music Reading:Feel, Dotted Notes,Grooves, Style: Halftime Halftime Play-along Track: “Halftime Show”, Technique: Accented Paradiddles, Paradiddle Grooves
LESSON FOURTEEN ...................................38-39 ...................................38-39 Syncopated 8th Note Beats, Syncopated Combos, Technique: Technique: Single Hand Accent, Play-along Track: “Synco de Mayo”
LESSON FIFTEEN ............................... ........................................40-41 .........40-41 Music Reading: Sixteenth Notes, 16th Note Grooves, 16th Note Fills, Technique: Grid Diddles, Style: Rock Ballad
LESSON .............Rhythmic ...................................... ..........................42-43 .42-43 MusicSIXTEEN Reading: 8th/16th Combinations, Syncopated LH 16th Grooves, Technique: Technique: Accent Grid, Syncopated BD 16ths, Style: Syncopated Rock
LESSON SEVENTEEN......................... ..................................44-45 .........44-45 Music Reading: 16th Rests, Dotted 8ths, 16th Based Rhythmic Permutations, 16th Beat Combos, Rudiment: The Ruff, Style: 8th Note Funk
LESSON EIGHTEEN ....................................46-47 ....................................46-47 Syncopated 16th Note Grooves, 16th Open Hi-Hat Combos, Syncopated Fills, Style: 16th Note Funk
LESSON NINETEEN ....................................48-49 ....................................48-49 Technique: Controlled Rebound, Play-along Track: “Slow Motion”, Rudiment: Flam Tap, Style: Train Beat, Rudiment: Lesson 25, 6 & 7 Stroke Rolls
LESSON TWENTY ......................................50-51 ......................................50-51 Music Reading: 12/8 Time Signature, 12/8 Grooves, Technique: Accented 3’s, 12/8 Fills, Style: 12/8 Blues
LESSON TWENTY ONE ..............................52-53 ..............................52-53 Triple Sticking Patterns, 12/8 Reading, Triple Combos, Triple Hi-Hat Combos, Play-along Track: “Crooked Stick Blues”
LESSON TWENTY TWO .............................54-55 .............................54-55
LESSON ELEVEN ........................................32-33 ........................................32-33
Music Reading: 16th Notes in i n Triple Time, 12/8 Grooves Incorporating 16th Notes, Technique: 12/8 Accent Patterns, 12/8 Fills with 16ths, Style: 12/8 Rock
Music Reading: 8th Rests, Upbeat Ride Pattern, Style: Disco, Fills Using the 8th Rest, Play-along Track: “Build it Up”
2
A FRESH APPROACH TO THE DRUMSET
LESSON TWENTY THREE ...........................56-57 Music Reading: 8th Note Triplets, Triplets, Style: Blues Shufe, Technique: Swing Sticking, Style: Texas Shufe, Style: Rock Shufe
LESSON TWENTY FOUR..................... .............................58-59 ........58-59
READING APPENDIX..................................80-93 APPENDIX..................................80-93 DUPLE/TRIPLE STICKING COMBINA COMBINATIONS TIONS ..94-95 ACCENT PATTERNS ...................................96-97
Technique: Controlled Rebound, Part 2, Style: Halftime Shufe, Play-along Pl ay-along Track: “Backstreet Shufe”, Rudiment: Swiss Army Triplet, Music Reading: 16th Note Triplets, Style: Hip Hop, Play-along Pla y-along Track: “Go Dog”
LESSON TWENTY FIVE ....................... ...............................60-61 ........60-61 Style: Jazz Swing, Technique: Triplet Triplet Accents, Jazz Fills, Technique: Swing Accent Patterns, Play-along Track: “Swingin‘ Easy’
LESSON TWENTY SIX ................................62-63 ................................62-63 Jazz Comping, Technique: Independence
LESSON TWENTY SEVEN ...........................64-65 ...........................64-65 Setting Up Ensemble Entrances, Incorporating Fills, Technique: Paradiddle-diddle/6 Stroke Rolls Play-along Track: “Kick it Old School”
LESSON TWENTY EIGHT ........................ ............................66-67 ....66-67 Catching Ensemble Figures, Music Reading: Ensemble Articulations, Technique: Independence, Jazz Chart Reading: Small Group
LESSON TWENTY NINE ...................... ..............................68-69 ........68-69 Style: Jazz Waltz, Brush Technique, Jazz Ballad
LESSON THIRTY................. THIRTY.........................................70-71 ........................70-71 Afro Cuban Style: Cha-Cha, Son Clavé, Bass Tumbao, Guiro, Cha-Cha Bell Pattern, Conga Tumbao
LESSON THIRTY ONE ..................... .................................72-73 ............72-73 Timbale Abaniquo, Play-along Pl ay-along Track: “Time to Cha-Cha,” Music Reading: Cut Time, Style: Mambo, Cascara, Conga Tumbao, Mambo Bell Pattern
LESSON THIRTY TWO ........................ ................................74-75 ........74-75 Rhumba Clavé, Play-along Track: “Mambo Caliente,” Style: Songo, Play-along Track: “Chango’s Songo”
LESSON THIRTY THREE ...................... ..............................76-77 ........76-77 Brazilian Style: Bossa Nova, Play-along Track: “Bossa Breeze,” Style: Samba, Play-along Track: “Escola de Samba”
RUDIMENT CHART .............................. ....................................98-99 ......98-99 MUSICAL GLOSSARY ............................100-101 ............................100-101
Play-Along Tracks: Index by Styles Sty les ROCK / POP / COUNTRY STYLES Basic Rock ...... ......16, 16, 19, 21, 23, 25, 27, 29, 33 Disco ........................ ................................................. ................................ .......24 24 Two Beat ..................................................32 ..................................................32 Country Waltz ................................... .......................................... .......35 35 Halftime Feels ........................ ...........................................38 ...................38 Syncopated Rock ............................... ................................. 41, 45 16th Note Rock ............................. ........................................42 ...........42 Train Beat .................................................51 .................................................51 12/8 Rock ...................... .............................................. ........................... ...57 57 Rock Shufe .......................... .............................................59 ...................59 R&B / FUNK / HIP-HOP Funk ..................... .............................................47, ........................47, 49, 51 12/8 Blues ..........................................53, ..........................................53, 55 Blues Shufe ............................................ ............................................58 58 Texas Shufe ............................................ ............................................59 59 Halftime Shufe ....................................... .......................................60 60 Hip Hop (Go-Go) ....................... ......................................61 ...............61 JAZZ Swing ....................... ...........................................63, ....................63, 67, 69 Jazz Waltz ......................................... ................................................ .......71 71 Jazz Ballad ......................... ................................................71 .......................71 LATIN STYLES Cha-Cha...................................................74 Cha-Cha ...................................................74 Mambo .................................................... ....................................................76 76 Songo ...................... ............................................... ................................ .......77 77
LESSON THIRTY FOUR ....................... ...............................78-79 ........78-79 Caribbean Style: Calypso, Play-along Pla y-along Track, “Caribbean Nights,” Style: Soca, Play-along Track, “Soca Dance Party,” Style: Reggae, Play-along Track, “One Drop Reggae”
Bossa Nova ........................ ...............................................78 .......................78 Samba ...................... ............................................... ................................ .......79 79 Calypso .................................................... ....................................................80 80 Soca ..................... .............................................. ....................................81 ...........81 Reggae ..................... .............................................. ................................ .......81 81 A FRESH APPROACH TO THE DRUMSET
How to Use the Book Fundamentally, there is no “right” or “wrong” way to Fundamentally, approach any book, but here are a few suggestions that might help you get the most out of this book.
And of course, players at every level will benet from the fantastic play-along tracks – whether you play the grooves as written or make up your own.
I recommend that beginners progress through the book, each lesson in succession (I designed the book so each
I encourage you to really make the most of all the grooves throughout the book, even if they look simple.
lesson serves as a building block for the next). Drummers who have been playing for a while will probably want to skip around and use the book to ll some gap in their training – whether technical, rudimental or musical.
Even professional drummers know that just because a groove is easy to play doesn’t mean that it’ it’ss easy to play with perfect time and a great feel. Record yourself often and analyze your own playing to see if you’re really mastering the groove, time and feel.
More advanced players can apply a “conceptual approach” to certain aspects of the book. For instance, you can apply an almost innite number of practice variations to the “Sticking Patterns” or “Reading Studies” in the Appendix. I’ve included a few ideas to serve as a springboard for conceptual applications to get you started.
Expect that there will be times that you’ll get frustrated or discouraged. Not everything you learn is going to be easy! But when you become become frustrated, don’t let discouragement keep you from having fun. Sometimes the best practice strategy is to just put the book away and just have a blast playing the drums!
Book Icons
Throughout the book, you’ll see some common “sidebar” design elements that t hat will help you easily recognize what type of information is being presented. Here are the types of icons and boxes scattered through the book:
2
A-D
The headphone icon lets you know that there are play-along tracks located on the CD. The number corresponds to the Lesson and the letter(s) to the specic play-along track(s).
Ext E xtr ra
PRACTICE These boxes give you ideas on how to expand upon the material presented. Helpful if you want to challenge yourself.
Technique/Independence
Topics covered in this gray box contain valuable exercises designed to promote hand and feet technical abilities and to develop independence between your limbs.
!
&
The boxes with an exclamation point contain tips and advice related to the topic or grooves directly above it.
Boxes with the “T “Treble reble Clef” icon contain music theory information that’s necessary to learn to be able to read music.
Style Essential
The topic under this header will help you learn an essential musical style necessary to become a well rounded, versatile drummer.
3
“SONG TITLE” TI TLE”
4
Play-along tracks that are named in quotes and have a gray background bar are songs which include a other instrumentalists. This makes it easy to tell the difference between tracks that are just drums from the ones that include a full band. Each play-along song has two versions: one with drums and one minus drums.
A FRESH APPROACH TO THE DRUMSET
How to Use the CD The disc included with this book is NOT an audio CD. This CD is a data formatted disc which includes playalong tracks in MP3 format. All the tracks and other resources can be accessed on a personal computer or with an MP3 capable CD or DVD player.
Why not have audio CD’s CD’s instead? Because there are a HUGE number of play-along tracks included in this book – and it would take over 8 discs to t them on audio CDs. With a computer and MP3 player, you’ll be able to access each of the tracks t racks quickly, quickly, making your practice time much more enjoyable.
ACCESSING THE FILES ON THE CD: For convenience, I recommend that you transfer the MP3 audio tracks to your computer (and from there load onto your iPod or other MP3 music player). Here are the steps to get the tracks on your computer:
• Open a music library program such as iT iTunes unes or Winamp on your computer computer..
• Insert the data CD into the CD drive on your computer computer.. A disc icon will appear on your desktop.
• Double click the disc disc to see its its contents and drag the audio audio tracks to the main main library screen of your your music music library library program. The tracks should import automatically. automatically. Alternatively, Alternatively, you can select “import” from the File menu and import them using the t he program’s program’s import dialog boxes. • The tracks will be automatical automatically ly labeled with Track Letter), Artist (Mark Wessels), Wessels), and (A Fresh A Approach to the Drumset) Album . the correct Title (Lesson # and Track
• If you would like to have audio CD’ CD’ss of any or all of the tracks on the disc, you can burn them yourself yourself using the music library program on your computer. Consult your program’s program’s instructional manual for details on how this works.
Credits Written by: Mark Wessels. Page Layout and Design: Mark Wessels. Cover Design: Design: Mike Hoff. Photographs: Photogr aphs: Andrew Tamulynas. Latin tracks (except “One Drop Reggae” and “Chango’s Songo”) written by Marc Jacoby. “Chango’s Songo” written by Rubén Alvarez. All other tracks written Donny Gruendler and Christian Lundberg. All songs recorded by Christian Lundberg and Donny Gruendler. Gruendler. All songs mixed by Christian Lundberg. Jazz songs mixed by Donny Gruendler.
Musicians:
Christian Lundberg – Guitars and basses Donny Gruendler – Drums & programming Chuck Silverman – Drums on Lessons 30-33 Dale Jennings – Upright bass on jazz tracks Tommy Reeves – Piano jazz tracks Ron Dziubla – Tenor and baritone saxophone - jazz tracks Assistant Engineer – Jace McDonald Rap on “Go Dog” – Interactive RJ A FRESH APPROACH TO THE DRUMSET
Ref Referen erence ce Chart Charts
Rhyy thmic Note Rh Note Values Values
WHOLE NOTE
CORRESPONDING REST VALUES
1
2
ã4
3
Ó
ã4
HALF NOTE 1
2
3
4
ã4 QUARTER NOTE 1
2
3
4
ã8
3
QUARTER NOTE TRIPLET
8th NOTE
1
&
a
1
&
2
&
3
8th NOTE TRIPLET
16th NOTE
1
ã 32
3
&
3
&
a
2
3
ã 16&
3
4
3
&
a
3
e
&
a
2
e
&
a
3
&
e
ã4 ã4 ã4 Œã4 ã4 ã4 ã4 ‰ ãã 84 ãã 48 ã4 a ã 4 ã 16 4 ã ãã 416 ãã 48 ã®ã48 4 & ãã 32 ãã 432 ãã 416 ã ãã416 8 & ã a8 ãã 432 ã ã432 ã 16 ã 16 e &ã 8a ã8 3
a
4
1
ã4 ã4
4
&
a
4
Ó Ó Œ Œ Ó ‰Ó ‰ Œ Œ Ó Ó ‰ ‰ Œ® Œ® Ó Ó‰ ‰ Œ® Œ ® ‰ ‰ ®
5
6
6
6
16th NOTE TRIPLET
1
32nd NOTE
2
&
3
&
4
1
6
&
e
&
a
2
e
&
a
3
ã 32 ã 32 &
ã 16
®
ã 32 ã 32
® ®
6
e
&
a
4
e
&
a
A FRESH APPROACH TO THE DRUMSET
Drum Dr umse sett No Nota tati tion on Ke Keyy DRUMS
ã
œ
œ
œ
œ
Tom1
Tom2
œ
œ
Bass Drum CYMBALS
y
Snare Cross Stick
Snare Drum
Snare Ghost
Snare Rimshot
Floor Tom
Note COWBELLS
y
y
y
y
Hi-Hat
Hi-Hat w/Foot
Hi-Hat Open
Ride Cymbal
Ride Bell
Crash Cymbal
Mambo Cowbell
Cha-cha Cowbell
Basic Notation Elements time signature
Music is written on a STAFF
double bar
bar line
The staff has 5 lines and 4 spaces
percussion clef
measure
A PERCUSSION CLEF tells the player that the music written on the staff is for non-pitched instruments. A TIME SIGNATURE tells you how many beats belong in a measure and what kind of note receives one beat. BAR LINES separate notes into equal numbers of beats. A MEASURE is the space between bar lines. The end of a piece of music is notated with a DOUBLE BAR LINE.
REPEAT SIGNS
ONE MEASURE REPEAT
4
4
4
TWO MEASURE REPEAT
MULTI-MEASURE REST
4ã 4ã 4 ’ ’ ’ ’ « « « Repeat to the beginning or the similar sign
’ ’’ ’’ ’
Repeat the previous 2 measures
Repeat the previous measure
Rest for the number of measures indicated
The volume of the music is indicated with DYNAMIC markings.
p
=
PIANO
= soft
= MEZZO-PIANO = moderately soft = PIANISSIMO
= very soft
f ƒ
=
FORTE
CRESCENDO = gradually get louder
= loud
= MEZZO-FORTE = moderately loud
DIMINUENDO = gradually get softer softer
= FORTISSIMO = very loud
A FRESH APPROACH TO THE DRUMSET
Leearn Abo Abouut Your Instrumen t L Crash Cymbal
Ride Cymbal
Mounted Toms
Hi-Hat Cymbals
Snare Drum
Floor Tom
Bass Drum
Pedals
The Anatomy a Drum Most drums have manyof similarities in how they are constructed, even though the look of each component will vary from manufacturer to manufacturer. manufacturer. It’s It’s important to know all the various parts of a drum.
Batter Head
Tension Rod
The snare drum has a few unique parts that makes it different from other drums:
7
Snare Tensioning Knob Rod Casing
Shell
Snare Strainer (Throwoff)
Snare Gate
Counter Hoop (Rim)
Resonant Head
Snares
The top of the shell (pictured here with the head, rim and tension rods removed) is called the BEARING EDGE.
8
A FRESH APPROACH TO THE DRUMSET
Cymbals
While the drums are the heart of the drumset, the cymbals provide the color. Every set should have at least three types of cymbals:
Bell
RIDE:
The ride is the largest and heaviest of the three. Generally, Generally, you’ll play time-keeping
Ride Area
patterns on the ride cymbal.
CRASH: These are smaller smaller,, thinner cymbals cymbals that
you’ll use to “punch” parts of the music.
Crash Area
HI-HAT:
The hi-hat hi-hat cymbals cymbals come come in pairs pairs and you’ll play them with either your foot (via the hi-hat pedal) or your hands.
There are many other types of cymbals available in addition to the three mentioned above – chinas, sizzles, splashes as well as a dizzying array of other metallic sounds.
Drum Dr umst stic icks ks
Tip
Shoulder
Butt Neck
(Taper)
Without a pair of great sticks, you’ll have a difcult time learning to play the drumset. When selecting your sticks, it’s important to have a pair that are designed for the drumset playing – not concert or marching band! Two Two of the most popular drumset are the 5Astyles). (for rock, jazztoor Latin) and the 5B models (for heavier rock It’s acountry, good idea
Shaft start with one of those two models, then experiment with others based on your desired musical style and feel. A perfectly matched pair of sticks will give you the best chance of success when learning to play the drums. Here are a few things to consider when purchasing drum sticks:
• Sticks should be perfectly straight. Check to see if they are are warped by rolling them on a at surface. • A pair of sticks should have the same weight. weight. Hold the sticks in your hands and see if they feel the same. • The pair should be matched in “pitch.” Tap Tap each stick close to your ear to select a matched pair.
Hearing Protection It’s a fact of life that drums are loud, and if you play for any length of time you WILL It’s damage your ears. For the health and safety of your hearing, it‘s highly recommended that you purchase some good isolation headphones or ear plugs to protect your hearing BEFORE you begin playing!
Metronome The most important role of the drummer is to provide a steady beat. A metronome is a device that gives us a steady pulse that we can use to develop better “time.” If you’re not playing along with a CD or play-along track, use a metronome whenever possible.
A FRESH APPROACH TO THE DRUMSET
Setting Up the Drums
How you set up your kit is a matter of personal preference, but here are some pointers to get a comfortable place to start.
The Throne
Often young drummers will use chairs or stools that do not adjust to the proper position for playing the drumset so having a good drum throne is important. Adjust your throne height so that your legs are above parallel to the oor and the heels are below the knees.
Bass Drum and Hi-Hat
The Snare Drum The height of the snare drum should be a few inches ABOVE your legs. Adjust the tilt of your drum so that it offers a level playing surface.
Start with a comfortable snare drum position and move the bass drum and hi-hat to you. The foot pedals should be in a position where the feet naturally fall. The height of the hi-hat cymbals should be roughly 6–8 inches above the snare, with the cymbals opening about 1 inch when the left foot is off the footboard.
Mounted Toms
Position your mounted toms in front of your snare with a slight angle toward you. Try
Theoor oor Fl Floo r tom Tom To mshould be within easy reach – roughly the same height as the snare
9
to get them as close as possible without the rims touching. Avoid extreme angles as this will affect the sound you get from the drum.
drum, with a slight angle towards you. Be sure to leave a comfortable amount of space for your leg.
Crash Cymbal The crash cymbal is
Ride Cymbal
The ride cymbal is placed to the right of the toms - and at a lower height. You should be able to reach the ride with the right hand without extending your elbow.
usually placed to the left of the toms, within easy reach of the right AND left hands. Adjust the stand height so that the cymbal does not make contact with the drum when it’s played.
10
A FRESH APPROACH TO THE DRUMSET
Drrum Tuning Basic D ics s
If you’ve spent any amount of time in a music store, drum shop or browsing the internet looking at drums, you’ve probably discovered that there are literally thousands of
sound qualities. A great drum sound is a matter of of personal preference – based on your musical style and taste. The following instructions include tuning basics that will help you
types of drums and heads – each with its own specic
get a good fundamental sound from the drums.
Drum Dr umhe head ad Se Sele lect ctio ionn One of the most over-looked aspect of getting a great drum sound is determined by the quality of your drum heads. The heads on your drums should be in good condition (without holes or large dents), and the proper heads
for top and bottom should be used (bottom heads are thinner, which allows the drum to RESONATE). If you’re unsure of which heads to purchase, Google what your favorite drummer uses and try those!
Replacing a Drumhead Remove the old head and take a moment to clean out the inside of the drum andthe tighten internal thescrewing new headthem and in counter hoop on drum.the Replace thescrews. tensionPut rods, until each one is “nger tight.” To seat the head, press down with the palm of your hand. Make sure that there are no slack tension points or wrinkles in any area of the head. Check the lugs once again for equal tension.
1 7
4
6
Cross Tensioning 5
Starting with the tension rod in the 12 o’clock position, tighten it 1/2 turn with a drum key. key. Move across the drum according to this diagram until you have tuned all the rods equally. equally. Continue in this manner until you reach the desired pitch. How high or low a drum is tuned is a matter of personal preference. ONE IMPORTANT IMPORTANT NOTE: The batter head on the snare drum should be tight enough for the stick to rebound easily. easily.
3
8
2
Fine Fi ne Tu Tuni ning ng Once you tighten the head into the desired pitch range, tap the drum with your nger or stick at each tension rod and listen for a pitch (it might be helpful to place the drum on a rug or towel to isolate the sound of the head your tuning). Pick one tension rod as a reference point and begin to use small turns of the key to match the pitch of the other rods to it.
Muffling Once you have the drums tuned, you may wish to apply a small amount of mufing to control the sustain – either with a small cloth patch, moleskin or “moongel.” A good sounding drum should have some resonance, or sustained tone – too much mufing will make your drums sound like cardboard boxes!
!
This is only a brief explanation of the tuning process. Finding a great sound can take years of experience. Listen, learn and experiment! There are hundreds of articles, books and dvd’s devoted to the subject. Do your homework and keep experimenting until you get the sound and feel that you like.
A FRESH APPROACH TO THE DRUMSET
1 n
Gripping the Sticks o 1 POINT of the stick. The s
ou’ll hold the stick 2 Ybetween the thumb
Find the BALANCE
s e L
best place to grip the stick is usually about a third of the way from the butt of the stick.
3 The stick should lay across the heel of the hand with the back ngers wrapping loosely around the stick. Keep a small amount of space between the back ngers and the palm.
Matched Grip The most natural way to grip the left stick is with the matched grip – where both hands grip the sticks exactly the same. Simply repeat the steps above for the left
and index nger. This is called the FULCRUM – the place where the stick will pivot. Avoid squeezing the stick! You should feel no tension in your ngers or wrist.
4 With your shoulder relaxed and elbow close to your body, place the tip of the stick on the center of the drum head. Your hand should be at about a 45 degree angle.
11
hand, then place the tips of your sticks on the center of the drum in roughly a 90 degree (or slightly smaller) angle.
!
This page provides only a brief overview of how to grip the sticks. For a more in-depth discussion of adjusting your grip for various musical styles, refer to my free lesson series on vicrth.com or consult a private drum instructor. instructor.
Left Hand Traditional Grip Even though the left hand traditional grip was developed at a time when drummers held their drums on the side of their bodies, many jazz players still use it today. Because of the difculties with learning this grip correctly, I HIGHLY HIGHLY recommend that beginning players play with matched grip. Video lessons on learning the t he traditional grip are provided on vicrth.com. These videos will get you started, but I recommend that you get lessons from a qualied private instructor to develop the proper grip and stroke.
12
A FRESH APPROACH TO THE DRUMSET
The Rebound Stroke The REBOUND stroke (also called the “FREE STROKE” or “NATURAL “NA TURAL STROKE”) is named for how the stick is allowed to naturally rebound when it strikes the drum head.
Without the Stick
Raise your arm to the playing position and pretend to dribble a basketball using a relaxed wrist motion. Keep the ngers, wrists and forearms completely free of any tension!
With the Stick
Starting in the playing position, raise the tip of the stick until it’s perpendicular to the the back oor.ngers. Allow a little space between the palm of the hand and As you “throw” the stick to the drum, allow it to rebound naturally. Watch yourself in the mirror as you play. There should be no stopping points in the path of the stick as it travels down and up.
Rebound Exercise Exercise:: “8 on a Hand Hand ” R
R
R
R
R
R
R
R
1-2
A-D
L
L
L
L
L
L
L
L
!
Watch yourself in the mirror to constantly monitor your grip and the path of the stick. Practice with the play-along tracks until you develop a consistent, relaxed rebound stroke.
Ess E ssential ential Rudimen Rudimentts The RUDIMENTS serve as building blocks to great hand technique. Practice these rst three rudiments with the playalong tracks – with perfect rebound strokes – and work to balance your sound so s o that each stroke sounds the same.
(“Sing “Single le Stroke Stroke Roll”) Roll ”) Single Strokes ( L
R
L
R
L
R
L
R
L
R
L
R
L
R
L
R
Double D ouble Strokes (“Double Stroke Roll”) L
L
R
R
L
L
R
R
L
L
R
R
L
L
R
R
R
L
R
R
L
R
L
L
R
L
R
R
Single Paradiddle L
R
L
L
A FRESH APPROACH TO THE DRUMSET
13
2 n
Sticking Patterns o s s e L
1-2
A-D
Practicing various sticking patterns will help you to develop a consistent sound from left to right. Start slow, practicing each exercise separately with a metronome or play-along tracks. Watch yourself in a mirror and listen to each stroke!
1
R
L
R
L
R
L
R
L
13
L
R
L
R
L
R
L
R
2
R
R
L
L
R
R
L
L
14
L
L
R
R
L
L
R
R
3
R
L
L
R
R
L
L
R
15
L
R
R
L
L
R
R
L
4
R
L
R
R
L
R
L
L
16
L
R
L
L
R
L
R
R
5
R
L
L
R
L
R
R
L
17
L
R
R
L
R
L
L
R
6
R
R
L
R
L
L
R
L
18
L
L
R
L
R
R
L
R
7
R
L
R
L
L
R
L
R
19
L
R
L
R
R
L
R
L
8
R
R
R
L
R
R
R
L
20
L
L
L
R
L
L
L
R
9
R
R
L
R
R
R
L
R
21
L
L
R
L
L
L
R
L
10
R
L
R
R
R
L
R
R
22
L
R
L
L
L
R
L
L
11
L
R
R
R
L
R
R
R
23
R
L
L
L
R
L
L
L
12
R
R
R
R
L
L
L
L
24
L
L
L
L
R
R
R
R
!
There a literally hundreds of ways to apply these simple sticking permutations to the drumset. Throughout the book, you will learn a few common methods that will help you learn control, coordination and independence. Practice each exercise at least 20 times each day. Focus your attention on your technique, listening for a consistent sound from hand to hand.
14
THIS IS NOT A RACE! Playing fast as you can won’t help you to develop proper form and muscle memory. memory. Be patient and take it slow! There are more sticking combinations located in the APPENDIX on page 94 in the back of the book. For even more exercises, check out “STICK CONTROL FOR THE SNARE DRUMMER” by George Lawrence Stone.
A FRESH APPROACH TO THE DRUMSET
Bass Drum Technique Heel Down
Heel Up
This technique is generally preferred by drummers who want control on low volume and expressive playing. To play with the heel down technique, simply play your right foot while leaving the heel touching the footplate.
The heel up technique is preferred by drummers who want the greatest volume. With this technique, play by lifting the leg and dropping the foot to the oor – or by suspending the leg in the air while you play the pedal with the ball of the foot.
Open and Dead Tones An OPENTones TONE is achieved by allowing the beater to rebound off the drum head – similar to a snare drum rebound stroke. This allows the bass drum head to vibrate freely and achieves the most resonant sound from the drum.
A DEAD TONE is played by “burying the pedal” into the drum head. This type of stroke has the maximum punch and attack, but the least resonance because the batter head isn’t allowed to vibrate.
Bass Drum Pedal Exercise Practice playing bass drum strokes along with a metronome or play-along tracks. Once you achieve a consistent sound with a
relaxed stroke, try playing the bass drum along with the sticking patterns from the previous page. Play a bass drum stroke along
1 HANDS
Play a bass drum note along
2
with every stroke in the hands:
R
L
œ
BASS DRUM
R
œ
L
œ
œ
with every other stroke in the hands:
HANDS
R
L
œ
BASS DRUM
R
L
œ
Hi-Hat Pedal Technique Most drummers use both the heel up and heel down techniques on the hi-hat: HEEL DOWN when playing open hi-hat sounds with the sticks – and HEEL UP when playing left foot hi-hat “chick” sounds.
Hi-Hat Pedal Exercise Practice both the heel up and heel down techniques with the play-along tracks. After you’re comfortable, play hi-hat AND bass drum beats along with the hands playing the Sticking Patterns on the t he previous page.
3 HANDS
R
BASS DRUM HI-HAT
4
Play a bass drum and hi-hat stroke along with every stroke in the hands:
L
R
L
œ
œ
œ
œ
x
x
x
x
Play a bass drum and hi-hat note along with every other stroke in the hands:
HANDS
R
œ
BASS DRUM HI-HAT
L
R
L
œ
x
x A FRESH APPROACH TO THE DRUMSET
3 n
Right Hand Hi-Hat
o s s e L
To play the hi-hat with the right hand, start by depressing the pedal so the hi-hat cymbals are in the “closed” position. When you play with the right hand on the hi-hat, keep the elbow and shoulder relaxed. The hi-hat can be played with the tip or the shaft of the stick – each creates a unique sound (the tip is used for lighter sounds, the shaft for f or heavier sounds). Most drummers play “right-over-left” on hi-hat/snare patterns.
3
Beginning Independence
Start by counting “1, 2, 3, 4” out loud while you play the
Next, try the bottom notes on the bass drum instead of
top part (x) on the hi-hat, then add your left hand on the snare drum playing the bottom notes.
snare drum. The play-along track alternates between the two: 4 times with hi-hat/snare, then 4 times hi-hat/bass.
1
A
¿ œ
¿
¿
¿
“1”
“2”
“3”
“4”
2
¿
¿
¿ œ
¿
“1”
“2”
“3”
“4”
3
¿ œ
¿
¿ œ
¿
“1”
“2”
“3”
“4”
15
4
¿
¿ œ
¿
¿ œ
“1”
“2”
“3”
“4”
5
¿ œ
¿ ¿ œ œ
“1”
“2”
¿
“3”
¿
¿
¿ œ
¿ œ
“1”
“2”
“3”
“4”
6
“4”
Ext E xtr ra PRACTICE For more practice on these exercises, you can split the parts between the feet – playing the top line with the left foot hi-hat. Then try playing with any combination of hands and feet: including both hands and both feet!
“ROCK “RO CK ST S TAR ”
3
B-C
This rock beat is easy to learn – and it’s it’s been played by some great drummers on countless hit records! The right hand will play steady beats on all four counts while you alternate between bass drum and snare drum beats.
RH HI-HAT
x
LH SNARE
œ
BASS DRUM Count:
! 16
1
x
œ
x
œ
2
3
Start slowly and count out loud as you play play.. Practice the groove over and over until you can play with steady relaxed strokes. After you can get a consistent sound and feel, try playing it with the play-along track.
œ
x
4
1
x
x
x
œ
œ
œ
2
3
x
œ 4
WHAT you play is not as important as HOW you play it. Even a simple groove like this, played in perfect time WHAT with conviction and a great sound can be all that a song needs to make the band sound great!
A FRESH APPROACH TO THE DRUMSET
&
MusicMusic Notation is written on a Basics STAFF 2
3
4
5 1
2
4
3
The PERCUSSION CLEF tells you that the notes
on the staff are for non-pitched instruments.
1 The staff has 5 lines and 4 spaces.
Note Values A WHOLE NOTE is equal to FOUR COUNTS:
A HALF NOTE is equal to TWO COUNTS:
A QUARTER NOTE is equal to ONE COUNT:
w 1
All note values have a corresponding rest: whole rest 2
3
4
h h q q q q 1
1
2
2
3
3
4
4
half rest
Œ
quarter rest
BAR LINES separate notes into equal numbers of beats. bar line
A MEASURE is the space between bar lines.
bar line
measure
measure
The end of a piece of music is notated with a DOUBLE BAR LINE
A TIME SIGNATURE tells you how many beats belong in a measure measure and what kind of note receives one beat.
Note Value Exercise
— There are FOUR BEATS in a measure — The QUARTER NOTE receives one beat
3
D
Play steady quarter note beats in the bass drum (bottom notes) while you play the whole, half and quarter note exercise on the snare (top notes). Count out loud while you play, SUBDIVIDING SUBDIVIDING each beat by saying “and” between the numbers.
When you reach the
REPEAT SIGN, repeat REPEAT back to the beginning.
&
ã Count:
1 & 2 & 3 & 4 &
1 & 2 & 3 & 4 &
1 & 2 & 3 & 4 &
1 & 2 & 3 & 4 &
ã 1 & 2 & 3 & 4 &
1 & 2 & 3 & 4 &
1 & 2 & 3 & 4 &
1 & 2 & 3 & 4 & A FRESH APPROACH TO THE DRUMSET
4 n
4
Music Reading Exercises o s s 1 Œ Œ Œ Œ e ã L
A
Keep steady time in the bass drum while you play the various rhythms in the snare drum. The play-along track moves from one exercise to the next with 8 counts between. Count out loud while you play, subdividing each beat.
Count: 1
& 2 & 3 & 4 &
3
ã 5
4
ã
ã
Œ
Œ
Œ
1 & 2 & 3 & 4 &
Œ
Œ
2
Œ
6
ã
Œ
17
7
Œ
8
Ó
Ó
ã
Ext E xtr ra PRACTICE More READING EXERCISES can be found in the APPEND on page 80. APPENDIX IX on
Technique Focus: Independence Focus: Independence You can use the Reading Exercises above to work on independence between your limbs.
1 Play steady quarter notes on the bass drum
Œ
ã
AND hi-hat (with your right hand) while you play the reading exercise with your left.
2
ã
Œ
Œ
3 Play steady quarter notes with alternating strokes on the snare drum while you play the Reading Exercises with both feet.
Œ
Œ
Œ
Œ
Œ
Play quarter notes on the right hand (hi-hat) and left hand (snare) (snare) – then add a Reading Reading Exercise in the bass drum.
ã
Œ
Œ
Œ
Œ
After you’ve played through these 8 Reading Exercises, you can apply the same short concepts to the Reading Exercises in the Appendix in the back of the book!
18
A FRESH APPROACH TO THE DRUMSET
The Ride Cymbal The “RIDE CYMBAL” was named for the “ride” (time-keeping) patterns that are often played on it. A general “all-purpose” playing area for the ride cymbal is about a third of the way in from the edge.
ã
Ride Cymbal Grip (“French Grip”) When you begin to reach around the drumset, it often helps to rotate your hand slightly so you can minimize minimize the movement of your arms. The grip you’ll use on the ride (most commonly referred to as the “FRENCH GRIP”) is produced by turning your hand to where the thumb is on top of the stick, as if you were going to shake hands.
For more ride cymbal sounds, you can also play on the bell (also called the “dome”).
Or you can play with the shoulder of the stick across the cymbal for a washy “heavy
metal sound.
Practice this rock beat which uses the ride cymbal instead of the hi-hat:
4
B
ã Count:
1
2
&
3
&
4
&
1
&
2
&
3
&
4
&
Notice how moving from the hi-hat at letter A to the ride cymbal at letter B gives this tune two distinctly different sounds.
4
“ROC “R OCKK ST S T EADY ”
&
C-D
A
(hi-hat)
ã Count:
“1”
2
4
3
“2”
2
3
“3”
4
2
3
“4”
4
2
ã
“5”
3
4
Œ
Œ
2
3
4
“6”
2
3
4
“7”
2
3
4
“8”
(2)
(3)
4
2
3
4
“2”
2
3
4
“3”
2
3
4
“4”
2
3
4
B (ride)
ã
“1”
ã “5”
2
4
3
“6”
2
3
“7”
4
2
3
“8”
4
Œ
Œ
Œ
(2)
(3)
(4)
A FRESH APPROACH TO THE DRUMSET
5 n 8t o 8thh No Note tes s s s e L
&
An EIGHTH NOTE looks like a quarter, but with a FLAG attached to the stem. Groups of 8th notes can be connected together with a BEAM. There are TWO 8th notes in each quarter note.
BEAM
FLAG
8th notes “subdivide” the beat into two parts. The rst 8th note in each set of two falls on the DOWNBEAT DOWNBEAT (the numbers), the second 8th falls on the UPBEAT (“ands”). In this exercise, the right hand plays on all the downbeats. The left adds the upbeat 8th note in the 2nd measure. R
ã
Count:
1
R
R
R
R
L
R
L
R
L
R
L
&
2
&
3
&
4
&
&
2
&
3
&
4
&
1
19
5
8thh No 8t Note te Ex Exer erci cise ses s
A-B
Work for a consistent, relaxed hi-hat sound and make sure that all of the notes hit precisely together in tempo.
1
&
2
1
&
2
&
3
&
4
&
1
&
2
&
3
&
4
&
1
ã
&
2
3
&
4
&
ã
1
&
2
&
3
&
4
&
3
8thh No 8t Note te Ro Rock ck Be Beat ats s
5
C-F
Try to get different sounds on each of these grooves – from a soft, s oft, tight hi-hat sound with the tip of the stick, to a loud, trashy,, open sound with the shaft of the stick. Listen carefully to the groove and strive to put every note “in the pocket.” trashy
1
2
ã Count:
1
&
2
&
3
&
4
&
3
1
&
2
&
3
&
4
&
1
&
2
&
3
&
4
&
4
ã
1
&
2
&
3
&
4
&
Ext E xtr ra PRACTICE To create a different sound to t o your groove, move the right hand to the ride cymbal and add a left foot hi-hat on beats 2 & 4:
20
ã
A FRESH APPROACH TO THE DRUMSET
Music Reading: Quarters and 8ths 1
5
G
2
ã count: 1 & 2 & 3 & 4 &
1 & 2 & 3 & 4 &
3
4
ã
1 & 2 & 3 & 4 &
Œ
Œ
1 & 2 & 3 & 4 &
1 & 2 & 3 & 4 &
1 & 2 & 3 & 4 &
1 & 2 & 3 & 4 &
Œ
1 & 2 & 3 & 4 &
Ext E xtr ra PRACTICE Play an 8th note ride in the right while you play the rhythm patterns in the left – then switch. Next, play the rhythm in the bass drum with a left foot hi-hat on each beat.
More 8th note READING EXERCISES can be found in the APPEND on page 81. APPENDIX IX on
5
“SOLID “SO LID AS AS A ROCK ROCK ”
H-I
Listen to how different the groove sounds from letter A to letter B. Songs will often have different sounds when moving from one phrase to the next.
A
ã
‘
Play 3 times
&
count: 2 & 2 & 3 & 4 & 3 & 2 & 3 & 4
&
ã
ã
‘
‘
B
ONE MEASURE REPEAT This sign tells you to repeat the previous measure.
‘
‘
‘
‘
Œ
ã
‘
Œ Ó
A FRESH APPROACH TO THE DRUMSET
6
n o New 8th Note Rock Beat Beats s s 1 s ã e L 3
6
A-H
2
4
21
ã
5
ã
6
Œ
Œ
7
8
ã Ext E xtr ra PRACTICE Move your right hand to the ride cymbal and add a left foot hi-hat on counts 2 & 4 – then try playing your left foot hi-hat on EVERY downbeat!
ã
Technique Focus: Independence Focus: Independence
In this exercise, you’ll use the STICKING PAT PATTERNS TERNS on Lesson 2 to work on hand/foot independence. Here is an example of a couple ways to apply the paradiddle sticking pattern (exercise #4): Start by playing a sticking pattern between your right foot and left hand. Once you’re comfortable, add an 8th note ride in your right hand. Next, try adding the left foot f oot hi-hat WITH the right foot.
ã R
Ext E xtr ra PRACTICE
L
R
R
L
R
L
L
For a real challenge, play straight
ã
downbeats on the hi-hat.
22
A FRESH APPROACH TO THE DRUMSET
The Crash Cymbal The crash cymbal is used to punch the beginning of a musical phrase or to add a big nish to the end of a drum “ll”. A cymbal crash is usually played with the shoulder of the stick.
ã
y
>
When you see an ACCENT ( ) marking, play the drum or cymbal stronger than the other notes.
>
ã
&
Practice these two exercises with a metronome so you can learn to play a cymbal crash without loosing tempo in the groove. Practice with right AND left hand crashes (move the 8th note ride to the ride cymbal to practice left hand crashes).
Œ
Œ
Œ
ã
Œ
Œ
Œ
Œ
Œ
6
I-J
“8 BALL BAL THE CORNER CORNER ” > L IN THE
A
ã
‘
‘
Play 3x’s
> ã
(2)
(3)
‘
‘
Œ
R
B
ã
L
R
L
>
(2)
(3)
(4)
‘
‘
‘
> ã
(2)
(3)
‘
‘
Œ
Œ
Œ
A FRESH APPROACH TO THE DRUMSET
11 &
n o Music Reading: 8th Rests ‰ s s1 j 2 j e ‰ ‰ ã 4 L
In the following measures, each 8th rest takes the place of an 8th note in the previous bar. 1
&
2
&
1
(&)
2
(&)
1
&
2
&
(1)
‰
j ‰
&
(2)
j
&
23
More exercises using the 8th rest can be found in the
Upbeat Ride Pattern
on READING APPENDIX on
page 83.
11
A-D
The “upbeat” ride pattern is a common way to give a groove more of a “upbeat” feel. Work through these grooves slowly until you’re comfortable, then try the upbeat ride with the “8th Note Combos” in Lesson 9.
1
‰
3
‰
ã
ã
j ‰
j ‰
j ‰
j ‰
j ‰
j
j ‰
Style Essential: Disco Essential: Disco
‰
4
‰
ã
j
2
ã
j ‰
j ‰
j ‰
j ‰
j ‰ j ‰ ‰ J
j
j
11
E-F
DISCO developed in the 1970’s 1970’s as a dance beat popularized in nightclubs called “discotheques.” This groove has an upbeat ride and a heavy “four-on-the-oor” bass drum (playing heavy quarters on all four beats).
ã
‰
j ‰
j ‰
j ‰
j
o
ã
&
11
“DISCO “D ISCO FEV FEVER ER ”
G-H
>
o
o
>
o
>
>
>
>
MULTI-MEASURE REST MULTI-MEASURE Don’t play for the specied number of measures
ã 4
’’’
This tune adds a short intro to the AB song form.
intro
ã 4
32
FILL — — — — —||
A verse
PLAY 16
’’’’ ’ ’ ’ ’
B chorus PLAY 8
’’’ ’
Œ Ó
A FRESH APPROACH TO THE DRUMSET
Fills Fill s Using the 8th Re Rest st
11
I-P
Work up each ll with a metronome, then play it in the last measure of a four or eight bar phrase. Remember that if you need to build momentum during the ll, you can add bass
drum and/or hi-hat quarters underneath. In cases where you are leading the listener from loud to soft (as in a chorus to a verse), extra downbeat notes might be unnecessary unnecessary..
>
>j
1
‰
ã
L
3
R
5
‰
ã
j
‰
>
7
ã
j
4
‰
j
6
Ó
ã
p
‰ J
œ
œ
C
ã
œ
&
11
f
œ
’ ’ ’ ’
œ œ
œ
œ
œ
‰ J ‰ J ‰ J œ
B
œ
œ
’’’’
5 more
’’’’
This tune includes 3 new DYNAMIC MARKINGS:
– PIANO – (soft) DIMINUENDO (gradually softer)
– MEZZO PIANO (medium soft)
‰ J
œ œ
j
‰
œ
‰
œ
’ ’ ’ ’
Ó
œ
‰
>j
7 more
œ
5 more
Œ
FILL — — — —|
’’’’
œ
œ
Œ
œ
j
œ œ
‰
j
j
‰
P
œ
ã
7 more
‰ J ‰ J Œ
œ
D
Œ Ó
‰
ã Q-R
j
>j
8
j
‰
‰
ã
This tune starts soft and builds from phrase to phrase. Notice how much the drum beats and dynamics contribute to the overall musical shape of the tune.
A
j
‰
ã
“BU BUIL ILD D I T UP ”
R
‰
ã
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2
j
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ã
j
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FILL — — — —|
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A FRESH APPROACH TO THE DRUMSET
16 & New 8th and 16th Rhythms n o s
In these two new rhythm patterns, an 8th note takes the place of two 16ths. Subdivide, counting 16th
1
e
&
a
1
e
&
a
33
s e L A
notes out loud as you practice these exercises.
ã 4
R
L
R
R
R
B
R
L
R
R
R
C
Count: 1 e & a 2 e & a
R
R
L
R
R
1 e & a 2 e & a
R
L
R
R
1 e & a 2 e & a
1 e & a 2 e & a
More exercises utilizing 16th/8th combinations can be found in the READING
Syncopated Left Hand 16ths
R
D
on APPENDIX on
page 88.
16
A-H
Learn these grooves rst with a loud backbeat and soft (ghosted) syncopated notes – then begin to experiment with the volume of the syncopated left (all loud, some soft/some loud).
1
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Ext E xtr ra PRACTICE The only limit to nding your sound is your imagination! Move your left hand around the toms. Add open hi-hats. Or,, try moving your right hand to the ride while you play quarter notes or eighth notes with the left foot hi hat. Or
42
A FRESH APPROACH TO THE DRUMSET
Technique Focus: Accent Focus: Accent Grid In this exercise, an accent is moved through a 4 note “grid”. “grid”. Keep the accents strong and innerbeats soft!
ã
R
ã
L
R
L
etc
16 I-P
Syncopated Bass Drum 16ths 1
ã
ã
2
3
4
5
6
ã
ã >
7
>
8
ã
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>
A
ã
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16
>
>
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J
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&
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J Œ
6 MORE
In this tune, you’ll play the “rst ending” THREE times, then nish with the “fourth ending.”
6 MORE
>>
A syncopated rock feel usually has a driving 8th note ride, with a heavy bass drum and snare back beat.
ã
>
S tyle Essen Essenttial: ial: S y nco ncopate patedd Rock
B
>
1, 2, 3.
FILL
FILL
’ ’ ’ ’
4.
’ ’ ’ ’
FILL
’ ’
>
A FRESH APPROACH TO THE DRUMSET
2 0 n
43
&
o s s e L
12 Timee Sig Signat nature ure 8 Tim
ã 8 1 2 3 4 5 6 7 8 9 10 11 12 ã For8 this reason, a more common way to count 12/8 However,, counting to 12 in a fast tempo can be difcult. However is to keep four primary beats in each measure (like 4/4), and subdivide > each >beat into 3 eighth > notes.>Because In 12/8 time, there are 12 beats in a measure, the 8th note receives one beat.
each beat is subdivided into three parts, it is called a “triple” time signature (4/4 is a “duple” time signature).
Here are two common counting systems for 12/8 “triple” time. Try each one while placing an emphasis on each number.
12 8 Grooves
ã 8 > ã 8 1
>
&
>
a
1 trip let
2
&
2 trip
>
a let
3
&
3 trip
a let
4
&
a
4 trip
let
20
A-F
Start slowly and count the triple subdivision out loud. Keep the hi-hat light, but remember that each grouping of 3 notes should have a slight emphasis at the beginning (but just an emphasis – NOT an accent)!
1
2
2 ã 8 3
ã
4
5
6
ã
Technique Focus: Accented Focus: Accented 3’s The relaxed technique you’ll need to play the hi-hat on 12/8 grooves is similar to the controlled rebound that you learned in the previous lesson – only this time, without a space between each pattern.
ã R L
R L
R L
R L
R L
Play a full stroke and allow the hand to “follow the stick” as it rebounds naturally. naturally. Use the Moeller motion on the 3rd stroke to lift the hand for the next accent.
R L
Keeping the same owing motion of the right hand hi-hat during 12/8 grooves while playing syncopated parts in the bass or snare is challenging. Practice this hi-hat pattern with both bass and snare:
50
A FRESH APPROACH TO THE DRUMSET
ã
12 8 Fills
20
G-O
3 bars time
2 ã 8
’ ’ ’
’ ’
3 bars time
ã
’ ’ ’
4 count fill
2 count fill
2 Count Count Fills Fills 1
ã
2
3
4 Count Fills 7
ã
> > >
8
>
4 j
> j
5
j
j
9
!
> > >
6
j
j
j
j
Remember that your lls should lead the music from one phrase to the next. Try starting softer and CRESCENDO through the last count or two of the t he ll.
12 Blues S tyle Essen Essenttial: ial: 8
20
P-Q
The “Blues” is considered to be the forerunner of many of today’s today’s popular styles – including jazz, R&B and rock. Unlike the 8 or 16 bar form used in most pop music, the blues is typically played in a 12 bar form. Knowing the chord structure of the 12 bar blues will help you get comfortable with the phrasing necessary to master this style. See if you can pick out the notes on the keyboard and sing the blues progression along with the play-along track.
I
/ C
IV
I
/ F
V
IV
/ G
/ C
/ F
I
I
C
/ / C
Intro
j
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Count:
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Œ
1 & a 2 & a 3 & a
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FILL
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A FRESH APPROACH TO THE DRUMSET
51
2 3 n
&
o 8t 8thh No Note te Tri Tripl plet ets s in Qu Quar arte terr Time s ã 4 s e L
An 8th note triplet is defined as “three 8th notes in the space of two.”
In quarter time, 8th notes subdivide the beat into two parts (there are two 8th notes per count):
8th note TRIPLETS would subdivide the beat into THREE parts (three 8th notes per count):
ã 4
ã 4
1
2
&
3
&
4
&
3
&
2
a
Practice this exercise to learn to space 8th notes and 8th note triplets evenly: 2
ã 4
ã 8
Count: 1
&
2 ã 8
2
&
3
4
&
1
&
2
&
3
&
&
4
3
3
1
&
3
&
3
1
&
3
a
&
3
2
& a
&
4
a
&
3
3
a
a
3
&
a
4
&
a
S tyle Essen Essenttial: ial: Th Thee Sh Shuu ff ffle le
3
3
3
3
The Shuffle, like the 2 beat, is a groove rhythm that has been adapted to many musical styles. The shuffle rhythm is built upon the 1st and 3rd note of a triplet:
ã
3
Practice this exercise on your right hand, then with the left. As you speed up, “whip” the wrist for the accent.
Shuffle Grooves 3
1
‰
ã
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! ã
>
3
‰
3
3
ã
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3
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3
4
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2
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3
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>
>
3
‰
3
>
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3
‰
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3
‰
The key to playing a great shuffle is in the feel – not the notes! The only way to master this style is to spend ‰ listening ‰ Shuffles ‰ B.B.‰King is a great ‰ place ‰ time to‰great shuffles‰by the masters! by the legendary to start.
“T-BONE SHUFFLE” A
Play 12
Y
melody (2xs)
56
3
‰
3
>
23 E-F
ã
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23 A-D
3
ã
3
A FRESH APPROACH TO THE DRUMSET
B
12
Y
guitar solo (4xs)
C
12
Y melody (2xs)
Technique Techniq ue Focus: Focus: S Swin wingg Stickin Stickingg Patterns Patterns
To reinforce the shuffle rhythm, try playing all the sticking pattern exercises you’ve learned with a swing feel. For example, a paradiddle sticking becomes: 3 3
3
3
3
3
3
3
and: R
L
R
R
L
R
L
L
S tyle Essen Essenttial: ial: Tex Texas as Sh Shuu ff ffle le
23 G-H
The Texas Texas Shuffle uses a dotted 8th/16th rhythm instead of a triplet. This “delayed” double beat gives it a more laid-back feel than a typical triplet shuffle. Work towards getting getting a tight spacing of the double beat, with as loud loud of a backbeat rimshot as you can on the whip stroke! Listen to the music of Stevie Ray Vaughn for some great Texas Shuffles.
^
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y
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y
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Play 12
ã
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intro
A
B
melody
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guitar solo (2xs)
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melody
S tyle Essen Essenttial: ial: Ro Rock ck Sh Shuu ff ffle le
23 I-J
A rock shuffle is usually played with a heavy quarter note ride, with the bass drum and snare implying the shuffle rhythm. The ghost note after beat 1 and 3 provides a busier feel to the groove, which helps to propel the motion. 3
1
. ã 4 .
‰
>
3
3
(Guitar)
Œ Ó
A
> ..2 ..
Œ
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(Guitar)
Ó
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>
3
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23 K-L
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Groove
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B
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1, 2, 3.
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3
Play 16
ã
3
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“ZZ >SHUFFLE SHUFFLE””
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Y Fill
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Groove
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4.
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A FRESH APPROACH TO THE DRUMSET
2 5 n
o S tyle Essen Essenttial: ial: Ja Jazz zz Sw Swing ing s s e
25
A-C
Jazz incorporates many different musical styles – from ragtime to bop. The swing style st yle is fundamental to many other jazz styles and incorporates some of the most basic elements: a triplet feel, f eel, syncopation and improvisation. improvisation. Unlike most rock feels which rely on a heavy bass drum and snare backbeat, jazz is built upon the ride cymbal pattern. COUNT:
1
&
2
a
&
3
a
&
a
4
&
3
L 1
Practice the jazz ride while you count triplets out loud. When you’ve achieved a consistent feel, add the left foot hi-hat on 2 & 4.
!
‰
ã
Œ
a
3
‰
Œ
Jazz drummers often incorporate a “heel-toe” rocking motion with the left foot to play repetitive 2 & 4 hi-hat chicks. Another common technique involves bouncing the leg in the heel-up position.
3
2
3
‰ ã
‰
In a jazz style, very soft “feathered” bass drum quarter notes are sometimes used to reinforce the walking bass line. The bass drum should be only loud enough to be
“felt, but not heard.” Play heel down with an open tone. Practice the rst two swing patterns with play-along track A until you can develop a relaxed sound and feel. 3
3
‰
Sometimes jazz drummers add a count 4 cross-stick to reinforce the 2 & 4 feel.
o
4 ã 4
‰
ã
o
3
3
œ
‰
œ
œ
œ
3
‰
Another common jazz groove uses an open hi-hat sizzle on 1 & 3, closing on 2 & 4. Play along with tracks B & C – 16 measures on the hi-hat groove, then move to the ride.
Technique Techni que Focus: Focus: Triplet Accent Patterns Triplet accent patterns are useful for lls in the jazz swing style. Practice each measure separately until you’re comfortable, then mix and match to create 4 or 8 count accent patterns.
1
2
3
R
L
L
––
R
L
R
L
6
R
L
R
L
R
L
7 R
L
R
L
R
L
Ext E xtr ra PRACTICE
R
R
L
R
L
R
L
R
L
R
L
R
L
R
L
R
L
9
L
5
8
4
R
R
L
R
L
L
R
L
R
L
L
R
L
R
L
10
L
R
R
L
R
L
R
L
R
• Add soft “feathered” bass drum quarters and a left foot hi-hat on 2 and 4. • Play the accents around the drums drums • More More accent patterns are located on page 97.
57
60
A FRESH APPROACH TO THE DRUMSET
25
Jazz Fills
D-I
A basic ll can be used to connect musical phrases or to lead one phrase into the next. Play your lls with a triplet subdivision, upbeat emphasis and a lighter approach – and keep the 2 & 4 hi-hat going during the ll.
!
ã For instance, this rhythm
Rhythms in jazz are typically written with “straight”
ã
‰
should be played: 3
eighth notes for simplicity. In a standard jazz ll, you should SWING the 8th note rhythms.
‰
ã
ã
‘
3
3
j ‰ ‰ j
‘
Here are a few sample lls in a jazz style. Start with 3 bars of time, then play the ll in the 4th measure. Come up ã with your own lls by taking any syncopated 8th note rhythm and move it between the drums and cymbals.
1
ã
‰
j
2
j
‰
j
j
L
>
4
ã
3
>
3
R
L
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3
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R
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3
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j
L
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3
L
>
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3
R
L
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L
>
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>
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L
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Technique Techniq ue Focus: Focus: Swing Swing Accent Patterns ã Another helpful technique for coming up with new ll ideas is to use accented swing patterns. Once
>
3
L
R
L
> >
> >
you’ve mastered these exercises, try swinging the 8th note accent exercises in the Appendix on page 96.
1
ã
2
R
L R
L R
L R
L
5
ã
L R
L R
L
L R
L R
L
R
L R
L R
L
R
L
7
R
R
L R
L R
L R
L
L R
L R
L R
L
L R
L R
L R
L
8
R
L R
L R
L
R
L
R
“SWI “S WING NGI IN’ EAS ASYY ” o
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L R
6 L R
4
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ã
3
y
Sax solo
3
‰
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Play 16
o
y y
y
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25
3
3
‰
15 more
y
Y
> y
This short jazz tune with the hi-hat groove in the intro and ends with a heavy back beat on the nal “shout” chorus.
J-K
y
3
‰yy
> y
y
y
œ
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F
‰
15 more
y y œ
y f œ y
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15 more
Y > U
3
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A FRESH APPROACH TO THE DRUMSET
2 7 n
Setting Up Ensemble Figures o s s > e 1 ‰ ‰ ‰ j ã ’ ’ ’ ’ ’ ’ L ‰
27
A-H
One key role of the drummer in a big band is to provide a “setup” to “kick” an ensemble gure. In these exercises, you’ll play a downbeat setup and kick the ensemble gure that follows with a bass drum and crash. KICK & of 1:
|– continue ride –|
3
3
3
KICK & of 2: 3
3
ã
‰
3
‰
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j
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5
ã
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3
4 ã
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6
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KICK 1: 3
8
‰
ã
3
’ ’ ’
‰
’ ’ ’
Ext E xtr ra PRACTICE Also play a bass drum setup with a snare kick (either along with a crash, or under the ride pattern).
Incorporating Fills
After you’ve gotten comfortable playing a single downbeat for the setup, you can begin to experiment with playing lls during the setup. Try these FLAMS AND DRAGS on the downbeat before the kick in each of the exercises above.
1
2
3
4
5
6
7
RLR
These sample lls add a “PICKUP” before the downbeat setup. Apply each to exercises 1–8 above.
8
9
10
‰
KICK 4:
’ ’ ‰
KICK & of 4:
7
2 ã
3
’ ’ ’ ’ 3
3
3
KICK 3: 3
KICK & of 3: 3
>
KICK 2:
11
12
13
14
ONE COUNT lls start one beat before the downbeat setup. Apply each of these sample lls to the exercises above.
61
ã 64
3
3
15
16
3
17
3
18
3
19
3
20
3
21
A FRESH APPROACH TO THE DRUMSET
As you apply these TWO COUNT lls to the exercises on the previous page, start the ll 2 beats before the setup. Create your own style by playing at different dynamic levels, adding your own accents and inections! 3
21
ã
3
23
3
‰
3
24
3
R L
L
3
R
27
3
28
3
3
3
3
L
3
29
3
30
‰ ‰
32
3
j
‰
3
3
31
3
25
3 3
3
26
ã
3
3
3
ã
3
22
3
‰
j
‰
j
33
j
3
‰
j
‰
j
3
34
3
‰
j ‰ ‰ ‰ 3
35
3
j
Paradiddle-diddles / 6 Stroke Rolls Paradiddle-diddles and 6 stroke rolls (in triplet form) can be used in swing lls. Practice each pattern until you Technique Techniq ue Focus: Focus: develop a relaxed triplet feel – then try playing it at the end of a 4 bar phrase (3 bars of time, 1 bar of ll). 1
2
3
R L R R L L R L R R L L
4
R L L R L R R L L
“Kickk It Old Schoo “Kic Schooll ”
R L R
R L L R R L R L L
R R L
R R L R L L R R L R L L
27
I-J
&
Drum charts are often notated dotted 8th/16th jazz ride, even though the composer wants a triplet subdivision. This chart is typical in that some lls may be notated, but most are not. At letter B, you can play a simple downbeat setup (as notated), or play a longer ll in the setup.
D.C. AL FINE Repeat back to the beginning and play to the Fine (nish).
Medium Swing
ã
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^ B ã
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D.C. al Fine
A FRESH APPROACH TO THE DRUMSET
3 0 n
Afro Af ro-C -Cub uban an S tyl tyles es:: The Cha-Cha o s s In the cha-cha, as in most Afro-Cuban styles, grooves are played on traditional Latin percussion instruments such as clavés, cowbells, congas and timbales – not on the drumset.
Clave’ (pronounced “CLAH-vey”) L e
30 A-B
Clavé is both an instrument AND a rhythm in traditional Afro-Cuban music.
The clavé rhythm comprises two measures: a measure with 2 notes and a measure with with 3 notes. How the lyrics and melodies are arranged in a song will determine which variation you will play – a 2/3 clavé or a 3/2 clavé.
Clavés are two pieces of wood struck together, creating a woodblock type of sound. The clavé rhythm is the key, or the heartbeat, of Afro-Cuban grooves – just as the backbeat is the key to pop/rock music. In Spanish, the word “clavé” literally means “key”.
The first clavé rhythm to learn is from f rom the music of rural Cuba, called the son clavé (“sohn clah-vey”).
2:3 Son Clavé
3:2 Son Clavé
Œ
ã 1
In order to authentically play these grooves in a modern setting, the drumset player must be familiar with the traditional Latin instruments and their unique rhythms.
2
3
‰ jŒ
4
1
2
2 SIDE
&
3
‰ jŒ
ã
4
1
2
&
Œ
3
4
Œ
1
2
3
4
3 SIDE
3:2 Son Clavé with hi-hat Practice the 2:3 and 3:2 Son Clavé rhythms along with the play-along tracks until you become comfortable with how the rhythm feels. Also practice without the hi-hat 8ths.
!
ã
Playing the wrong clavé pattern in a afro-cuban song is called “cross-clavé” (crucao). Only by spending time listening to good salsa music will you begin to understand which clavé pattern should be played. Recordings from Tito Puente, Machito and Tito Rodriguez are a great starting point for listening.
Bass Tumbao (pronou (pronounced nced “Toom-BOW “Toom-BOW ”)
30 C-F
A “tumbao” is a repeated rhythm. The bass player’s player’s tumbao has a syncopated upbeat of count 2, which is reinforced in the bass drum (bombo). Practice the two bass tumbao variations with hi-hat 8th notes, then add a downbeat cross-stick. Next, move the right hand to the ride and add downbeat hi-hats with the left foot.
1 Tumbao with hi-hat
>
>
>
>
>
>
>
2 Tumbao variation
>
>
>
>
>
>
>
>
>
65
Œ
‰ J
Œ
Œ
‰ J
ã
Œ
3 Add cross-stick downbea ts
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ã 4 70
>
Œ
>
>
‰ J
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Ó
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‰ J
Œ
Œ
‰ J
4 With ride and hi-hat downbeats
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‰ J Œ œ
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4 ã 4
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>
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A FRESH APPROACH TO THE DRUMSET
Guiro (pronounced “WE-ro”)
30 G-I
m
m
Another important instrument in Afro-Cuban music is the guiro – a hollowed out gourd cut with notches that is struck and scraped with a thin wooden stick. The guiro pattern has a scraped sound on counts 1 and 3, with short strikes on counts 2 & 4.
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Listen to play-along track G to hear the sound of the guiro rhythm. The drumset player can mimic this guiro sound with open and closed hi-hats. These two cha-cha grooves add the guiro sound to cross-stick downbeats in the left hand.You hand.You can also move the left hand to a cowbell for a different sound.
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Variation:
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Cha-Cha Bell Pattern
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2:3 Cha-cha with tumbao/cross-stick
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Here are two ways to orchestrate a cha-cha groove using the cha-cha bell pattern: first with quarter note cross-sticks, then with the guiro part (this time t ime in the left hand). Also practice with a 3:2 clavé by flipping the two measures.
.
30 J-L
The cha-cha bell is typically a small, high-pitched cowbell used by the timbalero (timbale player). There are two different sounds that are created: an open/low-pitched sound from playing on the “mouth” of the bell, and a dry/high-pitched sound created by playing in the middle. Listen to track J to hear the cha-cha bell pattern.
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* All 2:3 patterns should also be practiced as 3:2 by flipping the two bars.
Conga Tumbao
30 M-N
In a typical salsa band, the conguero (conga player) plays a repeated pattern of slaps (high pitched “shots”) and lower pitched open tones that emphasize the upbeat of each bar bar.. The conguero will typically fill around these slaps and open tones with palm and finger strokes.
A drumset player can also incorporate the conga sounds with the left hand, moving between cross-stick and open tom sounds (although if a conguero is present in the ensemble, the drumset should generally stay away from playing the toms as this will muddle the sound of the conga parts).
2:3 with conga & guiro
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A FRESH APPROACH TO THE DRUMSET
3 1 n
Timbale Abanico (“Ah-ba-NEE-c (“Ah-ba-NEE-co”) o”) o s s 3:2 Abanico ^ ^ ^ e play 7 L
31 A-B
One important role of the timbalero is to announce the beginning of a new section in the music with an abanico – a rimshot and a roll which ends with another rimshot on the next downbeat. The abanico happens on the last bar of a phrase, leading into the next section. “Abanico” means “fan” – the roll in the abanico sounds like the opening of a fan.
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* A timbale abanico is best played on the high timbale. If your drum setup does not include timbales, you may substitute a high, open tom sound (play the roll close to the edge for a thin, open sound).
“TIME TO CHA-CH CHA-CHA A”
31 C-D
Experiment with various orchestrations on this cha-cha to compliment the other musicians and sections of the song. Notice that t hat a conguero is present in the play-along, so a lot of tom work isn’t i sn’t necessary. necessary.
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The “cut time” signature is literally the same, but written with two different time signatures: These two examples are played exactly
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To practice reading rhythms in cut time, go back through the READING APPENDIX (pages 80-87) and play all the 4/4 exercises with 2 beats to the bar instead of 4. Try Try playing each exercise first with quarter note bass drum beats, then with half notes so you can feel the difference between 4/4 (or “common” “common” time) and cut time.
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72
A FRESH APPROACH TO THE DRUMSET
Afro Af ro-C -Cub uban an S tyl tyles es:: The Mambo The mambo is a rhythmically r hythmically syncopated style of Afro-Cuban music. It relies heavily on the syncopation of the clavé rhythm as opposed to a distinct downbeat feel in the cha-cha.
Cascara (pronounced “CAHS-cahra”)
Unlike the cha-cha, which has a 4/4 feel, the mambo has a 2 feel – therefore, it is usually usually written in cut time.
31 E-H
Cascara (meaning “shell”) is a timbale rhythm played on the side of the drum. Since timbales are metal and the sticks are thin, a drumset player typically plays the cascara rhythm on either the rim r im of a drum or on the hi-hat.
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31 I-J
In the mambo, the conguero will play slightly different parts in the verse and the chorus (“Montuno”).
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31 K-M
In the Montuno (chorus) section of a salsa tune, a timbalero will switch from the cascara to a large/heavy mambo cowbell.
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Ext E xtr ra PRACTICE Practice each of the grooves on this page in 3:2 clavé by flipping the two measures.
.
2:3 Mambo Bell Pattern (Montuno)
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Also practice the cascara pattern on the ride cymbal, adding downbeat or upbeat hi-hat chicks with the left foot.
The mambo bell pattern can be incorporated on the drumset on the bell of the ride cymbal, but generally is only authentic if it’ss played on a mambo cowbell. Here’s it’ Here’s a couple of afro-cuban groove variations that incorporate the mambo bell pattern:
2:3 Mambo Bell with Clavé/Bombo
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A FRESH APPROACH TO THE DRUMSET
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A FRESH APPROACH TO THE DRUMSET
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A AP P P E N D I X s 1 n
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A FRESH APPROACH TO THE DRUMSET
Triple Patterns 1
13
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19 R R L R R L
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A FRESH APPROACH TO THE DRUMSET
A AP P P E N D I X s 1 n r e t 2 t a P 3 t n e 4 c c A
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A FRESH APPROACH TO THE DRUMSET
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Triple Accent Accent Patt Pa tterns erns 1
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A FRESH APPROACH TO THE DRUMSET
Glossar saryy / In Index Glos
Abanico (p. Abanico (p. 72) .......... ................A ......A Latin timbale rhythm played before the start of a new section of music in the Cha-Cha. Accent (p. Accent (p. 23) ..................Play the note slightly louder. Bar Line Line (p. 17).......... ................Divides ......Divides the staff into measures. Bell (p. 39) ........... .................... ............The ...The raised center dome of a cymbal (also term for cowbell). Brushes (pp. Brushes (pp. 69, 76) ........Fan of wire strands attached to a handle. Buzz Roll (p. Roll (p. 25) ..............Roll ..............Roll played with multiple bounce strokes. Cascara (p. Cascara (p. 73) ................Latin ................Latin rhythm played on the shell of a timbale. Cha-Cha Bell Pattern (p. Pattern (p. 71) ...... Rhythm in the Cha-Cha played on the Cha-Cha cowbell by the timbale player. player. Clavé (pp. Clavé (pp. 70, 75) ............Latin ............Latin percussion instrument made of two pieces of wood. Also a fundamental two measure rhythm played in Latin music. Clef (p. Clef (p. 17) ........... .................... ............Musical ...Musical symbol that indicates how the notes are arranged on the staff staff.. Non-pitched instruments use a percussion clef. clef. Coda (p. 69) ......... Coda .................. ............Concluding ...Concluding section of a musical composition. Common Time (p. Time (p. 29) .....4/4 time signature. Comp (pp. 62,63) ......... Comp .............Accompaniment ....Accompaniment or complimentary figures played under the ride pattern in jazz settings.
Dynamics (p. Dynamics (p. 7) ......... ..............Musical .....Musical symbols or terms describing the volume of theforte, musicforte, (see also: piano,diminumezzo piano, mezzo crescendo, endo). Feathered Bass (p. Bass (p. 60) ...Bass drum technique in which the notes are played very softly (“felt, not heard”). Fermata (p. Fermata (p. 35) ...............Hold ...............Hold the designated note or rest longer than its usual value. Fill (pp. Fill (pp. 26,27,33,35,41,47,51,55,61,64,65) 26,27,33,35,41,47,51,55,61,64,65)..... Rhythmic pattern at the end of a musical phrase that bridges the gap into the next phrase – usually played around the drums. Fine (p. Fine (p. 65).................... 65).......................The ...The “finish” or end of a musical composition. First & Second Endings (p. Endings (p. 35) ...... Play the measures under the 1st ending bracket the first time through a passage, repeat, skip the first ending and play the 2nd ending. Flam (p. Flam (p. 34) .....................Rudiment .....................Rudiment consisting of a soft grace note followed immediately by a stronger primary stroke. Four on the Floor (p. Floor (p. 32) Steady bass drum notes on the four primary beats in a 4/4 measure. Forte (p. Forte (p. 25) .....................Dynamic level meaning “loud.” French Grip (p. Grip (p. 19) ..........Thumb of the matched grip is tilted towards
97
Conga (p. Conga (p. 71) .......... ...................Long .........Long single headed Latin drum played with hands. Controlled Rebound Stroke (pp. Stroke (pp. 48,58) 48,58) ..... An accented stroke followed by a softer softer,, controlled bounce in which the player uses an varying amount of fulcrum pressure to control the placement and volume of the second stroke. Coordination ..................The Coordination ..................The ability to harmoniously combine two or more limbs when playing different rhythms. Crescendo (p. Crescendo (p. 27) ............Gradual increase in volume. Cross Stick (p. Stick (p. 29) .......... ...........Playing .Playing technique with a stick across a drum which produces a wooden sound. Cut Time (p. Time (p. 72)......... 72)...............Time ......Time signature with 2 beats to a measure in which the half note receives one beat. D.C., Da Capo (p. Capo (p. 65) ......Repeat back to the beginning (the “head”). D.S., D.S ., Dal Segno Segno (p. (p. 67) ....Repeat back to the sign.
Fulcrum (p. Fulcrum (p. 12) ............. ................Contact ...Contact point between the thumb and index finger that acts as the pivot point of the stick. Ghost Notes (p. Notes (p. 31) ........Very soft notes. Grace Note Note ................... .....................A ..A soft note that is played immediately before a primary stroke (see also: Flam, Drag, Ruff). Grip .......... Grip ................... ................... .............Holding ...Holding the sticks with the hands and fingers (see also matched, traditional, traditional, french grip). Groove ......... Groove ................... ..................To ........To play perfectly in tempo, with a great feel within a musical style; A specific rhythmic beat pattern within a musical style. Guiro (p. Guiro (p. 71) .................. ....................Latin ..Latin percussion instrument consisting of a hollow gourd with ribbed notches cut into one side. Played by rubbing with small wooden stick along the notches which produce a “ratchet” sound.
Diminuendo (p. Diminuendo (p. 33) .........Gradual decrease in volume (Also, “dim.”).
Hemiola (p. Hemiola (p. 55) ...............Rhythm ...............Rhythm in which one note value is played against another. A common hemiola is a dotted note played against an undotted note (in a 1 1/2 to 1 ratio).
Dotted Notes (p. Notes (p. 35, 44) A dot behind a note or rest increases its value by half.
Independence ..... Independence .............. ...........The ..The ability to harmoniously combine two or more limbs when playing different rhythms.
Downbeat (p. Downbeat (p. 17) ......... ............The ...The “pulse” or primary beats in a measure.
L.V. (let vibrate) (p. vibrate) (p. 53) ..Allow cymbal to ring without muffling.
Downstroke (p. Downstroke (p. 31) .........Stroke that starts high and ends low. After playing a full (accented) stroke, a specific amount of fulcrum pressure is applied to keep the stroke close to the drum.
Legato (p. 66) ........... Legato ..................Literally .......Literally “tied together”– smooth, connected.
Double Stroke Roll (p. Roll (p. 17) .....Roll .....Roll played using double strokes or bounces, also called “open” roll.
Matched Grip (p. Grip (p. 12) ......Both hands hold the sticks the same way in an overhand manner.
Drag (p. 45) ............... .....................Double ......Double or multiple bounced grace note into a primary note (see also: “Ruff”). “Ruff”).
Measure (p. Measure (p. 17) ...............Space between two bar lines (also, “bar”).
Diddle (p. Diddle (p. 40) ..................Double ..................Double stroke or double bounce.
Drumset Notation (p Notation (p.. 18) Musical symbols symbols in specific places places on a percussion staff, designating which drums, cymbals or effects to play.
100
the ceiling (also, ride cymbal grip ).
Marcato (p. 56) ......... ..............Accented .....Accented note with a shorter duration than the full note length (also, “rooftop” “rooftop” accent).
Metronome (p. 10) .........Device .........Device that delivers a steady pulse, used as an aide to develop steady time (tempo). Mezzo Forte (p. Forte (p. 25) ........Dynamic marking meaning “medium loud.”
A FRESH APPROACH TO THE DRUMSET
Mezzo Piano Piano (p. 33) ........Dynamic marking meaning “medium soft.”
Tumbao (p. Tumbao (p. 70) .............. ................A ..A repeated rhythmic figure in Latin music.
Multi-measure Multi-measur e Rest Rest (p. (p. 32) .....Rest for the number of bars indicated.
Two Measure Repeat (37) ..... .....Repeat Repeat the two previous measures.
Multiple Bounce (p. Bounce (p. 25) .Stroke with multiple sounds (bounces) per motion. Used in the multiple bounce or “buzz” roll.
Upbeat (p. Upbeat (p. 20) .................The note halfway between downbeats.
One Measure Repeat Sign Sign (p. 21)
Repeat the previous measure.
Open Roll Roll .................. ........................Double ......Double stroke stroke,, or double bounce roll. Paradiddle (pp. Paradiddle (pp. 13, 37) ...Sticking pattern consisting of two alternating single strokes followed by a double stroke. Piano (p. 33) .............. Piano ....................Dynamic ......Dynamic meaning to play “soft.” Pocket . ........... Pocket ................... ..................To .........To play with perfect time and great feel. Rebound Stroke (p. Stroke (p. 13) ..Stroke that starts up and ends up. After playing a stroke, the the stick is allowed to rebound naturally to the up position. Repeat Sign (p. 17).........Repeat from the beginning, or repeat section between the repeat signs. (see also: one measure repeat, 2 measure repeat, 1st & 2nd endings, D.C., D.S.) Rudiments (pp. 95,96) ....Fundamental ....Fundamental sticking patterns for playing drums. Ruff (p. Ruff (p. 45).......................Two single stroked grace notes followed by a primary stroke. (see also: drag, grace note) Shuffle Rhythm (p. Rhythm (p. 56) ...Rhythm based on the first and third note of a
Upstroke (p. Upstroke (p. 31) ..............Stroke ..............Stroke that starts low and ends high. After playing a soft stroke, the player immediately lifts the stick to the “up” position. Whip Stroke (p. Stroke (p. 57) ........Two quick strokes in succession – from low to high (soft/loud).Unlik (soft/loud).Unlikee the upstroke upstroke,, this stroke uses a whipping motion in the wrist.
Song Form Glossary BASIC ELEMENTS
Intro .... Intro .............. .................... ..................A ........A unique passage of music that comes at the beginning. The intro usually establishes the tonality, groove and style of the song. Verse ....... Verse ................ ................... ...............The .....The section of music that tells the story. Multiple verses in a song usually have a similar musical style and chord progression, but with different lyrics. Chorus......... Chorus ................... ................... ..........The .The main refrain or “hook” of a song, often containing catchy, repeated melodies and lyrics. The chorus is usually played at a higher
