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Musical Hearing

Most people are sold a banjo and a book. If they are the real “do-it-yourself” type and have little or no musical experience, their assumption is that the book will tell them most of what they need to know.

They are introduced to tablature. Tablature was invented as a visual representation of the strings looking down on the banjo as if it were lying flat in your lap so that the neck is on the left and the short fifth string peg is facing down at the bottom. There is a brief explanation of its “five lines” with the superimposed fret numbers and the position of the thumb, index and middle fingers of the right hand. The first impression from tablature is that because the right hand is more graphically represented, it must therefore be predominant over the left hand. From the very beginning, a common problem immediately confronts the fledgling banjoist.

Because of the graphic representation of tablature, a student’s attention is wasted on the right hand in an attempt to locate the strings. This happens to at least 90% of students. Because they have not yet been taught to “feel” right hand string location, a student will attempt to divide their valuable attention between reading a tablature book while simultaneously trying to see where the right hand is picking the strings. It’s difficult to fully see the strings anyway because of vertical side-view parallax to the line of vision.

In these first stages of learning, there is a lack of right hand preparation, which ties the kinesthetic feeling of string position to its sound. This is essential before tablature is even attempted. Unfortunately, the answer to this problem in most books is the failed teaching concept of “rolls” which only tends to confuse the student more. Students start to think that songs are actually made from “rolls” when nothing could be further from the truth.

(See “America’s Miscellaneous Instrument“)

When you add to this the fact that new students are also confronted with reading left hand fretting numbers, rhythmic values (which are usually never fully explained), and the final task of somehow combining all these disparate elements together, it’s no wonder that most beginning students give up and loose interest in a few short months. Students who are not yet initiated into the concept of musical hearing are confronted with a flurry of fast banjo notes without ever completely processing what they are trying to learn.

Tablature is not music – any more than a city limit sign is the actual experience of the city itself. It is a symbol detached from music. It would be like eating the menu in a restaurant instead of the food. Most five string banjo instruction books fail to give guidelines towards using tablature effectively. Tablature is like using bicycle training wheels – you eventually have to get beyond them. Is it any wonder that most tab and roll methods have a final chapter on “How to get away from tablature?”

But how? What constitutes or defines real musical learning as opposed to dry rote memorization of symbols?

The answer: Fast bluegrass banjo arpeggiation is best learned by ear with simple repetitive listening. Have you ever recalled a decades old melody from a radio or TV ad? It seems to stay with you all your life. An unconscious process called “Sonic Imprinting” has been used by Madison Avenue marketers for years. If you accept the fact that the actual sound of a recording is the real goal of your practice, then the best way to achieve that goal is to “imprint” your subconscious mind with the recording you wish to learn. The simple fact is, we learn and remember simple melodies much easier than blazing up-tempo versions of bluegrass banjo. If you don’t believe this, just try to hum or sing Earl Scruggs’ “Foggy Mountain Breakdown!”

By listening to a song 50 to 100 times, plus another series of repetitive hearings at slow speed, a song slowly comes into focus. Obtain any playback device such as an iPod and set it to “repeat.” You can listen to a 3 minute song ten times in 30 minutes and 20 times in an hour. You don’t even have to give attention while listening. It also doesn’t matter whether you believe it will really work. Your sub-conscious is non-jugemental and will record and register automatically. Even after listening for just the first 20 minutes, you have already started the process. You may become weary of the repetition and this is actually good!

The next step is to use computer software or other device to slow the song down to listen again while READING THE TABLATURE VISUALLY WITHOUT YOUR BANJO. Music is the space between the notes. The subconscious hearing of the “spaces” between the slowed down banjo notes is where real learning begins. The more you develop this kind of musical hearing, the more your sub-conscious is seeded and the better your chances of succeeding. Tablature can then be used as a “fact check” for what is already imprinted aurally in your mind. The real world of learning and enjoying the banjo is actually hearing and expecting the sounds in your head BEFORE you actually play! The important final step of transferring “kinesthetic sound learning” to your banjo is practice, practice, practice to make the song yours.

Two-Note Blues Banjo

This is a G blues using just two notes B and F.

This is an often requested video. It shows the use of 5 note scales to play simple blues. For more theoretical information on the idea behind this video see the blog “Banjo Synonyms

For a more complete discussion of pentatonic sclaes and their application for five-string banjo, see “The Key To Five String Banjo” on the Pat Cloud Website.

Banjo Synonyms

Here are four chord positions containing the notes F# – A – C – E:

The notes F# – A – C – E are represented in the first chord form starting from the fourth string through the first. In each successive position, the note on the 4th string is shifted to the first, keeping the strings in order:

1st form:  F#m7b5 = F# – A – C – E

2nd form: Am6 = A – C – E – F#

3rd form: D9 = C – E – F# – A

4th form: D9 = E – F# – A – E

The interesting thing about these positions is that they all represent a kind of D7th chord but with an added 9th extension. Interesting also is that is that they have no “D” note. In other words, they imply a D7(9) chord without the root. How can this be?

The answer is that in the world of harmonic chord quality, the dominant chord is in a classification by itself. Out of the notes of a D7th chord (D – F# – A – C), the notes that define the core of the dominant sound are the 3rd (F#) and the 7th (C). The root and the fifth are superfluous. The distance between F# and C is six frets or three whole tones. It is referred to as the the “tritone” interval. If you find these two notes all over the neck, you will have the core harmony of a D7th chord. To see the tritone interval concept demonstrated in a simple blues, see the blog, “Two-Note Blues.”

Note that the first chord form, the F# m7b5  is actually an A minor chord in the first two frets and If you open up the first string, the familiar D chord you may have been taught in your very first banjo instruction is evident.

Learning to view the neck in partial three and four note chord fragments sets up a kind of gestalt in which similar forms serve to paint many different chords. For instance, the five note pentatonic scale and its many variations provide a wealth of melodic materials for improvisation. For more information on this an many other topics, see “The Key To Five String Banjo.”

America’s Miscellaneous Instrument

Bluegrass banjo players would be quick to point out that “folk” style banjo is completely different than “bluegrass” style banjo. What’s interesting about bluegrass banjo is that there are categories linking right hand technique to famous players, i.e., “Scruggs Style,” “Reno Style” and “Keith Style.” Personality linked technique is somehow revealing because nobody really has a market on common string technique. Banjo instruction is largely devoid of accepted music basics such as theory, sight reading (as opposed to tablature), and the practice of scales and arpeggios, is virtually nonexistent. These  instruction methods are common on all other instruments and are the tools and foundations of personal style – not personalities or technique. It’s why it could be argued that in terms of instruction, five string banjo is still at a “folk” instrument level of development and is the reason it is relegated to the “miscellaneous” category of musical instruments.

The joke goes something like this:

Q: “How do shut a banjo player up?”
A: “Put sheet-music in front of them!”

Because bluegrass instruction books teach the same old “tablature and roll” methods introduced in the mid-sixties, we now have a “tablature and roll cult” which values imitation over creativity. Although imitation is an important element in the process of learning, bluegrass banjo instruction teaches only rote imitation of virtually the same musical cliches invented by Earl Scruggs some 50 years ago. This is, of course, with the exception of notable banjo musicians who have creatively progressed to a more distinctive personal style.

In most bluegrass banjo instruction books, the student is instructed to repeat three and four note right hand, open string arpeggios called “rolls,” ad infinitum, without any meaningful rhythmic context or musical application. Metronome instruction is never mentioned nor included. These “rolls” are described in some books with curious little names which rival ones given to quantum sub-atomic particles: forward, backward, square, inside, outside, etc. They have become the musical atoms that make up right hand instruction in the bluegrass banjo universe. Ironically, if you survey the actual music of Earl Scruggs, such repetitive rolls are not to be found. There may be elements of banjo rolls, but his right-hand playing is far more varied. Why? Earl Scruggs’ playing was never “roll” driven, but rather melody driven. Scruggs never actually used tablature or rolls himself.

The drilling of repetitive ”rolls” leads some students to infer that they are some kind of musical “filler” or “bubble wrap” to mechanically stuff around a melody rather than the mere physical conditioning exercises they were originally designed to be. Applying “finger rolls” to a melody in a backwards attempt to find some imaginary shortcut to a great finger style arrangement misses the whole point of the melody. Students become stuck on tab, finger roll regurgitation, cliches and real no understanding of what is really going on musically. And after years of instruction, they wonder why their playing sounds nothing like their favorite recordings.

Great bluegrass banjo playing is characterized by creatively allowing the melody to direct right hand patterns so as to frame and enhance a melody’s uniqueness rather than burying it in repetitive redundancy. Varying and tailoring right-hand patterns to a melody is an art and a skill based upon musical taste and finger-independent control rather than repetitive “finger roll” muscle memory. It is a skill that results directly from rhythmic practice with a metronome – the same kind of basic musicianship that is ignored in bluegrass instructional materials.

Learning Styles?

Well it seems that the concept of personal “learning-styles” has met with recent criticism. In an article in Science Daily “Education: Learning Styles Debunked” researchers involved with the psychology of learning questioned the scientific testing basis for the “meshing hypothesis” which postulates that accelerated learning is best accomplished when instruction meshes with the psychological, neurological and even sociological needs or dispositions of the learner. The criticism revolves around the methodology of the non-scientific survey-style testing. Specifically, the lack of “randomizing research designs” used in the process of making the theory of learning styles scientifically viable. The conclusion is that learning-style tests and teaching tools are a waste of educational resources and time.

The theory which started to gain popularity in the 70’s has generated no less than seventy different description modalities over the last forty years. While there are good intentions involved in these personal learning-style systems and theories, the complete scientific story of how learning is accomplished neurologically is still not fully known. The non-scientific tests, such as those found in books and on the internet involved with determining dominant learning aptitudes, are not fully verified scientifically and are random in their design and execution. People, even after being exposed to these tests, were still not very good at completely understanding just how they learn something nor how adopting a certain learning-style can accelerate and codify their learning.

My interest in this topic came about from the online discussions about learning banjo by tablature or by ear. The common-sense understanding from most people online was that there is a “learning-style” that is best for you and you should keep trying different approaches until you find the best that is suited to you and your goals.

But, should the teaching style conform to the student, or should the student adapt to and practicing the skills that best foster music learning? Of all the learning-style classifications, ie., “visual-verbal” “sensory-intuitive” “active-reflective” or “sequential-global,” music ultimately depends upon activity. The activity may be listening to develop “musical hearing” or it may be copying and repeating (sometimes endlessly) a sound on your instrument. While you may use tablature in a sequential manner, you will be better served by first actively and repetitively listening to a recording to get the whole sonic picture.

Practice and actively persistent application is the best way to discover how you learn the best rather than taking surveys and getting lost in a teaching-style smorgasbord. Repetition and practice conquers all!

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