basic strokes

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7/24/2019 Basic Strokes http://slidepdf.com/reader/full/basic-strokes 1/3  arching Percussion asic Strokes for Technical Development Thorn annum There are four basic stroke types used by most percussionists: legato, staccato, accent height versus tap height, and grace note. Each stroke has certain physical and visual characteristics which help distinguish one from the other. Regardless of which stroke is used there are a few considerations that must be closely monitored by the instructor and director. 1. Grip maintenance - Constantly reinforce all guidelines for proper grip maintenance. 2. Path of the stick~mallet - Straight up and down. Eliminate any circular or slicing motions. 3. Bead moves first (not arm or orearm) - All stick motion is initiated from the bead. For now, avoid elevating the arm or forearm. When the process is done correctly the following can be observed: either hand (matched grip)- an obvious bending in the crook of the wrist; left hand (traditional grip) - a pivot action of rotating the hand, wrist, and forearm. 4. Height of rise consistency - Concentrate on duplicating the exact height of each and every upstroke. Use a minim um of 12 inches. 5. Control of the opposite stick/mallet - If the right hand is playing, the left must remain in the starting position. The converse is also true All the exercises in the following section are designed to teach the basic qualities of each stroke. Move on when the students display an acceptable level of proficiency in each area. Remember, a thorough understanding of these fundamentals is essential for continued advancement. egato Stroke The legato stroke derives its name from the smooth, connected motion of the stick or mallet, not the sound it produces. Its primary function is to teach student percussionists how to relax while moving the stick or mallet. Therefore, this stroke should be introduced first. An important characteristic of the legato stroke is the natural rebound which occurs immediately after a stick or mallet makes contact with the drum head. The performer needs to develop a feel for this rebound to sustain relaxation during extended periods of playing. Also, utilizing the natural rebound enables students to play at faster tempos. The legato stroke is excellent for cymbal ride technique. *This article is adapted from Thorn Hannum and Robert Morrison, Championship Concepts or Marching Percussion: The Garfield Cadets Innovative Approach (Milwaukee: Hal Leonard Publishing Corpora- tion), 1986. 1. Relax ation -The basis of all good drumming begins with relaxation of the fingers, then hands, up through the wrists, and into the forearms. Always maintain the natural curve of the hand when playing. 2. One motion - Once put in motion, the stick or mallet never stops. Common tendencies are to interrupt the flow of the implement at one of the following check points: a. the peak o f the upstroke b. immediately following contact with the playing surface c. at some location between these two 3. Equal timing of the rise andfall-The amount of time it takes to complete the upstroke should be duplicated for the downstroke. The result is a continuous flow of the stick or mallet, similar to bouncing a ball. 4. Controlled rebound - The implement is allowed to rebound after surface contact but at a rate of speed equivalent to the time elapsed in completing the downstroke. Note: The instructor and director should monitor extreme relaxation of the fingers and thumb since this will result in a los of control. Exercises 1-3 will help in the development of this stroke. Take No. I and No. 2 slowly at first, ,J = 60, then gradually accelerate to J = 184. Remain relaxed from beginning to end. No. 3 should start at ~ = 80 and gradually accelerate to J = 132. Again, remain relaxed. Staccato Stroke When used appropriately the staccato stroke will improve the performer's quality of sound and provide a means for accenting. Since the intensity of this stroke is greater than a legato stroke it is useful for playing at louder volume levels. The staccato stroke derives its name from the short, quick motion of the stick or mallet, not the sound it produces. Most general purpose playing incorpo- rates the staccato approach. 1. Force vs. relaxation - There is an element of force in the staccato approach that is not apparent in the legato stroke. 2. Wrist andfinger snap- At the last instant of the downstroke the student should conclude with a snap of the wrist and fingers. 3. Rebound - After surface contact the implement stops as close to the playing surface as possible - the starting position. This virtually eliminates any natural rebound of the stick or mallet. The wrist and fingers act as a shock absorbing device. Be careful not to stop the implement at the peak of the upstroke. 4. Equal timing of the rise and fall - Compared to a legato stroke, the elapsed time of an upstroke and downstroke is much quicke in the staccato approach. To measure the difference, elevate the bead of the stick or mallet to 12 inches above the playing surface. 6 Percussive Notes

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Page 1: Basic Strokes

7/24/2019 Basic Strokes

http://slidepdf.com/reader/full/basic-strokes 1/3

 

arching

Percuss ion

a s i c S t r o k e s

fo r T e c h n i c a l

D e v e l o p m e n t

T h o rn a n n u m

T h e r e a r e f o u r b a s i c st r o k e ty p e s u s e d b y m o s t p e r c u s s i o n i s ts :

l e g a to , s t a c c a to , a c c e n t h e i g h t v e r s u s t a p h e i g h t , a n d g r a c e n o t e .

E a c h s t r o k e h a s c e r t a in p h y s i c a l a n d v i s u a l c h a r a c t er i s ti c s w h i c h

h e l p d i s t i n g u is h o n e f r o m t h e o t h e r .

R e g a r d l e s s o f w h i c h s t r o k e i s u s e d t h e r e a r e a f e w c o n s i d e r a t i o n s

t h a t m u s t b e c l o s e ly m o n i t o r e d b y t h e i n s t r u c t o r a n d d i r ec t o r.

1 . G r i p m a i n t e n a n c e -

C o n s t a n t l y r e i n f o r c e a ll g u i d e l i n e s f o r

p r o p e r g r i p m a i n t e n a n c e .

2 . P a t h o f t h e s t i c k ~ m a l l e t - S t r a i g h t u p a n d d o w n . E l i m i n a t e a n y

c i r c u l a r o r s l i ci n g m o t i o n s .

3 . B e a d m o v e s f i r s t ( n o t a r m o r o r e a r m ) -

A l l s t ic k m o t i o n i s

i n i ti a te d f r o m t h e b e a d . F o r n o w , a v o i d e l e v at i n g t h e a r m o r

f o r e a rm . W h e n t h e p r o c e s s is d o n e c o r r e c t l y th e f o l l o w i n g c a n b e

o b s er v ed : e i th e r h a n d ( m a t c h e d g r i p ) - a n o b v i o u s b e n d i n g i n t h e

c r o o k o f t h e w r i st ; l e f t h a n d ( t r a d i t io n a l g r i p ) - a p i v o t a c t i o n o f

r o t a t i n g t h e h a n d , w r i s t , a n d f o r e a r m .

4 . H e i g h t o f r i s e c o n si s t e n cy -

C o n c e n t r a t e o n d u p l i c a t i n g t h e e x a c t

h e i g h t o f e a c h a n d e v e r y u p s tr o k e . U s e a m i n i m u m o f 1 2 i nc h e s .

5 . C o n t r o l o f t h e o pp o s i te s t i c k / m a l l e t - I f t h e r i g h t h a n d i s p l a y i n g ,

t h e l e f t m u s t r e m a i n i n t h e s t a r t i n g p o s i ti o n . T h e c o n v e r s e i s a l s o

t r u e

A l l t h e e x e r c i s e s i n t h e f o l l o w i n g s e c t i o n a r e d e s i g n e d t o t e a c h

t h e b a s i c q u a l it ie s o f e a c h s t ro k e . M o v e o n w h e n t h e s t u d e n t s

d i s p l ay a n a c c e p t a b l e l ev e l o f p r o f i c ie n c y i n e a c h a r ea . R e m e m b e r , a

t h o r o u g h u n d e r s t a n d i n g o f th e s e f u n d a m e n t a l s i s e ss e n t ia l f o r

c o n t i n u e d a d v a n c e m e n t .

egato Stroke

T h e l e g a t o s t r o k e d e r i v e s i ts n a m e f r o m t h e s m o o t h , c o n n e c t e d

m o t i o n o f t h e st i ck o r m a l l e t, n o t t h e s o u n d i t p r o d u c e s . I t s p r i m a r y

f u n c t i o n i s to t e a c h s t u d e n t p e r c u s s i o n i s t s h o w t o r e l ax w h i l e

m o v i n g t h e s t i c k o r m a l l et . T h e r e f o r e , t h i s s t r o k e s h o u l d b e

i n t r o d u c e d f i r s t .

A n i m p o r t a n t c h a r a ct e r is t ic o f t h e l e g a t o s tr o k e i s t h e n a t u r al

r e b o u n d w h i c h o c c u r s i m m e d i a t e l y a f te r a st i ck o r m a l l e t m a k e s

c o n t a c t w i t h t h e d r u m h e a d . T h e p e r f o r m e r n e e d s t o d e v e l o p a f e e l

f o r t h i s re b o u n d t o s u s ta i n r e la x a t io n d u r i n g e x t e n d e d p e r i o d s o f

p l a y in g . A ls o , u t il i zi n g t h e n a t u r a l r e b o u n d e n a b l e s s t u d e n t s t o p l a y

a t f a st e r t e m p o s . T h e l e g a t o s tr o k e i s e x c e l le n t f o r c y m b a l r i d e

t e c h n i q u e .

* T h i s a r ti cl e is a d a p t e d f r o m T h o r n H a n n u m a n d R o b e r t M o r r is o n ,

C h a m p i o n s h i p C o n c e p t s o r M a r c h i n g P e r c u s s i o n : T h e G a r f i e l d C a d e t s

I n n o v a t i v e A p p r o a c h ( M i l w a u k e e: H a l L e o n a r d P u b l i s h i n g C o r p o r a -

t ion) , 1986.

1 . R e l a x a t i o n

- T h e b a si s o f a ll g o o d d r u m m i n g b e g i n s w i th

r e l a x at i o n o f th e f i n g e r s, t h e n h a n d s , u p t h r o u g h t h e w r i s t s, a n d

i n t o t h e f o r e a r m s . A l w a y s m a i n t a i n t h e n a t u r a l c u r v e o f th e h a n d

w h e n p l a y i n g .

2 . O n e m o t i o n - O n c e p u t i n m o t i o n , t h e s t i ck o r m a l l e t n e v e r

s t o p s . C o m m o n t e n d e n c i e s a r e t o i n t e r r u p t t h e f l o w o f th e

i m p l e m e n t a t o n e o f t h e f o l l o w i n g c h e c k p o i n t s :

a . t h e p e a k o f t h e u p s t r o k e

b . i m m e d i a t e l y f o l lo w i n g c o n t a c t w i t h t h e p l a y i n g s u r f a c e

c . a t s o m e l o c a t i o n b e t w e e n t h e s e t w o

3 . E q ua l t i m i ng o f t he r i se a n d f a l l - T h e

a m o u n t o f t im e i t ta k e s t o

c o m p l e t e t h e u p s t r o k e s h o u l d b e d u p l i c a t e d f o r th e d o w n s t r o k e .

T h e r e s u l t is a c o n t i n u o u s f l o w o f t h e s t i c k o r m a l l et , s i m i l a r to

b o u n c i n g a b a ll .

4 . C o n t r o l l e d r e b o u n d - T h e i m p l e m e n t i s a l lo w e d t o r e b o u n d

a f t e r s u r f a c e c o n t a c t b u t a t a r a te o f s p e e d e q u i v a l e n t t o t h e t i m e

e l a p s e d i n c o m p l e t i n g t h e d o w n s t r o k e .

N o t e : T h e i n s t r u c t o r a n d d i r e c t o r s h o u l d m o n i t o r e x t r e m e

r e l a x at i o n o f t h e f i n g e r s a n d t h u m b s i n c e t h is w i l l r es u l t i n a l o s

o f c o n t r o l.

E x e r c i s e s 1 - 3 w i l l h e l p i n t h e d e v e l o p m e n t o f t h i s s t ro k e . T a k e

N o . I a n d N o . 2 s l o w l y a t fi r st , ,J = 6 0 , t h e n g r a d u a l l y a c c e l e r a te t o

J = 1 8 4. R e m a i n r e l a x e d f r o m b e g i n n i n g t o e n d . N o . 3 s h o u l d s t a r t

a t ~ = 8 0 a n d

g r a d u a l l y

a c c e l e r a t e t o J = 1 3 2 . A g a i n , r e m a i n

re la xe d .

Staccato Stroke

W h e n u s e d a p p r o p r i a t e l y t h e s t a c c a to s t ro k e w i ll im p r o v e t h e

p e r f o r m e r ' s q u a l i t y o f s o u n d a n d p r o v i d e a m e a n s f o r a c c e n ti n g .

S i n c e t h e i n t e n s i t y o f t h i s s t r o k e i s g r e a t e r t h a n a l e g a t o s t r o k e i t is

u s e f u l f o r p l a y in g a t l o u d e r v o l u m e l e v el s. T h e s t a c c at o s t r o k e

d e r i v e s it s n a m e f r o m t h e s h o r t , q u i c k m o t i o n o f t h e s t ic k o r m a l l e t ,

n o t t h e s o u n d i t p r o d u c e s . M o s t g e n e r a l p u r p o s e p l a y i n g i n c o r p o -

r a t e s t h e s t a c c a t o a p p r o a c h .

1 . Fo r ce v s . r e la xa t io n - T h e r e i s a n e l e m e n t o f f o r c e in t h e

s t a cc a t o a p p r o a c h t h a t i s n o t a p p a r e n t i n t h e l e g a t o s tr o k e .

2 . W r i s t a n d f in g e r s n a p -

A t t h e l a s t i n s t a n t o f t h e d o w n s t r o k e t h e

s t u d e n t s h o u l d c o n c l u d e w i t h a s n a p o f t h e w r i s t a n d f i n g e rs .

3 . R e b o u n d - A f t e r s u r f a c e c o n t a c t t h e i m p l e m e n t s t o p s a s c l o s e

t o t h e p l a y i n g s u r f a c e a s p o s s i b l e - t h e s t a r t i n g p o s i t io n . T h i s

v i r t u a ll y e l i m i n a t es a n y n a t u r a l r e b o u n d o f t h e s t i c k o r m a l l e t .

T h e w r i s t a n d f i n g e rs a c t a s a s h o c k a b s o r b i n g d e v i c e . B e c a r e fu l

n o t t o s t o p t h e i m p l e m e n t a t t h e p e a k o f t h e u p s t r ok e .

4 . E q u a l t i m i n g o f t h e r i s e a n d f a l l - C o m p a r e d t o a l e g a t o st r o k e,

t h e e l a p s ed t i m e o f an u p s t r o k e a n d d o w n s t r o k e i s m u c h q u i c k e

i n t h e s t a c ca t o a p p r o a c h . T o m e a s u r e t h e d i f f e re n c e, e l e v a te t h e

b e a d o f t h e s t i ck o r m a l l e t t o 1 2 i n c h e s a b o v e t h e p l a y i n g s u r f ac e .

6 P e r c u s s i v e N o t e s

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N o w s n a p d o w n a n d s t o p t h e s t ic k i n t h e s t a r t in g p o s i t i o n j u s t

a b o v e t h e p l a y in g s u rf a ce . T h e a m o u n t o f t im e f o r t h e d o w n -

s t r o k e s h o u l d b e e q u a l l e d f o r t h e u p s t r o k e .

Note:

T h e i n s t r u c t o r a n d d i r e c t o r s h o u l d m o n i t o r e x t r e m e

s q u e e z i n g o r p i n c h i n g a t th e p r e s s u r e p o i n t s : T h i s w i l l r e s u l t i n

t e n s i o n a n d p r e v e n t a c c e l e r a t i o n t o fa s t e r te m p o s .

T o h e l p d e v e l o p t h e s t a c c a t o s tr o k e , u s e e x e r c i s e s 4 a n d 5 . N o . 4

s h o u l d s t a r t a t , J = 4 8 andgraduaUy a c c e l e r a t e to ,I = 1 4 4. S n a p t h e

w r i s t a n d f i n g e r s a t t h e e n d o f e a c h s t ro k e . N o . 5 b e g i n s a t ,I = 8 0

and gradually a c c e l e r a t e s t o , / = 1 5 2 .

A c c e n t H e i g h t v s T a p H e i g h t

T w o n o t e s a r e p l a y e d i n t h e a c c e n t h e i g h t v e r s u s t a p h e i g h t

a p p r o a c h . F o r n o w t h e a c c e n t e d n o t e i s 1 2 i n c h e s h i g h a n d t h e t a p

i s a l w a y s 3 i n c h e s. L a t e r t h e h e i g h t o f t h e a c c e n t e d n o t e w i l l c h a n g e

a c c o r d i n g t o t h e d y n a m i c m a r k i n g . U s e t h e f e e l o f a s t a c c a to s t r o k e

w h e n p l a y i n g a n a c c e n t e d p a t t e r n . A s t e m p o s i n c r e a s e t h e

p e r f o r m e r m a y n e e d t o l o o s e n t h e g r i p s li g ht ly .

1. Controlled reb ou nd -Th e s t i ck o r m a l l e t r e b o u n d s t o a h e i g h t o f

3 i n c h e s a f t e r t h e a c c e n t e d n o t e . T h e n t h e s t u d e n t p l a y s a 3 t a p

a n d c r e a t es a n u p s t r o k e t o t h e d e s i g n a t e d a c c e n t l e v el .

2. Equal t iming of the two notes - T h e a m o u n t o f ti m e i t ta k e s t h e

s t ic k o r m a l l e t t o t r a v e l f r o m t h e p e a k o f t h e u p s t r o k e ( 12 ) , m a k e

c o n t a c t , a n d r e t u r n t o t h e t a p h e i g h t ( 3 ) s h o u l d b e e q u a l l e d

w h e n t h e i m p l e m e n t r e s tr i k e s th e p l a y i n g s u r f a c e a n d i s l if t e d

b a c k t o t h e a c c e n t h e i g h t ( 1 2 ) .

I n o r d e r t o a c c e l e r a te t o f a st e r t e m p o s t h e p e r f o r m e r m u s t f e e l a s i f

t h e i n d i v id u a l m o t i o n s o f t h e a c c e n t a n d t a p n o t e s b l e n d t o f o r m

o n e m o t i o n . T h i s i s st r ic t l y a f ee l c o n s i d e r a t i o n b u t i m p o r t a n t t o

a c h i e v e .

Note:

T h e i n s t r u c t o r a n d d i r e c t o r s h o u l d m o n i t o r x t r m

r e l a x a ti o n o r p r e s s u r e o f t h e f i n g e r s a n d t h u m b s i n c e t h is w i l l c a u s e

a l o s s o f c o n t r o l o r t e n s i o n b u i l d u p r e s p e c t i v e ly .

E x e r c i s e s 6 - 8 a r e d e s i g n e d f o r d e v e l o p i n g t h i s s tr o k e . N o . 6

s h o u l d b e g i n a t J = 7 2. S t ri v e f o r c o n s is t e n c y o f a c c e n t a n d t a p

h e i g h t s . Gradually a c c e l e r a t e t o J = 1 8 4 . B e g i n N o . 7 a t J = 9 6 a n d

gradually a c c e l e r a t e to ,J = 1 5 2. M a k e s u r e t h e t a p a f t e r t h e a c c e n t e d

n o t e i s a t 3 . N o . 8 s t a r t s a t J = 9 6 a n d a c c e l e r a t e s t o ,I - - 1 7 6 .

B a l a n c e t h e a c c e n t s f r o m h a n d t o h a n d .

G r a c e N o t e

G r a c e n o t e s i n m a r c h i n g p e r c u s s i o n a r e u s e d p r i m a r i l y t o e x e c u t e

f l a m s . A s a g e n e r a l r u l e g r a c e n o te s s h o u l d b e p l a y e d a t 1 ½ w i t h

s t a c c a t o fe e l . S o f t e r v o l u m e s m a y r e q u i r e a l o w e r h e i g h t, w h e r e a s

f a s t e r t e m p o s a n d d e n s e f l a re p a t t e r n s m a y n e c e s s i t a te g r a c e n o t e s

h i g h e r t h a n 1 ½ . A s t h e p e r f o r m e r g a in s e x p e r i e n ce h e w i l l k n o w

w h e n t o a d j u s t t h e l e v el o f t h e g r a c e n o t e .

E x e r c i s e 9 a n d 1 0 w il l s t r e n g t h e n t h i s c o n c e p t . P l a y N o . 9 a t J =

1 2 8 . M a k e s u r e b o t h s t ic k s r e m a i n i n t h e s t a r t i n g p o s i t i o n u n t i l t h

i n s t a n t b e f o r e t h e a t t a c k ( t h e r e i s n o p r e p a r a t i o n m o t i o n f o r f l a m s )

U s e a s t a c c a to s t r o k e f o r t h e p r i m a r y n o t e a n d t h e g r a c e n o t e . T o

c r e a t e a t i g h t f l~ tm s o u n d , k e e p t h e s p a c i n g o f t h e g r a c e n o t e a s c l o s e

a s p o s s i b l e t o t h e p r i m a r y n o t e w i t h o u t c r e a t i n g a f l a t f l a m . F l a t

f l a m s r e s u lt w h e n t h e g r a c e n o t e a n d p r i m a r y n o t e a r e p l a y e d

s i m u l ta n e o u s l 3 n E x e r c i s e N o . 1 0 i s a l s o a t , / = 1 2 8 . M a k e s u r e t h e

g r a c e n o t e s a r e 3 i n c h e s . S t r i v e f o r a t i g h t f l a m s o u n d .

D i l i g e n t p r a c t ic e a n d w a r m - u p s o f s u c h e x e r c i s es a n d c o n c e p t s

w i l l n o t o n l y r e s u l t i n m o r e c o n s i s t e n c y t h r o u g h o u t t h e p e r c u s s i o n

s e c t io n , b u t i n a m o r e s u c c e s s f u l a n d e n j o y a b l e p e r f o r m a n c e

e x p e r i e n c e f o r a l l.

Thorn H an nu m is the percussion program director and arranger or th

Garfield Cadets , the 1983, 1984, and 1985 DC I World Champions. In

addition, he is currently the a ssistant marching band director at the

University of Massachusetts, Amherst, where he received a master of

music degree. Hann um is a clinician and endorser or the Avedis

Zildjian Co mpa ny and Pearl International, and on the arranging staf

for Columb ia Pictures Publications. He is the author, with Ro bert

Morrison, of C h a m p i o n s h i p C o n c e p t s f o r M a r c h i n g P e r c u s si o n:

T h e G a r f i e ld C a d e t s ' I n n o v a ti v e A p p r o a c h Milwaukee: Hal

Leonard Publishing Corporation), 1986.

E x a m p l e I

E x a m p l e 2

R R R R R R R

E x a m p l e 3

E x a m p l e 4

= J 3 Y3 5 3 5 3 :i ..

q |

R L R L R L R L

E x a m p l e 5

M a r c h i n g P e r c u s s i o n / T e c h n i c a l D e v e l o p m e n t S u m m e r 1 98 7 /

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7

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Ex a m p l e 8

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raf

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Ex a m p l e 9

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Exam ple 10

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8 Percussive Notes Marching Percussion Tech nica l Dev elopm en