Tony Williams Vocabulary Analysis

TONY WILLIAMS DRUMSET IDEOLOGY TO 1969:
SYNERGISTIC EMERGENCE FROM AN ADAPTIVE MODELING OF FEEL,

TECHNIQUE AND CREATIVITY AS AN ARCHETYPE FOR CULTIVATING
ORIGINALITY IN JAZZ DRUMSET PERFORMANCE STUDIES
Dave Goodman
A thesis submitted in fulfilment

of requirements for the degree of
Doctor of Philosophy
Sydney Conservatorium of Music

University of Sydney
2011
I declare that the research presented here is my own original work and has not been
submitted to any other institution for the award of a degree.
ii
Abstract
I identify Tony Williams formative drumset ideology as being emergent from his
adaptive modeling of the feel, technique and creativity identified in the drumming of
Art Blakey, Max Roach and Philly Joe Jones respectively and present the results of
extensive textual and musicological research on Williams formative practices between
1945 and 1969 as an archetype for cultivating originality in jazz drumset performance
studies. I examine patterns of creative thought in the New York jazz community as
they developed from the relative heteronomy of modernist bebop improvisation to the
postmodernist aesthetic of jazz-rock fusion resulting in the emergence of collective
autonomy in musical interaction and improvisation. My research reveals Willams
possession of autotelic personality and utilisation of learning techniques associated
with heutagogy. Also identified is the prevalence of entrainment in the social and
musical interactions of the New York jazz community and I interpret these qualities
through the lens of the theory of complex adaptive systems as a model for learning in
jazz drumset performance studies. I analyse Williams ensemble and solo drumming in
comparison to that of Blakey, Roach and Jones in addition to Roy Haynes by using an
analytic schema designed specifically for identification of contrasting qualities in the
voicing of rhythm and expression as revealed in the grouping and ordering of limbs in
drumset performance. I present a complete stylistic overview of Williams recorded
output until 1969 including swing, avant garde, ballad, straight eighth-note and
sixteenth-note oriented styles as well as complex temporal events such as polymetric
superimposition, rubato, polytempo, superimposed metric modulation, metric
modulation and tempo fluctuation.
iii
Acknowledgements
I wish to extend my most humble and sincere gratitude to the following people for
being the splendid people they are. None of this work would have been possible if it
were not for the warm glow of their humanity:
Firstly and most importantly to my principal supervisor, Dr. Charles Fairchild who
brought such magnanimity and spirited erudition to my project that regrettably I fall
short in finding the superlatives I need to fully express my appreciation and respect for
the vitality of his keen insight and first-class professionalism.
To my associate supervisor, Mr. Daryl Pratt, a man whose musical originality and
precise intelligence I have admired for many years and whose encouragement initially
helped get my project off the ground.
To Mr. Phillip Slater also for encouraging me to enrol and for letting me sit in on his
endlessly enlightening analysis class.
To Dr. Michael Halliwell, for chairing the initial meetings about my proposal and for
vetting my ideas with such sincerity and interest.
To Mr. Craig Scott for his questions during the proposal stage, for his subsequent
interest in my research, for being one of the worlds finest bass players and a good
friend.
To Dr. Peter Dunbar-Hall for his humour and understanding as principal supervisor
during the first year of my research.
To Dr. Kathleen Nelson for her tremendous collegial generosity and enthusiasm. If it
werent for Dr. Nelsons Thursday afternoon seminar I would not have been able to
string two thoughts together that were clamouring to be strung together.
To Prof. Anna Reid, Dr. Kathryn Marsh, Dr. Jennie Shaw, Mr. Lewis Cornwell, and Mr.
Richard Toop for their invaluable feedback at various points along the way.
To the wonderful staff in the Sydney Conservatorium of Music Library, particularly to
Clare McCoy, Marie Chellos, Bligh Glass, and Murray Scott for all their gracious
assistance and thorough organisation.
This research could not have been carried out if it werent for the generous support I
received as a recipient of the Australian Postgraduate Award (APA) and therefore I wish
to thank the administration in the Research Scholarships Office at the University of
Sydney as well as those who administer the Sydney Conservatoriums Postgraduate
Research Support Scheme (PRSS).
To Mr. Leon Gaer for speaking with me so candidly about his time as bassist in Don
Ellis band.
iv
To Mr. Andrew Gander for all of our discussions and for the tremendous amount of
inspiration he has brought to my life as a man and as a musician. He is truly one of
another kind.
To Mr. Luke Davison for sharing his insights with me during the early stages.
To Messrs. Mulgrew Miller, Bill Milkowski, Garrison, and Mark Griffith for their
correspondence during my research.
Two of my teachers, Messrs. Jim Chapin and Joe Morello passed away during the
writing of this thesis. No words can describe the aura of magic these men exuded.
May the significance of their intensely passionate and insightful contributions to music
live on in perpetuity.
To the amazing Messrs. Billy Hart, John Poche, Gordon Rytmeister, Simon Barker, Jim
Piesse, Craig Naughton, Michael Iveson, Paul Derricott, Cameron Reid, James Waples,
and Jamie Cameron for their continued interest in and support of my research and for
their endlessly inspiring and influential drumming, to which I constantly turn for fresh,
new ideas. Further thanks also to Jamie Cameron, Toby Hall and Miss Beck Clarke for
carrying a significant amount of my excess professional weight during the closing
months of my research.
To my dear friends and partners in crime: Messrs. Matt Keegan, Cameron Undy, Matt
McMahon, Mike Rivett, Abel Cross, Ben Donny Waples, Hakuei Kim, Mike
Majkowski, Gerard Masters, Nick Hoorweg, Melissa Cox, Didi Mudigdo, Glenn Doig,
Ron Philpott, Chuck Yates, Kevin Hunt, Gary Holgate, and Karl Dunnicliff for their
supreme musicianship and also for their constant reminders that I have a life and a
phone. (And a passport!)
To my parents, Mr. and Mrs. Harvey and Marion Goodman, and my sister Mrs.
Genevieve Cohen and her family: I have no words to express the depth of gratitude I
have for their continued love and support of everything I do. Thankfully, via the
auspices of their love and support I have the gift of music through which to express
these feelings. And I do. Every note.
To my wonderful wife Patrice: without her love, support, Herculean patience, and
gastronomic prowess, Im not sure I would be alive right now to write this.
Finally, to Mr. Dick Montz for inviting me to teach drumset in the Sydney
Conservatorium of Music Jazz Studies Unit many years ago. Dick died during the early
stages of this research. When Dick and I spoke for the last time he was very unwell
and I asked if there was anything I could do for him. His parting words were to just do
a good job with your PhD; youre our first one, meaning the first jazz graduate from
the Conservatorium to go on and do a PhD at the school.
I respectfully dedicate this thesis to Dick Montz in honour of his memory.
Table of Contents
List of Figures .............................................................................................................. x
List of Tables............................................................................................................. xiii
Drumset Legend ....................................................................................................... xiv
Introduction ................................................................................................................ 1
Main Arguments ................................................................................................................. 1
Thesis Structure................................................................................................................ 13
Methodology .................................................................................................................... 18
Research ...............................................................................................................................................18
Selection of Recordings for Transcription and Analysis......................................................................20
Transcription ........................................................................................................................................23
Analysis ................................................................................................................................................27
Structure (Macro) .............................................................................................................................32
Form ............................................................................................................................................32
Style.............................................................................................................................................33
Phraseology: Choice and Placement of Figures in Relation to Form and Soloists Phrasing ....33
Figures (Micro).................................................................................................................................35
Rhythm ........................................................................................................................................35
Rhythmic Density (Continuous and Broken) - Catalogues of Eighth-Notes ..........................36
Polymetric Superimposition and Composite Rhythms ..........................................................37
Rubato and Complex Temporal Ratios ..................................................................................39
Grouping and Ordering of Limbs ...............................................................................................41
Omni-Adroitness ....................................................................................................................41
Harmonic Density (Simple and Complex).............................................................................54
Drumset Voicing and Motion .....................................................................................................54
Pitch Range and Melodic Motion (Stasis and Motility) .........................................................57
Expression ...................................................................................................................................57
Review of Related Literature ............................................................................................ 59

Critical Position as Scholar-Performer and the Need for Jazz Drumset Performance Studies ...........59
The Sociocultural and Political Context of African American Jazz Between 1954 and 1969 ...........64
Historical Perspective on Discrimination .......................................................................................64
Jazz of African American Origin and its Relation to African Music-Making Traditions................69
Modernism and Jazz........................................................................................................................72
Analyses of Jazz Drumset Performance...............................................................................................75
Polyrhythm and Polymeter in the Literature ...................................................................................77
Drumset Coordination in the Literature ..........................................................................................83
Drumset History in the Literature....................................................................................................85
Analyses of Tony Williams Drumming ..............................................................................................86
Descriptive Journalism ....................................................................................................................86
Scholarly Treatment ........................................................................................................................87
Improvisation .......................................................................................................................................93
Conclusion ....................................................................................................................... 97
Chapter One............................................................................................................ 100

Key Concepts Derived from Tony Williams Formative Practices .................................... 100
Feel, Technique and Creativity..........................................................................................................100
Autotelic Personality ..........................................................................................................................103
Differentiation and Integration......................................................................................................106
Heutagogy ..........................................................................................................................................109
Entrainment ........................................................................................................................................112
Complex Adaptive Systems ...........................................................................................................118
States of Play .............................................................................................................................120
Tree of Moves ...........................................................................................................................121
Strategies ...................................................................................................................................122
Emergent Learning in Complex Adaptive Systems...................................................................126
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Well-Networked ...................................................................................................................128
Agency .............................................................................................................................129
Short-Range Relationships ...............................................................................................129
Nested or Fractal Relationships .......................................................................................131
Non-Linearity .......................................................................................................................132
Existence Far From Equilibrium.......................................................................................134
The Nature of Feedback Loops and The Butterfly Effect.................................................135
Bounded ...............................................................................................................................136
Group-Held Meaning and Strange Attractors .................................................................136
Synergy and Constructivism.................................................................................................138
Emergent Learning and Being in the Zone ..........................................................................139
Conclusion ..................................................................................................................... 141
Chapter Two............................................................................................................ 143

Biographical and Contextual Materials ........................................................................... 143
Bebop in America Prior to 1945........................................................................................................143
Tony Williams Cultural and Musical Milieu ....................................................................................150
Boston, 1945-1962........................................................................................................................150
Alan Dawson ............................................................................................................................153
Art Blakey..................................................................................................................................156
Max Roach ................................................................................................................................162
Philly Joe Jones .........................................................................................................................166
Miles Davis, Jimmy Cobb, Louis Hayes, Roy Haynes and Others ..........................................169
Sam Rivers and the Boston Improvisational Ensemble ............................................................171
Ornette Coleman and Elvin Jones ............................................................................................174
Jackie McLean...........................................................................................................................175
New York City, 19631969 ..........................................................................................................177
Jackie McLean and The Connection.........................................................................................178
Acoustic Period with Miles Davis and Others .........................................................................180
Electric Period with Miles Davis...............................................................................................189
Conclusion ..................................................................................................................... 193
Chapter Three ......................................................................................................... 195

A Stylistic Overview of Tony Williams Drumming to 1969 ............................................ 195
Swing..................................................................................................................................................196
Slow Swing ....................................................................................................................................199
Medium Swing ..............................................................................................................................201
Medium-Up Swing ........................................................................................................................202
Up Swing .......................................................................................................................................205
Ballads................................................................................................................................................206
Pieces in Triple Time .........................................................................................................................207
Avant Garde .......................................................................................................................................208
Multi-Section and Other Pieces ....................................................................................................213
Straight-Eighth and Latin....................................................................................................................215
Sixteenth-Notes ..................................................................................................................................219
Drum Solos ........................................................................................................................................220
Complex Temporal Events .................................................................................................................220
Polymetric Superimposition Using Long-Range Polyrhythmic Ratio ...........................................221
Polytempo / Superimposed Metric Modulation............................................................................225
Metric Modulation.........................................................................................................................227
Tempo Fluctuation ........................................................................................................................232
Conclusion ..................................................................................................................... 232
Chapter Four ........................................................................................................... 235

Musical Analysis of The Big Three Plus One: Art Blakey, Max Roach, Philly Joe Jones and
Roy Haynes .................................................................................................................... 235
Art Blakey on Mayreh ........................................................................................................................237
Formal Structure, Head and Arrangement ....................................................................................238
Clifford Browns Trumpet Solo......................................................................................................240
vii
Lou Donaldsons Alto Saxophone Solo ........................................................................................247

Horace Silvers Piano Solo ............................................................................................................251
Art Blakeys Drum Solo .................................................................................................................254
Summary........................................................................................................................................258
Max Roachs Drumming on Powells Prances ..................................................................................260
Clifford Browns Trumpet Solo......................................................................................................262
Sonny Rollins Tenor Saxophone Solo ..........................................................................................265
Richie Powells Piano Solo............................................................................................................268
Max Roachs Drum Solo ...............................................................................................................270
Variations in Other Pieces Performed by Max Roach ..................................................................277
Summary........................................................................................................................................280
Philly Joe Jones on Locomotion .........................................................................................................281
John Coltranes Tenor Saxophone Solo ........................................................................................287
Curtis Fullers Trombone Solo.......................................................................................................289
Lee Morgans Trumpet Solo ..........................................................................................................291
Kenny Drews Piano Solo..............................................................................................................293
Philly Joe Jones Drum Solo ..........................................................................................................294
Summary........................................................................................................................................299
Roy Haynes on Reaching Fourth .......................................................................................................300
McCoy Tyners Piano Solo ............................................................................................................303
Henry Grimes Bass Solo...............................................................................................................313
Roy Haynes Drum Solo................................................................................................................313
Summary........................................................................................................................................315
Conclusion ..................................................................................................................... 316
Chapter Five ............................................................................................................ 321

Tony Williams Adaptive Modeling of Feel, Technique and Creativity ............................. 321
Tony Williams on Vertigo ..................................................................................................................322
Jackie McLeans Alto Saxophone Solo..........................................................................................325
Donald Byrds Trumpet Solo.........................................................................................................329
Herbie Hancocks Piano Solo .......................................................................................................333
Tony Williams Drum Solo............................................................................................................335
Summary........................................................................................................................................338
Tony Williams on Walkin .................................................................................................................340
Miles Davis Trumpet Solo ............................................................................................................343
Tony Williams Drum Solo............................................................................................................346
George Colemans Tenor Saxophone Solo ...................................................................................349
Herbie Hancocks Piano Solo .......................................................................................................350
Summary........................................................................................................................................352
Tony Williams on Teos Bag..............................................................................................................352
Conclusion ..................................................................................................................... 355
Chapter Six.............................................................................................................. 358

Conclusion ..................................................................................................................... 358
Appendix ................................................................................................................. 372

Appendix One: Systems for the Grouping and Ordering of Limbs on the Drumset ............ 372
One-Part Systems ...............................................................................................................................372
Two-Part Systems ...............................................................................................................................377
Three-Part Systems .............................................................................................................................385
Four-Part Systems...............................................................................................................................391
Appendix Two: Eighth-Note Rhythms in #4 ....................................................................... 392

Appendix Three: Eighth-Note Rhythms in $4 ..................................................................... 394
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Appendix Four: Stylistic Overview of Tony Williams Drumming to 1969 ........................ 403
Appendix Five: Mayreh ................................................................................................... 419
Appendix Six: Powells Prances ....................................................................................... 428
Appendix Seven: Locomotion.......................................................................................... 433
Appendix Eight: Reaching Fourth .................................................................................... 442
Appendix Nine: Vertigo................................................................................................... 448
Appendix Ten: Walkin ................................................................................................... 460
Appendix Eleven: Tony Williams Discography ................................................................ 474
List of Works Cited .................................................................................................. 481
ix
List of Figures
Figure 1: Single Stroke Roll as Eighth-Note Rhythm 3 assigned to Cycle 1.5.1. ........... 48
Figure 2: Single Stroke Roll as Eighth-Note Rhythm 3 assigned to Cycle 1.8.21. ......... 48
Figure 3: Single Stroke Roll as Eighth-Note Rhythm 3 assigned to Cycle 1.9.2. ........... 49
Figure 4: Three-Part Grouping and Ordering Analysis of a Tony Williams Drum Solo
(Williams 1999b, 30:09 - 30:20). ........................................................................ 50
Figure 5: Composite Representation of Figure 4.......................................................... 51
Figure 6: Grouping and Ordering Schema for Composite Rhythm Shown in Figure 5. 51
Figure 7: Three-Part Transcription Excerpted from a Solo by Bill Stewart (Stewart 1997,
31:39 - 31:59)..................................................................................................... 52
Figure 8: Three-Part Grouping and Ordering Analysis of Polymetric Superimposition by
Bill Stewart. ........................................................................................................ 53
Figure 9: Composite Representation of Figure 8.......................................................... 53
Figure 10: Grouping and Ordering Analysis of Figure 9.............................................. 53
Figure 11: Two-Part Polymetric Superimposition in So What (2:13 - 2:37). ............... 223
Figure 12: Footprints (1:34 - 1:42 & 2:18 - 2:26). ................................................... 230
Figure 13: Mayreh (0:50 - 0:57)................................................................................ 242
Figure 14: Mayreh (0:54 - 1:01)................................................................................ 244
Figure 15: Mayreh (1:07 - 1:16)................................................................................ 245
Figure 16: Mayreh (1:22 - 1:30)................................................................................ 245
Figure 17: Mayreh (1:38 - 1:42)................................................................................ 246
Figure 18: Two-Part Polymetric Superimposition in Mayreh (1:38 - 1:42). ................ 247
Figure 19: Mayreh (2:03 - 2:08)................................................................................ 248
Figure 21: Mayreh (2:33 - 2:34)................................................................................ 249
Figure 22: Mayreh (3:02 - 3:09)................................................................................ 250
Figure 24: Mayreh (3:27 - 3:33)................................................................................ 251
Figure 25: Mayreh (4:22 - 4:31)................................................................................ 252
Figure 26: Mayreh (4:33 - 4:51)................................................................................ 253
Figure 28: Mayreh (4:50 - 5:03)................................................................................ 254
Figure 29: Mayreh (5:03 - 5:10)................................................................................ 256
Figure 30: Mayreh (5:10 - 5:17)................................................................................ 257
Figure 31: Powell's Prances (0:20 - 0:30).................................................................. 263
x

Figure 43: It's You Or No One (2:21 - 2:23). ............................................................ 278
Figure 44: So What (1:37 - 1:39). ............................................................................. 278
Figure 45: Salt Peanuts (6:57 - 7:08)......................................................................... 279
Figure 46: Locomotion (0:00 - 0:07). ........................................................................ 282
Figure 56: Two-Part Analysis of Locomotion (5:40 - 5:43)......................................... 295
Figure 57: Grouping and Ordering of Limbs in Locomotion (5:40 - 5:43).................. 295
Figure 59: Two-Part Analysis of Locomotion (5:43 - 5:44)......................................... 296
Figure 60: Accent Pattern of Figure 59 Transposed into $4with Ordering of Limbs. .... 297
Figure 61: 12 + 12 (6:50 - 6:56). .............................................................................. 298
Figure 62: Reaching Fourth (0:43 - 0:49). ................................................................. 306
Figure 66: Two-Part Analysis of Reaching Fourth (1:50 - 1:53).................................. 309
Figure 76: Vertigo (0:18 - 0:21)................................................................................. 325
Figure 77: Vertigo (1:05 - 1:08)................................................................................. 326
Figure 78: Vertigo (1:29 - 1:32)................................................................................. 327
Figure 79: Vertigo (1:43 - 1:52)................................................................................. 327
Figure 80: Vertigo (2:25 - 2:31)................................................................................. 328
Figure 81: Vertigo (2:40 - 2:52)................................................................................. 329
Figure 82: Vertigo (3:38 - 3:51)................................................................................. 330
Figure 83: Two-Part Analysis of Vertigo (3:40 - 3:42) ................................................ 331
Figure 84: Vertigo (4:05 - 4:10)................................................................................. 331
Figure 85: Two-Part Analysis of Vertigo (4:05 - 4:10). ............................................... 332
Figure 86: Vertigo (4:15 - 4:23)................................................................................. 332
Figure 87: Vertigo (4:52 - 5:09)................................................................................. 334
Figure 88: Vertigo (5:35 - 5:42)................................................................................. 335
xi
Figure 89: Vertigo (6:54 - 6:59)................................................................................. 336

Figure 90: Vertigo (6:59 - 7:08)................................................................................. 337
Figure 91: Vertigo (7:08 - 7:15)................................................................................. 337
Figure 92: Vertigo (7:15 - 7:25)................................................................................. 338
Figure 93: Walkin' (0:32 - 0:51)................................................................................ 344
Figure 94: Walkin' (1:08 - 1:23)................................................................................ 345
Figure 95: Walkin' (1:53 - 1:55)................................................................................ 346
Figure 96: Walkin' (2:01 - 2:08)................................................................................ 347
Figure 97: Walkin' (2:10 - 2:19)................................................................................ 348
Figure 98: Walkin' (2:52 - 2:55)................................................................................ 349
Figure 99: Walkin' (5:08 - 5:13)................................................................................ 350
Figure 100: Walkin' (6:40 - 6:48).............................................................................. 351
Figure 101: Walkin' (6:56 - 7:04).............................................................................. 351
Figure 102: Teo's Bag (5:24 - 5:26)........................................................................... 354
Figure 103: The Wrath (Structured Burnout) (3:56 - 4:01). ....................................... 355
xii
List of Tables
Table 1: Analytic Schema........................................................................................... 31
Table 2: A Stylistic Overview of Tony Williams Drumming to 1969 ........................ 196
Table 3: Tempo Ranges for Tony Williams Swing Feel to 1969................................ 197
Table 4: Slow Tempo Swing Feel ............................................................................. 403
Table 5: Medium Tempo Swing Feel ........................................................................ 403
Table 6: Medium-Up Tempo Swing Feel .................................................................. 405
Table 7: Up Tempo Swing Feel ................................................................................ 406
Table 8: Ballads ....................................................................................................... 409
Table 9: Pieces in Triple Time .................................................................................. 411
Table 10: Avant Garde Pieces .................................................................................. 412
Table 11: Multi-Section and Other Pieces ................................................................ 413
Table 12: Straight Eighth and Latin Pieces ................................................................ 414
Table 13: Sixteenth-Note Pieces............................................................................... 415
Table 14: Pieces Including a Drum Solo................................................................... 415
Table 15: Pieces Involving Complex Temporal Performance .................................... 417
Table 16: Tony Williams Discography (in alphabetical order by artist) ..................... 474
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Drumset Legend
xiv
Introduction
Main Arguments
The drumset is an American inventionits an American treasurebut it isnt
afforded the dignity that people afford, say, the harmonica. Thats just a fact of
history.
The whole concept of the drumset itself is uniqueunique throughout the
world. The drums of Africa, India, and Japantheyre not played with the feet
and hands at the same time. What we have is a unique configuration in the
musical history of the world. And it isnt really afforded the kind of dignity that
it should have.
- Tony Williams (quoted in Milkowski 1997, 74)
At the heart of this thesisusing Tony Williams work and methodology as the
principal case studylies an inquiry into ways in which musical ideas, figures and
conventions for improvisation can be transmitted from one generation of jazz
drummers to the next for the purposes of establishing and developing a discipline of
jazz drumset performance studies that cultivates originality.
Drummers learn to play the jazz drumset by employing modes of practice based
around the instruments uniquely non-tonal and almost entirely improvisational nature
that facilitates a unique form of self-expression in jazz music and requires the
polyrhythmically and polymetrically coordinated use of all four limbs.
Firstly, of the problems surrounding jazz drumset performance studies it is surprising to

note that no common and consistent set of standard methods has yet been produced
that can be reliably and agreeably evoked to gain deeper insight into the complex
nature of the drumset, its improvisational role in musical ensembles, and the ways in
which musical figures can be adapted and modeled between successive generations of
drummers who place a high value on originality.
Secondly, many existing studies lack significant enough context to emphasise the
powerful influence that intellectual communities of jazz musicians have on learning in
jazz, and that by immersing and interacting within such communities, drummers and
musicians alike learn most effectively from one another through mutually shared
experience whilst developing their craft. Such a system of informal and unique
apprenticeship within the greater community of jazz musicians is of fundamental
importance as it is through the apprenticeship network that the immensity of musically
specific professional, technical and theoretical information, philosophy, skill and
ideology are shared not only between successive generations of incumbent masters in
the field, but also laterally between peers of the same generation.
Thirdly, the focus of jazz drumset performance studies has been in line with music
education in general in that there has been an emphasis placed almost exclusively on
pedagogical methods for dissemination of information and this is problematic for the
cultivation of originality.
There are many potential causes for the three fundamental problems of jazz drumset
performance studies noted above. One potential cause is that the majority of fields in
musicology are predominantly focussed on the European classical tradition, meaning

that studies outside of this tradition are marginalised and therefore not taken seriously
enough to receive appropriate recognition or reception in broader realms. This is true
for jazz performance studies in general. Vijay Iyer mirrors this observation stating that
European classical music from the Renaissance period to the pre-modern period is a
style of music that exists in a rather rarefied form in the world today, and that its
predominance in his research field of music perception studies is a problem of scope
that he admits to feeling pangs of frustration and urgency in attempting to overcome
(Iyer 1998, 2-3). I suggest that the period Iyer identifies here extends not only through
the modern era of the 20th Century, but includes contemporary classical studies of
today as being predominant in musicology also1. A more specific potential cause of the
first problem I stated for jazz drumset performance studies is that the study of tonality is
at the central locus of jazz studies in general, further marginalising the legitimacy and
uniqueness of the jazz drumset because of its non-tonal nature.
In searching for a solution to the problem of the cultivation of originality in jazz

drumset performance studies I was motivated to model such a solution on the life and
work of Tony Williams. Cited as the most precocious genius in the history of jazz
(Blumenthal 1999), Williams (born 12th December 1945; died 23rd February 1997) is
one of the most original and influential drummers of the second half of the 20th
Century. An examination of Williams work presents a compelling case study for the
purposes of this thesis as he is widely known not only as one of the most important jazz
1
David Ake takes up a similar argument in Jazz Cultures (2002, 44-46).
drummers, but also as a seminal pioneer in the fusion of jazz and rock styles in the
late 1960s and early 1970s. One of Williams most peculiar characteristics is that he
came to prominence after joining the Miles Davis Quintet in May 1963 at age
seventeen, only five months after moving to New York City. He not only introduced a
revised drumset vocabulary to the evolving language of jazz whilst still a teenager, but
also a drumset ideology that initiated a kind of reassessment of the structures within
which this language had come to be used. In so doing, Williams redefined the role of
the drumset, introducing an array of new possibilities for self-expression on the
instrument not only in jazz music, but influencing drummers across numerous musical
traditions of practice. Only a scant amount of scholarly and analytical work examines
Williams oeuvre and only a fraction of that work contemplates the efficacy of his
musical modus operandi as an archetype for a jazz drumset performance studies
discipline that cultivates originality.
The central goal of this thesis therefore is to build a model for a jazz drumset
performance studies discipline that cultivates originality. This goal is achieved through
biographical study and detailed musical analysis of recordings of Williams drumming
from the 1960s which reveal novelty in that a postmodernist jazz aesthetic emerged
from his adaptive modeling of the modernist notions of feel, technique and creativity.
These are the three qualities of drumming Williams attributed to the 1950s drumming
of Art Blakey, Max Roach and Philly Joe Jones respectively2 and that he synthesised in
Other drummers Williams cites as being influential throughout his life are his private teacher Alan
Dawson, Louis Hayes, Jimmy Cobb, Art Taylor, Billy Higgins, Pete LaRoca, Lex Humphries, Elvin Jones
the formation of his overall drumset ideology. By using the term drumset ideology I
mean to encapsulate Williams manner of conceptualising and contextualising jazz
drumset performance as revealed verbally through interviews and drum clinics, and
musically through audio recordings. Drumset ideology therefore includes a synthesis
of the notions of feel, technique and creativity as described herein.
As creativity is one of three central tenets in Williams drumset ideology, I consulted a

number of texts written on the nature of creativity in interdisciplinary fields.
Throughout this thesis I rely on the work of psychology professor Mihaly
Csikszentmihalyi from whom I borrowed the term autotelic. Autotelic personality is a
common theme appearing throughout Csikszentmihalyis work (1990, 1996, 1997),
especially in his writings on the concept of flow. It is derived from the composition of
two Greek words, auto meaning self, and telos meaning goal (1997, 117) and literally
means a self that has self-contained goals (1990, 209). Csikszentmihalyi describes an
autotelic activity as one that is done not with the expectation of some future benefit,
but simply because the doing itself is the reward (67). He further elaborates that a
person with an autotelic personality is someone who has learned to control their own
attention and who can, for example, engage in learning for the sake of learning rather
than learning for the sake of being knowledgeable (1997, 129). Williams unique blend
of autotelic differentiation and integration (as described in Chapter One) reveals a
quality I call practical intelligence, indicating the silent process of understanding that
and Roy Haynes as well as multi-instrumentalist, Sam Rivers. In addition to the musicians mentioned
above, Williams also described an analytical awareness of the contributions made by drummers Kenny
Clarke, Sidney Big Sid Catlett, Jo Jones, Buddy Rich and Davey Tough (Wald 1978, 17).
occurs when one creatively blends theory and praxis in ways that are valid and
intelligible to others.
The development of such a practical intelligence is mirrored in the theory of

heutagogy as it relates to self-directed learning in a learner-centred system of education
that dispenses with the teacher-centredness found in pedagogical and andragogical
educational systems.
As stated above, Williams repeatedly acknowledged the influence of Blakey, Roach

and Jones as making an unusually deep impression on his musical awareness, affecting
his musical development from an early age. During his teenage years, Williams
watched, listened to, played along with and incisively analysed the live and recorded
work of his forbearers, insisting that he learned to play exactly like them by repeatedly
playing along with records, gradually modeling and assimilating their work during a
decade of professional development prior to joining Davis in 1963. The intense and
repetitive nature of Williams practice and the resultant familiarity, internalisation and
embodiment of the music he studied indicates that musical entrainment occurred in his
practice. That is, he was able to synchronise his perceptual processes and embodied
skill with that of the music he studied, carrying this on into his professional playing.
As well as studying drums in this way and learning how to read music formally in a
pedagogical relationship with Alan Dawson for a year and a half, Williams developed
informal pedagogical relationship with Blakey, Roach, Jones, Hayes, Cobb and others
at different times in various jazz clubs on the east coast of the United States during the
late 1950s and early 1960s. These interactions took their contextual place in the
annals of jazz history by furthering an almost guild-like oral tradition in which real
knowledge and experience is passed on from one generation to another by way of
social entrainment through a students informal program of apprenticeship with masters
of the art.
Although Williams insists that as the basis for his musical development he learned to
play exactly like his predecessors, he did not seem content to simply reiterate their
musical vocabulary in any inanely imitative way. Instead, he recognised that the
substance of music is like that of an evolving language. It has its own vocabulary,
syntax and grammar, each of which require constant re-evaluation and re-interpretation
in order for musical originality to remain intact and relevant from one generation to the
next. Audibly, therefore, it can be sometimes difficult to establish Williams drumming
ties to his forerunners. Having seemingly abandoned many of the conventional norms
of jazz drumming, Williams notes below that his drumming style is often alleged to
have come out of nowhere, that it is conceptually vacuous and lacking in influence
from the tradition established before him:
a lot of young drummers think that the way I play just came out of nowhere.
It didnt. It came from studying other people, figuring out where everything lies
mathematically, the scheme of things, how things fit together, like puzzleshow
to make things sound good. You learn to play by first immersing yourself in
tradition. John Coltrane sounded the way he did because he had played like
Dexter Gordon, Gene Ammons and the others. Freedom takes discipline.
When youre so young, you dont know who you are. The only way to start is
with hard work and the study of those who have preceded you. (Underwood
1979, 54)
After investigating Williams recorded musical output in concord with his

admonishment here to learn to play by first immersing yourself in tradition, it
becomes immediately clear that in his apparent abandonment of the tradition that he
immersed himself in initially, Williams encoded and embedded that same tradition
within his music in such a way that simultaneously ties to his past and yet enables
future adaptation of musical figures in the form of models, hence my term adaptive
modeling. Consequently I suggest that in his modeling, Williams established a tacit
infrastructure3 of musical ideas forming the basis upon which jazz drumming can
evolve, generating a paradigm shift in view of precisely what a drumset is as an
instrument for musical expression in both ensemble and solo contexts as well as
presenting a methodology that serves as an archetype for cultivating originality.
Williams new paradigm dispensed with prior notions that describe the drummer as
primarily needing to fulfil a particular kind of role as a time-keeping accompanist in the
jazz ensemble; a role that hierarchically subordinates the drummers musical identity
beneath the ostensibly more superior, harmony-centric roles of the other
instrumentalists in the ensemble. This is to say that Williams laid down broader
musical parameters in which a drummer interacts with other ensemble members during
improvised musical performance, collectively and synergistically facilitating a richer,
more complex relationship in the collaborative expression of original musical ideas. I
Tacit infrastructure is a term co-authored by physicist David Bohm in collaboration with F. David
Peat (1987, 20-38) and is discussed in their effort to uncover what lies behind the nature of scientific
revolutions.
refer to this broadening of musical interaction as moving from a relative heteronomy to

a collective autonomy throughout the thesis.
I describe relative heteronomy as being a mode of ensemble interaction that the

aesthetic ideals of bebop music are centred around. These include modernist,
harmony-centric practices and theories that subordinate the drummer to the strict role
of a time-keeping accompanist in favour of the melodic and harmonic dominance of
the front line soloistsa musical enslavement of sorts for the drummer. In a relative
heteronomy, as I show in Chapter Four, little interaction takes place between the soloist
and the drummer, and each player in the ensemble is subject to what appears to be a
perceived necessity to express a literal and constant reiteration of the harmonic rhythm
of the piece. Chapters Three and Five reveal the ways in which Williams enhanced the
expressive nature of the drumset in post bop, jazz-rock and fusion settings by
subverting the drummer-as-accompanist mode of interaction as heard in relative
heteronomies, and moving toward what I call a collective autonomy4.
The mode of musical interaction in a collective autonomy stands in stark contrast to the
interaction heard in a relative heteronomy mode in that collective autonomy features
more frequent and subtle instances of musical interaction within jazz ensembles
without the perceived need to state a literal interpretation of the pieces harmonic
I acknowledge that the term collective autonomy is already in use and is said to be coined in 1987
by Australian drummer, percussionist and composer Phil Treloar. Treloar uses the term in an attempt to
[address] himself to the problems of relationship found at the intersection of notated music-composition
and improvisation (Phil Treloar 2010), a different use than I describe here.
rhythm. The collective autonomy mode of interaction results in what I call a

postmodernist jazz aesthetic throughout this thesis.
I relate my use of modernist and postmodernist jazz aesthetics to Roger T. Deans 1992
theorisation. Dean offers the brief characterisation that modernism is the search for
the highest ideals of an art, embodied in the expressive directness of the creative
individual, and for technical novelty (Dean 1992, xxi) and applies this to bebop music
and its progenitors Dizzy Gillespie, Thelonious Monk and Charlie Parker. I will take up
this characterisation in more detail in Chapters Two and Four.
By contrast to modernism in jazz, Dean offers that postmodernism rejects such overtly
high aspirations [as those found in modernism] and emphasises the more
commonplace, by means of technically familiar means. [It] also stresses the role of the
audience in the cognition on a work.Technical familiarity is often developed by
means of quotation, pastiche and recreation of previous styles in some considerable
degree (Dean 1992, xxii).
Dean identifies three waves of what he calls postmodernism in jazz music of which
one is relevant to this thesis: the jazz-funk and jazz-rock movement of the late 1960s
and 1970s, some complex, others simpler in their tendency to withdraw from the
rhythmic complexities which had been introduced in hard bop, and expanded by
Coltrane-Coleman-Taylor (Dean 1992, xxiv). Although evident in one piece, I contest
Deans example that in a postmodernist jazz aesthetic the withdrawal [of rhythmic
10
complexity] is intrinsic in [the] tendency to emphasise the first beat of every bar (in
contrast with the greater flexibility of other jazz) (Dean 1992, xxiv). This is discussed
in detail Chapter Three where my analyses of Williams work from 1968 to 1969
demonstrates the presence of a similarly sophisticated syncopation and flexibility of
rhythm as shown in his earlier work, suggesting that the accenting of the first beat of
every bar is not necessarily a characteristic tendency in postmodernist jazz-rock music.
More characteristic is the tendency to use pastiche by blending jazz-influenced
improvisation and rhythmic sophistication with riff-based forms and grooves that are
played on the electric instruments of rock and funk music.
Important for the contextualisation of the foregoing is the understanding that

developments in jazz music are resultant from a collective striving for originality within
the jazz community, not just as a result of any one individuals striving. In referring to
a jazz community I refer to the body of professional jazz musicians, particularly those
living and working on the American east coast between the 1940s and 1960s, known
for being highly engaged in the practice, performance and production of jazz music
through their live performances and recordings. When using the term I do not refer to
audiences, critics or scholars, nor to anyone involved in the administration of jazz
record labels, festivals, venues or any other kind of enterprise as does David Ake (2002,
2-3), unless such people are musicians as described above as.
To further contextualise the ways in which learning goes on within jazz communities, I
rely on the theory of complex adaptive systems as a model for synergistic learning and
11
creative adaptation of musical ideas between generations and amongst peers within
such communities. A significant proportion of the jazz literature often refers to
linguistic metaphors, seemingly by default. I refer minimally to such metaphors in this
thesis as, when read in concord with my analytic schema, a number of key terms in the
literature led me to research fields other than linguistics. One such field is that of
complex adaptive systems as described by John H Holland (1995, 1998).
The study of complexity and complex adaptive systems is a relatively new discipline in
general and provides great insight into the ways in which musicians interact with and
learn from one another, both socially and musically in jazz communities. I consider
these social and musical networks as being complex adaptive systems in themselves.
Some aspects of complex adaptive systems also provide great insight into the mental
processes of musical creativity, particularly in order to discover the ways in which
Williams exercised creativity in his techniques for learning as I discuss them.
Throughout the thesis I derive a significant parallel between the ways in which learning
takes place in complex adaptive systems and the ways in which Williams is said to
have engaged in learning processes. These ideas are fundamental to understanding the
ways in which Williams synthesised the notions of feel, technique and creativity in his
drumming as presented in this thesis.
12
Thesis Structure
In this introductory chapter I present main arguments as being centred on the need for a
more rigorous scholarly approach to jazz drumset performance studies that cultivates
originality, suggesting that Williams drumset ideology of feel, technique and creativity
be explored and used as an archetype for such an endeavour. The main arguments
revolve around my observation that the literature contains very little detailed scholarly
analysis of jazz drumset performance in general and even less work on Williams, one
of jazz musics most original contributors. These arguments are also centred on my
observation of a pedagogical focus in existing jazz drumset performance studies that
limits the potential for cultivating originality. Such focus is in need of broadening in
such ways as to incorporate heutagogical systems of education.
In detailing my methodology later in the present chapter I describe the analytical

techniques and methods I employed throughout the process of writing the thesis. I
identify that by enthusiastically playing along with recordings and attending live
performances, Williams adaptively modeled the work of his predecessors, analysing
them and identifying the key notions of feel, technique and creativity in the drumming
of Blakey, Roach and Jones respectively.
By describing the process of transcription and the properties of musical analysis I

devised specifically for analysing recordings of improvised drumset performance in
both interactive ensemble and non-interactive solo contexts, I show how I was able to
overcome notational difficulties such as the visual representation of rubato passages
13
and therefore to notate two significant solos performed by Williams. I also describe
how I use the properties of rhythm, grouping and ordering of limbs on the drumset,
voicing and expression in the analyses presented in later chapters.
In reviewing the related literature, I describe my critical position as a scholar-performer

and give a description of sociological and political perspectives on jazz music. I then
describe the previous literature in more specifically musical contexts such as the study
of rhythmic and metric superimpositions as well as considering studies of drumset
coordination and drumset historiography. Only a handful of work in the jazz studies
literature includes significant analysis of jazz drumming and of Williams drumming.
In Chapter One I outline in greater detail my findings on Williams drumset ideology as

being comprised of the adaptive modeling of feel, technique and creativity derived
from Blakey, Roach and Jones. I then discuss the nature of learning in jazz, describing
the four key aspects I interpret to be central to Williams methods: 1) autotelic
personality, 2) heutagogy, 3) entrainment, and 4) complex adaptive systems. None of
these aspects of learning have been discussed in jazz studies literature to date5, nor is
there any consideration of these aspects as coalescing to form a method by which
musical ideas are transmitted and adapted between generations to cultivate originality.
Although not specifically a jazz article, Vijay Iyer does mention entrainment in passing when
discussing the physiological microtiming processes the body employs in the performance of groovebased music (Iyer 2002, 395-396). In his dicussion Iyer talks about a kind of visual entrainment as well
as entraining to a pulse based on a precognitive echoic memory of the previous pulse in performing
grooves. The discussion of entrainment in the present thesis differs from Iyers notion.
14
Chapter Two features a narration of Williams childhood musical and personal

biography in the context of the origins of bebop as formed by modernist thought in the
late 1930s and early 1940s. I trace the lineage of the intellectual climate in which
Williams was immersed from the time of his birth in Chicago in 1945 to the time he left
Boston in late 1962, which includes the influence of Art Blakey, Max Roach, Philly Joe
Jones, Elvin Jones, Roy Haynes, Kenny Clarke, Louis Hayes and Jimmy Cobb and the
ways in which they related to one another personally and professionally. I then trace
Williams recording career beginning in early 1963 in New York City to February 1969
when he left Miles Davis band, revealing Williams unusual nature and the lonely
character he sometimes was in the late 1950s and early 60s.
Chapter Three is a stylistic overview of Williams recorded output between February

1963 and February 1969. This overview highlights a number of significant musical
contributions Williams made to the expressive nature of the drumset, tracing the subtle
shift in the tacit infrastructure from modernist bebop principles of relative heteronomy
to the emergence of postmodernist post bop and jazz-rock principles of collective
autonomy. These principles are highlighted within the bounds of the broad stylistic
categories Williams drumming was recorded in during this period: 1) swing in four
different tempo regions, 2) ballad, 3) pieces in triple meter, 4) avant garde, multisection and other pieces, 5) straight eighth and Latin, 6) pieces based on the sixteenth
note, 7) pieces containing a drum solo, and 8) complex temporal events such as a)
long-range polymetric superimposition, b) polytempo and superimposed metric
modulation, c) metric modulation, and d) tempo fluctuation. These stylistic parameters
15
reveal Williams to have used a large number of innovative timbral, rhythmic and
temporal musical devices throughout this period.
In Chapter Four I present a detailed musical analysis of the drumming of Blakey, Roach,
Jones and Haynes as documented on record between 1954 and 1962. I analyse the
drumming of each over the course of a complete performance of an up-tempo swing
piece to form the basis upon which Williams adaptively modeled his musical ideas as
heard in his recordings from 1963. These analyses serve to highlight particular
characteristics in Blakey, Roach and Jones drumming that display an aural sense of
feel, technique and creativity. This is done by way of noting the tendencies of each
drummer in their interaction with the form of the piece, with the soloists they
accompany, and in their improvised drum solos. Whilst Williams does not specifically
mention Roy Haynes in his discussions of feel, technique and creativity, he cites
Haynes drumming as having a significant influence on his own. Haynes redistribution
of rhythm through his novel voicings on the drumset therefore provides a crucial
musically contextual link between Williams drumset ideology and that of his
forerunners Blakey, Roach and Jones. The analyses in Chapter Four are based on over
fifty pages of original transcription I produced specifically for the purposes of this study.
Following the analysis of the drumming of Williams predecessors, and in order to

demonstrate the ways in which he kept and discarded the musical conventions
encoded in recordings of their drumming, in Chapter Five I analyse two complete
16
pieces featuring Williams drumming in an up-tempo swing context, both including

drum solos that feature rubato.
A manual of systems for the grouping and ordering of limbs is contained in Appendix
One. These systems form the backbone of the properties for analysing drumset
performance in this thesis and their use is explained in the following section on
methodology. The systems are accompanied by the catalogue of eighth-note rhythms
in #4 and $4 meter that are presented in Appendices Two and Three and described in
the analytical property of rhythm later in this chapter.
Appendix Four includes twelve tables that provide a broad stylistic overview of the
range of styles present in the recordings made by Williams up to February 1969. I
discuss the content of these tables in the text of Chapter Three.
Appendices Five through Ten contain complete transcriptions of the recorded drum
parts analysed in Chapters Five and Six, including markings of the soloists phrasing
and placement of figures.
Finally, a discography of over 150 recordings is presented in Appendix Eleven,

containing the album name, artist name, recording year, record label name and
catalogue number of commercially available recordings that feature Williams
drumming. Whilst it is far from possible to be exhaustive or comprehensive in
17
presenting such information, I believe that the discography in Appendix Eleven is the
most comprehensive in existence to date and thus, along with the biography in Chapter
Two, serves as a central source of detailed information on Williams for future work
involving the study of his musical oeuvre and drumset ideology.
Methodology
Research
Throughout the process of writing this thesis, I engaged in regular database searches to
identify and obtain as much primary textual information on Williams as possible. This
included copies of articles that appeared in books, periodicals, music publications and
album liner notes. This information was then collated in a way that served two main
purposes. One purpose being to piece together a biography of Williams early years in
as replete a way as possible, ending at the time he withdrew from Miles Davis band.
The second purpose was to form a deeper understanding of the learning and analytic
techniques that Williams himself said he used during the years leading up to his
professional career.
Whilst I have done my best to ensure logical and factual consistency, I acknowledge
that the majority of interviews used as primary sources for this work were conducted
sometimes decades after the facts themselves transpired in Williams life, and therefore
some of the chronology of his recollection differs from interview to interview, as well as
from the recollection of other people. I have tried to present the most chronological
18
unfolding of events based on a consolidation of commentary from the various sources

in which there are factual discrepancies, inaccuracies and ambiguities that make it
difficult to arrive at a final statement about the exact chronology and details of the
events in question. Im sure that with future research of materials unavailable to me
throughout the course of this study, some of these inconsistencies may eventually be
resolved.
I also searched for articles containing interviews with most of the other musicians
mentioned throughout the course of the thesis, most importantly, Blakey, Roach, Jones,
Haynes, Rivers, Dawson, Davis, Hancock, trumpeter Wallace Roney and bassist Ron
Carter amongst others in order to deduce a multi-faceted perspective on Williams and
the key concepts I outlined earlier. In compiling the information presented throughout
Chapter Two, I have borne in mind the hermeneutic implications of interpretation set
out by Tom Perchard (2007) and I have quoted liberally from each artist where
necessary in order to remain true to Perchards suggestions for the writing of jazz
biography6.
I began with the intent of interpreting the information contained in the interviews in
such a way as I would arrive at a consensus on the broad meaning of feel, technique
and creativity as Williams may have intended. As I gathered information, I came to the
point of view that Williams seems to have developed these terms retrospectively in
6
In his critique of jazz biography, Perchard contrasts three existing biographies of saxophonist John
Coltrane and observes that many jazz biographies emplot the lives studied as though eminence was an
inevitability for the subject. Perchard points out that a researchers emplotment of their subjects lives is
an academically inept methodology and so I have avoided emplotting Williams life.
19
order that they form a significant part of the rhetoric used in his drum clinic
presentations. These terms began to represent to me what Jacques le Goff refers to as
merely the tip of the iceberg (quoted in Perchard 2007, 142) in coming to a fuller
understanding of the underlying principles represented by the canon of Williams work
and his musical processes from the 1960s.
Selection of Recordings for Transcription and Analysis

I carried out further database searches to arrive at a bearing on the extent of Williams
discography during the period studied as well as subsequent recordings made
throughout the remainder of his career. I then began an extensive descriptive and
textual analysis of Williams recorded in order to determine which music was to be
examined for the purposes of this thesis. The pieces chosen for analysis are not only
those referenced by Williams as being among the music he listened to and emulated as
a child, but I also believe them to be among the most representative recordings of the
drummers in question that were made during the period studied. This period ranges
from 1954 until 1969 and includes music that was recorded by Art Blakey, Max Roach,
Philly Joe Jones, Roy Haynes until 1963 and then Williams from 1963. The choice of
repertoire for analysis was based on the materials Williams used and the methods he
employed during his most intense periods of self-education.
The two fundamental modes of a jazz drummers performance are the ability to play as
a part of an ensemble and to play solo. Whereas Coolman (1997) and Hall (2004)
20
focus their analyses almost exclusively on Williams ensemble work and Woodson
(1973) concentrates entirely on Williams solo work as I discuss later in my review of
related literature, I analyse both ensemble and solo passages in this thesis as Williams
said that he copied entire records from beginning to end, including both ensemble and
solo playing.
Ensemble playing refers to the interactive role a drummer takes on in an ensemble

when stating a pieces composed or conceptualised theme as well as when
accompanying soloists and is generally referred to in jazz parlance as comping. By
contrast, solo playing is when the drummer opens up his or her performance for greater
improvisational liberty and embellishment in a way that is akin to the intensity often
reached by soloists on melodic and harmonic instruments. A drummers solo can be
either accompanied and unaccompanied by others depending on the context in which
the solo appears, meaning that the solo may be either interactive with other
musicians or isolated in non-interaction. Whereas different drummers can tend to
favour one of these modes over another, and Williams distinguished himself in both
domains, most drum solos are unaccompanied.
The piece I chose as the central point of departure from which Williams drumming
embarked is the title track from Jackie McLeans album Vertigo (2000a) and this is for
several reasons. This album represents Williams recording debut and the piece
includes both ensemble and solo modes of performance and so it offers the best
representation of Williams acquired capacities on the drumset until that time. As
21
Vertigo is an up-tempo swing piece, I decided that the central pieces for the
comparative analysis of the other drummers also needed to be up-tempo in nature as
well as including a drum solo. Williams solo in Vertigo is somewhat avant garde in
nature, especially when compared to the solos performed by Blakey, Roach, Jones and
Haynes. In conjunction with information contained in Chapter Three therefore, the
analysis of Williams solos in the present work serves to highlight aspects of his
involvement in the avant garde of the day as the space available precludes an in-depth
presentation on Williams involvement in the avant garde style as such.
After listening to an extensive range of recordings from between 1954 and 1963, I
decided to place Vertigo in direct comparison to Blakeys 1954 performance on
Mayreh (Blakey 2001); Roachs drumming two years later on Powells Prances (Brown
and Roach 2002); Locomotion (Coltrane 1985), featuring Jones in 1957; and Haynes
performance on Reaching Fourth (Tyner 1998) from 1962. In addition to transcribing
the pieces analysed in this thesis, I played along with the recordings as well as with
many others by the same artists in an attempt to take part in a similar process as
undergone by Williams in his formative years. To study Vertigo alone however would
not suffice to give a complete account of Williams adaptive modeling of musical
figures and conventions as his career progressed. I therefore decided also to study
Williams complete performance on Walkin (Davis 1992a), recorded in 1964 to
indicate a further example of Williams modeling.
22
Transcription
The use of the term transcription here and any reference made to the act of
transcribing serves to signify a reductive, visual representation of aural musical
phenomena by using Western musical notation as a model of aural events that were
collectively improvised and recorded in real time by an ensemble of living musical
performers. Discussion of the act of transcription includes the means whereby such a
document is produced, and the purpose it serves in supporting musical analysis. This
process fulfils a purpose similar to that fulfilled by the construction and understanding
of a road map in the way it symbolically models real geographic territory without itself
being or covering the territory being modelled7. The subjective nature of the
transcriber in any case is a difficult phenomenon to discuss for the purposes of educing
meaning from a piece of recorded, improvised music and conveying this meaning
concisely in an academic thesis. It is also a problem in the subjective nature of
deciding the extent and depth of which details to include in the transcription. Such
matters are taken up in depth by Peter Winkler (1997) in an article that describes his
attempts to transcribe some of Aretha Franklins music. Winkler concludes by stating
that transcriptions are only of value to the reader if accompanied by listening to the
actual recording that was transcribed and so I recommend that the reader acquire and
listen to the recordings whilst reading the transcriptions presented herein.
Failure to understand the nature of the role of transcription in jazz studies can lead to a kind of musical
[hyperreality] in which music no longer precedes the notation; one in which the abstraction of the
notation being used to model and simulate music becomes a model with no origin such as Jean
Baudrillards notion of the precession of simulacra (Baudrillard 1994, 1-43, italics in original).
23
Much of the transcriptional and analytical work in the literature that is associated with
jazz music of the 1950s and 1960s focuses primarily upon reductionistically
elucidating melodic and / or harmonic features within the music. The notion of context
is taken into a broader account in this thesis in that, in addition to the immediate spatial
and temporal environment in which the recording was produced, the reactionary
context of Williams recorded performance is placed in the pantheon of recorded jazz
drumming history a kind of improvisational centonization. By centonization I refer to
the technique of constructing improvisations from a patchwork of phrases (Brown
1997, 165) from a number of different pieces. Therefore, in constructing an analytic
framework specific to the drumset as is outlined later in this chapter, I was able to
identify key areas in which Williams was able to keep intact and respond to various
figures and expressive musical devices that constituted the fabric of jazz drumming
prior to his work.
Many drummers are reported to have been voracious transcribers throughout their
developmental periods, and I will add to Winklers position by stating that the purpose
of the act of transcribing is dubious at best if it not accompanied by a thorough process
of analysis. Often, the transcriber will learn to play and subsequently memorise their
transcriptions as performance practice in the same way that a musician practiced in
classical studies will learn compositions by others for future performance. Performers
in search of originality run into problems when they fail to conduct appropriate analysis
of the transcriptions they have produced, even though a certain kind of analytical
processing is indeed carried out during the very act of transcription. Merely learning a
24
piece for performance can lead to the propounding of somewhat of a fundamentalist

musical dogmatism in which the transcriber or performer resembles a musically
reiterative parrot, devoid of creative nous and originality.
In a further elaboration on the practice of transcribing, drummer Gary Novak argues

against transcribing recordings note-for-note on paper:
I dont believe in transcribing things exactly. If you can hear and sing the phrase
a drummer is playing, you can definitely figure out your own way and create
your own thing. I transcribed things when I was in high school, but I mostly just
tried to get it by ear, going for the sound and not the sticking. You can develop
your own vocabulary by getting your own stickings. (Micallef 1997)
Stickings as referred to here by Novak can be taken to mean the order in which the
drummer uses their two drumsticks to perform the notes contained in particular musical
figures. The concept of stickings is fundamental to the drumset and is discussed further
in relation to complex adaptive systems in Chapter Two. In discussing my analytical
schema later in the present chapter I use the more general term ordering in place of
stickings to account for the inclusion of the use of two feet in addition to the hands,
making clear that ordering is part of the building of internal models for improvisation
on the drumset.
I found drummer Vinnie Colaiutas sentiments about transcription to shed some light on
my growing awareness of the difficulties associated with my approach to transcription
in this thesis. Colaiuta, a student of Dawsons in the 1970s (Mizuno and Colaiuta
2006), notable for the polyrhythmic innovations he developed on the drumset during
25
his tenure in Frank Zappas 1978 and 1979 bandand one who professes Williams to
be his heroadmits in relation to transcription that
its strange because you hear something driving and feeling good, so you
transcribe it and see that there arent a lot of notes on the page. Sometimes you
are surprised by that because it sounded like a lot more than it was, but thats
because you cant transcribe drive and attitude. (Mattingly 1995, 9)
After surveying a considerable number of the recordings from the period studied that
feature Williams, Blakey, Roach, Jones and Haynes, I noted that each drummer
displayed evidence of containing more or less equal proportions of feel, technique and
creativity in the ways I came to understand them and that a discrete definition derived
by the pure analysis of each of their playing would be an almost impossible task. This
is where I turned to the literature and to broader, interdisciplinary fields to grasp
supplementary notions of broader meaning in these terms as they relate to jazz
drumming and specifically to Williams conception.
I made my transcriptions with the aid of digital technology. I used RoniMusics

Amazing Slow Downer application on an Apple iPhone 3G to create loops and to slow
the tempo of the recordings down independently of pitch where necessary. Using this
application I was also able to equalise the sound to optimise the clarity of my playback
experience. I first wrote the transcriptions out by hand and, once they were complete, I
proceeded to enter them into the Sibelius 5 music notation application on an Apple
Macintosh computer running OSX. The accuracy of the rhythm was gauged upon
comparing playback of the original track with the computers playback of the
26
transcription. In the case of the rubato sections of Williams solos, this technology
proved particularly useful in achieving accurate approximations.
Not at any point in any of the published interviews studied for this thesis is Williams
clear about whether or not he actually notated the findings resultant from his many
hours of listening to and playing along with recordings. As such, it is unknown
whether or not Williams produced written transcriptions of the music he heard. The
only evidence that Williams may have maintained some documentation of his learning
is given in the statement, Im gonna put out a video. Im making a book and a video
about the shit (Milkowski 1992, 78). To date, no such material has surfaced
publically.
Analysis
In order to understand the degree of complexity behind Williams efforts at modeling
the work of his peers and predecessors, it is crucial to understand what Williams meant
by the three key terms that would define his working life: feel, technique and creativity.
I devised a schema of musical properties specific to the drumset to enable the
comparative analysis of Williams drumming with that of his peers and mentors in both
ensemble and solo performance modes. This schema enables scholars to highlight and
compare key improvisational tendencies of drummers in their recorded work and is
intended to serve as a model in the further development of jazz drumset performance
studies.
27
My choices for analysing Williams ensemble performances were guided by Williams

own analytic methods as stated in the necessarily lengthy statement quoted below:
when I was a kidI just kept storing things and made a catalog of what
drummers did and what tendencies they had, both as a whole and individually.
I would listen to one drummer on many records and watch what he did at
certain points in the music, during different songs and with different bands. I did
that with every drummer that I admired. You find out what the guy plays and
what he doesnt play, so that eventually you can picture like a graph of
tendencies. At the end of a chorus, maybe three drummers do one thing, while
another group will do [something similar] at the beginning of a chorus or during
four-bar breaks. You get this overview of what everybody does. Thats how I
did it.
My goal when I was a kid was to play like Max Roach or Art Blakey or Philly Joe
Jones. By playing exactly like they did on the records and by playing along with
the records, I found out why they played what they played. Thats as important
as whats being played. You get a genuine feeling for what the meaning of
something is, not just oh, you can play it. Its not enough just to be able to
play a figure. Youve gotta have a feeling for it. Youve gotta know why it came
about. Then you can play it with more conviction. With all of those things,
thats how I developed my playing.
Well, I couldnt do what I do unless I had really wanted to play like Max Roach
or Art Blakey, Philly Joe Jones, Roy Haynes, Louis Hayes and Jimmy Cobb. If I
didnt do that, I wouldnt be sittin here. I dont think that its that important for
me to have my own voice. I think that its important to play the drums. I think
the drums are more important than I am. So its important for me to play the
drums and make them sound as good as those guys do. If I cant do that, then
Im not doin anything. Im not playing the drums.
My love for the instrument caused me to want to play it really beautifully. The
only way I could do that was to go to the guys who played it and made me feel
God, I wanna play just like that. That was my goal. All I ever wanted to do
was sound like those guys. It just so happened that in doing that for awhile I
developed something else because I was able to hear that there were certain
things that they werent playing.
I realised that nobody was doing certain things in certain situations, so I would.
But I couldnt have done that if I hadnt wanted to play genuinely, with all my
heart, like those other players. So thats whats important to me. I tell people all
the time, you gotta play like somebody before you can play like yourself. Guys
get a drumset and they want their own style. Its stupid. Your own style aint
28
that important if you cant make the music sound good. The drums are
important. Youre not.
All the guys I know that are great players can play like other people. They can
play exactly like their idols, whether its piano, saxophone or bass (Ferriter
1990, 35)8
Also instructive are Williams remarks about the nature in which he treated the figures
he learned from his predecessors. When asked if he was consciously aware that he
was doing something new in the 1960s, Williams responded by saying
[n]ot really. I guess I was aware that I was playing differently, but it was more of
a thing that I was aware of a need, like if you see a hole, you think you can fill
it. There were certain things that guys were not playing that I said, Why not?
Why cant you do this?. (de Barros 1983, 15)
This remark echoes the notions of emergence coming from adaptation I discuss in
Chapter One when addressing complex adaptive systems. It also serves as a
justification for the inclusion of Appendices One, Two and Three as I discuss later in
this chapter.
Elsewhere, Williams recalls that,

When I was a kid, for about two years I played like Max Roach. Max is my
favourite drummer. I dont know if Ive ever said this clearly and plainly, but
Max Roach was my biggest drum idol. Art Blakey was my first drum idol, but
Max was the biggest. So I would buy every record I could find with Max on it
and then I would play exactly like him exactly what was on the record, solos
and everything. I also did that with drummers like Art Blakey, Philly Joe Jones,
Jimmy Cobb, Roy Haynes, and all of the drummers I admired. I would even
8
This method of learning to imitate by ear is a subject Lucy Green discusses in depth her book, How
Popular Musicians Learn (Green 2001). Green draws from information gleaned from interviews with 14
popular musicians from the UK in an effort to identify the techniques they employed for learning to play
music from the time they were children. Almost every musician interviewed reveals that the way they
learned to play music was to imitate the sounds from recordings of the musicians they admired.
29
tune my drums just like they were on the record. People try to get into drums
today, and after a year, theyre working on their own style. You must first spend
a long time doing everything that the great drummers do. Then you understand
what it means. Ive found that not only do you learn how to play something, but
you also learn why it was played. Thats the value of playing like someone.
You just cant learn a lick. Youve got to learn where it came from, what caused
the drummer to play that way, and a number of things. Drumming is like an
evolutionary pattern. (Mattingly 1984, 13)
The above statement from Williams reveals the prevalence and importance of
entrainment as it relates to informed musical interaction in improvising jazz ensembles,
which I take up further in Chapter One. Next he describes his use of mental processes
to learn and remember key musical ideas and sounds coming from his predecessors:
[Max Roach, Jo Jones, Louis Hayes, Philly Joe Jones, Jimmy Cobb and Alan
Dawson] influenced me toward getting the sound I have nowthey each had a
personal sound, especially on cymbals, and I watched and learned from the way
they approached their kits. I still think about their styles today, remembering
them as I pull cards from the file in my mind. Theyre all marvellous musicians.
(Stewart 1980, 23)
Williams reference to pulling cards from the file of his mind begins to reveal his mental
processes. I describe these processes as using internal models and building blocks
in the discussion on complex adaptive systems in Chapter One.
On individuality, Williams says that

When you learn to express ideas that have been around, then you can express
yourself.For years and years I played the drums because I wanted to play like
someone else. I used to be upset because I couldnt play something like Art
Blakey or like Philly Joe Jones or Max Roach. I would hear them play something
and Id work on it and work on it. If it was a Max Roach record I would play no
more or no less than what he played on the record. I wouldnt add anything,
but I would play everything that he played so that Id get a sense of why he
played it. What happened two bars before that made him play that, or what is
30
coming up that hes setting up? Or something just happened and hes reacting
to it. (Tolleson 1986b, 38)
Taking the above statements into account, the analytical properties I have constructed
fall into two main areas: macro properties and micro properties. The macro properties
are those that are used to determine when a figure is played on the drums in relation to
the form of the piece and to the phrasing of the soloist in order to provide insight about
why a drummer played a figure, rather than that the drummer simply played a figure as
per Williams statement above. These are more general properties that outline the form
of the piece and the placement of soloists phrases. The micro properties are drumset
specific and form a way of deconstructing the figures themselves in order to detect
similarities and differences between drummers at similar structural (macro) points in a
piece and include rhythm, grouping and ordering of limbs, drumset voicing and
motion, and expression. Both constitute the construction of internal models, the use of
building blocks and centonization. The schema below is presented to highlight the
various properties for the analysis of improvised drumset performance:
Table 1: Analytic Schema
Form
Structure (Macro) Style
Placement of Figures in Relation to Form and Soloists Phrasing
Rhythm
Grouping and Ordering of Limbs
Drumset Voicing and Motion
Figures (Micro)
Dynamics
Expression
Accents
Touch and Timbre
31
By examining Williams work through the lens of these qualities and comparing it with
the work of his antecedents, several key innovations in his drumming are revealed. It is
important to note that Williams himself made no reference to these qualities as being
formative in his conception of the drumset and it is unknown whether he gave them
any consideration at all during his development as they are presented here. These
qualities are schematised here in an effort to codify Williams improvisational
tendencies as they sound on record and to discover through such codification what
Williams may have meant by feel, technique and creativity in the drumming of Blakey,
Roach and Jones.
Structure (Macro)
Structure is used to identify the most general characteristics of the pieces studied and is
here comprised of form and style in order to locate the position of the piece in relation
to the vast catalogue of jazz recordings.
Form
Form specifically refers to the structuring of sections specific to the particular piece of
recorded music. In the typical jazz style studied herein, the overall form of the pieces
takes on a particular shape being that of head-solos-head in which the head of the
piece is typically a statement of the tunes pre-composed melodic theme over a series
of harmonic chord changes, referred to as changes. Once the head has been stated,
the changes that underpinned the melody cycles around again and again whilst each
32
soloist improvises new melodies over the form of those changes. Each recurrence of
such a structure is referred to as a chorus and soloists may improvise over one or
more choruses.
Style
Style is used to indicate a number of characteristics that define each tune. In particular,
the effect of tempo on the placement of the off-beat eighth-note relative to the beat is
referenced here. Tempo is especially important in determining the treatment of eighthnotes as I discuss under the Swing heading in Chapter Three.
As form and style are the larger, more general elements of the analytical schema
contained in this study, it is not surprising to find that it is in these structural macro
properties that most of the similarities occur between the various players studied and
that it is in the micro properties of musical figures that the vast differences are revealed
between players. Form and style were crucial properties in determining the
construction of the tables in the stylistic overview of Williams drumming presented in
Appendix Four and described in Chapter Three.
Phraseology: Choice and Placement of Figures in Relation to Form and Soloists

Phrasing
It is within the context of the form and style of the piece that a players sense of
phrasing can be identified in both time-playing and solo settings. The pieces analysed
33
throughout this thesis predominantly delineate four-bar sections and the drummers
phrasing may, for example, either outline or float over the resolutions and harmonic
rhythm of those sections. It is primarily by this notion that each drummers
individuality can be heard. Each phrase is usually made from the development of
simple motifs. A drummers sense of phrasing stands alone from that of other
instrumentalists in that phrasing is not dictated by the necessity to take a breath, nor to
strike any part of the instrument with as much responsibility for stating the harmonic
progression of the piece as the other instrumentalists owing to its non-tonal nature. A
drummers phrasing could be said to contain motivic statements that are developed
improvisationally to a point of rhythmic and timbral conclusion that naturally
concords with a musical sense of achieving balance between the aesthetic notions of
tension and release. It is reliant however on the interaction with other members of the
ensemble in improvised performance. I have therefore annotated the transcriptions
with marks indicating the beginning, end, length and number of phrases performed by
each soloist as accompanied by the drummers studied. Each of the soloists phrases are
represented with overarching square brackets and are labelled with each specific
soloists initials and phrase number throughout the transcriptions. In concert with
markings of formal points in the transcriptions, the drummers placement of figures in
relation to the form and in relation to the soloists phrasing serve to greater
contextualise the properties of the musical figures that are discussed below.
34
Figures (Micro)
Figures form the micro structure of the music studied in this thesis. They are made up
of several notes each and are described in accordance with the particularities of
specific musical and technical qualities such as rhythm, the grouping and ordering
amongst the drummers four limbs, and voicing on the drumset.
The analysis of figures in traditional musicology generally pertains to musical ideas that
occur within one piece only, however, keeping centonization in mind, I trace common
and recurrent figures that appear at various points within each players recorded output
over a period of several years in order to identify the unique characteristics of a players
musical voice in correlation with defining feel, creativity and technique.
Rhythm
By analysing the rhythm contained in the music studied in Chapters Three, Four and
Five, I developed a greater understanding of note length, rests and syncopation as
applied specifically to the drumset. This understanding is deepened in Chapter Three
when taking into consideration Williams expressively unique use of polymetric
devices. I will now explain the concepts of rhythmic density, polymetric
superimposition (including composite rhythm), rubato and complex temporal ratios.
35
Rhythmic Density (Continuous and Broken) - Catalogues of Eighth-Notes

I present two catalogues of eighth-note based rhythms in Appendices Two and Three.
Appendix Two contains 64 eighth-note rhythms in #4 and Appendix Three contains 256
eighth-note rhythms in $4. These catalogues were arrived at by considering that there
are eight possible slots for singular eighth-notes to fall in one measure of $4, and six
possible slots in one measure of #4. In considering the number of slots for each time
signature, each slot could be said to contain either the sounding of an eighth-note, or a
rest of the same note-length. This means that the total number of possibilities can be
arrived at by the number of possibilities for each slot (two) to the power of the integer
representing the number of slots in the time signature (eight slots in $4, and six slots in
#4). So, 26 in #4 yields 64 options and 28 in $4 leaves 256 options. Both catalogues
include an entirely silent measure each, one in which each eighth-note slot utilises a
rest.
Both appendices therefore include all the possible ways of combining eighth-notes into
a measure, ranging in rhythmic density from continuous (eight notes per bar) to broken
(one note per bar). For example, the figures in Appendix Three are in $4 time and begin
36
with eight eighth-notes in a bar and I call this continuous rhythmic density. The fewer
the number of notes in a bar, the more broken the rhythms sound and I refer to this
here as broken rhythmic density. A large number of the figures played by the
drummers examined in this thesis contain rhythms that are in these two catalogues. For
economy of space however, I have not included catalogues of subdivisions such as
triplets as 212 (4096) is a prohibitively large number of figures to include in the present
thesis9.
In consultation with these catalogues, the figures abstracted from the transcriptions
contained in this thesis can be metamorphosised by any proficient drumset performer
in future performance by changing the rhythm of the figure whilst keeping other
properties of the figure intact. I clarify this process in greater detail in the next section
on the grouping and ordering of limbs. Substituting rhythms in this manner can lead to
the emergence of an adaptive modeling of that figure in such a way that not only is that
figure transmitted for future use, but it can also be evolved in original ways similar to
those I describe Williams to have used in adapting and developing figures from the
past.
Polymetric Superimposition and Composite Rhythms

Many of the rhythmic figures examined in the analytic chapters of my study feature the
superimposition of rhythmic figures that recur in cycles contained in time signatures
9
To accommodate triplets and other tuplets, any two or more contiguous notes in Appendices Two and
Three may be substituted by any corresponding artificial groupings by Gary Chaffee (1976a, 14-34).
37
other than the fundamental time signature of the given piece. As is demonstrated in the
related literature and in my analytical chapters, one such event that underpins crucial
rhythmic development in jazz drumming is the superimposition of figures cycling in the
time signature of #4 over the regular, fundamental time signature of $4that the pieces are
in. Examples of Williams innovations include the superimposition of meters such as %8
and &4as I discuss in later chapters.
To understand and present an analysis of polymetric figures graphically on paper in a

way that could easily inform the grouping and ordering of limbs for performance on the
drumset, I relied on the use of what I call composite rhythms. By composite I mean
the collective onset attack of the sounding of multiple tones no matter what the source
or assignation of limbs in the performance of polymetric figures10. Composite rhythms
are derived from the combination of superimposed metric layers of rhythm and are
represented visually on one stave with the grouping and ordering of limbs notated
beneath each note. Of central importance to this thesis is that, although the composite
rhythms emerge as sounding polyrhythmic when voiced on the drumset in conjunction
with the grouping and ordering of limbs, the composite rhythms found in the pieces
studied seem to have been derived by means of the superimposition of polymeters,
which I call polymetric superimposition.
10
The concept of composite rhythms is similar to the concept of resultant rhythms, the term preferred by
John F. Link (2000) as discussed later in my review of related literature.
38
Rubato and Complex Temporal Ratios

Certain characteristics of the rhythms Williams used in his solos are extremely difficult
to transcribe and analyse and these are generally referred to as being either arrhythmic,
rubato, or of a free rhythmic nature. So-called arrhythmicity, rubato or free rhythm was
becoming characteristically more common throughout the music of the late 1950s and
early 60s, particularly since the influence of Ornette Coleman and Albert Ayler began
to permeate that period. Whilst arrhythmic, rubato or free rhythmic material is usually
perceived as containing irregular, fluctuating and / or unrecognisable rhythm, the
apparent rhythmic irregularities in Williams solo rhythms began to make sense to me
when considering that the constitution of his phrases is such that they are comprised of
a certain number of notes performed at rates of speed relative to the original tempo of
the piece, but that are not necessarily regular in proximity to one another over a period
of time. In this way I was able to notate Williams rubato passages with the aid of a
rhythmic principle outlined a most comprehensive article on all things musically
temporal: Tempo Mental by Steve Vai (1983). Vai describes the methods he used in
order to transcribe a number of guitar solos recorded by Frank Zappa. Zappas solos
appeared in the context of music containing a regular meter and pulse and Vai used the
following simple method to accurately notate Zappas seemingly rubato phrasing.
The method describes the notation of rhythmic subdivisions occurring over two or
more beats by using ratios. In the example of 5:2 q, the number 5 displays the
number of notes to be superimposed; the symbol : can be interpreted to mean in the
39
regular time of; the number 2 designates how many pulses the first number will be
superimposed over; and the symbol of a q describes the note-length or rhythmic
value of the second number. The statement 5:2 q can be interpreted as saying five
in the regular time of two quarter-notes (Vai 1983). Whereas Vai uses the term
space, I prefer to use time. The addition of the term regular is also mine. By
employing Vais clear explanation of how to notate subdivisions over two or more
beats using ratios, I was able to overcome several problems that can arise when
attempts are made to understand the audible material in drum music that is generally
perceived to be arrhythmic or rubato, such as Williams solo in Walkin.
For example, in Appendix Ten I notated Williams solo, which sounds largely
arrhythmic or rubato. I arrived at a method for notation by identifying what I perceived
to be discrete phrases and thence assigning these phrases to one staff each. Many of
the phrases in Williams solo contain eighth-notes in the original tempo with a varying
number of eighth-notes per phrase. I felt that to notate a series of different time
signatures with each line would detract from the freedom and flow of Williams
phrasing and so I chose not to do so. Several figures were however performed at a
noticeably different tempo than the other phrases and rather than simply saying a little
slower here or a little faster here, I chose to notate these phrases with complex
temporal ratios such as those described above to indicate the change in speed relative
to the initial tempo of Walkin. These phrases were marked with the unusually
40
complex temporal ratios 22:25 e and 14:17q, ratios that may be interpreted as being of
little practical value. It is not my intent to over-complexify Williams rubato playing on
Walkin. Rather, it is my observation that Williams plays a phrase containing twentytwo notes in the regular time of twenty-five eighth-notes and so I used the notation of
22:25 e to approximate the speed of Williams phrase relative to the tempo of the
piece. In the case of 14:17q or, fourteen in the regular time of seventeen quarter-notes,
the rhythm is additionally complicated by the combination of quarter-notes, eighthnotes and dotted-rhythms. These rhythms appear to be imposingly difficult and they
may or may not have been in Williams mind at the time he played them, however, in
consultation with the recording they indicate the relative speed and density of notes in
phrases that would regularly be thought to be arrhythmic or rubato and they are noted
here for analytical purposes only. They are not presented as an exercise in sightreading.
Grouping and Ordering of Limbs

Omni-Adroitness
In considering the myriad possibilities for polymetric and polyrhythmic performance on
the drumset as is revealed in the literature and as is shown in the analysis contained
later in this thesis, I constructed a set of notational representations that reveal, at least
provisionally, a significantly greater number of rhythmic possibilities on the drumset
41
than has been offered in previous literature as I shall discuss later. These notational
representations are catalogued in Appendix One as Systems for the Grouping and
Ordering of Limbs on the Drumset.
By grouping I mean to refer to the ways in which combinations of a drummers four

limbs can be grouped to perform one, two, three or four discrete layers of polyrhythm,
or streams of periodic pulsations (Link 2000, 8). By ordering I mean the order in
which any combination of one, two, three or four limbs can be employed in order to
play a rhythmic figure for example, any rhythmic figure in Appendices Two or Three.
The ordering of limbs can present significant problems of bodily coordination for a
drummer and there is the need for a new idea concerning the equally coordinated skill
of all four human limbs that are required to play a drumset. Roach talks briefly about
his approach to practicing the ordering of rhythmic figures amongst four limbs:
I practice singles and double with hands and feet. Sometimes I practice
combinations. Say you would have four eighth notes: The first eighth note may
be your bass drum, the second would be the right hand, the third one would be
the hi-hat, and the fourth one would be the left hand on a different part of the
set. So it would sound like: Bass drum; right hand maybe on a ride cymbal; hihat chick; and snare drum. Thats a combination. There are unlimited ways
of doing it. If I think of an invention or something that involves combinations,
Ill work it out that way.When I come to a situation my improvisation should
be pure even though Ive got a lot of combinations and inventions that Ive taken
the time to work out, by annotating them and slowly working them out until
they become part of my anatomy. (Fish 1982, 61)
Roach is describing cycle 1.10.14 (see Appendix One). He continues here to cite that
his combinations are a useful tool to help him perform at fast tempi:
Thats done through combinations! No one limb is overworking. Theres a
way that it works itself out so that all the weight isnt on the right hand, or the
42
left hand, or the foot, or both feet. Its put together so that ever limb is working
so that it sounds fast. It sounds fast because each limb is doing a little
something.And you can just go for as long as you want to as long as you
distribute the work equally. (Fish 1982, 62)
Roachs ideas here give a sense of his development of what is generally known as
ambidexterity between all four limbs on the drumset. Williams too points out that the
trap drum set is a dance band set that has a tradition of its own. You sit down to play
it, and you play with all four limbs (Underwood 1979, 54). Billy Hart even
prophesises that [t]he next innovator will be fully ambidextrous and have complete
knowledge of Indian music, which metric modulation comes out of (Roberts 1994,
75). In light of Harts prophecy, the ability to develop ambidexterity on the drumset is
desirable and yet the term itself is paradoxically misleading in its etymology. Dexter
is the right hand and refers to the right hand. When combined with the prefix ambi,
ambidextrous literally means to have a right hand on both sides. This statement
assumes that the right hand is always dominant and continues to assert the notion of
the dominance of the right hand, even if only in a very subtle way. Crucial to
performance on a drumset is not only the skilled use of manually operated drumsticks,
but also the skilled use of pedals with the feet, and so ambi is an insufficient prefix. I
propose the use of the prefix omni in place of ambi to give a sense of all limbs, not
just the hands. The feet, however, operate the pedals of a drumset in entirely different
ways than the techniques used to manually wield drumsticks and so it is inappropriate
to desire a right hand for all four limbs as would be implied by the use of a term such
as omnidexterity. A more general term referring to skilled-ness is in need here. For the
43
purposes here, I refer to the coordination of all four limbs on the drumset as requiring
techniques for the development of what I call omni-adroitness.
Roach describes the drumset poetically as a four-limbed monster that Williams
learned how to tameat a very early age (Flans 1997, 87). Williams explains the
significance of the bodily coordination required to play the jazz drumset:
playing jazz drums you have to know how to play the [ride] cymbal beat and
you have to know how to coordinate that with the hi-hat and coordinate that
with the bass drum and the left hand. When you have to know how to do these
things, its not concept. I dont have a concept. I just know that each limb I
have has a certain function. The only way I learned how to do that was by
playing this jazz beat [on the ride], ching-a-ding, ching-a-ding, ching-a-ding,
ching-a-ding. I can play that beat constantly without ever stopping it. I can play
a whole bunch of other stuff with my left hand and never change that. I can
play that beat constantly through all this other stuff. Now to be able to just do
that is an accomplishment. If you can do that, youve learned a lot [about
playing drums]. Its like being hypnotized. You get into this trance and then
things start speaking to you. Your body parts start speaking to you. Your feet
and hands start telling you things that they can do.
If youre just playing beats, you dont get this trance thing that Im talking about.
And again, its not a concept. Its not about how to play rhythms and stuff. Its
about how to play the drums. Its how to play music. Thats what I try to teach
when I have taught. I show students how to do that. The guys that have
actually done it come back months later after theyve worked on it and
understand what I was actually saying and thank me. If you can do that, youve
accomplished a lot towards really playing the drums. I dont mean beats or
rhythms. Im talking about you being at one with the instrument. (Ferriter 1990,
37)
The other stuff Williams refers to here is sometimes polyrhythmic and polymetric in
nature as is described in Chapters Three, Five and Six. In order to perform any kind of
polymetric superimposition such as those analysed in Chapters Three, Four and Five,
not only must a rhythm be assigned an ordering amongst one, two, three or four limbs,
but those limbs must also be grouped in accordance with the number of metric layers
44
being performed as well as in accordance with the number of those limbs that are
assigned to each layer.
The systems making up Appendix One provide a comprehensive overview of the

possible ways that one, two, three or four limbs can be grouped to perform multiple
layers of metric activity on the drumset in the way that Roach refers to as using
combinations; that Hart refers to as ambidexterity, and that I refer to as omniadroitness. I provide a contextualised use of both the Systems for the Grouping and
Ordering of Limbs on the Drumset (see Appendix One) and the Eighth-Note Rhythms
(Appendices Two and Three) in the body of Chapters Four, Five and Six. I will now
describe their function in stimulating originality on the drumset.
As I stated above, the catalogue of systems is a tool for analysing and for practicing the
multitudinous ways in which any combination of one, two, three or four limbs can play
between one, two, three or four discrete layers of rhythm or meter, i.e. polyrhythm or
polymeter on a drumset. Each stave in the system is notated using four horizontal lines
(rather than the conventional five lines) and there are one, two, three and four-part
systems comprised of one, two, three and four staves respectively. The right hand is
assigned to the top line of the staff, the left hand to the second top line, the right foot to
the line second from the bottom and the left foot to the bottom line. I made these
assignments arbitrarily, however, the same assignment of limbs to these lines must
remain intact for the entire body of systems to be effective. Each note in the system is
a point. I used quarter-note noteheads without stems for visual clarity, but these
45
noteheads are merely representative as points at which a note is to be played. Notes of

any rhythmic value may be assigned to a point in this system as I will show.
One useful way of thinking about the nature of the points with respect to rhythmic
material can be demonstrated when considering the single stroke roll rudiment. Even
though the single stroke roll is traditionally intended as a callisthenic exercise between
the right and left hands for military snare drummers, I propose that it can be adapted for
performance by all four limbs of the drumset when it is understood to be a two-point
cycle of alternating limbs with no fixed rhythmic value.
Important to note is that the traditional use of the letters R as indicating a right-hand
stroke and L to designate a left-hand stroke is an extremely limiting way of defining a
single stroke roll on a drumset that requires the omni-adroit use of four limbs. If, in
such a system the right foot were designated to play a note, perhaps, for example, RF
would be used to indicate such, or B for bass drum. Such classification needs to be
expanded in a simple way as to incorporate the use of labels for each combination of
limbs striking simultaneously and so I have labelled each cycle in the One-Part Systems
alphabetically from A to O as an alternative to using clumsy designations such as RF,
etc (see Appendix 1.1 1.10)11. Considering that there are fifteen letters from A to O
inclusively, it is also convenient to use single letters for the purpose of desginating
combinations of limbs as the letters used are monosyllabic unlike the multisyllabic
11
I present this classification as a simpler alternative to the classification posited by Abbott in his thesis
as I discuss in my review of related literature.
46
seven and eleven. When the lettered name of each limb combination is
memorised, they are easy to vocalise over rhythms without detracting from that rhythm
itself like, for example, the vocalisation of numbers and referring to right foot can be.
Understood in this sense then, the single stroke roll therefore can be described by any
cycle in 1.5 (See Appendix One). If the concept of the single stroke roll were to be
expanded and understood as a cycle of no fixed number of points, then it could also be
performed in the orders presented in systems 1.1 (for one-limbed performance), 1.8
(for three-limbed performance) and 1.10 (for four-limbed performance).
To further extend the concept of a single stroke roll, any rhythmic value may also be
assigned and applied to systems 1.1, 1.5 , 1.8 or 1.10. The rhythmically continuous
constancy represented by Eighth-Note Rhythm 1 (see Appendix Three) is the usual
rhythmic designation of the single stroke roll. I propose that this rhythm can be
substituted with any of the eighth-note rhythms comprising Appendices Two and Three
and applied to a one, two, three or four-point cycle as found in Appendix One. It can
also be substituted by rhythms containing any note-length (from short to long) and of
any rhythmic density from continuous to broken as described above under the Rhythm
heading. A single stroke roll treated in this sense is now adapted so that it may be used
in an unending variety of rhythmic possibilities and played by four limbs as
demonstrated below.
47
For example, in keeping with the single stroke roll, if Eighth-Note Rhythm 3 in
Appendix Three $4rttyrtyE e is assigned to cycle 1.5.1 in Appendix One and
repeated, the emergent figure will be played:
Figure 1: Single Stroke Roll as Eighth-Note Rhythm 3 assigned to Cycle 1.5.1.
Figure 1 shows a single stroke roll as a two bar rhythm because Eighth-Note Rhythm 3
in Appendix Three is a seven-note syncopated rhythm assigned to a two-point cycle
(1.5.1), thus taking fourteen notes to complete. The same rhythm applied to a threepoint cycle such as cycle 1.8.21 will complete after three repeated bars and will be
played:
For a final example, I will use Eighth-Note Rhythm 2 from Appendix Three once again
to show how the ordering of limbs in an omni-adroit system can also include unison
notes between limbs in an expanded view of the single stroke roll. When applied to a
three-point cycle using all four limbs (cycle 1.9.2), the figure $4rttyryE e will be
played as shown in Figure 3 overleaf:
48
Whilst these examples have the capacity to expand the concept of the single stroke roll
rudiment for developing omni-adroitness with four limbs on a drumset, the examples
above clearly show how the systems are limited in the way that all limbs presented in
any one stave must complete the cycle before another note is played by the same limb.
In this way, any conceivable rhythmic material can be applied to any cycle and the
cycles I have presented can be up to four points long. These limitations in my systems
can be overcome by, for example, applying any rudimental sticking pattern, or any of
Gary Chaffees Compound Sticking Patterns (1976b, 34-65) when one part in any
system contains two limbs, no matter how many points in that cycle. This allows the
added use of two or more notes by one limb in any of these cycles such as that which
is ordinarily achieved in the playing of the double stroke roll rudiment.
In the foregoing I have explained how the ordering of limbs can be used to develop
omni-adroitness with four limbs on a drumset. I will now show how the grouping of
limbs using these systems can be useful in two ways. Firstly, the groupings are useful in
analysing the superimposition of two or more meters in the music such as in the
occurrence of polymetric superimposition as I explain below. Secondly, they are useful
in showing ways in which Williams applied his notion of creativity to the prior work of
49
other drummers, thus modeling the figures they played and adapting them for his
original use as I show in Chapters Four, Five and Six.
I will present two examples of the analytical potential of the systems here. Firstly, a
three-part system is shown below in Figure 4:
Figure 4: Three-Part Grouping and Ordering Analysis of a Tony Williams Drum Solo
(Williams 1999b, 30:09 - 30:20).
Figure 4 features the use of a Three-Part System for the grouping and ordering of limbs
on the drumset to analyse a polymetric superimposition performed by Tony Williams.
The upper part features Eighth-Note Rhythm 17, the middle part features Eighth-Note
Rhythm 30 and the lower part features Eighth-Note Rhythm 240 (see Appendix Three).
The figure is performed using Cycle 3.3.38 in Appendix One. Extracting these three
rhythmic layers from one another allows for the possibility of making rhythmic
variation of this figure in future performance by either substituting alternative rhythms
for those present, or to change the grouping and ordering of limbs, or to change the
ways in which one or both streams are voiced on the drumset. Figure 5 overleaf shows
a composite representation of Figure 4:
50
Figure 5: Composite Representation of Figure 4.
In this figure, the time signature of ! @4 is a composite rendering of the two time
signatures #4 and $4 shown in Figure 4 and the two parts of grouping and ordering have
been combined onto one stave. The figure can be simplified even further as shown
below:
Figure 6: Grouping and Ordering Schema for Composite Rhythm Shown in Figure 5.
Once the naming schema of letters used for cataloguing the fifteen different
combinations of grouping and ordering limbs is memorised, the example shown in
Figure 6 represents a simplified way to generate a mental building block for the
performance of Williams figure from which Figure 4 is excerpted.
One final example that shows the necessity of using more than one part for the
grouping and ordering of limbs in polymetric and polyrhythmic performance is shown
below in a transcription excerpted from a drum solo by Bill Stewart:
51
Figure 7: Three-Part Transcription Excerpted from a Solo by Bill Stewart (Stewart 1997,
31:39 - 31:59).
52
Bars 13, 14 and 15 show three levels of polymetric superimposition as detailed below:
Figure 8: Three-Part Grouping and Ordering Analysis of Polymetric Superimposition by

Bill Stewart.
For the superimposition in Figure 8 to complete one full cycle so that all beat ones
coincided again on a beat one in $4, this partial cycle would have to repeat four
times, spanning sixty quarter-note beats over fifteen bars in $4. The figure can be
reduced to one stave as shown below:
Figure 9: Composite Representation of Figure 8.
Similarly, Figure 9 can also be reduced to a single-line ordering of limbs using the
composite rhythm with letters to designate the assignment of limbs to each note:
Figure 10: Grouping and Ordering Analysis of Figure 9.
53
Here I have outlined a theory for developing omni-adroitness with all four limbs on the
drumset by explaining the analytical use of the Systems for the Grouping and Ordering
of Limbs featured in Appendix One. I will now explain one further point for
consideration in such analysis.
Harmonic Density (Simple and Complex)

It is the grouping and ordering of limbs on the drumset that provides drummers with a
range of harmonic options on the instrument, ranging in density from simple to
complex. Given that the use of the term nonlinear as is described in Chapter One
under the heading of Complex Adaptive Systems gives a different meaning, it is
inappropriate to speak of linear and layered drumming in this thesis. Instead, I
describe the grouping and ordering of limbs on the drumset using the terms simple
harmonic density in place of linear, and complex harmonic density in place of
layered. These terms are similar to melodic and harmonic coordination as described
by Marvin Dahlgren and Elliot Fine (1963). Systems 1.1, 1.5, 1.8 and 1.10 in Appendix
One are of simple harmonic density whilst all other systems are of varying degrees of
complex harmonic density. All densities are presented in Appendix One.
Drumset Voicing and Motion

Voicing refers to the ways in which rhythmic and coordinational material such as that
described above is distributed on the various voices that the components of a drumset
offer for the expression of that material. Motion depicts the ways in which a drummer
54
changes the position of his or her limbs when moving from one voice of the drumset
during the performance of a figure to another to affect a sense of melodicism. In the
case of the music studied here, motion occurs in the hands only as the feet play one
pedal each.
The standard drumset played by drummers throughout the period studied in this thesis
generally includes four drums and three cymbals. The four drums include a snare drum
(usually 14 x 5 in diameter and depth), a pedal-operated bass drum (usually 18 x
14), a tom tom (usually 12 x 8) mounted on the bass drum, and a floor tom with
three legs (usually 14 x 14). All four of the drums are generally fitted with either
natural calf-skin heads or synthetic heads made of Mylar12.
The three cymbals characteristically featured throughout the recordings studied are one
ride cymbal, one crash / ride cymbal and a hi-hat cymbal (comprising a pair of cymbals
played as one unit). The ride cymbal is usually mounted on a tripod stand on the right
hand side of the drumset and is usually 18, 20 or 22 in diameter. A contrasting
crash / ride cymbal of similar proportions is mounted on the left-hand side of the
drumset and is usually higher in pitch than the ride cymbal. One or both of the ride or
12
Of noteworthy relevance to future study of Williams later work is that from 1972 (Williams 1985),
Williams expanded his drumset to include a 14 x 6.5 snare, 13 x 9 and 14 x 10 mounted toms, 14
x 14, 16 x 16 and 18 x 16 floor toms, a 24 x 14 bass drum as well as 16 and 18 crash cymbals
added to his 18 crash, 22 ride and 15 hi-hat cymbals. In the mid-1990s Williams expanded his
drumset further to include two 24 x 18 bass drums, the addition of a 12 mounted tom as well as a
floor tom positioned to his left, and an array of new cymbals including splashes and Chinese-shaped
cymbals. This third expanded edition of Williams drumset can be heard on Williams (1995) and Arcana
(1997) and provides a sonic palette contrasting in extremes to the drumset he used in the music studied
in the present thesis.
55
crash / ride cymbals may or may not be fitted with a number of split bifurcated rivets,
giving the cymbal a sustaining sizzle sound when struck.
The majority of a drummers time playing is performed on the ride cymbal by striking
the bow of the cymbal with the tip of the stick. Occasionally the drummer will play
accents either on the ride cymbal by striking it on its bow with the shoulder of the stick,
or by striking one or both cymbal/s using a glancing motion with the shoulder of the
stick on the edge of the cymbal. The latter is the louder of the two accents.
The hi-hat cymbal is a combination of two cymbals mounted on a stand operated by a

spring-driven pedal in such a way that the cymbals meet each other inversely around
their edges, offering a variety of sounds unique to the drumset. These sounds include,
but are not strictly limited to a staccato chick sound when closing the two cymbals
swiftly with the pedal and keeping them closed, a sloshy legato sound when the
cymbals are held slightly open with the foot and struck with a stick, and a staccato
tick sound when the cymbal is struck with the stick whilst the pedal is depressed
tightly. The cymbals can also be brought together and swept apart very quickly with
the pedal to give a sound similar to that made by sweeping two hand-held crash
cymbals together in an orchestra or marching band called splashing the hi-hat. This
range of sounds makes the hi-hat a multi-voice instrument operated by many
combinations of the drummers left foot and both hands. It is a part of the drumset that
enables the drummer ease of control over note-length and the sustain of their notes.
56
Pitch Range and Melodic Motion (Stasis and Motility)

The drums tend to be tuned fairly high in pitch, producing a staccato-like attack upon
being struck with a short decay that blends with the other instruments in order to
accommodate the acoustic nature of the music. Gradations in pitch descend from the
snare drum down to the mounted tom, then the floor tom, with the bass drum being
lowest in pitch. The notion of voicing and motion encapsulates the study of range for
the drumset as scales and arpeggios similarly exploit the eighty-eight key range of a
conventional piano for example. Given that the four-piece drumset described above
offers only three non-tonally pitched voices to play on, I describe motion only in
melodic terms as being the difference between utilising stasis when there is no motion
between voices, and utilising motility when there is movement between voices. I do
not describe movement by step or by leap as is usually so important in the study of
melody. Drummers do not play melody as much as they play melodically when
balancing the contrast of melodic stasis and motility and so I describe their melodicism
rather than melody as such.
Expression
I notated the transcriptions using conventional dynamic markings in order to arrive at a
more nuanced sense of each drummers musically expressive tendencies. The overall
dynamic of most of the music studied is performed at a consistent mf to f range with
occasional deviation to louder or softer performance. The most useful notational
devices were those of accent and of ghosting. I take these concepts up later in the
57
body of Chapter Four, however, accents indicated above the staff with the > symbol
have two different meanings in this thesis. Generally, for all the pre-Williams
drummers, the > symbol means that the snare is played louder than non-accented
notes (notes without the > symbol), and that this increase in volume is achieved
simply by greater velocity of stroke than the strokes used for non-accented notes. In the
case of Williams however, the > symbol generally refers to the achievement of a
louder note and a more crisp timbral crack through the use of a rim-shot wherein
Williams strikes the head of the drum and the rim simultaneously with the same stick.
The ghosting of notes is described in detail in the analysis of Haynes drumming in
Chapter Four.
Notating dynamics for drumset is an extremely limited practice using conventional onestaff notation. The systems for the grouping and ordering of limbs on the drumset in
Appendix One have the advantage over conventional single-stave notation in enabling
changes in dynamics to be notated discretely for each limb in its own discrete layer of
rhythm.
58
Review of Related Literature
Critical Position as Scholar-Performer and the Need for Jazz Drumset Performance
Studies
The act of making music necessitates direct perception of the complex interrelationship
between its constituent elements and how these elements are given voice on a musical
instrument by precisely measured and deftly coordinated movements of the human
body over time. In ensemble settings these skills are combined with the development
of an acute awareness of how the resultant sound generated by the playing of an
instrument can be made to blend with the sounds generated by other humans on their
instruments in the given ensemble so that inherently musical ideas are given due
valency in musically coherent ways. In developing my own ability to perform music in
the pursuit of a career as a professional drummer, I feel my efforts are more efficacious
when extra-musical concerns of my own and of others such as discrimination,
prejudice, opposition or bias on account of race, gender, class, sociocultural and
political ideals or religious beliefs take on an essential mode of transparency
throughout the periods in which I am immediately and directly engaged in the process
of studying, practicing and performing music on my instrument in and out of
ensembles. Although the fabric of my experience of life is inextricably woven upon the
existence of such concerns both consciously and unconsciously, these concerns are
external to the musical process. I am acutely aware that the resultant tapestry of human
experience is unique for each of us and that it is this uniqueness that distinguishes one
personality from another in immeasurably intricate ways. Such uniqueness and
59
originality of identity is reflected in the ways in which individuals use freedom of selfexpression to differentiate and integrate in society, a subject I take up in Chapter One
under Autotelic Personality.
Williams won a performative and improvisational freedom for the jazz drumset,
acknowledging that the instrument originated in the United States of America with its
own unique, informal and largely aural system of learning and performance, freeing it
from the shackles of the underlying written methodology of European, harmony-centric
music. This is a freedom that may be microcosmically and analogically representative
of the win made by African-American people in their struggle for identity at the time of
the Civil Rights Movement that was occurring during the period studied herein. Many
pedagogical and performance-based environments today however exhibit no real
understanding of, nor any real appreciation for the history or the nature of the drumset
in its own unique musical and historical context and therefore the significance of the
instrument as a means for original musical expression has been enshrouded in mystery
and I will now explore some of the possible reasons for this oversight.
The art of jazz drumset performance is a mongrel discipline and resides in possibly the
single-most confused and marginalised scholarly, musicological, pedagogical and
practical territory. It is perhaps the least understood of all contemporary music
practices, particularly in scholarly circles, where study of the instrument tends to be
overlooked as being unimportant or irrelevant because of its non-tonal nature.
60
As I stated earlier, musicology generally works under the rubric of Western Art Music,
which is generally defined as music composed and performed according to the
conventions of the European classical tradition. More specifically, jazz studies tends to
fall within the domain of enthnomusicology, which is broadly focussed on
sociocultural and political factors. These classifications in musicology present a
multifaceted problem in broadening the field of jazz drumset performance studies, a
tradition founded upon non-tonal improvisation in the United States some one hundred
years ago. Schenkerian analysis, for example, is unhelpful and cannot apply to jazz
drumset performance studies. Also, as the subject of this thesis calls into investigation
Tony Williams drumset ideology of feel, technique and creativity as it applies to jazz
drumset improvisation of the 1950s and 1960s in order to serve as a model for the
cultivation of originality in jazz drumset performance studies, the issues discussed are
highly technical, specific and most relevant to people who improvise on the drumset
and to other instrumentalist with whom these drummers perform. Therefore, to acquire
an understanding of the analytical systems used to comparatively study jazz drumming
of the 1950s and 1960s and to grasp the nature of the variety of musical ideas that were
being performed by the key exponents of the time, any such discussion is necessarily
technical and musicologically theoretical. Except in the case of a rare few texts, the
arguments set out in the leading literature containing research into the expression of
rhythm in jazz drumset improvisation are put forth largely by non-drummers. I feel it is
important that some of this work is evaluated by a performing drummer in order to
clarify a few issues that are confused in the extant literature and I therefore represent
61
myself as a scholar-performer in the spirit of David Ake (2002, 5-6) to address this
issue.
Many otherwise important sources often misunderstand the nature of jazz drumset
improvisation. For example, without providing any examples from recordings of actual
performances Ingrid Monson refers to points in performance when drummers may
break the time into two-handed interjections called fills (1996, 59, emphasis in
original). Although informative to a mild degree, Monsons subsequent explanation of
drum fills is somewhat limited in scope. Whilst it is true that fills can be melodically
interactive, provide a seamless comping rhythm, or lead the ensemble from one
structural section of a tune to the next and that they can be sometimes up to several
measures in length, allowing a drummer to [intensify] the musical energy at important
structural points such as the beginning of sections or choruses (59), rarely in the case
of the pieces studied in this thesis did any of the drummers actually play a fill that led
to and ended at such structural points. As will be seen in Chapters Four, Five and Six,
in most cases each drummer played extended phrases over the barline and over those
structural points, ending in places far removed from the downbeat of the measure it
leads into or on an offbeat that anticipates the new section as Monson states is the
norm (59-60). Monson also cites that the drummer may emphasize this articulation by
playing it on a crash cymbal or by punctuating the resumption of the ride rhythm with a
strong 1 on the bass drum (60). Again, rarely is this the case as my transcriptions in
the appendices show. The figures played by the drummers studied in this thesis are far
62
more dynamic, complex and diverse than the simple example given by Monson in her
Musical example 10 (1996, 60).
In representing the stance of a scholar-performer, I will now address several of the

arguments that are apparent in the broader musicological fields as they relate to jazz
studies. Although several musicologists have done significant enough work now to
argue for the inclusion of African American music in the overall approach to scholarly
musicology, these scholars deal with the imperative concerns set out in this thesis
primarily within broader sociocultural and political frameworks as a priority over
specifically musical frameworks. This thesis is therefore only directly related to a small
number of such texts in the broader field by way of methodology and interest only
whilst maintaining direct ties to a number of other works falling within a narrower
scope of literature in the field. Indeed the works that are of core importance in relation
to the present thesis are the works of Woodson (1973), Dean (1992), Berliner (1994),
Coolman (1997), Hall (2004), Gander (2005) and Yudkin (2008). Works of relevance
in greater sociocultural and political musicology fields include Anderson (2007),
Gebhardt (2001), Gioia (1997), Monson (1991, 1996, 2007), Ramsey (2003) and
Southern (1997)13. I will begin with a consideration of the broader field.
13
My position as a scholar-performer points my overall interest strongly in the direction of evaluating

musicologically theoretical and qualitative data rather than material of an empirical nature. As such, and
except in the case of Friberg and Sundstrm (2002), I do not discuss cognitive and psychological aspects
of the material presented here.
63
The Sociocultural and Political Context of African American Jazz Between 1954 and
1969
There is a growing literature in jazz studies that seeks to derive musical meaning by
drawing critical relationships between the act of making jazz music and the broader
sociocultural and political issues that are deeply interwoven into the very fabric of the
existence of African American jazz that was played between 1954 and 1969. The
combined work of authors such as Gebhardt (2001), Ramsey (2003), Anderson (2007)
and Monson (2007) provides an example of such relationships. A sample of some of
the most salient prior work also includes Monson (1996), Gioia (1997), Southern (1997)
and Porter (1997). Of note, Monson acknowledges Williams as having agreed to
participate in a significant conference she co-organised and named Miles Davis, the
Civil Rights Movement, and Jazz in 1997 in an effort to develop an understanding of
the civil rights movement as a basis for writing her book, Freedom Sounds (2007).
Unfortunately Williams died two months before the event took place (Monson 2007,
vii).
Historical Perspective on Discrimination

Firstly, it is important to grasp a sense of the nature of the racial discrimination that was
rife in America during the period studied here. With World War II ending only months
before Williams birth in 1945, America was in the midst of a period of great flux,
particularly in relation to the ways in which African American people were being
absorbed into the culture, moving closer to racial integration. After fighting for freedom
64
in Europe, many African American troops returned from the Second World War to their
home country whence they were still being discriminated against on racial grounds, not
boding well for America during the ensuing Cold War. This climate sparked the
beginning of the fight for freedom at home from the maniacally repressive Jim Crow
segregation laws that were enacted in 1876, nine years after the emancipation of
African Americans from chattel slavery in 1865, and fuelled much of the thought and
movement within the African American community during the late 1950s and into the
1960s until the Voting Rights Act was passed 1965. Despite these positive changes in
the law, many whites as well as a number of blacks resisted the integration of African
American people in America, resulting in an insidious procession of violence and
upheaval that continued into the 1970s. Whilst I observe that the act of striving toward
the musically creative realisation of modernist idealssuch as that which brought
about the onset of bebop music was ostensibly fuelled to a degree by racial
inequality, I also suggest that the very act of striving for the realisation of creative ideals
may also be a unifying keystone that, over time, will overcome discrimination of any
nature in present and future human endeavour. I turn to the literature here to define a
context for modernist thought as a unifying force in African American jazz from 1954
to 1969.
Offering a broad overview of the experience of African American people prior to 1955,
Eileen Southern reports that racial integration in mainstream America was making little
progress (1997, 466), even though a hundred years or so had passed since their
emancipation from slavery. Southern also states that there was racial discrimination
65
against some of the one million or so African Americans who served in the armed
services during World War II, which began on 7 December 1941. With the emphasis
on fighting for the four freedoms14 during World War II, the increased militancy
amongst African American people helped to create a growing climate for change
(Southern 1997, 467, 403, 471). For example, although kept in segregated units,
African American men were not authorised to serve in the navy, except as mess
attendants and stewards prior to the promotion of an antidiscriminatory policy in 1942,
seeing to it that the navy complied by actively recruiting and training African American
men amongst its ranks (468).
Of the segregated institutions maintained by African Americans to serve their cultural

and social needs around this time, the church was most powerful, with over five
million African American people belonging to all-black denominations by mid-century.
Some had rejected Christianity altogether and turned toward the politically and socially
charged Black Muslim religious group under the leadership of Elijah Muhammad
(formerly Elijah Poole). Malcolm X was also an early leader of the Black Muslim
movement, although he was assassinated whilst presiding over a new organisation of
his own in 1965 after leaving the movement (466).
Southern also reports on a series of other events in American history that slowly
contributed to racial integration. 1) The Korean War began in 1950, providing further
14
The four freedoms as stated in President Franklin D. Roosevelts 1941 State of the Union Address are
freedom of speech and expression; freedom of religion; freedom from want; and freedom from fear.
66
chances at integration for African American servicemen and women. 2) The Supreme
Court ruled against segregation in public schools in 1954. 3) African American
seamstress, Rosa Parks was arrested in Montgomery, Alabama on 1 December 1955 for
refusing to move to the rear of a bus in order to make available a seat for a white man
when ordered to do so by the white bus driver. The arrest was made on the basis of a
law in Alabama that stated that blacks should sit in the back part of a bus. A one-day
boycott was initiated by local leaders in response to Parks arrest, however it extended
to 369 days. From these boycotts emerged Reverend Dr. Martin Luther King, Jr., the
world-renowned leader who helped to shape a new philosophy for black Americans,
that of non-violent resistance, which eventually spread its influence over the entire
nation. 4) In 1957, for the first time since 1875, a Civil Rights Act was passed by
Congress. Racial discrimination however persisted in white communities as a form of
resistance to the new civil liberties extended to African American people. Acts of
intimidation and persecution as well as murder were carried out. 5) Four African
American students in Greensboro, North Carolina sparked the beginning of the sit-in
movement with their action of 1 February 1960. The students sat down at the lunch
counter of a variety store after completing their shopping. Because they were black,
the waitress refused to serve them, but the students sat at the counter until the store
closed and returned the next day to repeat the action. The sit-in movement marked
the beginning of demonstrations that spread across America against segregation and
discrimination that effected a basic change in the availability of public
accommodation to blacks for the first time in history. These sit-ins were also the
beginning of a period of great turmoil and violence in America including the
67
assassination of the president, John F. Kennedy, in November 1963 (Southern 1997,

471-2).
In considering the dialectics of discrimination associated with the history of jazz music,
Lewis Porter paraphrases anthropologist Ashley Montagu by stating that the
classification of race is a meaningless human invention, that racism is a part of the
general condition of human tribalism and that tribalism is obviously innate (1997,
197). In the following statement, Ingrid Monson discusses that discrimination was
based more on differences of skin colour than on racial origins:
If race is a genetically meaningless conceptcolor has been of unquestionable
significance as a morphological characteristic facilitating the hierarchical
classification of bodies and their unequal treatment. It is unlikely, then, that the
terms black and white will fade in their relevance to describing various African
and African diasporean cultural histories. (Monson 1996, 204)
Both Porter and Monson appear to concede that discussion of discrimination and
tribalism in relation to race and skin colour may perhaps always be relevant despite
Monson acknowledging that the Civil Rights Act had as its principal ideology the goal
of establishing an integrated, colourblind society. In such a society, differences in skin
colour would be overlooked:
Since difference in colour was a morphological marker that was socially
interpreted to justify discriminatory treatment against Americans of African
descent, the ideology of integration de-emphasized difference in pursuing social
equality under the banner of universal brotherhood. (Monson 1996, 200)
Monsons further statements that whiteness tends to be a sign of inauthenticity within
the world of jazz and that the appeals of white musicians to universalistic rhetoric
68
can be perceived as power plays rather than genuine expressions of universal

brotherhood (1996, 203) however, can only be validated in contextually appropriate
discourse in jazz studies. From my perspective as a scholar-performer, Monsons
conjecture that universalist rhetoric can be perceived as power plays is of extremely
limited relevance and validity in relation to the ways in which the jazz community as I
describe it goes about the business of actually playing music together in ensembles. As
such, it is perhaps relevant to the jazz community only from a broader, non-performing
sociocultural and political perspectiveone that Dean argues is unlikely to be
valuable or very convincing (1992, xiii) in his discussion of autonomy in of the
development of musical structuresand not from the more specific point of view of
musicological and performance-based jazz studies such as that which the present thesis
seeks to represent. Such a statement is not focussed on the development of musical
ideas and can potentially undermine genuine expressions of universal brotherhood as
well as having the potential to subvert any drumset performance ideology that realises a
synthesis of the notions of feel, technique and creativity apropos of that discussed
throughout this thesis.
Jazz of African American Origin and its Relation to African Music-Making Traditions
Another of the more prevalent arguments in the broader sociocultural and political jazz
studies literature is introduced here, and that is of the cultural relation of music made
by African Americans to African music-making traditions. There is a broad difference
of opinion on the subject with many scholars advancing positions that connect jazz of
69
African American origin to African music. The issue is subtle and here I take a brief
look at the views presented by scholar Ted Gioia, and performers Blakey and Roach as
being in contrast with the view of many.
Gioia (1997) posits an interesting juxtaposition of fundamental cultural difference

between the origin of jazz music in America and the oral tradition of West African
musical heritage that [t]hose who draw connections between jazz and African music
miss. The cultural mandate adhered to by musicians of West African tradition is one
whereby they are the historians of their society and must maintain the integrity of their
precious musical heritage.[A]ny modification in the music is viewed as a risky act,
never encouraged and at best tolerated with anxiety and distrust and is reflective of
music as being of a quasi-sacred efficacy in traditionalist, pre-industrial cultures and
not a form of casual entertainment as it is in Western cultures (1997, 200). From its
earliest days, Gioia continues, jazz had been a forward-looking art, continually
incorporating new techniques, more expansive harmonies, more complex rhythms,
more intricate melodies and, dating back to Louis Armstrong, the leading musicians
of early jazz were modernists in the truest sense of the term (1997, 199). From this it
can be derived that Gioia posits a fundamental break in the notion that there are
traditional ties to African cultural practices amongst 1940s African American bebop
artists.
70
This stance is mirrored in statements by African American jazz performers Blakey and
Roach. In the following statement, Blakey flatly refuses to make any connection with
African traditions by stating that jazz music is purely American in origin:
A lot of people try to connect jazz with Africa and all that kind of thing. You
cant connect that. You have to have the wisdom to know the difference. They
have their thing; we have our thing. The Latins have their thing; we have our
thing. Its just like that. No America; no jazz. So thats the way it is. (Rosenthal
1986, 276)
The following is a lengthy response from Roach after being asked by Jomo Cheatham to
describe what makes him a passionate man during a video interview (1993, 1:29).
Here Roach discusses his feeling of separation from African culture as an African
American man and his ensuing search for identity:
I came from the deep south and I witnessed the kind of oppression that our
people had to go throughThe black American is the only group who has come
to this country, I mean.We all are foreigners. God gave this country to the
Native Americans. Thats whose land this is. So all of us are
immigrants.Were the only group thats here, of colour, who doesnt have a
second language.Everybody who comes here has a second language. They
have a culture. They can identify with some place: Oh Im Irish American; Oh
Im French American; Oh Im Nigerian.
I got in a cab, just this week comin from the airport and the gentleman who
was driving the cab was from West AfricaI think he was from Guinea.
Anyway, he had some tapes in his cab and Im listening to the tapes and I finally
[asked] him what language is that? It wasnt French, it wasnt Spanish, it wasnt
English.It was beautiful. The music was beautiful, the language was beautiful
and it brought home to me again the factwow, heres a black man driving a
cab whos got a totally different thing goin on so he has a language of his own
other than the colonial language thatwhen colonialism came into Africahe
speaks English, he speaks his own language and now hes up here with us.
So when you ask what makes me so passionate, its because we as a people
have had to struggle and we still are struggling.My passion comes because Im
a black man who is in the United States of America and Im still searching for
me and myself for my family, for my children.I cant say hey, like this cab
71
driver who said hes from Ghana, andI cant say that! I can say Im African
American, butI dont speak the language. And I dont know the culture.
I spent some time in Africa, when I was goin to school I travelled anywhere.
I went to Haiti and places like thatCubaas a young man. But the time I
spent in Africa I will never forget because I was sitting in a street caftalkin to
one of the great writers, Wole Soyinkahes from Nigeria, but he was in Ghana
at that timeediting a magazine that was formed by Richard Wrights
family.He was sayin some wonderful things. He said, yknow, Max, even a
guy like Thelonious Monk or Miles Davisthese guys are so black, the blue
comes out of emif they put on an agbada and walked down the street, we
would know that they werent African. See, Africans have always worn
sandalsso they slide. We wear shoes and we pick our feet up. A lot of
brothers go over there and put the stuff on and dont say anything, but the way
they walk reveals that we come from another place.Shoes are a European
thing and youve gotta lift your feet up like this to walk, you cant do like that
But my passion does come from the fact that I realise that we havent been
given the opportunity, yknow, to really participate in this society of ours as
citizens and its somethin that we, were gonna struggle with. Im not angry
about it, I just wanna get even and enjoy clarity. (Cheatham 1993, 1:35 - 6:48)
The key to Roachs passion, as he describes here, is in his yearning for the identity and
for equality of expression. In recognising the differences existing between African and
African American ways of life and the ways in which music is viewed in the two
societies, Gioia, Blakey and Roach present a compelling viewpoint that supports the
claim that jazz music and the development of musical ideas in jazz are essentially an
expression of progressive and modernistic thought in America in the early Twentieth
Century.
Modernism and Jazz

Gioia further delineates such a break with tradition in characterising jazz modernity by
arguing that, a major discontinuity in the musics history became apparent in that,
72
despite Ellington being compared to Stravinsky and Ravel in the 1930s; despite Benny
Goodman commissioning compositions from Bartk, Hindemith and Copland; and
despite the modernist leanings of musicians such as Art Tatum, Coleman Hawkins,
Don Redman and Bill Challis, the evolution of modern jazz of the 1940s sprang from
none of these [Swing Era] roots. Although drawing bits and pieces of inspiration from
all of these sources, the jazz modernists of the 1940ssound like none of
themdevelop[ing] their own unique style, brash and unapologetic, in backrooms and
after-hours clubs, at jam sessions and on the road with travelling bands. Furthermore,
Gioia states that the music was not for commercial consumption and that neither
were its comings and goingsannounced in the newspaper record or preserved on
acetate by record companies. Modern jazz had become an underground
movementinitiating the bunker mentality that survives to this day in the world of
progressive jazz and the cult figures who were its earliest stars were moving
farther and farther outside the mainstream of popular culture (Gioia 1997, 201).
Gioia further points out that, socially, modern jazz players had the dubious distinction
of belonging to an underclass within an underclass in that modernism in 1940s jazz
was a revolution made, first and foremost, by sidemen, not stars (1997, 204)
(especially true in the context of Kenny Clarkes creativity), and that the individualism
of the beboppers was fired further by their marginal status as black Americans at a
critical juncture in U.S. history, [being of the] last generation before the end of
segregation and the passage of the Civil Rights Act (205).
73
Taking Gioias perspective into account regarding the disparity between the
traditionalism of African religious music and the progressivism of African American
modern music, it cannot however be ruled out that modern musicians of the 1950s and
1960s did not avail themselves of audio recordings of African music. Although chiefly
concerned with achieving the realisation of a conceptual unification of traditional
swing timekeeping and the irregular pulse of free jazz in the drumming of Elvin Jones,
Andrew Gander posits a reconciliation of basic differences between traditionalist and
rebellionist tendencies evident in Jones rhythm section gestalt by suggesting the use of
the term rapprochement in such a setting (Gander 2005, 17). Gander cites Jones as
confirming that he began to pursue African traditional music after hearing a tape of
a Haitian street drummer whom, he thought, sounded like five people playing at
once (2005, 16). The quest led me to [music of African] pygmies and [of the subSaharan] Dogon. Theres a lot of music in the Belgian Congo, and those were
tremendous sources of inspiration (Khan 2003, 115 quoted in Gander 2005, 16). I
argue for an extension of Ganders rapprochement to incorporate not only a unification
of the contrasting notions of traditionalism and rebellionism, but also to a resolution of
sociocultural difference in a move toward a steadfastly more universalist and
colourblind culture. Such a culturewhilst acknowledging and sympathising with the
origins of jazz improvisation and the horrific struggle that was endured by a subjugated
minority to achieve global proliferation and longevity of their practicewould be
united primarily by a shared sense of looking optimistically to the future of music as
presenting an opportunity and perhaps the heretofore unseen responsibility for
focussing upon further complexification of internal musical models in order to facilitate
74
deeper unity and expression of and within the human condition. These internal models
would be realised in an increased ability to consciously and freely move the human
body in musically harmonious and synchronised concord with the movement of other
human bodies in ways that promote further conscious freedom of movement and
expression in others, abstaining from oppression of any kind.
Analyses of Jazz Drumset Performance

Although Paul Berliners book is comprehensively voluminous in its coverage of jazz
improvisation in general and provides great clarity and accuracy in his brief study of
actual performances by Roach, Philly Joe Jones, Elvin Jones and Williams, Berliners
notion of jazz drumming is only helpful in the most general ways in that it is
summarised succinctly as containing the following very general key features:
-
a model and variants of ride cymbal and hi-hat time-keeping patterns
drum punctuations around time-keeping patterns
the personalisation of drum vocabulary patterns
drum fills as structural markers
chorus designs for drum accompaniment. (Berliner 1994, 617-629)
John Brownell (1994) elucidates a number of key points in his development of a

conceptual model of drumset improvisation. Most relevant to the present thesis is
Brownells postulation that the analytical procedure of parsing out the various drumset
sounds on multiple staves and labelling each stave as being polyrhythmic is likely to
75
obscure the conceptual organisation of the performer (90). Whilst I agree with
Brownell that this analytical procedure is not necessary in every case in that it can
obfuscate more than it clarifies if used indiscriminately, I do actually present such
analyses at several points throughout my analysis. In addition to highlighting those
musical ideas that have traversed generations, my analytical method also serves to
leave the reader with a sense of the endless ways in which musical ideas can be further
reorganised. I demonstrate toward the end of this thesis how both Williams and
Haynes reorganised the RLL (ABB using my schema) Three-grouping that Brownell
refers to as a seed pattern (1994, 127-140). Whereas Brownell refers to seed
patterns, I use the terms figures and building blocks in my work. Berliner also
uses the term building blocks throughout his work.
Of interest, Brownell discusses the impossibility of listing all seed patterns that jazz
drummers use in improvisation and I take the reasons for this problem up in Chapter
One under Complex Adaptive Systems. Brownells solution however comes in
recognising that [c]ertain combinations of seed patterns may, if repeated often enough,
crystallize into set pieces (1994, 141). He labels these set pieces as fat seeds and
establishes that the jazz ride cymbal rhythm (Eighth-Note Rhythm 30 in Appendix
Three) is what he calls a fat seed pattern. In a footnote (141-142), Brownell also refers
to the problem of analysing the rate of swing in a drummers skip beat (the ride
cymbal notes played on the and of beats one and two in Eighth-Note Rhythm 30 in
Appendix Three). I take this matter up with reference to an enlightening article by
Friberg and Sundstrm (2002) on the subject in Chapter Three under the Swing
76
heading. In the sense that it is a study of the lineage of musical ideas, the present thesis
heeds Brownells recommendations for future study when he says:
It should be possible to identify key linkages between, for example, the
performance style of Elvin Jones and some of his stylistic descendents such as
Tony Williams and Jack DeJohnette, based on similarities in the way in which
constructive patterns are utilized. (Brownell 1994, 189)
Polyrhythm and Polymeter in the Literature

Much of the literature on 1950s and 1960s jazz drumming involves the frivolous and
ambiguous use of the term polyrhythm, often conflating rhythmic material with
metric considerations. I wish to clarify that the difference between polyrhythmic and
polymetric temporal events is that polyrhythmic events are derived from the
superimposition of polymeters. The theory of superimposed metric layers, or
polymetric superimposition as I describe it in this thesis bears similarities with a
combination of the work of John F. Links treatise on long-range polyrhythm in the
music of Elliott Carter (2000), Roger T. Deans study of new structures in jazz since
1960 (1992, 19-47), and Andrew Ganders cross-rhythmic ratios in his study of Elvin
Jones rhythm section gestalt (2005, 46-58).
Toward the end of Chapter Three I discuss the superimposition of a long-range

polymetric ratio in Williams drumming. Long-range polymetric ratio is a concept
adapted from John F. Links dissertation (2000) on the rhythmic practices of composer
Elliott Carter. Although Link describes several abstract properties of long-range
polyrhythms in far more detail than is necessary for me to go into here given the
77
specific example I cite in Chapter Three, his notions of phase, cycle, cyclic duration,
pulsation total, resultant rhythm are pertinent to the present work. Link defines
polyrhythm as two or more streams of periodic pulsations. A coincidence point is
when pulsations from all concurrent streams coincide. When coindidence points
occur, the polyrhythm is in-phase and a cycle is the motion between one coincidence
point and the next. Cyclic duration is the amount of time taken to traverse one cycle
and the pulsation total is the number of pulses heard in a cycle per given stream (2000,
8, italics in original). Finally, resultant rhythm occurs when the attacks from all streams
of polyrhythm are merged (2000, 10). Whereas Link uses the term resultant rhythm
for this phenomenon, I use the term composite rhythm throughout this thesis as
described earlier.
In his study of new musical structures in jazz and improvised music since 1960s, Roger
T. Dean describes the phenomenon of polymetric superimposition as follows:
[referring to an example of Ron Carters bass playing] the bassuses a repeating
#4 pattern with the same pulse as the prevalent $4, so that the down beat of every
fourth repetition of the basss #4 coincides with the down beat of every third $4
bar. Because the new metre is generated by aggregations of pulses from the
basic metre, the pulse is unaffected. What is introduced, instead, is an
alternative metre, extrametrical to the fundamental metre, and continuous for
several bars.
These metrical devices involve stating metres other than the fundamental in
simple rhythms closely related to beats of the alternative metre. If these rhythms
were heard without the fundamental metre they would seem rather rudimentary.
But they form a continuous gradation with those in which cross-rhythms from
complex subdivisions of the fundamental beat are arranged so as to occupy
spaces other than those which fit integrally into bars. (Dean 1992, 29)
78
I have explained how my Systems for the Grouping and Ordering of Limbs on the
Drumset can be used to analyse such events as those discussed by Dean here under the
Omni-Adroitness heading. All other examples given by Dean indicate methods of
subdividing asymmetric time signatures and for understanding cross-rhythms of
changing pulse speeds (1992, 30).
Gander theorises the use of an axisin the sense of representing the translation into
musical rhythm of an imaginary reference line along which figures have been arranged
in a system of coordinates (2005, 46). The figures in question here are the dotted
quarter-note figures performed frequently by Elvin Jones and pianist McCoy Tyner in
the John Coltrane Quartet in the mid-1960s that form the backbone of Ganders study.
The figures recur over the barline in $4 in such a way that a complete cycle takes three
measures of $4 to complete, thus rendering a slower pulse sounding at the rate of
2:3q(2005, 47).
In addition to Elliott Carters long-range polyrhythms, much use has been made of
polyrhythm and polymeter in contemporary classical music since at least as early as
when composers Henry Cowell and Conlon Nancarrow began experimenting with
higher orders of complexity in the ratios between polyrhythms derived from
superimposed metric layers in the early half of the 20th Century. Both composers
79
however went about realising their idea in vastly different waysCowell by attempting
the formal presentation of a refreshed theory of rhythm; and Nancarrow by turning to a
machine rather than living performers to play his music.
In his thought-provoking manifesto, New Musical Resources (1969, 45-108), first

published in 1930, Cowell presents several revolutionary ideas for a new rhythmic
notation and nomenclature that has yet to take hold in the mainstream of composition.
Although Cowells ideas are ingenious in their invention, they are rather a semantic and
overly complicated attempt at readdressing the ways in which tuplets and meters
other than $4 can be conceived. In the same way that one might conceive of Western
rhythmic notional as having a base four nature as the decimal number system is
base ten (Courant and Robbins 1941, 1-9), Cowell proposes methods for notating
rhythmic bases other than four. For example, as part of his new theory, Cowell refers
to a base four system (such as that which is the conventional method for notating
rhythm) as the whole-note series which includes all divisions of the whole-note by
two up to and including sixteenth-notes at the higher end. The next step in Cowells
proposition includes the introduction of a third-note series (featuring triangular
noteheads), a fifth-note series featuring square noteheads, and so on up to a fifteenthnote series (1969, 56-58).
This he did in an attempt to solve the problem stated
below:
We are always at liberty to divide a whole-note into two halves, a half-note into
two quarters, a quarter into two eighth-notes, and so on. And any combination
of these lesser time-units is acceptable so long as their sum is the equivalent of
80
the single whole note that we have taken as our base. Rests subdivided on the
same principle as note, are treated in the same way as their rhythmic equivalents
in sounded notes. But if we wish to introduce into a composition a whole
measure of normal length divided into three notes of equal length, there is no
way of doing so except by the clumsy expedient of writing the figure 3 over
three successive half-notes filling a measure.Were the use of such notes of
rare occurrence, this method might be justifiable; since, however, these notes
and others having a similar discrepancy in time are very often used, should not
an independent method of notation be found for them? (Cowell 1969, 49-50)
Moreover, he adds:
Our system of notation is incapable of representing any except the most primary
divisions of the whole note. It becomes evident that if we are to have
rhythmical progress, or even cope with some rhythms already in use, and
particularly if we are to continue with our scheme of related rhythms and
harmonies, new ways of writing must be devised to indicate instantly the actual
time-value of each note. We are dealing, of course, not with three-fourths
metre, five-fourths metre, etc., but with a whole note divided into three or five
equal parts. (Cowell 1969, 56)
Such series of notations as those invented by Cowell could in fact be implemented
using my Systems for the Grouping and Ordering of Limbs on the drumset, however,
one obvious oversight within Cowells system is his neglect of presenting a way for
notating rhythmic rests. This oversight which, in addition to the complicatedness of
having to re-learn music reading in order to understand his model is perhaps one of the
most significant reason why Cowells ideas didnt prevail in any mainstream
compositional or theoretical way despite its elegance. I conjecture however that this
oversight could be overcome simply by using the present whole-note series rest
symbols interchangeably throughout all of Cowells systems15.
15
Matthew Donald Hbert discusses Cowells theory and practice in his Master of Music thesis (1996).
81
Conlon Nancarrow was influenced by some of the theories Cowell presented,

eventually moving from the United States to Mexico and becoming a recluse,
composing music that was deliberately impossible to be performed by any living pianist
or pianists. Instead of live performers, Nancarrow programmed these impossibly
elaborate musical tapestries in player piano rolls in order that his pieces be performed
properly, or even at all. Widely ascribed to Nancarrows music is the concept of
temporal dissonance. Margaret Thomas (1996) quotes Nancarrow as stating the
temporal dissonance goes beyond simple polyrhythmic or polymetric relationship:
I dont think, say, the polyrhythm of 4 against 5 [is dissonant], where after every
4 and every 5 it comes together on the block, but I do think that a tempo of 4
[against] a tempo of 5 is dissonant because you have a line going against
another line. The former situation is coinciding on, lets say, the measure, and
the latter isnt. Thats what I call temporal dissonance. (Conlon Nancarrow
quoted in Thomas 1996, 94)
I liken Nancarrows use of the term temporal dissonance as described above to
references made to polytempo and superimposed metric modulation later in this thesis.
In other related literature, Brownell discusses the notion of superimposed metric layers
as being one of the hallmarks in Elvin Jones drumming (1994, 142-144), offering a
description of Jones displaced quarter-note triplet figure that is almost identical to that
dicussed by Gander (2005, 46-47). In Thinking In Jazz, Berliner also provides a brief
statement on the prevalence of superimposed metric layers in early jazz music:
Lester Young was especially fond of three-against-four cross-rhythms, which he
would repeat two to four times consecutively (Berliner 1994, 153)
82
A significant amount of research has also been carried out in the study of West
African16 and Indian drumming. As this thesis is concerned primarily with jazz drumset
performance studies, it is not within the goal of the present study to relate my findings
to studies in ethnomusicology, although such work could be carried out in future
research.
Drumset Coordination in the Literature

With only very few scholarly references as a basis for his study and building upon the
work of Professor George Marsh, Louis Abbott presents a noble yet limited and
complicated pedagogical treatise on drumset coordination in his Doctor of Musical Arts
essay, The Development and Application of the Square System of Drumset
Coordination (1999). Abbott proposes an additional notational system and
nomenclature to be interpreted in conjunction with regular drumset notation in such a
way as the drummer (or student as Abbott refers to the participating entity implying
a necessarily pedagogical approach) envisages each of his or her four limbs
corresponding to the four corners of a square. The left hand is assigned to the upper
left corner; the right hand to the upper right corner; the left foot to the lower left corner;
and the right foot to the lower right corner (1999, 2). In doing so, Abbott presents a
complicated system requiring a student to learn and interpret a unique notational
system and an idiosyncratic nomenclature in addition to learning conventional music
notation for drumset. Clearly, if one were to learn and understand musical notation in
16
See Chernoff 1979 for a comprehensive treatise on West African drumming and rhythmic sensibilities.
83
a thorough way, an additional visual cue in the form of a square that needs to be added
for each visually present note and rest is a complicated superfluity in learning to play
drumset.
Abbotts presentation is limited in several ways. Firstly, the right hand is assigned only
a limited number of voices on the drumset in that it can only play the hi-hat or ride
cymbals. Secondly, Abbott posits that there are sixteen possible strokes at any one
time on the drumset using the square system of notation. To display the sixteen
possible moves, Abbott uses six lines, four triangles, four encircled single dots, one
square and one empty space, each on separate squares (1999, 11-13). This theory
concords with the ordering I use in the present thesis, however I omit the use of
Abbotts sixteenth possibility requiring the use of no limbs (1999, 13) when rests are
present within the music. In this sense, I believe, rests play themselves without the
need to designate the use of no limbs. Whilst it is true that at any one time only one of
sixteen (fifteen) possible combinations can be played, Abbott doesnt present any way
of utilising polymetric superimposition such as those presented in my two-part, threepart and four-part systems. Thus, the square system is unable to depict any in-depth
notion of what I refer to as a harmonically complex grouping of limbs that
exponentially expands the relationship between the number of possible strokes over
time in the way that the systems found in Appendix One do (see Figures 4, 6, 8 and
10).
84
To further complicate the square system, a complete set of four dots are visually present
beneath each and every musically notated note in Abbotts system. He devised new
nomenclatures such as triangles, figure-8s and perimeters to depict movement
vertically, horizontally and diagonally around the square in small rhythmic sequences
that are represented by arrows pointing from one limb in one corner to any of the three
remaining limbs in the other corners (1999, 17-18). The third and most apparent
limitation is that there is no way that the visual representation that is the square system
can offer a drummer any detailed analytical insight into the performance of any notated
piece of music any more than the study of musical notation itself affords. Indeed,
Abbott supplements and explains each musical example in his thesis using
conventional musical notation that is itself far easier to grasp, making square system
somewhat redundant in application.
Drumset History in the Literature

A History and Analysis of Jazz Drumming to 1942 (Volumes I and II) (Brown 1976)
contains an exhaustively detailed history of the drumset, identifying it as being an
instrument of purely American origin at the juncture of the 19th and 20th Centuries,
culminating with the patenting of the current model of bass drum pedal by William F.
Ludwig in 1910 (101 - 108), the appearance of the hi-hat stand in around 1927 and
tunable tom-toms in the 1930s (403 - 409). The discovery of these dates is
enlightening. With the invention of and acceptance of the use of the hi-hat stand being
what I call the seated drummers crowning jewel, these dates indicate the relatively
85
young age of the drumset as presently being no more than eighty-three years old and it
is not surprising to find that many of the innovations described in Chapters Three, Four,
Five and Six involve changes in the use of this unique instrument. The hi-hat stand
represents the ability for a drummer to generate notes of varying length depending on
the degree of pressure applied with the hi-hat foot in conjunction with the rhythms
played on the cymbals themselves with the sticks. In this way it acts in a similar yet
different way to a pianos sustain pedal17.
Analyses of Tony Williams Drumming

I now turn to outline specifically the ways in which Williams drumming has been
heretofore analysed within the literature, especially as compared to the drumming of
his predecessors.
Descriptive Journalism
In many areas, the language used to evaluate Williams drumming is descriptive and
evocative, not technical or theoretical, potentially leaving readers flummoxed as to the
exact nature of Williams sound. For example, John Litweiler chooses to use a
descriptive language to evaluate Williams 1960s drumming in the following statement
that may be interpreted in a number of ways:
17
Other related studies of jazz drumset performance are by David Schmalenberger in his study of Ed
Blackwell (2000); Anthony Browns study of the development of jazz drumset performance between
1940 and 1950 (1997); and James Huttons doctoral thesis on Big Sid Catletts drumming (1991).
86
rhythmic dislocation, ingenious disruptions and contrary rhythms, innovatory

nonaccompaniments, explosive dislocations. This rhythm section [from Eric
Dolphys album, Out to Lunch] provides a sharp counterpoint of broken,
disjunct, often arrhythmic line in place of a standard rhythm sections
functionDolphy is off with a convoluted solo which plays off the theme and
against Williams in fantastic knots and gnarls. (Litweiler 1984, 74-75)
Another example of Litweilers ambiguous language is:
Tony Williams drumming in Limbo is brilliant, and whats special about its
brilliance is its irrelevance. By Vonetta (1967) he is accompanying Davis
ballad solo with military drum rolls; its a sign of the times that this is not
amazing. (Litweiler 1984, 126)
Most discussion of Williams drumming is in the form of descriptive journalism and is
unhelpful for use in the present study.
Scholarly Treatment
There are several significant studies offering a variety of scholarly points of view on
Williams drumming. Most significant are those by Craig DeVere Woodson, Todd
Coolman, Toby Hall and Jeremy Yudkin18.
Perhaps the first, most important and extensive scholarly work to analyse Williams
drumming was written by Craig DeVere Woodson in his Master of Arts in Music thesis
(Woodson 1973). In his thesis Woodson tackles several areas of Williams 1960s
drumming that are similar to those examined in the present study. In addition to
highlighting that there is a dearth of scholarly study available on drumset
18
Peter Vuust has also published a book on rhythmic interaction in the Miles Davis Quintet of the
1960s, however it is written in Danish (Vuust 2000).
87
improvisation in general, Woodsons thesis is relevant to my own in several ways. The

first point of relevance is in Woodsons attempt to devise a formal system for presenting
proportional notation in the transcription of drum solos including free rhythm that
overcomes the inaccurate nature of conventional notation (Woodson 1973, 1-6). In
order to achieve an understanding of Williams free rhythms, Woodson sampled a
number of recordings using the Melograph Model C real-time graphic analogue to
digital sound [analyser] (Woodson 1973, 6)state of the art technology for the day.
Secondly, Woodson presents the results of his study as somewhat of a pedagogical
model for drumset education as ratified by a panel of Los Angeles-based professional
drumset and percussion educators (Woodson 1973, 3-4).
Woodson goes into intricately detailed empirical measurement of the nature of

Williams sound on the recordings he played into the Melogram Model C in order to
describe the ways in which he was able to discern the various components of the
drumset in the readout produced by the machine (Woodson 1973, 37-62).
Woodsons notational method for drumset includes alternative means of notating the
free rhythm and dynamics present in Williams 1960s drum solos. He uses noteheads
of seven distinct sizes to indicate relative dynamics whereby the smallest notehead
(0.055) represents the softest notes and the largest (1/8) represents the loudest notes
performed on any part of the drumset (Woodson 1973, 68-69). Woodsons notation of
Williams free rhythm was achieved with the utilisation of a system that dispenses with
beam and stems by using singular filled-in noteheads for each note placed with
88
proportional spatial proximity relative to the chronometric passing of time (Woodson

1973, 69-71). Woodsons Figure 12 presents novel graphical methods for the notation
of sounds not normally associated with the drumset (1973, 19, 71-77). Although
admirably novel and informative to a significant degree, none of these methods are
relevant to the present study as I have elected to utilise conventional notational
methods including the use of complex temporal ratios for rubato as stated earlier. A
combined reading and interpretation of both my own transcription of Walkin (see
Appendix Ten) and Woodsons (1973, 12-14 [Vol II]) serves to corroborate the finer
rhythmic and dynamic detail in Williams solo.
My earlier description of rhythmic density from broken to continuous is similar to the

ways in which Woodson refers to what he calls rhythmic modes of which he
identifies five in Williams playing. The first mode is termed measured rhythm,
defined as a constant beats per second density (bsd); the second mode of free rhythm
is a constantly changing bsd; and the third is implied rhythm that is described as a
constantly changing bsd but with a constant reference beat in periods of longer than
one second; the fourth mode is silence and the fifth is the concept of expansion and
compression of the bsd (Woodson 1973, 90). I suggest that my notation of Williams
solo on Walkin from the second half of the second system to the end of the third
system of the TW section (see Appendix Ten) indicates a great degree of rhythmic
relatedness between notes, oscillating from continuous to broken rhythms and back
again whereas Woodson concludes that these rhythms are of random rhythmic
relationship to one another (Woodson 1973, 109).
89
Todd Coolmans doctoral thesis (1997) provides insight into some of Williams
interactions exclusively within the Miles Davis Quintet during the period that the band
was a quintet with Wayne Shorter on saxophone.
Of the corpus of thirty-nine compositions Coolman surveyed to select two pieces that
are typical of the quintet, he selected Davis Agitation (Davis 1965) and Shorters
Masqualero (Davis 1965). What is most surprising about Coolmans thesis however is
that his parameters for determining typical pieces within the bands repertoire
erroneously allowed Agitation to make it to the top of his list as he lists the first solo as
being a trumpet solo (1997, 32) when the first solo is in fact a drum solo, taking up
almost the entire first two minutes of the recording. It is curiously odd that Coolman
discounted the drum solo as appearing first on the recording once he learned that the
solo had been edited onto the beginning of the track (35). The drum solo was given
just under a page of commentary and not included in the main analysis of Agitation in
Coolmans work. Because of the presence of the drum solo, whether or not the solo
was edited onto the track in post production, the recording itself does not in fact fit
Coolmans criteria, which required one composition by each of Davis and Shorter.
Taking second place in the table of pieces that most fits Coolmans criteria is Circle in
the Round (Davis 1998b). However, Wayne Shorters composition, Paraphernalia
(Davis 1998a) was disqualified because it includes George Benson on guitar (Coolman
1997, 31). Circle in the Round features the guitarist Joe Beck in addition to the quintet
and therefore should also have been disqualified from the list of possible Davis
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compositions for consideration in Coolmans thesis. Masqualero seems an odd choice

too, indicating that Coolman didnt take into consideration the overall groove of the
pieces with regard to the treatment of the eighth-note and whether or not it is swung.
Masqualero seems to have a straight-eighth, almost Latin groove to it whereas most of
the pieces on Coolmans list feature swinging eighth-notes, no matter the tempo (1997,
34). Despite these seeming flaws in Coolmans selection criteria, the analyses of the
pieces he did include are an invaluable resource for study of this band.
Particularly noteworthy in Coolmans study is the section describing the nature of

Williams drumming and interaction within the Miles Davis Quintet based on the piece
analysed (1997, 77-85). In his analysis Coolman refers to the use of polyrhythmic
superimposition of three against four (83) and non-specific dense polyrhythms (83).
Coolman concludes that Williams overall style is conversational in that his
drumming is both engaging and engaged (84). In Coolmans view, the elements of
Williams musically new and original vocabulary include:
1) an increased level of technical virtuosity, virtually unprecedented, 2) an
independence of limbs, creating the possibility for any part of the drum kit to
dominate the sound at any time, 3) a growing awareness that the drums could
be conceived of as a melodic and well as a time-keeping resource, 4) use of the
drum kit to underscore and highlight melodic, harmonic, and rhythmic events
throughout the band, especially in service to the soloist, 5) an expanded array of
sounds, colours, and textures derived from the standard drum kit providing the
means to add to musical timbres, 6) the freeing up of the traditional role of the
drummer as the essential timekeeper for the group, 7) knowledge of the
developments in twentieth century non-jazz musics and the utilisation of their
influences, 8) the ability, willingness, and daring to dominate the musical
discussion at any given moment, 9) expanded range of dynamics, 10) incredible
musical reflexes, allowing Williams to react to spontaneous musical events
instantaneously, 11) reserving the right to either emphasise or ignore the formal
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sections, adding to the abstraction of form, 12) more use of polyrhythms.

(Coolman 1997, 78-79)
It is my intention to provide more detail on several of these points raised by Coolman,
especially points 1, 2, 5, 6, 9 12.
In addition to presenting a study of Williams musical interactions with pianist Herbie

Hancock on Hancocks Oliloqui Valley (Hancock 1999a), and trumpeter Miles Davis
on Eddie Harris Freedom Jazz Dance (Davis 1992a), Toby Halls Master of Music
thesis (2004) contains some original research that provides greater detail in point seven
listed above, that Williams vocabulary included knowledge of the developments in
twentieth century non-jazz musics and the utilisation of their influence (Coolman
1997, 79). During his study, Hall interviewed pianist and composer, Mike Nock who
collaborated with Williams in the early 1960s in Boston, presumably as part of the
Boston Improvisational Ensemble (discussed later in Chapter Two). According to Nock,
Williams was profoundly affected by Stockhausens work, particularly Gesang der
Junglinge (1955-1956) for solo voice, tape machine and five speaker surround sound
system (Hall 2004, 4). Hall does not however provide any further detail regarding the
exact nature of the ways in which Stockhausens music affected Williams. Hall also
presents a table of the different ride cymbal rhythms he named in his analysis of
Williams performance on Oliloqui Valley (Hall 2004, Appendix 1.3). Listed here in
order of appearance as they appear in Hall (2004), the rhythms Hall names are
equivalent to Eighth-Note Rhythms 30, 90, 79, 21, 6, 19, 54, 76, 28, 2, 8, 113, 1, 17,
and 35 in Appendix Three of the present thesis.
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In a recent book, Miles Davis, Miles Smiles, and the Invention of Post Bop, Jeremy
Yudkin (2008) presents a study of Davis life before the 1960s and asserts his study of
the album, Miles Smiles (Davis 1992b) as proving the emergence of the post bop style
(Yudkin 2008, 7). Yudkin evaluates the ways in which Williams changed the nature of
the drummers role through his playing on this album, citing similar ideas to Coolman
when he states that the music on the album represents, amongst other things:
reinterpretation of familiar [time signatures]; reconceived roles for drums and
bass;a multifaceted juxtaposition of momentum and stasis; a reversal of the
locus of greater activity from soloists to drummer; and the replacement of much
of the responsibility for timekeeping from drums to bass, thus freeing the
drummer in the direction of unprecedented flexibility. (Yudkin 2008, 7)
Yudkin claims that these are the specific elements, that make up the new style that we
can call post bop (2008, 7). Although the matter is taken up in Brownell (1994, 9091) to a greater extent, Yudkins treatment of Williams metric modulation on the
Shorter composition Footprints (Davis 1992b) is somewhat understated (Yudkin 2008,
92-93).
Improvisation
A most important view to bear in mind in relation to jazz drumset performance studies
is that, with the exception of only a handful of notated compositions for the instrument,
the vast majority of recorded drumset performances, including interpretation of the
written head material of the song, the accompaniment and solo passages, particularly
those in the jazz idiom, are improvised as opposed to having been written down or
composed prior to performance. Therefore the nature of the act of improvising needs
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to be taken into deep consideration. Throughout the construction of this thesis my

initial intentions began to draw parallels with what it seems were the intentions of
ethnomusicologist Paul Berliner in his writing of the thorough and comprehensive
Thinking in Jazz (1994), a case study, as he puts it, of jazz improvisation (15).
Berliner highlights the fact that there is a lifetime of preparation and knowledge
behind every idea that an improviser performs, thus debunking the traditional
definition of improvisation as performance without previous preparation (17) by
quoting Arthur Rhames assertion that,
Improvisation is an intuitive process for me nowbut in the way in which its
intuitiveIm calling upon all the resources of all the years of my playing at
once: my academic understanding of the music, my historical understanding of
the music, and my technical understanding of the instrument that Im playing.
All these things are going into one concentrated effort to produce something that
is indicative of what Im feeling at the time Im performing. (Arthur Rhames
quoted in Berliner 1994, 16)
Berliner also observed that,
An important aspect of the study generally missing from past research is its
focus, not simply on the artworks produced by improvisation, but on the wide
compass of practice and thought that improvisers give to music outside formal
performance events. This includes group rehearsals, individual practice
routines, and imaginative compositional play while away from an instrument.
Jazz artists are among those who are especially attuned to the general
soundscape of their environments, constantly assessing its features for musical
value. (1994, 15)
Williams made a statement reflecting the truth in Berliners general assessment of the
awareness of jazz musicians. Being an astute observer of his surrounding environment
as well as being a young person beginning to conceptualise, he remembers that,
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When I was little I used to count the cars that went by, and listen to the sound. The
sound of everything makes it (Cox 1970, 15). In a further remark relating to the nature
of music as being a sonic phenomenon, Williams asserts that
You can do anything you want to do. What matters is how it sounds. The end
result. You can play left-handed, right-handed, upside-down, with ten bass
drums, ambidextrous like some guys want to be. All that shit is superfluous. If it
doesnt sound good, it doesnt mean shit. You got that? I dont care what you
do. You can play with garbage cans, billboards, tape recorders, anything you
want to do. You can play with three hi-hats, knitting needles, spoons. Its all
fine with me. But if it doesnt sound good, if it doesnt make music, then go
away. Run away. (Ferriter 1990, 38)
Echoing the importance of Williams recollection of childhood memories as they relate
to the importance of sound in music as quoted above, Berliner goes on to state that his
book
tells the story of the remarkableness of the training and rigorous musical thinking
that underlie improvisation. It elucidates the creative processes that lie at the
heart of the music culture of jazz. Intimate accounts of artistic growth from
childhood to old age portray the deeply creative experiences that engage artists,
revealing a serious, ongoing preoccupation with the music and music making
that define their lives. The books overall goal is to increase the abilities of
readers to comprehend jazz in much the same terms as do its improvisers.
Having a framework for interpreting the rich yet disparate nuggets of technical
information divulged by the artists through interviews and other public forums
can greatly enhance the experience of listening to jazz. (15)
Although my intention for the present study is similar Berliners intention as quoted
above, my attention is more narrowly focussed on the drumming of Tony Williams to
February 1969 than is Berliners focus on jazz in general. Having come to a deeper
understanding of Williams unique musical background led me to assert, like Berliner,
that educators need to understand these practices if they are to be effective in
supporting the jazz tradition, and that,
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it is important for educators to ensure that students gain early exposure to jazz
and learn to appreciate its rich and varied practices, thereby fostering their
continued contributions to the tradition as future artists and knowledgeable
audience members. (15)
This thesis, therefore, discusses through the use of extensive transcription and analysis
exactly the kind of preparation that is vital for genuinely spontaneous and original
musical performance and interaction on the drumset as revealed in the processes
employed by Williams, hence my discussion later in the subject areas of autotelic
personality, heutagogy, entrainment and complex adaptive systems.
Adding to Berliners ideas about improvisation discussed above, David Alger explains
the need for rules in improvised theatre:
Improv is an art. However, it is also a craft. A craft is something that is learned
through practice, repetition, trial, error and hard work. Much like any other art,
skill in improv is acquired over time. The more time spent improv-ing the greater
the improvement (pun intended).
That being said, there are rules which can, in general, make a scene better. As
with any art form, you can break all of the rules and still have quality scenes.
However, those best able to break the rules are those who first learn and
understand them. (Alger 2010)
I interpret Algers advocacy for setting up improvisational rules in the improv theatre
environment as confirming that discipline is a fundamental generative quality leading to
the emergence of originality in the given art form, invoking Hollands theory of
complex adaptive systems as I describe in Chapter One. Alger goes on to list that rule
number one in the Pan Theatre is to Say yes and! (2010). Here he explains further:
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For a story to be built, whether it is short form or long form, the players have to
agree to the basic situation and set-up. The who, what, and where have to be
developed for a scene to work.
By saying yes, we accept the reality created by our partners and begin the
collaborative process from the start of a scene. The collaborative process or
group mind helps make us giants, animals, villains, saints and more importantly
put us in situations that we would normally avoid. (Alger 2010)
In relation to the discussion of polytempo and superimposed metric modulation in
Chapter Three, I interpret Alger to be referring to notions of synergy and entrainment as
I discuss in Chapter One when he recommends that the collaborative process or
group mindputs us in situations that we would normally avoid (2010). Here he
refers indirectly to notions of synergy and entrainment in achieving successful theatrical
improvisation and therefore I draw a parallel need for the use of the yes and rule in
collaborative jazz ensemble improvisation.
Conclusion
The main arguments of this thesis as presented in this chapter indicate the need for a
more rigorous scholarly approach to jazz drumset performance studies that cultivates
originality. I proposed that Williams drumset ideology of feel, technique and creativity
be explored and used as a model for the development of such a discipline. I identified
that by playing along with recordings and attending live performances, Williams
adaptively modeled the work of his predecessors, analysing them and identifying the
key notions of feel, technique and creativity in the drumming of Blakey, Roach and
Jones respectively and with significant degree of enthusiasm. My observations
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indicated that several sources provide a clear context for the study of rhythmic and
metric superimpositions. By describing the process of transcription and the properties
of musical analysis I devised specifically for analysing recordings of improvised
drumset performance as both an interactive ensemble instrument and as a noninteractive solo instrument, I was able to overcome notational difficulties such as the
visual representation of arrhythmicity and therefore to notate two significant solos
performed by Williams. I described how the properties of rhythm, grouping and
ordering of limbs on the drumset, voicing and expression are used in the analysis
presented in Chapters Three, Four, Five and Six.
I described my critical position as a scholar-performer and have analysed the various

ways the jazz studies literature views the music from the period in question, coming to
the understanding that people of African American descent were subjected to extreme
racial prejudice and that this partly fuelled a striving for excellence in order to discover
and also to create a unique identity and integration in the greater American culture.
This striving for creative musical freedom was also partially driven by the prevalence of
modernist thought amidst the jazz community. I also reported on my observation that
the literature contains very little detailed scholarly analysis of jazz drumset
performance in general and even less work on Williams.
In the following chapter I outline in greater detail my findings on Williams drumset

ideology as being comprised of the adaptive modeling of feel, technique and creativity
derived from Blakey, Roach and Jones. I then discuss the nature of learning in jazz,
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describing the four key aspects I interpret to be central to Williams methods: 1)

autotelic personality, 2) heutagogy, 3) entrainment, and 4) complex adaptive systems.
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Chapter One
Key Concepts Derived from Tony Williams Formative Practices
In this chapter I outline in detail the ways in which I interpret that Williams began to
understand the qualities of feel, technique and creativity in the drumming of his
predecessors and how he adapted these qualities in his own practice. In doing so I
describe autotelic personality, heutagogy and entrainment in the context of complex
adaptive systems as a model for learning and cultivating originality in jazz drumset
performance studies.
Feel, Technique and Creativity

Crucial to Williams emergence as one of the most influential drummers in jazz history
is the awareness he acquired from personal observation that what he regarded as good
drumming reflects a number of specific qualities. According to Williams, only in
combination do these qualities make the perfect drummer (Williams 1985) and his
adaptive modeling of these qualities throughout his career became an essential and
identifiable characteristic of his distinctly original musical personality on the drumset.
Williams first identified the qualities as being displayed in the playing of three local
Boston drummers in the late 1950s and early 1960s, namely Alan Dawson, William
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Baggy Grant and an unnamed third drummer19. According to Williams analysis,

Dawson embodied technique, Grant personified feel, whilst the third drummer
represented creativity. When he began investigating the work of drummers from
outside Boston later in his youth, Williams deemed that three more widely-known
drummers in particular displayed these same qualities with great clarity.
Williams uses the term feel to point toward the overall impression Art Blakeys
drumming made on him, also using the terms passion and fire interchangeably.
Similarly, Williams summarises Max Roachs drumming as embodying technique and
being melodic. Williams also characterises the drumming of Philly Joe Jones with the
term creativity, stating that he heard Jones play figures that he would not have
expected to hear, and that Jones played in a way that combined many features of
Blakey and Roachs drumming. Williams does not go into any more verbal detail
regarding his use of these terms and this forms one of the most significant reasons for
the present thesis. There is however considerable evidence in what Williams has said
to show that he gained a great deal of insight and ability in his formative years by
studying the work of these as well as many other drummers, some of whom I listed
earlier. Therefore, Chapters Two to Five are investigations of evidence to justify my
own interpretation that:
19
Williams forgot the name of this third drummer during the presentation in which this sentiment was
voiced.
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1) Feel is the ability to perform the improvisation of musical figures in a variety of

conventional and novel ensemble settings in ways that integrate constant high-level
affective and mutual musical interaction with the combined musical effect of figures
performed simultaneously by each other ensemble member whilst establishing and
retaining an autonomous and differentiated musical identity on the drumset, thus
exhibiting collective autonomy amongst the ensemble members. Feel is also
characterised by Blakeys love for swingin that is resultant from his exhortation to
play [music] from the heart.
2) Technique is the ability to improvise musical figures across the range of the drumset
in both ensemble and solo settings that enables dynamic performance utilising
extremes of and gradations between various combinations of the elements of:
-
volume (loud and soft);
tempo (fast and slow);
harmonic density (simple and complex);
melodic motion (stasis and motility);
rhythmic density (continuous and broken);
pitch (high and low);
timbre (conventional and extended); and
duration (long and short).
With Roach recognising himself as a composer first, technique is also characterised in a

drummers skill in spontaneously balancing this contrasting array of musical elements
when improvising in solo and ensemble contexts.
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3) Creativity is the ability to analyse and understand the musical figures one enjoys
hearing in the prior work of other drummers in such a way that any number and / or
combination of the elements described aboveeach combining in various ways to
constitute musical figuresmay be varied independently of each of the other elements
in musical improvisation, thus resulting in the emergence of possibly new figures that
are adaptively modeled on those past figures and cultivating originality. Creativity is
also characterised in Philly Joe Jones statement that he is happiest at the time that he
newly plays something on the drums that he has never played before, thus revealing his
adventurousness.
Autotelic Personality
Although he says that any attempt at developing ones own individual style per se is
unimportant, Williams, by his own reckoning spent a significant portion of his
drumming life listening to and thinking about the individual style of each of the
drummers mentioned above. In doing so he adaptively modeled rhythmic figures
identified in their playing in a way that resulted in the emergence of a differentiated
style of his own that he believed a combination of these drummers would be playing
[like] if they were [he] (Williams 1985). This was not however done as a way of
impressing his own personality on the instrument in any self-aggrandising way. In a
number of interviews, Williams principles reveal an inner urge primarily to understand
and pay homage to the tradition of great jazz drummers and to the drumset itself as a
sign of respect by putting the importance of the instrument before self-importance, thus
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showing signs of possessing an autotelic personality. The musicians he observed

inspired him, and so he set about trying to do what they did in his own way:
You know the reason I play the way I do is because when I first started playing,
all I ever wanted to do was to sound like Max Roach, was to sound like Art
Blakey, was to sound like Philly Joe Jones, was to sound like Louis Hayes, was
to sound like Jimmy Cobb, was to sound like Roy Haynes. I really wanted to
figure out why they sounded the way they did. I wasnt interested in my own
style. So, I set about playing like these guys religiously, and playing their style
because it was just such a wonderful, magical experience. I dont see that kind
of wonder in others. I get guys comin up to me they just got a drumset,
theyve been playin maybe four years and they want their own style. They
want to be expressive. I say, Well then, if you want to be expressive, you gotta
find out what the instrument will do. And to do that, you gotta go back and find
out and get an idea of whats already been done. Thats what the instruments
all about. (Ephland 1989, 22)
I interpret much of what Williams says here as being part of his primary motivation in
his striving to attain a high degree of excellence and therefore propose that he
possessed an autotelic personality. Derived from the composition of two Greek words,
auto meaning self, and telos meaning goal, autotelic literally means a self that has
self-contained goals (Csikszentmihalyi 1990, 209). An autotelic activity is one that is
done not with the expectation of some future benefit, but simply because the doing
itself is the reward (67). Finally, a person with an autotelic personality is someone
who has learned to control their own attention and who can, for example, engage in
learning for the sake of learning rather than learning for the sake of being
knowledgeable (1997, 129).
Csikszentmihalyi outlines in his work the limited way in which attention functions
within individuals. For example, estimates have been made stating that an individuals
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central nervous system can process a maximum of seven bits of informationsuch as

differentiated soundat any one time and that the time taken to discriminate between
one set of bits and another is approximately 1/18th of a second. By this conclusion, it
is possible to process up to 126 bits of information per second. These figures are, of
course, only speculative and, depending on the point of view they may been seen to be
either grossly overestimated or underestimated. Csikszentmihalyi reports that optimists
claim that the human being has evolved the proficiency to chunk bits of information
over time so that many tasks demanding attention become automated over time,
making consciousness infinitely expandable (1990, 28-29), bearing important
relevance to the playing of a drumset as it involves the coordinated performance of
polyrhythm and polymeter amongst four limbs.
Regardless of the accuracy of the estimates described above however, fundamental to

their importance is the fact that an individual is limited to being able to experience only
so much at any given time. Examples of activities that exhaust attention toward the
limits of its capacity given by Csikszentmihalyi are 1) walking across a room chewing
gumvery little more can be done concurrently in this activity, 2) the inability to truly
experience either happiness or sadness when thinking about a problem and 3) the
impossibility of running, singing and balancing a chequebook simultaneously (1990,
28). These examples are somewhat obvious in themselves, however, a person must be
very careful of the information they consciously allow into their attention at any given
time as a persons ability to retrieve memories, to evaluate them and to decide on an
appropriate course of action is determined by their capacity for paying conscious
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attention to selecting appropriate and relevant details in the myriad things and events
surrounding them at any given moment. All of this information is processed at a
maximum speed as described above and ones ability to do this well depends on ones
ability to ignore superfluous detail, to eliminate distraction at will and to sustain
concentration for as long as is necessary to achieve their goal and no longer.
Csikszentmihalyi refers to attention as psychic energy in the sense that, without energy,
no work can be done, and that, in doing work, energy is dissipated (1990, 30-33).
The analysis of Williams musical output on the drumset in Chapters Four to Five
reveals the interactive improvisation of extremely high-level complex rhythms amongst
his four limbs, a skill that takes a considerable amount of physical and psychic energy
to perform successfully in the context of an improvising jazz ensemble. Successful
interaction within an improvising musical ensemble is determined by the degree of
differentiation and integration within the ensemble, a topic also addressed by
Csikzsentmihalyi in his discussion of the autotelic personality.
Differentiation and Integration

The more consistently a person is able to effectively concentrate their attention on
appropriate and relevant details over time, the more that person, according to
Csikszentmihalyi, is said to be in flow and that their quality of life improves toward
achieving optimal experience more frequently in that the self becomes more
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complex following each flow experience as the result of the broad psychological
processes of differentiation and integration (1990, 41).
Here differentiation refers to the process of moving toward uniqueness and separating
oneself from others while integration refers to the opposite process of moving into
union with others with ideas and entities beyond the self. A complex self, then, is
one successful in combining these two paradoxically opposing processes (1990, 4042). Here, Csikszentmihalyi points out that
A self that is only differentiatednot integratedmay attain great individual
accomplishments, but risks being mired in self-centred egotism. By the same
token, a person whose self is based exclusively on integration will be connected
and secure, but lack autonomous individuality. Only when a person invests
equal amounts of psychic energy in these two processes and avoids both
selfishness and conformity is the self likely to reflect complexity. (1990, 42)
Williams autotelic drive is obvious when considering his claim that he would spend
periods of up to a week at a time practicing all day and not communicating with other
people (Cox 1970, 15; Wald 1978, 7). He also claims that when he was a child he was
so eager to begin practicing each day that he would not even bother getting dressed
and that he would play the drums in his pyjamas (Wald 1978, 7). Williams passion for
learning to play the drums and to make them sound good is revealed in his recollection
of crying when listening to drumming that he didnt enjoy:
The whole idea of the drummer has been a motivating factor for me for many
years. Really I love the drums. This is kind of a sappy story, but I remember one
time as a kid listening to a band. The drummer was a very cold drummer, and
he played louder and louder, and stiffer and stiffer. I looked at him and started
crying. I thought, This guy is really playing the drums terribly. And I just got
very emotional because I really love the drums and I want the drums to sound
good. I see a lot of romance and beauty in a drum roll; I really hear it as a
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beautiful thing. So the idea of a drummer, and being part of that fraternity, has
been strong, and it has carried me. Max Roach was the first drummer to really
express it for me. He wrote music and expressed himself well. That was
important to me. (Mattingly 1984, 45)
In another interview, Williams cites one drummers playing as being offensive:
When I was a kid there was this guy who I thought was really an insensitive
drummer, you know, just like a clod on the drums. And one night he was
playing so loudly and so badly that I just started crying. Tears were coming out
of my eyes because it was so offensive. Not because it was hurting my ears, but
it was just so offensive. I was so emotional about things. (Tolleson 1986b, 36)
Williams emotional reaction to the quality of sound he did enjoy listening to also
made him cry as is revealed when he remembers
coming to tears [as a child] because Art Blakey sounded so good and I
couldnt duplicate that sound on my drumset. And I didnt realize that it was
because he was in a studio with microphones and everything. Here I was in my
bedroom, playing my tinny drumset, and I didnt sound like Art Blakey. I was so
broken by that: Oh God, Ill never be a good drummer. Blakey sounded so
good, the way his hi-hat sounded in combination with the cymbals, the press
rolls. And there I was, 13 years old, totally broken. (Milkowski 1992, 78)
When asked if he were thrilled to be part of the Miles Davis band in the 60s, Williams
commented,
Well, when youre doing things its hard to say, Oh gee, this is going to be
historical sometime. I mean you dont do that; you just go to the sessions, and
10 or 20 years later people are telling you that it was important. When youre
doing it, you cant really feel that way. (de Barros 1983, 15)
Here Williams confirms Csikszentmihalyis claim that one cannot feel either happy or
sad when truly thinking about a problem as stated earlier. Williams is also clearly
stating that his attentional objectives in the recording studio were strictly and
autotelically musical and not driven by exotelic motivationsthose described by
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Csikzsentmihalyi as being driven from external desires, such as playing the stock
market to make money, or to teach children for the purposes of turning them into good
citizens (1990, 67). These objectives are not autotelic as they are focussed on the
consequences of an activity rather than focussed on the activity itself for its own sake.
Though he did receive pedagogical instruction from Dawson, that Williams directed his
own artistic development primarily through extensive and continual self-learning
fuelled by an emotional desire to play reflects significant traits no only of autotelicism
but of a heutagogical approach to learning as well. The possession of an autotelic
personality is what appears to have driven Williams toward the continual achievement
of greater musical complexity on the drumset by continually and adaptively
differentiating his skills and by integrating his effort in order to make his music
contextually relevant to the musical and social environments in which he was
immersed and from within which he functioned and innovated. The utilisation of
heutagogical learning served as a means of enhancing his autotelic personality.
Heutagogy
As stated earlier, much of the prior work conducted in jazz drumset performance
studies revolve around essentially pedagogical methodologies and ideals with respect
to learning and education (Woodson 1973; Abbott 1999). Pedagogy is the science of
teaching children, however the term is often loosely and somewhat misleadingly
applied to teaching and education in general. Noticing such conflated methodologies
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between learning systems, several education scholars began to move beyond purely
pedagogical models (Schn 1984) toward the application of andragogy, a specialised
model appropriate for teaching adults (Knowles 1970).
Although androgogy incorporates methods of self-determined learning appropriate for

adult education, it is shown to have limitations in an article by Hase and Kenyon
(2000). In their article, Hase and Kenyon discuss the traditional Lockean educational
model that pedagogical and andragogical methodologies are centred on. In such a
methodology, the individual mind is assumed to be a clean slate at birth for which
learning has to be organised by others who make the appropriate associations and
generalisations on behalf of the learner. In this way, random individual experiences
are taken to be totally inadequate as sources of knowledge, the educational process
needs disciplined students, and literacy is seen to precede knowledge acquisition
(2000, 3). In order to extend the basic premise of education beyond pedagogy and
adragogy in a way that is appropriate for truly self-determined learning, Hase and
Kenyon coined the term heutagogy, etymologically derived from a variation on the
ancient Greek term for self (heut-) combined with the suffix -agogy (2007, 211-212).
The concept of heutagogy therefore is the study of self-determined learning, resultant
from Hase and Kenyons combined study of phenomenology, systems thinking, double
loop organisational learning, andragogy, learner managed learning, action learning,
capability, and work-based learning (2000, 2).
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The basic premise of heutagogical self-determined learning includes the theorisation of

a model for learning in which the student determines how and what is to be learned as
an alternative to the prevalent convention of the teacher determining what and how
students learn in the teacher-learner relationships of pedagogy and andragogy (2000,
2). It is a model in which the importance of knowing how to learn and knowledge
sharing are fundamental, whereas knowledge hording is central to the previous
teacher centred learning models (2000, 3).
Of particular relevance to the current study of the life and music of Tony Williams as a
model for cultivating originality in jazz drumset performance studies, Hase and Kenyon
discuss distance education and the myth of flexible delivery as follows:
Since Knowles and the rise of concepts such as instructional design there has
been a rapid rise in the use of distance education in both the higher education
and vocational education sectors. This has been important for reasons of equity
and access. However, there is a myth that the carefully crafted print based
materials somehow enable self-directed learning and enabled flexible learning.
The delivery is certainly flexible, but not the learning. Any examination of
distance education materials and, the various forms of just in time learning
found in VET, are teacher-centred, not learner-centred. The recent emphasis on
competency based curricula and training is a good example of the importance
attached to single loop learning as opposed to developing people who will be
able to manage their own learning.
A heutagogical approach recognises the need to be flexible in the learning
where the teacher provides resources but the learner designs the actual course
he or she might take by negotiating the learning. Thus learners might read
around critical issues or questions and determine what is of interest and
relevance to them and then negotiate further reading and assessment tasks. With
respect to the latter, assessment becomes more of a learning experience rather
than a means to measure attainment. As teachers we should concern ourselves
with developing the learners capability not just embedding discipline based
skills and knowledge. We should relinquish any power we deem ourselves to
have. (Hase and Kenyon 2000, 6)
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The resources mentioned above can be likened to audio recordings used in the study
of jazz drumset performance studies, especially to those used by Williams in his
studies. The heutagogical aspect in which the learner designs the actual course he or
she might take by negotiating the learning, read[ing] around critical issues or
questions [to] determine what is of interest and relevance to them and then negotiate
further reading and assessment tasks[so that] assessment becomes more of a learning
experience rather than a means to measure attainment is aligned both with
Csikzsentmihalyis notion of autotelic personality and to the ways in which Williams
used audio recordings for his own learning as discussed in this thesis. The results of
such a heutagogical course of study lead to the theory of entrainment as it affects
learning in jazz.
Entrainment
In discussing the notion of entrainment with relevance to the jazz community as I
describe it, of particular relevance are two articles: one by Martin Clayton, Rebecca
Sager and Udo Will (2004); and the other by Satinder P. Gill (2007). With research
derived from the fields of physics, linguistics and psychology, Clayton, Sager and Will
broadly define entrainment as a process whereby two rhythmic processes interact with
each other in such a way that they adjust towards and eventually lock in to a common
phase and/or periodicity (2004, 3) in what they believe to be the first article addressing
entrainment in detail from an ethnomusicological perspective (2). Aspects of
entrainment explored by Clayton, Sager and Will that are relevant to this thesis are 1)
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those of self-synchrony and interpersonal synchrony in musical performance, 2)

humans innate propensities to entrain, and, 3) the influence of cultural and personal
factors on entrainment, socialization, and cultural identification (1).
It is my intention throughout this thesis to highlight various real-world occurrences as

interpreted from the accounts of Williams and the jazz community he was a part of in
order to encapsulate and draw a relationship between Williams, the jazz community
and Clayton, Sager and Wills suggestion that:
An entrainment model suggests we look at engagement with music not simply as
a process of encoding and decoding information, but of embodied interaction
and 'tuning-in' to musical stimuli. Musicking humans can be seen as
embodying multiple oscillators (or endogenous rhythmic processes), oscillators
which may be mutually entrained in a process of self-synchrony as well as
entraining to external stimuli in the processes of making and engaging with
musical sound. Entrainment in musicking implies a profound association
between different humans at a physiological level and a shared propensity at a
biological level. The implications of this view for studies of socialisation and
identification are obvious, and so too is the link to questions of enculturation:
someones ability to respond appropriately to a given musical stimulus can,
since it is a learned application of a basic biological tendency, be a marker of
the degree to which an individual 'belongs' in a particular social group.
(Clayton, Sager and Will 2004, 21)20
Gilldirecting his attention toward an understanding of cognitiondescribes
entrainment as, our ability to coordinate the timing of our behaviours and rhythmically
20
Although written largely from the point of view of music therapy, Tia DeNora raises an interesting
question here concerning questions of exactly where the body ends and where the environment begins
in relation to endogenous and exogenous systems such as those discussed here in the field of
entrainment (2000, 75). As part of her discussion, DeNora states that entrainment is one of the processes
whereby the achievement of the necessary bodily state of homoeostasis is achieved when babies listen to
their mothers heartbeat in utero (2000, 77). She then points toward a basic examples of musical
entrainment as being when music is used for the basis of a march and for dancing. Such choreographed
uses of music, DeNora argues, are media for the autodidactic accumulation of selfawareness (2000,
78), suggesting the possibility that Williams in fact came to his self awareness through the medium of
entraining to music in general.
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synchronise our attentional resources (2007, 567). Gills work draws on a confluence
of ideas from a variety of interdisciplinary fields, such as pragmatics, social psychology,
behaviourism, cognitive science, computational linguistics and gesture, considered in
light of the developments in interactive technology, in order to shape a conceptual
framework for understanding entrainment in everyday human interaction (567).
When considering Clayton, Sager and Wills notion that [m]usicking humans can be
seen as embodying multiple oscillators (or endogenous rhythmic processes), oscillators
which may be mutually entrained in a process of self-synchrony as well as entraining to
external stimuli in the processes of making and engaging with musical sound (2004,
21), I infer throughout this thesis that one of the most effective practice techniques
Williams used whilst living in Boston was that of regularly and repeatedly playing along
with recordings of Blakey, Roach and Jones et al, trying to make his drums and cymbals
sound exactly like the those he heard in the recordings. In this context, I describe
entrainment as the inner synchronisation of mental faculties and bodily skills with the
audible musical information encoded in recordings that occurs when one attempts to
assimilate such information, using it as a model for ordering bodily movements that are
intended to produce similar sounds on a musical instrument.
Analysis of the audible musical information encoded in musical recordings represents

the potential for the analyst to either become directly aware of the theoretical structure
or system underlying the generation of the very sounds being analysed, or to intuitively
construct an original theory or system to explain how such sounds may have been
generated. Largely though, the theory or system behind the composition or
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improvisation of a recorded musical piece is inaudible as it exists on a purely abstract

level. This abstraction requires the analyst to construct a framework of their own that
seeks to explain the existence of those audible sounds in musically creative ways.
In either case, a tacit infrastructure of musical ideas is invoked in which a silent, nonlinear schema is constructed, enabling the practitioner to identify a vocabulary of
musical building blocks by engaging in the repetitive and comparative singular process
of listening to and playing along with musical recordings and then to adapt these
musical building blocks as models for interpretation in new musical settings apart from
playing along with the recordings. This is a process that provided for Williams an
insight into the musical tendencies of the drummers he studied whilst they were
engaged in creative ensemble interaction with other musicians. It is a collection of
these tendencies that reveals the tradition-based conventions in the tacit infrastructure
that provide roles for ensemble members on their various instruments.
By comparing Williams habitual tendencies on record with the tendencies of his

forerunners, it can be learned how he questioned the assumed roles variously ascribed
to the different voices available within the drumset and indeed how he reassigned those
roles over time by re-voicing recurrent rhythmic structures and figures from the past in
novel ways.
I argue that there is a broader realm in which Williams responded to his environment
when improvising on the drumset, thus creating a new environment with broader
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relevance. David Bohm and F David Peat (1980, 117; Bohm and Peat 1987, 104-150)
argue that there are no such things as disorder or randomness, only higher levels of
order, suggesting that seemingly disordered phenomena are in fact organised in a
highly complex order that is not immediately apparent without close inspection. By
analogy, it makes sense to say that it is almost commonplace to suggest that musical
interaction occurs simultaneously between musicians performing together in the same
ensemble at the same time, and that musical correspondence takes place within
seconds or even concurrently. I propose that Williams musical statements interact
with not only the temporally immediate musical environment within the given
ensemble, but in a more complex manner taking the history of an extended temporal
environment into account so that his responsiveness is to an unfolding tradition in the
very act of unfolding that same tradition invoking a deeper sense of centonization as
discussed earlier. This notion is made clear in Williams statement that he plays the
drums in a way that he believes his influences would play if they were he (1985).
Williams expanded temporal view of musical interaction serves to identify the broader
implications of musical entrainment as set out in relation to the jazz community in
which he operated and that befits the model of complex adaptive systems as I outline
below and in Chapter Two. I also argue that the study of interaction between jazz
musicians performing simultaneously, i.e., grooving, and the study of the
transmission of musical ideas between generations of jazz performers such as is
presented in later chapters serves to bear much practical and qualitative data at the
level of musical theory in the study and realisation of a model of musical entrainment
as it relates to jazz drumset performance studies.
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Musicians who develop a collective rapport with one another do so as a result of a kind
of social entrainment. Trumpeter Wallace Roney offers several anecdotes that
encapsulate a deep musical entrainment between Williams and bassist, Ron Carter. In
explaining the interaction between Williams and Carter, Roney recalls:
One night we were on a plane to Taiwan, and Ron wanted me to listen to
something on his Walkman. He was sitting behind me listening to Two Bass
Hit, and he passed the headphones up to me. Tony was sitting in front of me,
and just a few moments later he turned around and said, Hey Wallace, I want
you to check this out. Of course, he didnt know what Ron had just played for
me. So he put his headphones on me and I almost fell out. They both were
listening to Two Bass Hitthe same take! (Milkowski 1997, 59)
Roneys testimony further serves to indicate the nature and depth of Williams
understanding of the drumming of the 1950s:
We rehearsed every day because those guys loved to playAnd at different
rehearsals Tony would imitate different drummers, just for fun. He would take a
Philly Joe phrase and speed it up, then play it on different parts of the drums,
break it up between the different floor toms in different parts of the beat
We used to go on the road, and he and I knew all the old jazz records. Wed be
driving along and sing all the solos off of Milestones. Wed start with Dr.
Jekyll. Wed sing the melody, wed sing Miles solo, wed sing Coltranes and
Cannonballs solos, wed sing Red Garlands solo and Paul Chambers solo
and Tony could even sing Philly Joes part. From there wed go to Sids Ahead
and Straight No Chaser, then wed do the other side of the record. Then wed
go all the way back to Miles Prestige recordings, and wed sing all the solos to
Birth Of The Cool. (Milkowski 1997, 62)
These are telling accounts of social and musical entrainment in various forms.
So far I have described my interpretation of Williams autotelic personality and

heutagogy, as well as having highlighted instances of entrainment in the learning
processes within the framework of the jazz community. I will now place the process of
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learning in jazz in a broader context by presenting a summarised notion of complex

adaptive systems as may be applied to jazz studies in general.
Complex Adaptive Systems

I move now to draw parallels between a general model for jazz drumset performance
studies and the nature of complex adaptive systems. I investigate primarily Hollands
work (1995, 1998) alongside the work of education scholar John P. Sullivan (2009). By
focussing on details that are relevant to the present study, the following is a brief
summary of some of the principles Holland sets out for the development of a theory of
complex adaptive systems by means of which the phenomenon of emergence is made
possible. Following this I will summarise the key concepts presented by Sullivan and
relate the primary themes of both authors to the present work.
Complex adaptive systems are systems composed of interacting agents described in

terms of rules. These agents adapt by changing their rules as experience
accumulates.A major part of the environment of any given adaptive agent consists of
other adaptive agents, so that a portion of any agents efforts at adaptation is spent
adapting to other adaptive agents (Holland 1995, 10). Although diverse in both form
and capability, agents in a complex adaptive system persist in maintaining coherence
[of identity] in the face of change (10). In order to understand the interaction between
a large number of agents, an individual agents behaviour is determined by a collection
of rules that are constructed according to the possible kinds of stimuli and allowed
responses for that given agent.
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Adaptation is an almost paradoxical process by means of which a persons identity

becomes concretely fixed as an entity fluidly continuing to fit with new information as
it comes to hand by open-mindedly expanding skill and knowledge across a broader,
deeper and wider field of experience. It is a process that not only opens up toward a
greater variety of associations with more people, practices and ideas, but one that
insists upon the constant re-evaluation of past and present associations with people,
practices and ideas. This idea reflects Csikszentmihalyis notion of differentiation and
integration as generating more complexity in life as the personality becomes more
autotelic. Put succinctly by Holland: Adaptation occurs when agents learn from each
other or change strategies as they gain experience (Holland 2008). Experience guides
the changes in the agents structure so that as time passes the agent makes better use of
its environment for its own ends.
In Hollands view (1995), there are seven basic characteristics of complex adaptive
systems comprised of four properties and three mechanisms that can be combined in a
variety of ways to further define an adaptive agent. I examine two of the mechanisms
below as they are particularly relevant to this study of Tony Williams jazz drumset
ideology. The two mechanisms are internal models and building blocks.
Holland describes internal models as being used for anticipation and prediction
(1995, 31). He goes on to relate the building of internal models as being analogous to
the development of maps as well as to the development of game plans and strategies
that players devise in the playing of non-chance games, such as chess (1998, 28-45).
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In further explaining game theory as it relates to modeling, Holland cites three

important concepts; states, the tree of moves and strategies. I will now summarise
these concepts.
States of Play
[T]he state of the game at any point in the play, Holland describes, is a sufficient
enough summary of past history for determination of all future possibilities (1998, 34).
Likening this idea to the transmission and adaptation of musical ideas in jazz drumming
through musical entrainment, each piece of live and / or recorded music contains such
a history and represents one game, while the notes and figures contained in each piece
are similar to the pieces in a game of chess. Holland goes on to qualify that the state
space of a board game is simply a collection of all arrangements of pieces on the board
that are allowed under the rules of the game (34). This qualification is important in
that there is an indefinitely large number of possible configurations, however, only a
fraction of the arrangements are attainable under the games rules (34). Whilst there
are no rules per se in jazz music that can be applied in any absolute way as rules are
applied to define a board game such as chess, there are communally negotiated
conventions that enable musicians to perform with one another in a variety of contexts.
The unspoken challenges Dizzy Gillespie and Thelonious Monk set upon unsuspecting
musicians during the Mintons jam sessions I discuss in Chapter Two can be said to be
the setting of modernist jazz conventions, somewhat constituting and resembling
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Hollands notion of rules of play. An indefinite number of rhythmic or even

arrhythmic successions of notes can be sounded on any number of components of a
drumset over time, however, it is only under certain agreed conventions of play that
these notes are legal to use Hollands term (1998, 34). These conventions are
derived from the internal models developed through gaining practical experience and
entrainment within the community of practitioners, i.e., the jazz community.
Tree of Moves
The root of Hollands tree of moves describes a games initial state. The first branches
represent the number of states attainable after the first move and the branches growing
from the first branches represent the possible states attainable after the second move,
and so on until the games final state or outcome is represented by the leaves of the tree
of moves (1998, 35-36). It is the succession of choices allowed on the way to a leaf
that makes the game interesting (36). The resultant shape of the tree, Holland points
out, is more like a bush than a tree as the number of leaves (final outcomes) grows
rapidly on the tree of moves and it is the bushiness that provides the fascination and
unpredictability of games (37). He goes on to demonstrate that in a game in which
there are ten possible moves (branches) from each configuration (state), including the
initial configuration, the number of possible moves if the game terminates after two
moves is
10 x 10 = 102 = 100 distinct ways of playing the game. If the game terminates
after ten moves, there are 1010 = 10,000,000,000 ways of playing the game.
Termination after fifty movesa length and number of options roughly
equivalent to chessyields 1050 ways of playing the game, a number which
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substantially exceeds the number of atoms in the whole of our planet Earth.
(Holland 1998, 37)
A quick consultation of Appendices One to Three in the present thesis will reveal a
significantly large number of rhythmic figures that can be distributed on a drumset in a
large number of nonlinear ways, leading to a number of possible ways for playing, say,
five minutes worth of music on the drumset that is incalculably larger than those
described above. It is especially important to keep this notion in mind throughout the
course of reading the remainder of this thesis, especially in consideration of the nature
of musical rhythm, the grouping and ordering of limbs and drumset voicing and motion
as it becomes more and more clear that, out of an indefinitely large number of
possibilities, conventional musical figures are emergent from well-considered and
informed decisions made instantaneously by the player with respect to the conventions
of musical interactivity in the field. When such large numbers are combined with the
choices that are made as a result of interacting within an improvising musical
ensemble, they become astronomically large. Therefore, similarly for the playing of an
extremely complicated board game such as chess as Holland describes, improvising
and interacting in a jazz ensemble requires the use of strategies to simplify the
seemingly infinite and unending emergence of greater complexity.
Strategies
A strategy is a complete prescription that tells us what to do as the game unfolds; it
specifies a sequence of decisions (Holland 1998, 38). Relating strategy to the use of
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the tree of moves in a game, the sequence of decisions made in a game traces a path
along the branches of the tree so that the strategy is defined by the branches it chooses
(38-39). The concept of strategy is made particularly interesting and relevant to jazz
performance when it is applied to a game with two or more players in that one cannot
simply prescribe a strategy to a gamenor to the playing of a piece of music in jazz
because neither player knows any of the other players strategies during the course of
play, nor can they predict what is going to happen (40) 21. Here is perhaps the most
pertinent reason for including a summary of Hollands treatise on emergence in
complex adaptive systems as it relates to Tony Williams jazz drumming. Holland says
that
[w]hen we play a game repeatedly, the unknown aspects of the other players
strategies may become clearer. Consider a two-person game where the
opponent has fixed on a particular strategy. Observing the opponent in repeated
plays of the game can tell us what the opponent does at different branch points
(choices) in the game. We can use this information to build a model of the
opponents strategy. The resulting model will lack many details, because there
are just too many possible strategies to uncover a complete description through
trial and error. Nevertheless, if the model is correct in some respects, we can
do better with it than without it. (Holland 1998, 40)
When considered in light of the following Williams quote, the metaphor of complex
adaptive systems and the learning processes Williams used in his jazz studies becomes
clearer:
21
In stating that his seed patterns are not solely memorized, pre-set patterns or licks that are dredged up
from some memory bank and mechanically inserted into a performance, John Brownell discusses the
matter of strategies as part of his Contention #7: That a constant feedback/feedforward process exists at a
low level that makes improvisation spontaneous, unique and non-mechanical (1994, 159-161). As such,
Brownell contests that [t]o predict the outcome of spontaneous jazz improvisation is as unlikely as
foretelling the exact content of a spontaneous discussion of the weather complete with ums, ahs, and
head scratching (161), highlighting the difficulties surrounding the notion of adaptive agents devising
strategies when interacting with one another in a complex adaptive system.
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I think the way I started to sound like myself was by learning all the great
things that they played, and then making a kind of mental Rolodex or a graph of
what each drummer didnt do. In those places, in those gaps in the graph, I
found what they didnt do, and started to fill in the spaces they had left with my
own playing. (Macdonald 1990, 41)
Williams refers frequently to a kind of mental Rolodex and graph of tendencies he kept
of the figures his favourite drummers played and the reasons why they played them.
Clearly, Hollands description of the use of strategy in the building of internal models
bears a very close resemblance to the processes that unfold when an improvising
musician plays along with a recording (as demonstrated in Williams quote above) and
when that musician also plays simultaneously with other improvising musicians. These
strategies are often referred to as building a rapport between musicians, revealing a
social process that can be likened back to the process of entrainment I described earlier
in this chapter.
Importantly, Holland reflects that there exist too many states of play to define a strategy
by listing all the game states with the moves prescribed for each state (1998, 40).
Therefore, strategies are defined by a set of rules, usually rules of thumb (41), which I
have likened to conventions in the performance of jazz music. Such rules of thumb, or
building blocks as Holland refers to them also, point toward features of the game that
occur frequently and are relevant to decisions at various points in the game (41). By
way of these rules, game states are grouped into clusters of states featuring similar
decisions or moves, much like the process of chunking bits of information, referred to
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by Csikszentmihalyi in addressing the direction of attention or psychic energy.

Conventions in jazz are realised in the performance of musical figures and this is the
term I use when refering to such phenomena as building blocks and rules in my own
work. It is by discovering and using such figures (building blocks, conventions, rules)
that we obtain an effective reduction of the enormous size of the game tree and make
possible an overall prescription that controls play throughout the game (Holland 1998,
41) and this is done through repeated play.
More importantly still, throughout the entire process of model building, whether in a
game or in the course of playing a piece of improvised music in a jazz ensemble, all
players are simultaneously trying to build models of what the other players are doing.
Under this extension, the situation becomes much more complicated (1998, 42). In
discussing innovation, Holland goes on to say that, [o]nce the building blocks (atoms,
parts, generators) are chosen, a large part of the creative act is the selective exploration
of the possibilities offered by various combinations (211). In answering the question
of how to act selectively in using building blocks, Holland suggests that only immersion
in the field through disciplined practice will allow someone to become so familiar
with the elements (building blocks) of the discipline that [they] no longer have to think
about how they are combined, [thus entering] the creative phase (211-212). He then
states that, [t]o a large degree [this] is what study of a discipline is all about: the
acquisition of the building blocks and associated techniques of that discipline, and
that [f]eeling for a discipline only comes from constant immersion (212-213).
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A final note on Hollands building blocks is that new ones are rarely discovered and
most innovations stem from the generation of new combinations of well-tried blocks.
(1998, 214). He claims that:
Once a set of building blocks has been chosen, innovation depends on selection
from among the plethora of potential combinations. The possibilities are so
numerous that the same building blocks can be used over and over again
without seriously impairing the chances for original discoveries. Think of the
standard building blocks provided by words in a language, or folk themes in
music. The key to handling this complexity is the discovery of salient patterns in
the tree of combinations. Creative individuals exhibit a talent for such selection,
but the mechanisms they employ are largely unknown. (Holland 1998, 218)
As can be inferred, internal models and building blocks in association with states of
play, the tree of moves and strategies are examples of mental mechanisms by means of
which musical ideas may be transmitted and adapted between drummers resulting in a
synergistic emergence of apparently novel musical ideas for improvisation on the
drumset, as I will demonstrate in the case of Williams through my musical analysis in
later chapters.
Emergent Learning in Complex Adaptive Systems

Learning, as Holland puts it, is the sin qua non in complex adaptive systems
without which, complex adaptive systems could not be (1995, 8). This commonality in
concepts of learning, adaptation and emergence leads to the question of the
transmission and development of musical ideas (building blocks) in the jazz
communities. Whilst such transmission is broached significantly by Berliner (1994, 36-
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59), the actual mental framework (internal models) upon which the transmission of
ideas ultimately leads to learning is rarely considered in the literature.
It is not surprising to find that studies in the education field take an interdisciplinary
look at complex adaptive systems in an effort to formulate more sophisticated
pedagogical and heutagogical concepts and methods. To date, however, there are only
three studies sharing any broad relevance to the notion of emergent learning in music
and, of these, I examine John P. Sullivans doctoral thesis (2009) which is a study of the
application of complex adaptive systems as a method for the development of emergent
learning in three different school settings 22. I will refer to Sullivans concept of
complex adaptive systems as a whole, not only because it is a confluence of
perspectives on complex adaptive systems from a broad variety of fields natural
sciences, psychology, philosophy and learning theory (9, 36), but also because it is
highly relevant to the present study in that one of Sullivans three case studies is of
emergent learning in an elective high school jazz rock band.
When compared with simultaneous observations of geometry and English classes,

Sullivan concludes that the jazz rock ensemble in his study is the poster class for
emergent learning (172). In relation to my own work I concur with Sullivan when he
states that
22
The second study is an elaborate treatise by Morris B Holbrook (2003) on general notions of
complexity theories with quaint jazz metaphors presented throughout. Thirdly, the collaborative
Emergent Pedagogy: Learning to Enjoy the Uncontrollable and Make it Productive (Dalke et al. 2007)
also provides insight in the area of education that can be broadly applied to learning in jazz. Limitations
of space preclude any discussion of these two studies here.
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the synergy of interest to this work has been emergent learning, which I define
as the acquisition of new knowledge by an entire group when no individual
member of the group possessed it before. The theory of complex adaptive
systems suggests that this synergy should be more likely if the boundaries,
networking, and nonlinearity of the group are optimized. (2009, 157-158,
emphasis added)
Whereas Sullivans work is centered solely on emergent learning in the classroom, my
work is centered solely on emergent learning in professional jazz ensembles.
Therefore, the acquisition of new knowledge by an entire group when no individual
member of the group possessed it before is concerned with the expression of musical
ideas generated by improvisational interaction within jazz ensembles by way of the use
of internal models and building blocks.
Sullivans concise definition of complex adaptive systems states that they are wellnetworked collectives of discrete agents that are: non-linear, bounded and synergistic
(5). He defines these terms in the following ways.
Well-Networked
At first, to define well-networked, Sullivan highlights a significant difference in the
use of the terms collection and collective. A collection of people may be found in
an elevator where there is minimal interaction and thus no group dynamic formed.
This he contrasts with the effects that collaboration in a classroom has on the collective
of its members in that relationships are forged through well-networked interactions,
leading to group-learning that will not happen amongst the disconnected collection of
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people in an elevator. A well-networked collective then, in Sullivans view, is one that

lies in between extremes of complete differentiation (such as the collection of people in
an elevator in which there is nearly a complete absence of the network), and complete
integration (such as a collection of people in a cult where the network is so intimate
that one can lose ones sense of individual identity) (2009, 125). For a collection of
people to become a collective of people, several characteristics must be networked:
agency, short-range relationships, and nested or fractal networking (2009, 10).
Agency
The notion of agency is strikingly similar to Csikszentmihalyis description of the
autotelic personality in that it reflects differentiation and integration amongst agents.
Sullivan simply uses the term undifferentiated in place of Csikszentmihalyis
integration. I follow Csikszentmihalyis term. Diversity of experience and opinion
amongst well-networked agents is also a vital feature of complex adaptive systems, and
avoids stagnation and mediocrity in much the same way as biodiversity is essential for
sustained survival in an ecosystem. It is diversity that fuels the system with enough
resources to adapt to new situations and to survive (Sullivan 2009, 11-14).
Short-Range Relationships
The relationships occurring between independent agents in a complex adaptive system
are necessarily short-range in that any one agent is only able to influence the entire
system directly through a limited number of other nearby agents. Steven Johnson is
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quoted as estimating this limit as being around 150, based on recent anthropological
evidence. These interactions cascade into a series of other local interactions thus
producing change in the entire system through either centralized, decentralized or
distributed network architectures (2009, 14-15).
Sullivan describes the nature of the communication and interaction of the jazz rock
ensemble as demonstrating short-ranged networking. He observed that verbal
communication in the ensemble was minimal in between performances, suggesting that
the time at which the most communication is necessary in a jazz ensemble is during
the actual performance of the tune; a time when verbal communication is not possible.
Although constant and intimate communication was maintained through body
language such as head tilts and eye contact in Sullivans observations, the vast majority
of group communication took place in the act of musical listening and in the nonverbal positing of musical ideas (129). Sullivan summarises his observations of the jazz
rock ensemble as a well-networked collective by pointing out that the more everyone
communicated at once, the more effective the network, and the better the
performance and that [l]iberated from the inherently linear nature of the spoken
word, they created an even more intimately connected, multidimensional, nonlinear
network (130).
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Nested or Fractal Relationships

The groups that Sullivan refers to (2009, 1), or Hollands aggregates, are nested in a
variety of higher level groups. For example, the behaviour of the class situations
Sullivan observed operated under the influence of still larger aggregates: a department
is an aggregation of classes; a school is an aggregation of departments and is influenced
by the aggregation families, which in turn aggregate into the church (the school
Sullivan studied is a Catholic school) and into society in general. The exact degree of
influence exerted on the class by each higher aggregate order becomes difficult to
measure in a way that Sullivan likens to the problem that Benoit Mandelbrot, the
pioneer of fractals was confronted with in the idea of measuring the coast of Great
Britain:
If one simply draws an oval around the island it would have a certain length,
accounting for each bay would make the measurement longer. Adding inlets
causes the measure to be longer still and so on toward infinity. Similarly, the
closer one looked at the influences that affected these classes, the more factors
one found, the more intertwined their interactions, and the more difficult they
become to measure. (Sullivan 2009, 141)
In relation to the present study, the individuals comprising a jazz ensemble are each
nested in higher order aggregations, each bearing an almost immeasurably fractal like
influence on the behaviour of the individual and of the overall group in the
performance of improvised music. For example, each instrumentalist is part of an
aggregate of instrumentalists on that same instrument joined historiographically through
tradition and recordings and contemporaneously through activity and interaction. Each
instrumentalist is a member of a section in the ensemble, the rhythm section or the
front line for example. The ensemble itself is an aggregation of active agents (the
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musicians). Each band member is a member of a certain family, which is a member of

society, etc. The effects of the interpersonal dynamics of behaviour that these
relationships bear on the musical output of an ensemble are indeed immeasurable23.
Nested or fractal networking is based upon the mathematics of chaos theory in which
greater magnification of a fractal shapea shape composed of similar shapeswill
reveal self-similarity on many levels of reiteration, whereas magnification of
Euclidean geometry, such as a square will reveal either a corner, or part of a line, or
empty space in that it is not self-similar at deeper levels of magnification (2009, 16). By
analogy, complex adaptive system are composed of, and compose still more complex
adaptive systems (Sullivan 2009, 18).
Non-Linearity
In addition to being comprised of well-networked collectives of discrete agents,
complex adaptive systems feature nonlinearity. Nonlinearity functions in such a way
that makes predictability in a complex adaptive system far from easy, rendering simple
ifthen assumptions ineffective. In describing the nonlinearity of learning in the
23
Looking at the transmission of ideas and learning in jazz through the lens of nested, fractal
relationships as understood in the discipline of complex adaptive systems therefore sheds an interesting
light on Roger T. Deans argument that, given the self-referential nature of music (compared to the
referential nature of language), the development of musical structures occurs autonomously of
sociopolitical structures (1992, xiii-xxi; 191-207). In a sense, to say that the development of musical
structures is autonomous is true, but only to the extent that one freely elects to focus on the autonomy of
musical structures independently of the effects that the broader sociopolitical arenas inevitably exerted
on the existence and development of that structure. In reality then, the two phenomena are inextricably
nested in one another with each casting immeasurable influence on the development of the other and I
argue that in musicological discourse, they diverge only at what Nicholas Gebhardt (2001, 1) refers to as
points of disjuncture established for the dialectical purposes of research.
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school jazz rock ensemble he studied, Sullivan reiterates that Among the defining
characteristics of jazz is [the] attempt to stay at all times away from the mundane, from
anything that has been done before, from the ordinary (2009, 145). This reiteration
rings true in light of what Tony Williams described as one of his fundamental purposes
in generating his own music:
We were very serious and we didnt feel like we had to be any other way.
Basically, Im still the same person. But thats no reason to live in the past. If I
felt that playing with Miles was the best Im ever gonna play, then I would just
give up. The reason it came out so well was because it was fresh; when the
freshness wears off, I have to find something else to do or else Im not
stimulated. I still think there are very few people who can play jazz drums a
certain kind of way. But just because of that it doesnt mean that I have to go
out and prove it all the time because I happen to be one of the few people who
can do it on a certain classy level. It doesnt mean that I have to spend my life
being a martyr. I dont want to be a martyr and I dont want to be a museum
piece. I dont want people to come out and hear me because its nostalgic.
(Gibbs 1976, 17)
In a similar regard, Williams also talked about the originality of the music generated in
the Miles Davis Quintet, supporting Sullivans notion that one of the characteristics of
jazz is the avoidance of the mundane in relation to learning:
Everything Ive done, Ive done because I enjoyed doing it. Also, I didnt want
to repeat what I had already done. The reason that Miles band was so
wonderful was because it was fresh. When you ask people to do the same thing
year after year, it is no longer fresh. If I want that spark again, in myself, then I
have to go on to something else. I have to find a fresh kind of thing that Ill want
to get up and do. (Mattingly 1984, 13)
Nonlinearity is comprised of three major subsets: existence far from equilibrium, the
nature of feedback loops, and the butterfly effect (Sullivan 2009, 20).
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Existence Far From Equilibrium

Equilibrium is a state of inherent stability in which there is little net change (Sullivan
2009, 20), contrasting with a state of disorder in which there is no organisation at all.
Systems far from equilibrium, such as a living dog, are open in that they are in constant
interaction with their environment, whereas, in contrast, systems that are in
equilibrium, such as a block of wood sitting on a table are closed and interact
minimally with their environment. Systems far from equilibrium are not in a state of
complete disorganization, rather, they are organized enough to act as a system, but
flexible enough to change (21). Sullivan gives the example of the complex
communications that go on between the brain, the inner ear and the legs to maintain
balance when walking across a room to demonstrate that with feedback loops in a
complex adaptive system constant, reflexive interactions among elements of a system
serve to magnify some effects and suppress others (21).
Sullivan further describes the nature of learning as occurring in a state of cognitive

dissonance with the state of the learner being far from equilibrium or at the edge of
chaos when he says [o]ne can not learn from an equilibrium state. Stagnation and
learning are completely antithetical. In terms of learning, an equilibrium state would be
one in which one knows what one knows and there is no flow of information in or out
2009, 142). Echoing this statement about learning, Williams recalls,
When I was a kid I thought this was what you did: You worked at whatever
there was to get better at. Being a good musician meant to keep studying, keep
learning. You didnt just specialize. Even back then, the thing what drove me
on was wanting to do more, to have a say, to create an atmosphere. (Scherman
1991, 50)
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Here Williams describes his motivation to learn piano and composition skills,
indicating his operating in a state far from equilibrium:
I decided I wanted piano lessons around 1965, after I had made two albums,
Lifetime and Spring, on Blue Note. I knew what I could do without knowledge
of the piano and wondered what I could do with some harmony and theory,
knowledge of chords, you know. It was a progression I felt I needed and I
studied privately for two years. (Wald 1978, 7)
The Nature of Feedback Loops and The Butterfly Effect

A small change of input into a feedback loop in a complex adaptive system can result
in significant and unpredictable phenomena known as the butterfly effect (22), which
takes its name from the question meteorologist / mathematician Edward Lorenz
famously ask: Does the flap of a butterflys wings in Brazil set off a tornado in Texas?
(quoted in Sullivan 2009, 22).
To give an analogy of the constant, complex and intertwined nature of the feedback
loop generated in the jazz rock ensemble, Sullivan likens the unflagging attention paid
by each member of the ensemble that allows for subtle musical adjustments to be made
in the class to a complex juggling performance, where the entire group together is
trying to keep a large number of balls in the air by very quickly catching and releasing
them from and to all directions (2009, 153). The disproportionate effect of the
addition of one extra member to the jazz rock ensemble class Sullivan observed for
twelve months serves to prove some degree of a social butterfly effect in action in
that the addition of this extra member had an effect on the overall ensemble that was
greater than 1/7 as it would be in a linear model (156-157). Such an effect can be
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observed in Todd Coolmans study of the Miles Davis Quintet when tenor saxophonist
Wayne Shorter became a permanent member of the group, replacing Sam Rivers, who
replaced George Coleman (Coolman 1997). I demonstrate in Chapters Three, Four and
Five how small changes of building blocks and internal models can generate far
reaching and immeasurable change in jazz drumset performance vocabulary.
Bounded
Activity occurring in a complex adaptive system is bounded. Sullivan describes a
bounded system of activity as being one that is kept together by group-held meaning
(2009, 24). If the entire organisation is truly committed to some mission, each
member will, without significant further instruction, act in some way that is not strictly
or precisely predictable, but consistently points toward that mission (25). The
coherence generated by such a boundedness as group-held meaning is referred to as a
strange attractor in that a strange attractor is a bounded space within which chaotic
activity occurs, but within which discernable patterns emerge (23).
Group-Held Meaning and Strange Attractors

When discussing the boundedness of the jazz rock ensemble that served as a case
study, Sullivan observed that certain questions such as, What is jazz? and With all
of this emphasis on improvisation, what makes something the same song, even when
you play it so differently each time? were asked. These elicited the response thats a
good question students in the ensemble (2009, 120). These are the questions that
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formed the boundaries for the behaviour of the jazz rock ensemble and they were
deemed to be good questions because of the difficulty in answering them, even though
the answer is self-evident to the listener (121). An additional boundary was observed in
the fact that the students were all confined to playing from the same sheet with a few
notes scribbled on it (124). I take this to mean that the students were bounded to play
and outline the form of the same piece of music they were playing at any given time.
My suggestion is that the more a group is confined to continually stating the actual,
literal information contained in the composition of piece of music, such as the
harmonic rhythm of the form as heard in the modernist bebop music of the 1940s and
1950s, the more that group is operating under the relative heteronomy of the tune. In
contrast, a group that plays more freely over the form and over the barline, not
necessarily making any overt references to the essential characteristics of the piece can
be said to operate as a collective autonomy. The notion of the differentiated individual
integrating within a collective autonomy highlights the agency of the individual in the
collective, or aggregation of individuals. I elaborate on these two contrasting notions
in Chapters Three to Five. In both cases however, there are overtones here of Hollands
overall description of complex adaptive systems as maintaining coherence in the face
of change (1995, 4).
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Synergy and Constructivism

Finally, and perhaps most importantly for this study, Sullivan closes his summary of
well-networked, nonlinear and bounded complex adaptive systems by discussing that
they are synergistic, meaning that the whole is greater than the sum of its parts in that
they can adapt of their own accord to make themselves better suited to their
environments by responding to stimuli (2009, 26, italics are mine). An example can
be drawn from Hollands work where, in his chapter entitled, Checkers, he describes
processes in which his colleague, Arthur Samuel, a pioneer in Artificial Intelligence,
designed a computer program that learned to play a better game of checkers than its
programmer, ultimately beating its programmerclearly a sign of the sum of the whole
being greater than the sum of the parts (Holland 1998, 53-80).
The above can be related to the following statement from trumpeter Wallace Roney
that I interpret to describe the community of jazz musicians in which Williams was
immersed as a well-networked, bounded and synergistic complex adaptive system:
When Papa Jo Jones was still around, he told Tony, Listen, we laid our hands on
you, we meaning Tonys peers and those who came before him. They passed
the drum legacy onto him. Tony was in charge at that point. Papa Jo said,
Whatever you feel you should do with the drums, we picked you to be the one.
I asked Tony about it one day, and he put his head down very humbly and said,
Yeah, that happened. He said I was the chosen one.
Thats something that people should know, that Papa Jo chose Tony to be the
one to carry on what happens with drumming (Milkowski 1997, 64).
The trust Jones placed in Williams on behalf of his peers and those who came before
him indicates a degree of reliance upon the notion of constructivism and synergy. In
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constructivist educational theory resounding in overtones of heutagogical thought,

Denis C. Phillips states that, Constructivism recognises the agents role as an active
participant in the learning process, independently constructing realities that are not
dictated strictly by a teacher. For constructivists, information is not an unalterable,
abstract object that is simply passed on to a student. Rather, learners actively create
perceptions of the world based on their own experiences (Phillips 1995, paraphrased
in Sullivan 2009, 33-34). Sullivan clarifies that [a]n active agent in a complex
adaptive system is one who is able to independently construct knowledge, and then
provide that insight to the system (2009, 34). Additionally, Soviet psychologist Lev
Vygotsky contends that learning is a social act as well as an act of individual
construction and that [s]tudents did not simply construct new understandings by
observing things in the world, but did so with guidance provided by their social
interactions (Hedegaard, paraphrased in Sullivan 2009, 34).
Emergent Learning and Being in the Zone

Each time one hears a new song, new knowledge is acquired (Sullivan 2009, 164).
Sullivan also surmises that [e]ach playing of each song in each rehearsal and
performance of the Jazz Rock Ensemble wasunique to that moment never heard on
Earth before and never to be heard again (164). The classroom teacher in charge of
the jazz rock ensemble, Dr. Flynn, reported that [The students] cant always get to that
plateau. Professionals get to that plateau much more frequently, although, I would say,
not always. And I think that in a sense its called being in the zone those types of
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things (Sullivan 2009, 174). This statement seemingly negates Sullivans suggestion
that each performance by the classroom jazz rock ensemble was emergent, however,
Sullivan concedes that
Dr. Flynn is simply holding emergence to a higher standard than I have. He
talked about being in the zone, which is a special level of emergence, on a
higher plane than the minimal definition I provided. I continue to assert that
every time students played a tune, they created a new entity, and therefore
experienced emergent learning. I also agree with Dr. Flynn that this process can
reach a special level, when the tune comes out really well, which is when
emergence is easiest to detect. (Sullivan 2009, 174)
Flynns reference to being in the zone refers to high-level performance by
professional jazz musicians, such as Williams. I infer the state of being in the zone as
being deeply connected to Csikszentmihalyis notion of being in flow (1990) and so
the processes of being in the zone, in flow and generating emergent learning as
described here are synonymous in interactive jazz improvisation. It is a performers
state of being in the zone that makes their performance one in which they are, in
Ingrid Monsons vernacular saying something and it is in saying something that a
performer leaves their audience wanting still more (Monson 1996, 1-2). I deduce that
Blakey, Roach, Jones and Haynes each were saying something on the recordings that
Williams returned to constantly throughout his career and that led him in turn to say
something as well.
One final word of relevance to the present thesis is that whilst Sullivan acknowledges
the unpredictability and spontaneous nature of complex adaptive systems, he insists
that teachers are dominant influences on the environment of the classroom, and that
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complex adaptive systems of students then respond to that environment (184, italics in
original). In light of my own study, I suggest that an analogy may be drawn between
the teachers in Sullivans study, and the bandleaders and composers in my study such
as Art Blakey, Horace Silver, John Coltrane or Miles Davis. Where the environments of
the classrooms studied in Sullivans thesis are bounded by rules and formalities
imposed by a vast hierarchy of organisations in which the classrooms are nested (the
direct effects of which are difficult to measure in a similar way that fractals are difficult
to measure) and upheld by their teachers, the environment of professional jazz
ensembles is similarly bounded by such organisational hierarchies, the direct influence
of which is mediated by the dominant agency of bandleaders and composers.
Conclusion
In this chapter I outlined multitudinous and complex key concepts I interpret to be
behind Williams formative practice. To begin with, I described Williams notion of
feel, technique and creativity and the ways in which he arrived at the idea that only in
combination do these three qualities make the perfect drummer. Williams arrived at
this drumset ideology through the repeated listening to and analysis of many recordings
containing drummers Blakey, Roach, Jones, Haynes and others. In joining the informal
network of a jazz community he was able to filter his ideas back into the network. I
interpreted Williams learning spirit as reflecting the possession of an autotelic
personality and described the ways in which the possession of an autotelic personality
leads to greater complexity in life, especially when one is at once differentiated and
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integrated within a community as set out by Csikszentmihalyi (1990, 1996, 1997). The
discussion of autotelic personality was then enhanced by considering that Williams
adopted heutagogical methods of learning instead of relying solely on pedagogical
models. I then described this integration within the jazz community as taking place by
way of social and musical entrainment as described by Clayton, Sager and Will (2004).
Following my description of autotelicism, heutagogy and entrainment, I placed these
qualities in the context of complex adaptive systems (Holland 1995, 1998; Sullivan
2009) as corresponding to the ways in which learning takes place in jazz communities.
In Chapter Two, I present a biographical history of the intellectual community that

operated as the modernist bebop movement in the United States in the 1940s and
1950s. This is to provide a contextualisation of the jazz community within which
Williams explored his musical ideas. I will then complete the chapter with a
biographical account of Williams personal and musical life from the time of his birth in
December 1945 to the time he left the Miles Davis Quintet in late 1968.
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Chapter Two
Biographical and Contextual Materials
This chapter contains the contextualisation of Williams biography within the
intellectual community that operated as the modernist bebop movement in the United
States in the 1940s and 1950s and traces Williams development through the 1960s
until the postmodernist onset of post bop and jazz-rock music that took precedence in
the 1970s. To begin with, I will outline the environment in which bebop originated,
and then complete the chapter with a biographical account of Williams development
from his birth in December 1945 until he left the Miles Davis Quintet in late 1968.
In gathering information about the origins and ideals associated with jazz music from
1940 to 1954, I relied primarily on the historical accounts contained in David H.
Rosenthals Hard Bop (1992); and a compilation of interviews with jazz musicians,
Hear Me Talkin To Ya, edited by Nat Hentoff and Nat Shapiro (1955).
Bebop in America Prior to 1945

Tony Williams made his musical contributions within a community of like-minded
peers and mentors that dates to 1941. This group of peers established an informal
intellectual home in New York Citys Mintons Playhouse during the late-night jam
sessions that took place there. Located in Harlem on 118th St, Mintons was, according
to modern jazz folklore, the birthplace of Bebop music (Rosenthal 1992, 10) and
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played host to an impressive array of well-known and highly regarded musicians.

Some of the well-known musicians who took part in the early experiments at Mintons
are drummers Kenny Clarke, Max Roach and Art Blakey; pianists Thelonious Monk and
Bud Powell; trumpeters Dizzy Gillespie, Miles Davis and Kenny Dorham; saxophonists
Charlie Parker, Sonny Stitt and Dexter Gordon (12); as well as vocalist Carmen McRae
and Billy Eckstine; bassist Milt Hinton, pianist Mary Lou Williams; clarinettist Tony
Scott; multi-instrumentalist and band leader Teddy Hill; banjoist Danny Barker;
trombonist Benny Green; and pianists William Count Basie and Earl Hines (Hentoff
and Shapiro 1955). These were professional musicians who had their training in the
swing music of the 1930s. They would perform professionally in downtown New York
venues such as the Apollo Theatre early in the evening before frequenting Mintons
after-hours to participate in the jam session that took place nightly.
According to vocalist Carmen McRae and bassist Milt Hinton, prior to Mintons
becoming the central focus as a late-night jam venue, veterans of the swing generation
such as saxophonist Lester Young, pianist Art Tatum as well as many of the personnel
of some of the most well-known big bands of the time, such as the Benny Goodman
Orchestra and Artie Shaws big band, would listen to drummer Chick Webb with his
orchestra at the Savoy Ballroom before congregating at Puss Johnsons at 130th Street
each night. Young, along with Goodman and Goodmans guitarist Charlie Christian,
bassist Jimmy Blanton (from Duke Ellingtons band) and others began making their way
to Mintons after it became established in 1941 (Hentoff and Shapiro 1955, 299-319).
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Drummer Kenny Clarke insists that there was no name originally designated for the
style of music played at Mintons until after he was drafted into the US Army in 1943.
When the music was given a descriptive term prior to 1943, it was simply referred to as
being modern music (Hentoff and Shapiro 1955, 311). Upon returning from the
armed services, Clarke observed that the term bebop was in common usage. The
origin of the term bebop is a story of conjecture and is perhaps elucidated by
trumpeter Oran Hot Lips Pages suggestion that pianist Fats Waller coined the term
bop when he would shout, Stop that crazy boppin and a-stoppin and play that jive
like the rest of us guys, as it seems many of the younger musicians who would sit in
with the band were unable to play fluently and would rest for eight to twelve bars in
between their phrases (312). As will be expounded later in this chapter, pianist Teddy
Hill suggested that the label be-bop evolved out of the name Klook that McRae
recalled was unofficially given to Clarke, phonetically mimicking some of the figures
Clarke played on the drums. The notion of onomatopoeically naming musical phrases
was common practice and, according to Billy Eckstine is reflected in several of
Gillespies song titles, such as Oop-Bop-ShBam and Salt Peanuts, which are based on
drum and bass motifs that Gillespie would often hum (311).
Gillespie, who was significantly influenced by trumpeter Roy Eldridge appears to have
been obsessed with a rare enthusiasm for creativity in that he was constantly striving to
produce something new in his music. Clarke seems to have shared a similar
enthusiasm and began to change his playing style in 1937 when playing in Teddy Hills
band. As he recalls:
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It was with Teddy when I really got the thing together that I wanted to play. I
was trying to make the drums more musical instead of just a dead beat. As far as
I was concerned, the usual way of playing drums had become quite
monotonous. Around this time, I began to play things with the band, with the
drums as a real participating instrument with its own voice. Id never heard
anyone else do it before. (Hentoff and Shapiro 1955, 309)
Here Clarke gives evidence of being in a state far from equilibrium in his drive for
creativity, a quality essential to agents in a complex adaptive system as described in
Chapter One. Prior to Mintons, Clarkes initial idea for change was sparked when
saxophonist Joe Garland provided him with only a trumpet part to interpret on the
drumset instead of a drum chart:
Thats where I hit upon the idea of playing like that all the time. Hed just leave
it to my own discretion to play the things out of the part that I thought the most
effective. What I mean is, I played rhythm patterns, and they were
superimposed over the regular beat. (1955, 310)
By interpreting Garlands trumpet parts, Clarke began to develop a method for playing
the drumset melodically by setting up a dialogue between the snare drum and bass
drum, a method that was not prevalent in any way during the swing era. Clarke is also
credited with being the first drummer to state his reiterative time feel on the ride
cymbal instead of the practice of playing it on the hi-hats that prevailed in the 1930s:
it was chiefly through Roy [Eldridge] that I began to play the top cymbal
superimposing rhythms with the left handand that helped me develop my
ideas all the more. Id seen most guys whod played drums with Roy before just
leaving their left hand idle, but I just had to find something to do with it. So I
began to write out parts for myself which today they call co-ordinated
independence in jazz percussion. All the drummers up to this time had been
mostly copying Jo Jones and playing sock [hi-hat] cymbal. Actually, Id begun
playing the top cymbal before I joined Roy, and the guys used to ride me for not
playing the sock cymbal on the after-beat like Jo Jones. (1955, 310)
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Clarkes new approach to the drumset would enable him to play melodically
syncopated figures on the snare and bass drums whilst keeping time on his ride cymbal.
Although Eldridge enjoyed and encouraged this new approach, not all of Clarkes
colleagues were impressed. Clarke was eventually fired from Hills band because Hill
believed Clarke broke the tempo too much (Hentoff and Shaprio 1955, 310). Clarke
asserts however that
[Hill] wasnt listening, because I was really keeping a beat going all the time. By
my improvising with the left hand, I guess he got kind of confused. (1955, 310)
As stated earlier, Gillespie was influenced by Eldridge and so it is not surprising to find
that Gillespie echoed Eldridges support of Clarkes new ideas for the drumset whilst
the two played together in Hills band. Clarke appears confident of Gillespies support
in his assertion that Gillespie taught his subsequent drummers, including Blakey and
Roach to play in his style (1955, 310). Upon being queried about this in an interview
many years later however, Roach denied being taught by Gillespie, stating:
Thats not true. The people who were responsible for me playing what I played
on drums were Chick Webb, Sidney Catlettnot horn players or pianists. They
dont know anything about the instrument! Lets get that together. The people I
listened to in order to learn how to play this instrument were Chick Webb,
Sidney Catlett, the Kenny Clarkes, the ONeil Spencers, these folks. Thats
where I learned to play this instrument. Not from Dizzy Gillespie or from Miles
Davis or anybody else! (Fish 1982, 52)
Perhaps the practice of nick-naming people and compositions onomatopoeically that I
referred to earlier reflected an effort to make reference to musical notions that were
difficult to put into words. Even Clarkes nick-name Klook was difficult for Carmen
McRae to describe. She recalls that Kenny got called Klook. It really should sound
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like Kloog, because of something he used to do on drums, sort of a riff that sounded
like klook-a-mop. Clarkes nick-name could also have resulted from Hills inability to
comprehend the new sounds Clarke was eliciting from the drumset. Hill stated that
Kenny Clarke kept playing those offbeats and little rhythmic tricks on the bass
drums. I used to imitate him and Id ask him, What is that klook-mop stuff?
Thats what it sounded like, and thats what we called the music they were
playing. Later on we called it be-bop. (Hentoff and Shapiro 1955, 310)
Ironically, after disbanding his own band in 1939, Teddy Hill became the manager of
Mintons in 1941 and it was he who ultimately put a band together that included
Clarke on drums as well as pianist Thelonious Monk. He then delegated to Clarke the
responsibility of leading the band (1955, 302).
The younger and lesser musicians whom, as I mentioned earlier, Waller shouted at in
response to their seeming ineptitude were ostensibly confounded by the difficulty of the
music that was being played by the more superior musicians. According to Dizzy
Gillespie,
there were always some cats showing up there who couldnt blow at all but
would take six or seven choruses to prove it.
So on afternoons before a session, Thelonious Monk and I began to work out
some complex variations on chords and the like, and we used them at night to
scare away the no-talent guys.
After a while, we got more and more interested in what we were doing as music,
and, as we began to explore more and more, our music evolved. (1955, 300301)
Of these afternoon study sessions, Clarke recalls that
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We often talked in the afternoon. Thats how we came to write different chord
progressions and the like. We did that to discourage the sitters-in at night we
didnt want. Monk, Joe Guy, Dizzy and I would work them out. We often did it
on the job, too. Even during the course of the night at Mintons. We usually did
what we pleased on the stand.As for those sitters-in that we didnt want, when
we started playing these different changes wed made up, theyd become
discouraged after the first chorus and theyd slowly walk away and leave the
professional musicians on stand. (Hentoff and Shapiro 1995, 301)
In 1943, Gillespie was employed by pianist Earl Hines alongside Parker and Benny
Green. Hines remembers that, They were very conscientious about it. They used to
carry exercise books with them and would go through the books in the dressing-rooms
when we played theatres (1955, 313).
The constancy of these daily study sessions in concord with nightly experiments on the
band stand suggest that a high degree of social and musical entrainment occurred
between those who took part and, to the extent that they were entrained with one
another conceptually, their bonds grew tighter whilst filtering away people who
became less entrained. One possible explanation for the no-talent as Gillespie put it
could be that these people were operating closer to a state of equilibrium and, as
Gillespie and company were clearly in states far from equilibrium, no such entrainment
could have eventuated in their proximity with one another.
What can be gathered here about the community that developed in and evolved from
its origins in Mintons Playhouse in the 1940s is that it was made up of a wellnetworked aggregate of like-minded individuals operating in states far from equilibrium
who made a meritocracy out of the pursuit of excellence as well as high technical and
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theoretical sophistication in improvised music that characterises the ideals of

modernism under the stylistic name of bebop.
Tony Williams Cultural and Musical Milieu

This section presents an exploration of the cultural and musical milieu Williams was
born into in the mid 1940s featuring a character portrait of Williams at this time
according to his own testimony. The main thrust of interest in painting such a portrait
is in highlighting Williams constant heutagogical adaptation as a key learning trait that
led to his contribution of many musical and artistic novelties throughout his career. I
also draw out the most prevalent characteristic attitudes and behaviours indicating
Williams autotelic personality and outline the entrainment generated in the informal
fraternal mentoring he received whilst situated within the well-networked community
of many of Americas most esteemed and proficient jazz musicians of the 1950s and
1960s.
Boston, 1945-1962
Williams moved with his family to Boston, Massachusetts at the age of two after being
born in Chicago, Illinois on 12 December 1945. By making this cross-country
geographic move, Williams family may represent a part of the movement of the
Second Great Migration that occurred in the United States between 1940 and 1970
when over five million African American people moved from southern states to states
on the coast and in the mid-west. Williams father, Tillmon bore an African heritage
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whilst his mother, Alyce Juanez was of Portuguese-Chinese descent making Williams of
African-American-Euro-Asian descent (Tony Williams Interview 1995 - Full 1995,
11:37 12:32).
By the time he could walk, Williams was exposed to a wide variety of live music during
frequent outings to nightclubs with his father, a weekend alto and tenor saxophonist
who played cabaret and club gigs (Taylor 1993, 160; Woods 1970, 17). Bebop had
just emerged and was the music of the day in the Williams post-war Boston household.
Williams recalls from his earliest youth that his father was very interested in music and
had been playing all the current records of the time. Through this Williams was
exposed to recordings such as those made by Billy Eckstine, Nat King Cole, Louis
Jordan, Sonny Stitt and Gene Ammons (Cox 1970, 33; Macdonald 1990, 41; Woods
1970, 17). Williams mother also had a large record collection and exposed him to
classical music at an early age including Tchaikovsky and Wagner (Tolleson 1986b, 36;
Macdonald 1990, 41).
Long-play (LP) microgroove recordings were introduced by Columbia in 1948. These

played at 331/3 revolutions per minute (rpm), allowing up to twenty-two and a half
minutes per side, or forty-five minutes in total. Live recordings were first made by
Norman Granz in 1945 with lukewarm reception that later capitalised on the nature of
how jazz music is made, chronologically placing Williams in an ideal situation to
benefit from the new technology. Magnetic tape was improved by 1956 and, although
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jazz recordings doubled in sales in 1957, Elvis Presley and pop artists were selling
many more units than jazz musicians at this time (Anderson 2007, 35).
Williams said he was just drawn to the drums as a child and realised he wasnt going
to be a saxophonist after his father gave him the opportunity to try the instrument
(Woods 1970, 17). Williams would sit in the audience at his fathers engagements and
remembers realising after watching the drummer play that if he can do that, I know I
can do thatthats just something you know (Ephland 1989, 20). In the summer of
1954 (Macdonald 1990, 41), when Williams was eight years old, he asked if he could
sit in with his fathers band one night in a club. When granted permission to choose
which instrument he would like to sit in on, Williams decided upon the drums. When
he sat in on this occasion, he performed on the drumset for the first time in front of a
live audience, without having received any formal tuition. There is however some
factual inconsistency in Williams recollection of precisely when he first began playing
the drums, and indeed when he first received instruction in drumming. In his JazzRock Fusion: The People, The Music interview, Williams recalls that he attended a
rhythm and drum class for children when he was in his third or fourth grade in school
and that this was first time he had some drumsticks (Coryell 1978, 116). This took
place prior to Williams sitting in with his fathers band (Woods 1970, 17). In any case,
following Williams debut performance with his fathers band, Williams father
continued to take him to more and more Boston clubs with a frequency that made
Williams well-known enough by the club owners and managers that he was allowed in
to the clubs without any parental accompaniment by the time he was twelve years old.
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The music on these occasions often required Williams to play shuffles and backbeats
and his father danced while playing the saxophone (Woods 1970, 17). One incentive
that may have fuelled Williams desire to continue developing his talent is revealed
when he recalls that all the people in the place would really like it, a little kid playing
the drums. So they would give me money, and at the end of some of the nights Id
have more money than the guys in the band. Id get thirty-five dollars in one night, and
the guys in the band were working for fifteen or twenty dollars (Coryell 1978, 116).
Williams father bought him an old Radio King drumset around 1956 consisting of a
large 28 or 30 bass drum, a 16 tom, a snare and some 12 or 13 hi-hats with bells
that were about 9 in diameter (Wald 1978, 6).
Alan Dawson
One of the most important influences in Williams early mentoring was the tutelage and
chaperonage of local Boston drummer, Alan Dawson (b. 14 July 1929, Marietta,
Pennsylvania; d. 23 February 1996). Williams father had played music on occasion
with Dawson and, despite Williams recalling that he met Dawson around 1954 or
1955when he was nineDawson recalls meeting an eleven-year-old who looked
about nine in one interview (Bouchard 1980, 11), and this ten-year-old kid, sitting
behind what looked like a 28 bass drum in another (Scott 1989, 34). If Williams
father had bought Williams his drums in 1956 and Dawson recalls seeing Williams at
that large bass drum, it may therefore have been some time in 1955 or 1956 that
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Williams and Dawson met. Once in the Williams attic with Dawson, Tillmon began
playing the saxophone and Tony played along. Dawson recalls that This baby started
to cook, playing beautiful time and fills. Believe it or not, this youngster had good
time, good taste and good feelingeverything but chops! (Bouchard 1980, 11).
Williams then became Dawsons first formal student (Bouchard 1980, 22; Scott 1989,
34) and Dawson began teaching Williams to read as he recalls that Williams could not
read music at the time they met (Scott 1989, 34). After a year and a half of study with
Dawson, Williams decided to dedicate himself to a high volume of practice, claiming
to have practiced eight hours a day, every day from 1956 to 1962 (Taylor 1993, 160).
Dawson held a regular gig at Mt. Auburn Club 47 in Cambridge at this time and, as part
of his show, would let Williams sit in on a couple of tunes each night (Ephland 1989,
21). In a tribute to Dawsons influence following Dawsons death, Williams recalls,
I met Mr. Dawson when I was nine years old. He went out of his way to
encourage me, help me and to see that I had opportunities to develop my
meager skills. For example, on Saturday nights he would drive one hundred
miles out of his way to pick me up in Roxbury, drive to Cambridge to let me
perform with his trio and gain valuable experience, and then return me safely
home before returning home himself to Lexington. I was twelve years old. Every
drummer, local and worldwide, knew of his legendary speed, precision and
control. Mr. Dawson didn't only teach me to play the drums, he taught me how
to conduct myself as a musician and as a man. (Anderson 1996)
Elsewhere, Williams states that,
What I basically got from Alan was clarity. He had a lot of independence, but
so did other people. I get this question about independence a lot, even from
drummers, but they cant even be clear about their ideas. I mean you hear them
play something, and you say, What was it that he played? Or if they hear
themselves back on tape, they say they thought they played good but that it
didnt sound like that. So the idea is that when you play something for it to
sound like what you intended, not to have a maybe kind of sound. So thats
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what I got from Alan, the idea that you have to play clearly. (de Barros 1983,
15)
Williams says that when he listens to Dawson, he feels the same sensation in listening
to him as he feels when listening to Louis Hayes and Jimmy Cobb (Woods 1970, 17),
two elder drummers who enter the story a little later on.
Williams recalls that when he first started listening, he listened to Philly Joe Jones, Art
Blakey and Max Roach: The big three (Woods 1970, 18) who [f]rom the late 40s
through to the early 60smade the perfect package. Williams says he studied them
all intensely, incorporating as much as I could into my own work (Underwood 1979,
54). Ive heard these things all through my career (Woods 1970, 18) as well as
Miles, the Jazz Messengers, Trane, Rollins, Prestige, Blue Note and the Riversides
(Wald 1978, 6). From 1950 through 1952, before rock and rollwe were listening to
people like The Oreos and The Clovers.They used to call them Bird Groups
(Macdonald 1990, 41). Williams was also listening to The Clovers, Drifters, Dion,
Frankie Lyman and The Teenagers, The Coasters and the Belmonts (Wald 1978, 6;
Woods 1970, 18) before Bill Haley and way before Elvis. Listening to the radio. And
then TV came along and you started watching movies and hearing television music. Or
going to the movies and hearing all this orchestra music. Remember that atonal music
from the show Combat? Remember the theme to the Alfred Hitchcock Show? I
remember thinking, Wow, thats nice music. It makes you feel something. Id like to
be able to do that (Tolleson 1986b, 51). He also recalls watching American
Bandstand each day when he would come home from school and that he
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was leading two lives. I played with guns and holsters right up until I was
about 14, and I joined Miles when I was 17I think I had a very full childhood.
My childhood lasted into my 20s believe me. Im still trying to shake a lot of it.
But I didnt miss anything. (Mattingly 1984, 12)
Also around this time, Williams recalls, he was the lead singer in a four-piece group
called the Monticellos. For a long time I was really little for my age. I was the littlest
one, and wed stand with the big guys in the back and me up front, and us all doing
steps. So those were my roots (Woods 1970, 18). Continuing on about the two
worlds he was living in:
I was living in one world where I was making friends in grammar school and in
high school, going to parties with them, listening to rock and hanging out on
corners. And then I got a chance to go out with my father and play. Id be with
him and all the older musicians, his friends, and they took me into their scene
and showed me what they had. So, it was two worlds all the time for me. For
the longest timefrom the time I was nine to the time I stopped hanging out
with the cats at school, which was when I left. (Woods 1970, 18)
He says that he left school around the time that he was about fifteen or sixteen (18).
Art Blakey
By 1958, Williams was sitting in with organist Johnny Hammond Smith (Milkowski
1997, 52). Art Blakey played in Boston in 1958 with his band The Jazz Messengers.
Blakeys drumming would have been well-known to Williams by this time at least for
the fact that he was the drummer on a number of the Eckstine recordings Williams
would have listened to from his fathers collection. Williams had developed enough
confidence and skill by this time to ask Blakey if he could sit in with the band. Blakey
allowed Williams to play an entire set with the band, which included trumpeter Lee
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Morgan, saxophonist Wayne Shorter and pianist Bobby Timmons amongst its personnel
on that gig (Gibbs 1976, 18). The aspect of Blakeys drumming that most impressed
Williams was his sound. At that time, 54 or 55, that sound was pretty huge, as big as
any sound today (Gibbs 1976, 18). Art Blakey was sheer drive, seeing, strength,
power and excitement, in contrast to the very correct and clear and maybe more
clinical approach of Max Roach. Arts ride cymbal and his hi-hats especially stuck out
to me (Underwood 1979, 54). Williams cited Blakey as being his first drumming idol
(Mattingly 1984, 13) who, in playing with all the drive and all the passion a drummer
could ever ask for, came to personify the quality of feel in Williams mind (Williams
1985).
Arthur Art Blakey (b. 11 October, 1919; d. 16 October 1990) was born in Pittsburgh
Pennsylvania and is most commonly revered as being one of the most significant
bandleaders in jazz history because of the legion of stars who gained their early
musical and professional experiences working in his band, The Jazz Messengers from
1956 until his death in 1990.
That Blakeys feel was amongst his most definitive characteristics struck not only
Williams but also a variety of jazz writers, one of whom was David H. Rosenthal.
Rosenthal states in his introduction to a lengthy interview with Blakey:
Blakey is one of the least superfluously busy drummers in jazz, and this has
caused some critics to describe his playing as a simplification of Max Roachs
and Kenny Clarkes styles. His rhythmic sense is so razor-sharp, and his foot
and wrist control so precise, that he need do little more than keep time to
create an atmosphere of tremendous controlled power. His accompanying
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figures sparingly used, come at the right moments to support the soloist with
sudden bursts of energy. Likewise, Blakeys solos are usually structured around
a few melodic motifs played against each other contrapuntally as he builds to a
climax. Musical coherence is never sacrificed to technical flash. (Rosenthal
1986, 269)
Rosenthals interview is the source from whence much of the information about Blakey
is here summarised. Blakey was interested in jazz music very early on and was
nurtured by the rhythms in the church he attended. Prior to leaving in 1939 to tour
with Fletcher Henderson, Blakey began to make his living as a pianist in Pittsburgh,
singing dirty songs as he wandered around from table to table in a speakeasy playing
a spinet. After hearing Erroll Garner play the piano, Blakey decided to quit the piano
and took up playing the drums on the same day (Rosenthal 1986, 270-271).
Musically, Blakey was influenced by watching a Pittsburgh show drummer named

Honeyboy Minor. He learned by watching Chick Webb and Big Sid Catlett
whenever they played in Pittsburgh and by listening to them on record. Blakey also
made a crystal radio receiver to listen to broadcasts from Chicago (272).
In 1944, Blakey began a three year stint playing in Billy Eckstines band, which he
recalled as his greatest musical experience (272). Blakey foreshadowed Williams
inner urgings to develop new ideas in the music when he said, I wanted to be
differentsort of an innovatorto try and find different things to dodifferent ways to
play. I watched Chick Webb, watched him develop from being a time-keeper to being
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a band-leader, from the back to the front. And he was fantastic, so then I took a lot
from him (Rosenthal 1986, 272).
Blakey observed that the people who participated in the music gave off a sense of
happiness and that it was this happiness that made the music swing. This sense of
swingin was generated by musicians playing together with split-second timing
without reading any musican indirect reference to a kind of musical entrainment
and is what appealed to Blakey most about playing jazz (1986, 272). He referred to the
act of playing music while reading from notation as conventional music whilst his
term for improvised music played by ear was jamming (273).
When asked for his thoughts on so-called cool music hailing from the American west
coast in the late 1940s and early 50s, Blakey responded by saying,
They dont have no fire in their music. The place, Los Angeles, is too far spread.
I just left them out there. Now, if you live in Hollywood and youre going to a
concert by the sea out there, its forty-nine and nine-tenths miles. And if you
drive out there and have a couple of drinks, and you want to go somewhere
else, you cant make it. Youve got to go home. Youve driven almost a
hundred miles, or overYou go out there, you get lackadaisical. Its too far
apart. The musicians do not come together, and that is importantI dont think
they had any fire, thats what Im saying. Fire! Thats what people want. You
know, music is supposed to wash away the dust of everyday life, not come in
cool. Youre supposed to make them turn around, pat their feet. Thats what
jazz is about. (Rosenthal 1986, 277)
In the above statement, Blakey is suggesting that a community has more chance of
supporting a jazz community when that community comes together and that this
coming together is what generates the fire that he insists is so important. I interpret
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this to mean that feel is generated by coming together, which establishes a kind of
well-networked community as well as a kind of entrainment as I have described it.
In relation to the notion of feel then, Blakeys suggestion is to

Play with fire; play from your heart, not from your brain. You got to know how
to utilize, make the two meet. You just dont play out of the top of your head, or
play down to the people. I think you should play to the people. (Rosenthal
1986, 278)
That Blakeys feel is derived from his conviction that music is to be played from the
heart is further hinted at in the following statement:
All the great artists and all the great painters and all the great musicians that I
know about way before me never played for money. They did it because they
believed in it. Thats what they wanted to do, and believe me when I tell you: it
takes more nerve to be a jazz musician than any other kind of musician in the
world. It takes a lot of guts. You talk about having heart! You got to have a
whole lots of heart! (Rosenthal 1986, 278-279)
One of Blakeys reasons for forming the original Jazz Messengers with Horace Silver,
Kenny Dorham, Doug Watkins and Hank Mobley was to eliminate the informal
jamming referred to earlier and to present a rehearsed, planned set of music for the
sake of audience satisfaction. This was due in part to Monk telling Blakey that he had
to identify himself when playing the drums (280). Blakey began to do this by
presenting an organised ensemble that played arrangements, and that didnt just jam
(Rosenthal 1986, 280).
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Regarding technique, Blakey wasnt concerned with any methods or theories espousing
any correct way to hold a drumstick, instead he speaks of the nature of unpredictability
in jazz improvisation and the problems with transcription:
Theres no certain way to do it; you dont hold the sticks a certain way. The
Africans dont hold the sticks a certain way; theyve been beating drums a long
time. The main idea of it is to get results. So, [some English musicians] said
they were going to sit there and write down my solos, so I started playing a thing
with a tissue-paper roll. I brought the roll up real high andBAM! I looked
around and said, Now write that down! See? Damn the notes. The feeling is
the thing, and they cannot do that! Thats what its all about in jazz. (Rosenthal
1986, 284-285, emphasis in the original)
Blakey talks indirectly about his wish to employ only musicians operating in a state far
from equilibrium as described in Chapter One:
I feel that a guy in my band--, if he just plays clinical and doesnt make no
mistakes, I cant use him. I know hes not trying. I dont want him to show off
how much he knows, how many changes he can play.
Trying to get perfectionthats stupid! There aint be One perfect, and thats
God. The only thing we can ever hope to reach and ever will reach is a degree
of excellence. Thats all you can do. You cannot be perfect. Thats impossible!
Reach that degree of excellence, and then you reach up a little higher.
(Rosenthal 1986, 286)
Finally, in defining what he meant by excellence in the quote above, Blakey describes
his professionalism. By excellence, Blakey means
Knowing your instrument and playing from your heart. Dont be afraid to enjoy
what youre doing. If you enjoy it, the audience will enjoy it. The audience
dont come there to be given a music lesson; they come in to enjoy themselves.
If the soul is sad--, no matter how sad you are, if you start smiling or laughing,
the soul begins to rejoice. But if youre sad and depressed yourself, the soul
begins to mourn and get depressed. Its the same thing in music; its a spiritual
thing. If youre enjoying yourself. They begin to enjoy themselves! (Rosenthal
1986, 286).
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Knowing your instrument could be interpreted to summarise what I believe Williams

meant when he ascribed the term technique to the drumming of Max Roach and I
will now elaborate on the relationship between Williams and Roach.
Max Roach
In 1959, Williams formed a relationship with Max Roach that was to mark the
beginning of an important mentorship for the remainder of Williams career. Roachs
band toured through Boston and, as he had approached Blakey about sitting in a year
earlier, Williams approached Roach, receiving a similarly affirmative response. On that
occasion, Roachs band included Booker Little on trumpet, George Coleman on
saxophone, Ray Draper on tuba and possibly Art Davis on bass (Gibbs 1976, 18). In
that same year, after having saved 20 out of 30 dollars a week, money earned by
working a three night weekend on his first gig and, with the help of his mother,
Williams bought a set of Gretsch drums identical in size and finish to the silver sparkle
set Max Roach used at the time (Wald 1978, 6; Mattingly 1984, 46). Williams
remembers:
Max Roach was perhaps the biggest influence. He brought a tremendous
musicality to the drums. Playing a drum set is different from playing congas or
timbales or other percussion instruments. A trap drum set is a dance band set
that has a tradition of its own. You sit down to play it, and you play with all four
limbs. Max brought a very modern touch to drumming. When he took a solo,
you could hear the song that was being played. When Max took solos on a 12
bar blues, you heard the 12 bar phrases; if it was a 32 bar song, you hear the 32
bars. He played the song, and he enabled you to hear it. He fulfilled what Sid
Catlett and Baby Dodds had been approaching before him. He crystallized
what they had been doing into a very profound statement. (Underwood 1979,
54)
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Of Williams at this time, Roach recalls:

I knew him when he was a little boy, when his father used to bring him to the
clubs in Boston. And even though his feet couldnt touch the pedals, he could
play the arrangements of all the bands, Jazz Messengers and the others. He
knew all the drummers parts. (Flans 1997, 87)
As the following background story on Roach will attest, Roach must have seen
someone much like himself when he met Williams in 1959. Maxwell Lemuel Roach
was born on 10 January 1924 in Newland, North Carolina and died at age 83 on 16
August 2007 in Manhattan, New York (Keepnews 2007). When Roach was four years
old his family moved from his hometown to the Bedford-Styvesant district in Brooklyn,
New York City where he was to grow up. He became musical at a young age,
beginning piano lessons at age eight and beginning to play the drums a few years later
(Mathieson 1999, 125; Keepnews 2007). Some of Roachs earliest musical experiences
involved him performing with jazz luminary Duke Ellington as well as with Lester
Young while still a teenager. Roach recalls receiving an important and informal lesson
from Young on developing originality as a musician:
When I first got to play with Lester Young as a youngster, I thought I should try
to play just like Jo Jones, because thats what I figured Prez [Young] would want.
One night, I said goodnight to him after the gig, and what he said to me by way
of reply was you cant join the throng til you write your own song. That was
his way of telling me that playing like Papa Jo was not the way for me to do it,
and I have never forgotten that. Its a story I often tell young musicians, and the
moral is that the people who have really come up with the great music in this
field are the ones who have developed a truly individual voice. (Mathieson
1999, 126-127)
Roach enrolled at Manhattan School of Music initially as a timpani major under the
tutelage of Al Friese who also taught Saul Goodman (Bravos 1982, 39), but after being
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told that his technique was incorrect, Roach switched to composition major (Taylor
1993, 117-118). He paid for his tuition by playing gigs on 52nd street, first as a pianist,
and later as a drummer. Whilst he was a pianist, the drummer on those gigs was Art
Blakey (Bravos 1982, 40).
Roach talks in several places about an idea he received from Jo Jones that indirectly
indicates that Jones had a sense of the importance of the development of musical and
social entrainment in bands. For example, he remembers that,
When the great Count Basie band first came on the scene, it seemed to me that
everyone in that band had their own very strong individual personality. Later,
Joe Jones told me that he felt that was a result of the time they spent playing
together which allowed them to develop in their own individual way, and I have
always remembered that as a band-leader myself. (Mathieson 1999, 151)
Roach reiterates this notion of entrainment in a way that also describes
Csikszentmihalyis differentiation and integration characteristics of the autotelic
personality that are essential for originality and creativity as discussed in Chapter One:
You have to work with the people for a while. I was talking to Joe Jones one
day. He commented something like, Its very important how a person develops
his own musical personality. He says, First, you have to be in a situation for a
few years, the same musical setting, so that you can develop your character.I
notice most of the people who have an easily identifiable musical character are
those who are with steady groups and they travel around.
You have to be there to play every night and deal with your instrument, and
with yourself in a situation that allows you a chance to experiment and add and
discard, and add and discard, until finally you come up with something. (Fish
1982, 10)
Seeing himself primarily as a composer (Bravos 1982, 39), Roach seemed to have
applied a compositional approach to developing ideas on the drumset and it is this
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compositional trait that led Williams to cite Roach as being melodic and, ultimately
as being the drummer who, to him, exemplified technique. Roachs perspective on the
physical aspects of playing the drumset that are usually referred to as being technical
took less of a priority than the compositional aspects:
After youve mastered the techniques and youve got good hands, good feel,
good coordination; your separation is together, you know how to use all four
limbs equally yet apart, the next step is ideas. You have to create and invent
new ideas that do things, and each idea has to be different. It has to be a
different challenge. If this idea is dense, then maybe the next idea youre
playing can be very open. There are gradations between dense and open. You
use all the techniques that are involved in creating a musical composition or
creating a poem: periods, question marks, call and response. All these kind of
things. It can be done within the context of a piece thats being played, if youre
playing within a solo context. (Fish 1982, 52-57)
It is interesting to note that, despite Roachs interest in creating and inventing new
ideas, Roach physically assaulted Ornette Coleman (and threatened Coleman with
future violence) following a performance of Colemans at the alternative Newport
festival in 1960 for which Roach was joint-curator with bassist Charles Mingus, so
enraged was he by Colemans new and unique approach to jazz (Anderson 2007, 51),
an approach explained briefly later in this chapter.
One of the most generally agreed upon attributions of Williams drumming of the
1960s and that is discussed in detail in later chapters, is the quality of the sound he
drew out of the ride cymbal. The sound itself has been described in various ways in
countless articles not least as being representative of that K sound a slogan cleverly
adopted by the Avedis Zildjian company in their advertising materials. On his cymbal
of the 1960s, Williams recalls:
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The K. sound I got that from Max actually. Years ago I think it was 1960 I
came to New York to visit Max. I had met him I think in 59 or 58I went to
visit him and we went out to the old Gretsch factory in Brooklyn. I met Mr.
Gretsch Fred Gretsch. At this time they had K. Zildjians at the factory. Max
said, Here, why dont you take this one? This sounds great. Max started me on
the sound a big, high, dark sound. Thats the ride cymbal I have. Its a high
tone, but the cymbal itself is a dark sound. I learned that, definitely among other
things from Max. (Mattingly 1984, 46)
Reiterating Roachs perspective that the next step one has to take after sufficient
technique has been mastered on the drumset is that of developing ideas, I will now
examine how Williams came to identify Philly Joe Jones with creativity.
Philly Joe Jones

Williams recalls that he used to listen to Philly Joe night and day (Tolleson 1986a, 46)
and cites Jones as being sort of an amalgam of both Blakey and Roach (Underwood
1979, 54). To Williams, Jones was the drummer who personified creativity and
brought his own spark and lift to the drums (54). Jones (born 15 July 1923; died 30
August 1985) was born Joseph Rudolph Jones in Philadelphia and later had his name
legally changed to Philly Joe Jones as bandleaders would introduce him as the Joe
Jones from Philly, which turned into Philly Joe to avoid being confused with
drummer Jo Jones from Count Basies band (Mattingly 1982, 10).
After being discharged from of the armed services, Jones drove a streetcar in
Philadelphia and bought his first set of drums. I took them down in the cellar where I
lived, and just went to it, until I thought I was ready to come out of that cellar (10).
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Once he came out of his cellar, Jones found himself a gig playing drums at night whilst
continuing to drive the streetcar in the day for the next six months. Blakey and Roach
would be passengers on the streetcar whenever they were in Philadelphia. Jones would
go to hear them play and they would also go to hear him play in the night time. He
was also influenced by the drumming of Sid Catlett, Kenny Clarke, Chick Webb, Buddy
Rich (41) and Baby Dodds (44) amongst others such as ONeil Spencer and Slim
Gaillard (Gleason 1994, 39). During long conversations in the streetcar, and in a
grocery delivery truck that Jones also used to drive, Blakey and Roach would ask Jones,
Why dont you come to New York? (39). After becoming tired of being in
Philadelphia (Mattingly 1982, 10), Jones moved to New York City in either 1947 or
1948 as he recalls (11).
Jones became extremely busy as a freelance musician in New York in the early 1950s:
I started getting a lot of record dates thrown my way. They were really coming
fast, and I was the most-recorded drummer in New York for about a 10 or 12
year period.Sometimes Id be doing 2 or 3 dates a day! I had drums in one
studio, and another set in another studio, because I didnt have time to set them
up. Id just grab the cymbals and run. Id maybe finish one date at 3:00 in the
afternoon, and be on another one at 4:30, at a different studio. (Mattingly 1982,
11)
During this period Jones received a lot of calls to play on big band dates and so he
began studying with Cozy Cole to improve his music reading ability. He also reports
that he knew Roach to have studied some advanced things with Cozy Cole (Mattingly
1982, 11) although it is unclear as to what these things were.
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As well as revealing details about his own development, Jones offers some insights
about the nature of the study done by the musicians of the day when he was with Miles
Davis. It was peer support, encouragement and inspiration that led these musicians on.
He describes ideas that incorporate notions of synergy and entrainment when talking
about the significant influence that both Davis and Eric Dolphy had on John Coltranes
musical development:
John started to evolve when he joined Miles.Miles would suggest things to
Trane which were very valuable and Trane would listen; he was the kind of guy
who wouldnt pass anything up. And on top of that, he started seeing another
way he wanted to go, so he started studying harder.
Eric Dolphy played a heck of a big part in Johns life. Eric was a virtuoso and he
would come into the room in California when Trane and I were rooming
together. Every day, I would wake up to Trane and Eric playing in the other
room and they would be unravelling.Eric loved him and he loved Eric.I
would hear them going into the things that you started hearing Trane play a little
later. Eric influenced Trane about playing that way.(Davis 1976, 51 - 52)
Jones seems to echo the ideologies of Blakey and Roach in that a drummer needs to
develop an identity, and foreshadows Williams ideology by stating the need to develop
a deep understanding of the music of the past:
I always say a drummer has to find himself; seasoning means so much
Young drummers today are coming up in an era where all of us, all the
drummers the young ones admire, are playing modern drums. Therefore, the
young drummer doesnt have in his mind the older drummers: Chick Webb,
Baby Dodds, or Sid Catlett. They havent ever seen Baby Dodds or sat and
watched him play like I did. Or Sid. These are the drummers for the next 20
years. I dont care how the drums move. If any drummer can tell me he cant
go back and listen to Chick and Dave Tough and Baby and Sidand tell me
thats not drums, Ill break up the drums and forget it! (Gleason 1994, 38)
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There is a sense in Jones statement here that as Blakey, Roach and Jones were the preeminent drummers of Williams era, then Webb, Dodds and Catlett were the preeminent drummers of Jones era.
When asked what makes him feel good when hes playing, Jones replies by saying that
What makes me feel good is when Im playing something I know I havent done
before. Whenever I hear something that I know I cant play, thats when I go
home and practice. I get angry when I try something and it doesnt come out,
because my hands are strong enough to make it come out. (Davis 1976, 19)
This statement reveals very strongly that the element at the forefront of Joness mind
with regard to playing the drums is that of creativity as Williams identified early on and
he displays signs of being in a state far from equilibrium when he is most creative.
Finally, in discussing Coltranes motivation to continually do more, Jones relays an idea
about the need for creativity and warns against any egotistic failure to integrate and
continue learning:
[T]heres no end to music anyway. You cant ever find out everything
about your instrument; youre going to keep on searching and youre
always going to find something new. But if you get satisfied with
yourself, youll never find anything new. Thats the trouble with some of
the young musicians today. They get satisfied with the little something
that they can do because they sound good and somebody tells them they
sound good. So they think, Ive made it now. You havent made it!
Theres things on the drums Im hoping to play that I havent played yet.
And I will, because I keep at it. (Davis 1976, 52)
Miles Davis, Jimmy Cobb, Louis Hayes, Roy Haynes and Others
In 1960, Williams met drummer Jimmy Cobb as he toured through Boston. A year
later, Cobb returned to Boston with saxophonist Hank Mobley, pianist Wynton Kelly
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and bassist Paul Chambers in the Miles Davis Quintet. Of Davis, Williams said, I was
a real fan at the time; I would just wait for Down Beat to come out and cut out the
pictures to paste them in my book (Gibbs 1976, 18). Williams asked Cobb if he could
sit in as he had done with Blakey and Roach and Cobb replied by saying he wasnt sure
and that Williams had better check with Davis. After the set of music finished,
Williams crossed over the stage into the backstage area and asked Davis himself, and
Davis denied Williams request to sit in by instructing him to [g]o back, sit down, and
listen (Ephland 1989, 21; Gibbs 1976, 18). Just having him say something to me was
great (Gibbs 1976, 18), recalled Williams. Cobb, as well as Louis Hayes took the time
to sit down and show Williams some drumming techniques (Gibbs 1976, 18; Flans
1997, 98). According to Hayes:
I met Tony when I was appearing with Cannonball Adderley in Boston. I had
never heard him play, but we liked each other as two individuals. Wed talk in
my room, then I met his mother and fatherTony and I began practicing
together. He always had a direction of his own to develop. I think he
developed his cymbal beat from me. As far as his concept, it came from
listening to Roy Haynes and Alan Dawson.
When Miles asked me to join his group I couldnt because I was new to
Cannonballs group, so I recommended Tony. After that we would practice
together at the Vine Lodge in California when I was with Cannonball and he was
with Miles. Those hot summer daysthe other people would be swimming, but
Tony and I would be practicing.
Tony was one of the hardest-working musicians around. He would practice all
day. His main interest was music and developing what he wanted to get
together. He didnt have too many other interests at that time. Thats why he
developed to such a high level. He had a great mind. At a young age he had a
concept and he knew exactly what he wanted. He couldnt be swayed. (Flans
1997, 98)
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Roy Haynes says:

I remember when I first met him in the Roxbury section of Boston at a club
called Connellys. He was fifteen or sixteen then, before he worked with Jackie
McLean. He was a young fellow wearing a cap and with a toothpick in his
mouth. When I first heard him play I asked him to sit in; he just rolled so
distinctly. Tony had a natural feeling for the instrument. He knocked me out.
(Flans 1997, 98)
Louie Bellson also remembers meeting a very young Williams:
His father brought him to an Ellington concert I was performing at when Tony
was tiny; I think he was seven. When his dad introduced him to me, I said,
Hes a drummer. He looked like a drummer even at that young age. (Flans
1997, 86)
Sam Rivers and the Boston Improvisational Ensemble

When Williams was ten, his parents divorced (Tolleson 1986b, 36) and he went into
his mothers custody. After the divorce and around the time Williams was fifteen or
sixteen (Woods 1970, 18), Ms. Juanez would go away from Monday to Friday in order
to further her education. While his mother was away, Williams would entertain
himself by going to New York by bus as apparently by this time he had left high school
to play drums. Shed leave on Monday morning, and Monday afternoon I was on the
bus going away, to New York. And Id be here till Friday morning; Id come right back
and shed come in Friday night (Cox 1970, 33). Presumably it was during one or more
of these trips to New York in which Williams expeditions to the Zildjian warehouse
with Roach took place. Tillmon wanted his son to play music but was opposed to the
idea of him becoming a professional as he didnt want the music to interfere with
school studies. He was always encouraging, however knowing about everything that
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went along with being a professional felt there was always the danger of evil forces.
Williams also felt that his mother didnt go for the idea of him becoming a
professional musician (DeMichael 1965, 19).
Throughout this period, despite the feelings of his parents, Williams was also acquiring
practical performance experience in Boston, primarily with saxophonist, flautist and
pianist Sam Rivers, whom Williams later recommended as a member of Davis quintet
for a brief 1964 tour of Japan. Rivers formed a quartet in the early 1960s with an
adolescent Williams on drums, Hal Galper on piano and bassist Henry Grimes (Panken
2000, 35). Rivers remembers Williams introducing himself with an attitude expressing,
Im here, check me out at the time they met, and his recollection of Williams
drumming of the time was that there were very few musicians who really liked to play
with him, because Tony liked to play fast and that was a problem for a lot of
musicians (Erdmann 2004, 24). Williams says that he really got a lot from Rivers
in his thirties at the timeby hanging out, acting foolish and playing with him
(DeMichael 1965, 19). Williams and Rivers met in Club 47 in Cambridge and
continued working there (Woods 1970, 18). Rivers recollection that not everyone
wanted to play with Williams is echoed here in Williams statement that there was a
degree of competitiveness and hostility evident in some of the older Boston musicians
at the time:
We used to go into clubs, and they wouldnt let us sit in...I remember one time,
this friend of mine [pianist Phil Moore III], we were in a band, a beautiful
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band24. We were playing in a club, and they came in and told the leader of this
band, You dont need those kids. You need some older men. You need some
experienced men. So they got the gig. (DeMichael 1965, 19).
Williams and Rivers would get together with other musicians who became known
collectively as The Boston Improvisational Ensemble, a chamber group of avant-garde
European musicians who played a mixture of classical music and jazz, but not in an
obvious or clumsy way (Coryell 1978, 115). The ensemble played on Sunday
afternoons and would improvise to cards, time, watches, a clock, to numbers on the
wall, as well as playing behind poetry (Ephland 1989, 21). Theyd put graphs up on
the wall, and wed play to that and then theyd put numbers up and wed play to that,
and wed play to a timeclock, in all kinds of variations, different variations, and from
that we went to other things (Woods 1970, 18). According to Williams, A guy would
say, okay, were going to play this phrase for two and a half seconds, and it was really
out. I was doing that for a long time, even when I came to New York (Cox 1970, 14).
As stated earlier, Williams is also reported by pianist Mike Nock, a colleague at the
time, to have been profoundly affected by Stockhausens work, Gesang der Junglinge
(1955-1956) for solo voice, tape machine and five speaker surround sound system
around this time (Hall 2004, 4). Although the literature is not exactly clear about the
ways in which Williams was affected by this music, drummer Billy Hart reports that in
addition to Stockhausens music Williams was into Varse and Messiaen (Micallef
2008, 46).
24
Howard Johnson also played baritone saxophone on these gigs with Moore and WilliamsJohnson
did not yet own a tuba (Stokes 2005, 89).
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Ornette Coleman and Elvin Jones

Pianist, Leroy Fallana asked Williams to join his band when Williams was fourteen or
fifteen years old. Rivers was also in the band and the bassist was Jimmy Towles. The
material was straight-ahead owing to Fallana being a Horace Silver-type of piano
player. It was during this period that Williams began to play dates [and] casuals
(Ephland 1989, 21). Also during this period is when Williams recalls having first heard
the music of alto saxophonist Ornette Coleman. When I was in Boston, playin with
Sam, one of the things that really opened my ears was the first time I heard Ornette
Coleman. That first record I heard I think it was Change of The Century was just
unbelievable, the impact it made on me. This was about 1959, 1960 (Ephland 1989,
21). Colemans iconoclastic approach is summarised briefly by Anderson:
Coleman reordered structural principles to afford the members of his group
maximum melodic and rhythmic freedom. By allowing each musician to play
inside or outside conventional chord, bar, pitch, and tempo guidelines, he
pursued an expressive and collective approach to improvisation. (2007, 1)
Williams also recalls that it was around the time that he was fifteen or sixteen years old
that his concept including the notions of feel, technique and creativity began (Williams
1985, 32:00).
Another event that seems to have opened Williams ears up around this time is
described by tuba player Howard Johnson. Johnson met Williams whilst based in
Boston as a member of the navy and lived in the Williams household for two years until
early 1963. Johnson was performing with Alan Dawson, Herb Pomeroy and artists
emerging from Berklee, including Chick Corea and Gary Burton. Johnson was later
174
associated with Eric Dolphy and appears with Williams on the Gil Evans and Miles
Davis recording of Falling Water (Stokes 2005, 89; Davis and Evans 1996). Johnson
recalls that
when [The John Coltrane Quartets] Africa / Brass (Coltrane 1961) came out
[Williams] used to spend hours playing along with it. Hed turn it up real loud.
That record put his whole playing into another spaceHe would spend hours
playing [it] over and over again. Id wake up in the morning and hed be doing
that. (Nash 1997)
In Williams confession that he initially did not like Jones drumming, he also goes on
to demonstrate that his primary concern was that of originality through at least to 1970
when the interview took place:
When I first heard Elvin Jones, I didnt like him, it bothered me. But that was
then. And that type of playing has a mood, a temperament and I try to get out of
that because its been done, Ive done it and people still play a certain way. My
influences are like what I dont want to play now. What I do want to play is
coming from another area, a higher plane. Like the way rock drummers play.
Im taking from that and maybe Ill come to something that nobody has heard.
Because I listen to rock drummers and theyre playing hard and theyre playing
OK, but still a lot of it is shit that I wouldnt dream of playing anymore (Woods
1970, 18).
Jackie McLean
By 1962, at the age of sixteen, Williams was regarded as one of the finest drummers in
Boston. He was a member of the house rhythm section in a club named Connellys.
The club would hire a different name horn player from New York each week for a
week at a time. Alto saxophonist, Jackie McLean was one of these name players in
December 1962. McLean offers insight into Williams character at the time in the liner
notes to his Blue Note album of early 1963, One Step Beyond. McLean states:
175
In December 1962 I left New York for Boston to do a week at Connellys. It was
the week before Christmas, to be exact. Again it was a local rhythm section and
again it was the rush to get in town early the first day to rehearse the section and
get some originals set up. It was already dark when I arrived at the club.
When I hit the door, a young man gave me a hand with my bags. I thanked him
and sat down to catch my breath. After a few minutes, the young man returned
and informed me that the musicians were up by the band stand and waiting.
Looking at this youngster again and thanking him once more, I assumed that he
was a young jazz enthusiast waiting to listen to a band rehearsal before going to
home to his studies. At this point I stood up, and having no idea with whom I
was going to play, I turned and asked the kid if he knew who the musicians
were. He immediately answered, yes with a certain look of excitement in his
eyes. Whos on bass? I asked. John Nevs, was the reply. And on piano?
Ray Santizi.
What about the drums? I inquired. ME! Tony Williamsand I am very
happy to meet you, Jackie. You? I said with amazement and some doubt
seasoned with a little worry all mixed together. Damnyoull have to excuse
me, Tony, but you look so young! How old are you? Seventeen, he answered
with a big, happy grin that I was to get to know very well in the weeks and
months that followed. We had a lot of musical fun that week. The whole
rhythm section was good. John Nevs and Tony had played together quite a bit,
and in Tony I heard and felt a fresh inspiration that made me want to play.
(McLean 2000c)
In Ephland (1989), Williams states that McLean asked Williams to accompany him
back to New York to work in Jack Gelbers play, The Connection (Redd 2005) and that
when asked, Williams said yeah sure, Id love to, but youll have to ask my mom.
However, in the One Step Beyond liner notes McLean claims that it was Williams who
instigated the move. McLean recounts:
One night, between sets, Tony told me that he would love to come to New York
and work with me. At the time The Connection was still running, and I was
Musical Director. So with Mrs. Williams (Tonys Mom) consent and blessings, I
brought him to my house on Christmas Eve. I couldnt think of anything more
that I would want for Christmas. We worked The Connection until it closed.
(McLean 2000c)
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Litweiler further obscures the facts in his erroneous statement that Williams, who at
age seventeen left home in Boston to play a 1962 Christmas week gig with Jackie
McLean in New York, and stayed (1984, 116). Williams said that he had wanted to
get out of Boston and move to New York for a long time, and so McLean became the
link for the move that Williams supposes would have happened eventually anyway.
Williams lived in the McLean house from Christmas Eve 1962 for several months
(Ephland 1989, 21).
New York City, 19631969

Once Williams moved to New York with McLean, his recording career began almost
immediately and I have divided his recording career until 1969 into three periods.
These are:
1. Jackie McLean and The Connection (11 February 1963 30 April 1963)
2. Acoustic Period with Miles Davis and Others (14 May 1963 19 July 1967)
3. Electric Period with Miles Davis (4 December 1967 18 February 1969)
The period with Jackie McLean and The Connection is brief, spanning only eleven
weeks, whilst the Acoustic Period with Miles Davis and Others is the period in which
Williams made most of his recordings in the 1960s, lasting just over four years before
the brief transitory Electric Period with Miles Davis, lasting just over one year from 4
December 1967 to 18 February 1969.
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Jackie McLean and The Connection

As well as performing in The Connection, Williams played drums on many other
concerts with McLean and on four recordings after moving to New York, prior to
recording as a member of the Miles Davis Quintet. These recordings were made in the
two-and-a-half months between 11 February 1963 when he made his recording debut
on Jackie McLeans lesser-known Vertigo to 30 April 1963 when he recorded again
with McLean on One Step Beyond. Two more albums were recorded between these
two dates and subsequently released. These are, My Point of View by Herbie Hancock,
recorded 19 March 1963; and, Una Mas, recorded 1 April 1963 by trumpeter Kenny
Dorham. If Williams had not have gone into Miles Davis fold in the early May of
1963, these four recordings represent that Williams was not only a proficient enough
musician to have held his own in jazz musics most highly advanced company for the
time, but that he was also beginning to pave new rhythmic ground on the drumset as I
discuss in Chapters Three and Five. The eighteen pieces recorded on these four albums
represent most of the broad categories in which Williams recorded output would fall
and develop over the ensuing six years, as is discussed in Chapter Three.
It is interesting to note that McLean and others neglect to mention the recording session
that took place in February 1963 that resulted in the 1980 release entitled Vertigo.
Perhaps McLean was under the impression at the time of writing the liner notes to One
Step Beyond that Vertigo would never be heard by the general public. Richard Cook
cites three sessions that took place under McLeans name for Blue Note between his
1962 album, Let Freedom Ring, and One Step Beyond (Cook 2003, 164). Vertigo
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features a different band than that used on One Step Beyond. The musicians on Vertigo
are trumpeter Donald Byrd alongside Herbie Hancock at the piano and Butch Warren
on bass. This is an important session as it is the first recording that features Hancock
and Williams playing together as well as being Williams recording debut. As will be
seen in later chapters, the musical entrainment that developed between Hancock and
Williams proved to be one of the most vital aspects in the development of jazz music in
the late 1960s.
One Step Beyond was notably more avant garde than anything the saxophonist had
previously recorded as he, like Williams, had been influenced by the changing tides
ushered in by Ornette Colemans music and was also searching for something new
(Cook 2003, 162-163). McLean says that Williams spent hours listening to African
and Indian music and that they spent some time listening to Indian rhythms together
and discussing the many rhythmic possibilities between horn and drums. He also
says that the band rehearsed frequently in order to develop new ideasmany of which
were Williamsprior to recording One Step Beyond (McLean 2000c). Acceptance of
the freer style however was lukewarm at the time as Ingrid Monson reports. Pianist
Cecil Taylor and his bandwho were pivotal in pushing the boundaries of the avant
garde at the timewere fired from the Coronet, a club in Brooklyns Bedford-Styvesant
area, due to the club manager feeling that the music was not good enough for the
Coronet (Monson 2007, 273). Taylor and his band ignored that they had been fired
and drummer Sonny Murray sat down at his drums to begin the next set of music when
he was threatened with a knife by one of the managers friends (274). After performing
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in a similarly outside manner to Taylors band at the Coronet the following night,
Williams witnessed McLean being punched in the mouth (274).
Acoustic Period with Miles Davis and Others

Miles Davis took Philly Joe Jones to hear Williams play on a concert in midtown
Manhattan with McLean after McLean suggested to Davis that he come and hear his
new band. Trombonist Grachan Moncur III phoned Williams about a month after the
concert to tell him that Davis was looking for him. Williams says he thought it was a
joke and that he consequently hung up the phone. Shortly after, Davis himself phoned
Williams from California stating that he wanted to get together upon his return to New
York (Ephland 1989, 21). Williams met at Davis house with pianist Herbie Hancock
and bassist Ron Carter for what turned out to be somewhat of an informal audition.
Hancock recalls of this time:
I didnt find this out until many years later, but Miles had me, Tony and Ron
play together in the recreation room downstairs [in his 77th Street Manhattan
apartment] while he was upstairs listening to us over the intercomHe came in
when we first got there, played a few notes on his horn, then said, Ah, shit, Ill
be right back and thats the last we saw of him. Ron led the audition, but not in
a traditional sense. He was essentially functioning as a musical director. Miles
had left sheets of music on the piano, so Ron took the lead and said, Lets play
this or Do you want to try this? At the end of the session, Miles returned and
asked us all to return the next day. (Ouellette 2008, 104)
In the second of what would ultimately be a three-day session in Davis recreation
room, Hancock recalls Davis listening to the trio in the company of his closest friends,
arranger and composer, Gil Evans and again, drummer Philly Joe Jones, both of whom
he invited over ostensibly to listen to his new band before he finally played a few
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pieces with them on the third day (Ouellette 2008, 104). It was following this threeday session that the band went into the Columbia studio to record the three pieces that
appear on Davis Seven Steps to Heaven album (105). Shortly after this date, the band
travelled to Europe and with Williams being so young he wanted to go home (128).
Whilst on tour, the trio would have rhythmic conversations together lasting into the
morning after each concert to discuss what they played that night and how they were
going to support the soloist in the future (Davis and Troupe 1989, 278; Ouellette 2008,
119, 129). Davis makes an indirect reference to unpredictability and synergy when he
says, even we didnt know where it was all going to. But we did know that it was
going somewhere (1989, 278).
Carter uses the metaphor of chemistry to describe the musical relationship he and
Williams developed over this period: With Tony I knew we were going into this
endless lab as skilled chemists, and we wouldnt get fired if one of us made some
explosions along the way (129). Davis said that Williams preferred when a player
made mistakes if they were going for something in the name of creativity (Davis and
Troupe 1989, 279). I interpret Carters analogy here as being similar to the use of the
notion of Yes, and in improv theatre and elaborate on this notion in Chapter Three
in my discussion of polytempo and superimposed metric modulation.
Davis assigned Carter the role of being Williams chaperone during tours as Williams
was still too young to be unaccompanied in bars in the United States, despite having
been allowed to do so in his earlier youth as discussed previously (130). Williams
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refers to having used a tape recorder from early on (Williams 1985) in order to
provide feedback on his own performance and Davis recalls Williams as having
acquired a tape recorder whilst in his band (Davis and Troupe 1989, 280). Hancock
also used a tape recorder at that time for similar reasons (279).
The four years dating from 14 May 1963 to 19 July 1967 denote the period throughout
which Williams recorded not only with Davis, but with a variety of other artists in
acoustic live and studio-based environments. As well as appearing on more than a
dozen recordings eventually released by Davis and recording two albums under his
own name for Blue Note, Williams made himself available to multi-instrumentalists Eric
Dolphy and Sam Rivers; pianists Herbie Hancock and Andrew Hill; saxophonists
Wayne Shorter and Charles Lloyd; composer / arranger Gil Evans in collaboration with
Davis; and trombonist Grachan Moncur III during this period. Not only did Williams
record many examples of more traditional styles during this period, but this is when
most of the early recorded documents of his exploits in the avant-garde were produced,
resulting in a juxtaposition of extreme artistic contrasts, highlighting Monsons
observations that no musician she studied identified solely as being an avant-garde
player (1991, 82). It is not as though the avant garde and traditional worlds existed in
mutually exclusive ways for Williams at this time as he seemed to flow seamlessly from
one style to another with extremely close proximity on his calendar. Indeed, one of the
most apparent difficulties in analysing a body of work such as that of Williams in the
current thesis is to distinguish between those two modes of existence that seem to keep
many professional musicians embroiled in an internal struggle of values where the
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dichotomy of meeting the assumed professionalistic necessities required to adhere to

the practices established in a pre-existing tradition clash with a personal commitment
to complete artistic self-expression such as is described in William Camerons
psychological explanation of jazz musicians25:
Identifying with jazzmen, [a young teenage musician] perceives the outside
world itself as disorganized and crude and worthy of no respect. At the same
time, the paradoxical demands of the group ideals and the conflicts between
commercially profitable dance music and the esthetically satisfying jazz become
almost intolerable, so that he must develop a sort of 'controlled
schizophrenia'an ability alternately to care and not care what he is doing. If
he fails to make this tenuous adjustment, he may easily become seriously
disorganized, but his neurotic and anti-social behavior will itself be tolerated by
group members so long as it does not impede progress toward their principal
goalthe production of jazz. (Cameron 1954, 182)
For example, not two weeks after being recorded playing mostly well-known standards
and jazz classics with Davis in a concert at New Yorks Lincoln Centre on the evening
of 12 February 1964 for a double release that is now compiled as the popular The
Complete Concert: 1964 (Davis 1992a), Williams was back in Rudy Van Gelders New
Jersey studio with Eric Dolphy to record the Blue Note release, Out To Lunch (Dolphy
1999), promoted as being one of the most iconoclastic statements of avant-garde
musical principles. Williams musical vocabulary on the one date seems audibly to
inform what is also heard on the other. None of the Dolphy music was performed live
though as it was only performed during the recording of the album (Sidran 1995, 282).
Wallace Roney attests that at the time Williams recorded The Complete Concert: 1964
he was trying to tune his drums like Max [Roach] and that upon hearing the first
25
Gander proposes a kind of rapprochement as a solution for this struggle (2005, 16-24), also discussed
briefly in Chapter One of the present thesis.
183
playback of the concert recording he decided to change his tuning because he thought
it sounded like he was playing with knitting needles (Wittet 1999, 146).
Williams revised notion of the drummers role is presented as being controversial in
the drummers round table interview published by Down Beat magazine in March
1964. The article is entitled Drum Talk Coast To Coast and finds Williams in direct
discussion with Art Blakey, Mel Lewis and Cozy Cole in New York City. This
discussion is compiled amidst similar discussions that took place in Chicago and Los
Angeles with several other prominent drummers from that period, including Shelly
Manne, Elvin Jones and Joe Morello. Williams and Lewis appear to be at odds with
one another on several key points throughout the discussion whilst Blakey sometimes
acts as a kind of mediator between the two. One of the key issues is that of the
assumed role of the drummer and the various sound sources of the drumset. I draw
from Down Beats round table discussion in the analytical chapters.
Williams tenure with the Miles Davis Quintet dramatically increased the breadth and
diversity in the music Williams consequently expressed on the drumset, especially in
collaboration with Hancock. Hancock recalls that whilst travelling to Chicago together
to perform on what would eventually be released as the Plugged Nickel albums, he
and Williams made a pact that they would go to opposite extremes and play music
that, [i]nstead of playing with expectation, [they would] play the opposite of what was
expected (Ouellette 2008, 120). They called it anti-musicpurposefully destroying
the music to put it together in a new way (120).
184
Williams seemed to be unaware at the time of the impact his work with Davis was to
have on the history of jazz music, nor did he seem to care. For example, in a 1965
interview with Down Beat magazine, he is asked whether or not he had been on any
other recording dates other than with Davis at that time and talks only hesitantly about
his first date as a leader for Blue Note Records. When asked why he was so hesitant,
the article proceeds awkwardly as follows,
Oh, its just the way I feel. Its not anything extraordinary. So if I sayand his
voice took on an extroverts mannerI just did my first record date, and its
coming out in so-and-so month He left the statement hanging, probably
assuming he had made his point. (DeMichael 1965, 36)
Williams aloofness here reflects that of an artist concerned primarily with the problems
of achieving musical excellence over the problems of achieving great commercial or
extrinsic success, perhaps in the sense that Blakey meant as discussed earlier in this
chapter.
By August 1965, Williams drumming had been received internationally as generally

being novel as an article by Jack Cooke, published in the British journal, Jazz Monthly
attests (Cooke 1965). Cooke, seemingly overwhelmed by Williams originality, is
unable to hear Williams point of departure from his predecessors when he says,
[Williams] style is based on a set of highly organised, musically mature ideas,
and with such an individual style as this it is hard to trace influences. Indeed, it
might be unfair; the high degree of originality that Williams shows in his best
work and the fact of his extreme youth seem to imply that most of his time has
been spent playing rather than listening to others, so it might as be well only to
make out certain points of contact with other styles and leave it at that. (Cooke
1965, 15)
185
Cook then concludes by observing that [t]o a very large extent the old conception of
the rhythm section disappears completely on [Out to Lunch] (16).
The presence of such a strange review in the 1965 British press in conjunction with
Williams memory of this period brings about the observation that Williams was not
entirely at ease in his personal life throughout the tumult of his rapidly garnered
international acclaim. The following quote reveals Williams coming to terms with the
significant age difference that made him much younger than many of the people he
performed with and how lonely he felt with such a generational gap:
Ive had to go through what Ive been through alone. When I was in Boston
as a kid, there was no one else around me my age that was doing what I was
doing. I was 10, 11, 12 years old working with guys in their 30s, 40s, and 50s.
When I arrived in New York I was 17 and I was working with people in their
20s, 30s, and 40s. So I had already been through a lot at a young age. I had to
develop the emotional strength to adjust and go through the things that I went
through. (Ferriter 1990, 37)
Williams also admits to having suffered emotionally, stating that he felt the jazz
community was only interested in his drumming and not in who he was as a person:
I felt like all everybody wanted was this drummer, that Tony Williams was not
there, that I didnt matter. And it caused me a lot of emotional pain.
Im not talking about fans, Im talking about people I worked with. That was the
painthat if I werent this drummer, I wouldnt have these people as my friends.
And I realized that was true. Everything that went on told me that. There I was
in New York by myself17, 18, 19and the only reason I was here was
because I played the drums as well as I did. It was strange, very strange. In
Miles Davis band I was the youngest, the smallest and, as I felt, the least
educated. I didnt feel good about myself. (Scherman 1991, 55-56)
He also shows that he had to deal with still more professional envy in New York:
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I go through that in New York. Its hard to put my finger on it. Its a feeling.
Like one time someone said something like. Well, youre working with Miles; I
thought I was going to have the gig, but thats cool, thats all rightgo ahead
and play. (DeMichael 1965, 19)
The albums Williams recorded for Blue Note under his own name are unlike any other
that Blue Note had previously produced in that the product of his first session, Life Time
represents the first complete program of 60s avant garde jazz to be released by the
Blue Note (Blumenthal 1999). Hancock, who plays on both albums recalls that
Williams wrote the songs for his first album, 1964s Life Time, using a two-fingered
technique on the piano:
One on his right handone on his left. No chords really, just two lines, and I
had to write out the notes for him. His writing was very raw. But I wasnt about
to dismiss something because it was a two-fingered composition; knowing the
kind of mind Tony had, I just wanted to not get in his way, to help him realize
whatever he had in the back of his head. And I still think the compositions on
those first two albums [Life Time and Spring] were great. (Scherman 1991, 50)
Williams insists that his motives for making these records were purely artistic in that he
was creatively striving to come up with something new and original, indicating another
glimpse at his autotelic personality:
On those first records with Lifetime, or even those early Blue Note records, I was
just trying to do something that no one else had done. I had been hearing things
that other people had done and I thought, Wow, if they can do that, then I can
do this. Thats how it came about. The problem that I had was that I didnt
think about money. If Id had that in mind, things might have been different.
The music might not have been what it was. I dont know. If I had thought
about money, I might have gotten involved with studio work, or gone in some
other direction. But I wasnt involved in watching other people make money; I
just wanted to work. Thats been the major thing thats been frustrating the
fact that I wanted to work, and I wanted to play. Like anyone else, when I was a
kid, I thought that all I had to do was be the best at what I did, and everything
would be okay. But I found out that it wasnt that way. It was very confusing.
(Mattingly 1984, 12-13)
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He further elaborates that his two Blue Note albums

are more sort of free-playing, avant-garde kinds of things. And they came out
really wellthose were coming out of my experience with a lot of thingsmy
love for Ornette Colemans music at the time, Cecil Taylors music, Eric
Dolphyall the things that I had heard that I was really involved in. I was
listening to a lot of Bartk at that time, every day. Stockhausen and a lot of
Stravinsky, too. So the influences were wide-ranging. (Milkowski 1992, 24)
Williams was working with Cecil Taylor throughout this period, although they didnt
record until 1979, and as well as playing a few times with trumpeter Freddie Hubbard,
he also worked in the John Coltrane Quartet one night when Elvin Jones was playing at
a drum exhibition (DeMichael 1965, 36). He expresses his uneasy feelings about
having been on so many all-star Blue Note recording dates already at such a young
age, offering an explanation as to the possible reasons that he only appears on Davis
recordings after Rivers Fuchsia Swing Song, recorded 21 May 1965:
I started feeling very uneasy because everythingI wasnt listening to anybody.
The group I was with, with Miles, was so great everything else to me wasthere
was nothing that I had any desire to be a part of. People had asked me to make
records with them and I had to turn them down because I didnt want to make
records just for the sake of making records, for the romantic feeling of being in a
studio. Another reason was because I had played with about everybody I had
wanted to play with
because I had already done what these guys were doing, was on top of what
was going to happen, so after that, when they asked me again, I said, Ive
already done that, you know. Ive already made a record with you. Then I
started feeling, well, theres got to be something else, because John Coltrane left
such an impression, on not only the jazz scene, but the whole music scene with
what his band produced. So it had to be something else. (Cox 1970, 32)
With Coltrane dying in mid-1967, this feeling Williams had, this something else
revealed itself in the sound of electrically amplified guitars, such as that of Jimi Hendrix
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(Cox 1970, 32). It was a sound that Davis would also begin to recognise and seek to
incorporate in his own music (Stern 1990).
Electric Period with Miles Davis
The fourteen months from 4 December 1967 to 18 February 1969 mark a brief period
when Williams recorded exclusively for Miles Davis (and with Davis in collaboration
with composer and arranger Gil Evans on one occasion) in a context shaped by the
change of texture, timbre and dynamics resultant from Davis introduction of electric
instruments to his band. Several albums recorded in this period that are available today
were not originally released at the time they were recorded, possibly because the
record company executives may have been afraid that the apparent aesthetic shift in
style and mood on these out takes would diminish Davis future album sales and
consequently income for the company, despite the fact that these shifts were adaptively
inspired by the progressive music of the day.
James Browns influential hit Cold Sweat was released in 1967 and Davis found himself
moving toward a guitar sound in his music because he liked the way Brown used the
guitar in his music. He also cites listening to influential blues guitarists Muddy Waters
and B. B. King at the time (Stern 1990). The reason for moving toward the use of the
Fender Rhodes electric piano was because, according to Davis,
The Fender Rhodes has one sound and that sound is itself. It has no other
sound. You always know what it is. Im crazy about the way Gil Evans voices
his music, so I wanted to get me a Gil Evans sound in a small bandIt didnt
have nothing to do with me wanting to go electric, like a lot of people said, just
to be having some electrical shit up in my band. I just wanted the kind of
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voicing a Fender / Rhodes could give me that a regular piano couldnt. (Davis
and Troupe 1989, 295)
As for the use of the electric bass, Davis says that he simply wanted to hear the bass
line a little stronger. If you can hear a bass line, then any note in a sound that you play
can be heard (Davis and Troupe 1989, 289). Davis need to hear the bass line a little
stronger could be due to the fact that Williams remembers his own playing becoming
more and more aggressive around 1967 and 1968 (Ouellette 2008, 135), which
could have obscured the timbre of the acoustic instruments with sheer volume. Davis
goes on to say that when he moved into using the electric sound, he was moving in a
direction that critics called fusion, whilst he was simply only interested in
experimenting with new sounds (Davis and Troupe 1989, 289).
Williams had been listening to popular music for a long time by 1967: When I was
with Miles, I was 17. The Beatles were older than me. So why would people find it
odd that I like that music? (Mattingly 1984, 12). He remembers being the only jazz
musician to have a poster of The Beatles on his wall in 1964 (Gibbs 1976, 17). Like
Davis, he was also listening to Browns funk. Producer Bob Belden confirms that
Browns Cold Sweat was of significant influence on the music of Davis Filles De
Kilimanjaro:
On the session reel for Kilimanjaro, Tony said, Im hungry, Im going to get a
sandwich, and he leavesYou hear a click. Tony goes to the record store and
listens to Cold Sweat and comes back and plays the tune. (Micallef 2008, 46)
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In addition to Browns music, Williams cites that he was listening to several other
bands that had influence on him at the time. These were vibraphonist Gary Burtons
band (Burton 1967, 1968a, 1968b, 1996), which featured guitarist Larry Coryell with
Steve Swallow on bass and either Roy Haynes or Bob Moses on drums; and Charles
Lloyds group (Lloyd 1994) with pianist Keith Jarrett, drummer Jack DeJohnette and
either Ron McClure or Cecil McBee on bass. Williams was also right on Jimi Hendrix
[w]hen he first hit the scene (Gibbs 1976, 16).
I just started hearing a lot of electricity. The first thing I can rememberit
wasnt the first thing to hit me, but its the first thing I can rememberwas Jimi
Hendrixs first record and the sound of it, you know, with all that electricity,
youI mean, not presence electricity, but the amplified electricity, the sound of
the guitars, and that started to excite me, and I wanted to hear more of that.
(Cox 1970, 14)
Williams states that if he were to be stranded on a desert island, Hendrixs Electric
Ladyland (1997) would be one of three recordings he would like to be left with (Coryell
1978, 117); the others being Elgars Enigma Variations and Davis Milestones (1958).
Additionally, Berry Gordys record label Motown Records with its pool of African
American artists was beginning to make more of a national mark around this time26.
26
To form an idea of the impact that Motown had on the experience of African American people at the
time, Oprah Winfrey is quoted as remembering that
It was December 27 1964I was ten years oldwhen I tuned in to watch The Ed Sullivan
Showand it was a moment that changed my life.When I saw The Supremes on TV that night,
it was magical to me because I had never seen black women on television (although we were
called colored at the time) or anywhere for that matter who conveyed such glamour and such
grace.And nobody was used to seeing us portrayed the way I saw The Supremes.And for
years I wanted to be like Diana Ross or just somebody Supreme.
--Oprah Winfrey, The Oprah Winfrey Show (November 1993). (Quoted in Kooijman
2002, 4)
Although Winfrey is referring specifically to the triumph of African American women that was
represented by the appearance of The Supremes on The Ed Sullivan Show, the sentiment applies to
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Listening to the bands mentioned earlier, as well as to Cream (Milkowski 1992, 70)
made Williams want to steer his music in a direction that incorporated electrically
amplified instruments and he started to think about leaving Davis and forming his own
group. Wallace Roney describes the events that led to Williams leaving Davis band
toward the end of 1968. Williams wanted Davis to use a guitarist in the band and so
Davis booked George Benson to play, after initially using Joe Beck and Bucky Pizzarelli
on other occasions. Roney claims that Jack DeJohnette gave Williams a tape of British
guitarist John McLaughlin whom Williams included in the original line-up of Lifetime,
his first band after leaving Davis, completed by organist Larry Young. Davis claims that
it was bassist Dave Holland who gave Williams the tape of McLaughlin (Davis and
Troupe 1989, 296). Lifetime began performing at Count Basies club in Harlem to
audience members such as Hendrix and Marvin Gaye. Davis was also in the crowd
and enjoyed the music so much that he attempted to persuade Williams that he wanted
the Lifetime line-up to be his own next band. Williams would only let Davis do this if
the outfit was called Miles Davis presents the Tony Williams Lifetime, but Davis did
not want to do this. Not known to Williams at the time, Davis did book McLaughlin to
record on the In A Silent Way (Davis 2002a) session; the final recording session that
Williams was to play on with Davis. Roney alleges that the reason Williams played
only a very simple part on the drum rim for most of the album is because he was irate
at Davis apparent deception in booking McLaughlin and Young against his wishes for
In A Silent Way (Micallef 2008, 48). Joe Zawinul is however the organist on In A Silent
African Americans of both sexes as Motown was the largest independent record company and the largest
black-owned company and had been dubbed, The Sound of Young America (Kooijman 2002, 4).
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Way and not Young as Roney states. Whilst Jack DeJohnette claims to have joined
Davis band in 1968 (DeJohnette 2010), Davis confirms that he had begun using
DeJohnette in the band in 1968 but that it wasnt until around the first of the year of
1969 that DeJohnette actually replaced Williams in the band (Davis and Troupe 1989,
295). Whilst DeJohnette does play on a recording made 27 November 1968 (Davis
2009), Williams final recorded appearance with Davis is on In A Silent Way. Davis
said that he booked Williams over DeJohnette because he wanted Tonys sound
(Davis and Troupe 1989, 295).
One reason Williams gives for leaving Davis band to form his own is that he says he
grew tired of Davis pace in the recording process:
Miles would record in the morning from ten or whenever the studios at
Columbia were available. He would record for three, three and a half hours.
We would play two tunes, and that was it. This would go on for three days. I
got tired of it. (Woods 1970, 16)
The band would spend often the entire three and a half hours doing many takes of one
tune. In recording Emergency, Williams band recorded for twelve hours straight on
their first day in the studio in an effort to put as much different material on tape as
possible (Woods 1970, 16), working at Williams preferred pace.
Conclusion
In this chapter I presented an unfolding of the detailed events that surrounded the
emergence of bebop music in New York in the 1940s and traced the lineage of bebops
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intellectual community to 1962 when Williams joined. I then followed Williams

activity after he moved to New York City and discovered that his prodigious skill led
him at times to feel isolated as people were more interested in Tony Williams the
drummer and not Tony Williams the person. I showed how Williams ardently pursued
his drumset ideology until the time he left Davis to form his own group. In pursuing his
drumset ideology and striving for originality, Williams embraced a lot of the popular
music of the day that included the use of electrically amplified instruments and this led
him to play with more velocity on the drumset, expanding the instruments expressive
capacity. In the following chapter, I investigate the styles in which Williams exercised
his drumset ideology throughout this period by presenting a detailed overview of some
of his contributions to jazz, culminating in the onset of a postmodernist aesthetic that
has since been called post bop, jazz-rock and fusion.
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Chapter Three
A Stylistic Overview of Tony Williams Drumming to 1969
In this chapter I present an overview of the various stylistic contexts in which Tony
Williamss drumming was recorded until February 1969. Williams was already an
experienced and proficient drummer by the time he recorded with McLean for the first
time, and much of his development can be said to have occurred in non-linear ways as
his development is difficult to measure through the lens of an unfolding chronology. It
is necessary then to consider his body of work as a whole as his innovations developed
across a broad range of musical style. Therefore, rather than give an account of
Williams development in a chronological way, I have divided the chronology into a
broad array of styles that he played contiguously throughout the 1960s. The purpose of
this chapter is to describe Williams approach to these styles and to point to the
multiplicity of innovations he made at various points during the six year period of his
career examined in this thesis. As the chapter progresses, Williams is seen to move
further away from the modernist notions that characterise the bebop of previous eras
and closer to a postmodernist aesthetic resulting in the inception of the styles known as
jazz-rock and post bop and fusion. Rather than giving an account of all pieces
appearing in each of these categories I discuss only those pieces that include significant
musical events that indicate Williams grasp on the bebop idiom and that indicate the
quintessence of his originality. A complete list of pieces in each category is in the
tables presented in Appendix Four. The general styles analysed are shown in Table 2
shown below.
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Table 2: A Stylistic Overview of Tony Williams Drumming to 1969

Style
Classification
Slow
Swing
Medium
Medium Up
Up
Ballad
Triple Time
Avant Garde
Multi-Section and Other
Straight Eighth and Latin
Sixteenth-Note
Drum Solos
Polymetric Superimposition
Complex Temporal Events
Polytempo / Superimposed Metric Modulation

Metric Modulation
Tempo Fluctuation
Swing
By far the largest component of Williams large body of recorded work in the early to
mid-1960s involves him performing swing eighth-note music in $4 with sticks. With
the tempo of these pieces ranging from 81 beats per minute (bpm) on Wayne Shorters
Vonetta (Davis 1962) to 344 bpm on the Davis classic, Milestones (Davis 1989), a large
range of musical swing feels are represented. These feels, distinct from one another in
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a resultant difference of tempi, are classified into four general tempo ranges. These are
shown below in Table 3:
Table 3: Tempo Ranges for Tony Williams Swing Feel to 1969

Tempo Range
Minimum (bpm)
Maximum (bpm)
Slow
q = 81
q = 84
Medium
q = 108
q = 213
Medium-Up
q = 217
q = 268
Up
q = 270
q = 344
The majority of jazz standards taken from the Great American Songbook in Williams
recorded output were recorded in $4 with swing eighth-notes and played with sticks. A
number of pieces that have become jazz classics in their own right and that were
originally composed by the performing artistsometimes specifically for the recording
datesuch as Wayne Shorters Nefertiti (Davis 1967), Herbie Hancocks Dolphin
Dance and The Eye of the Hurricane (Hancock 1999b), Sam Rivers Beatrice (Rivers
1995) and No Blues (Davis 1995c; 1995g) and So What (Davis 1964; 1992b; 1995e;
2005a; and 2007) by Miles Davis are also in $4 with swing eighth-notes and played
with sticks.
The music classified as swing in this chapter is deemed so by the way the eighth-note
is treated in that it is swung and not straight. The performance of straight-eighths
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is a style of its own that is covered later in this chapter and is defined by music wherein
equal periods of time elapse between the onset sounding of each consecutive eighthnote, giving a ratio of 1:1 between the onset of eighth-notes at all tempi. Swing music
sounds with an unequal period of time elapsing between the onset of the eighth-notes
that are on the beat and those that are off the beat. Those that are on the beat are
characteristically longer than those that are off the beat, giving a long-short feeling.
The degree of unequal timing is usually sounded with a ratio that is dependent on the
tempo of the piece. For example, eighth-notes in up-tempo swing pieces with a tempo
of 270 bpm or more tend to sound closest to a 1:1 ratio (Riley 1994, 60). Most of
these selections are performed with sticks and are in the time signature of $4, except
where noted and the passages studied are in the mode of ensemble accompaniment.
I do not involve this study in any empirical measurement of the precise chronometric
timing or theoretical rate of Williams eighth-note swing with reference to how close
his off-beat eighth-notes are to the following beat in milliseconds or which swing ratios
he most characteristically tends towards at various tempi. This is for two reasons: one
being that my aim is focussed on highlighting the actual rhythmic vocabulary Williams
chose in his performance and how his choices varied from those of his predecessors;
the other being that such a study has already been rigorously conducted and published
in the article Swing Ratios and Ensemble Timing in Jazz Performance: Evidence for a
Common Rhythmic Pattern as it appeared in the journal, Music Perception (Friberg
and Sundstrm 2002, 333-349). By using a spectrogram to analyse the millisecond
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timing of notes sounding in repetitive and unvarying passages of jazz ride cymbal
playing, Friberg and Sundstrm studied recordings made by four well-known jazz
drummers in Jack DeJohnette, Jeff Watts, Adam Nussbaum and Williams. DeJohnette,
Watts and Williams were studied on well-known commercially available jazz albums,
whilst Nussbaum was studied on a play-along recording in which he was not
interacting with a soloist. Friberg and Sundstrm empirically reveal swing ratios that
range from 3.5:1 at slower tempi to 1:1 at faster tempi with an assortment of variations
noted between both drummers and tempi. The recordings used to study Williams
swing ratio were My Funny Valentine and Four & More, compiled as mentioned above
in the two-disc set The Complete Concert: 1964 (Davis 1992a), from which the analysis
of Walkin appears later in this thesis. Interestingly, Williams demonstrated the
greatest amount of variation in his swing ratio on tempi below 200 bpm. At the slowest
tempi studied, Williams swing ratio registered at between 3:1 and 3.5:1. Across the
board, the mythical ratio of 2:1 that is said to comprise the fabric of most eighth-note
passages that swing in jazz music was only found to be evident at around 200 bpm in
the Friberg and Sundstrm study.
Slow Swing
There are three examples of Williams playing with a swing feel in the slow range and
these are outlined in Table 4 (see Appendix Four).
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Perhaps because it was made on his first recording date, Williams playing on Yams
(McLean 2000a) is more traditional in flavour than on Vonetta (Davis 1962) and Fall
(Davis 1967), both recorded in mid-1967. Yams is a blues in which Williams uses the
ride cymbal as the lead voice, maintaining a regular swing pattern and sparse,
unobtrusive accompaniment on other parts of the drumset, primarily on the snare
drum.
Vonetta features a kind of neo-traditionalist drumming in that Williams keeps time

primarily on the snare drum after the statement of the main theme during which he
accents the rhythmic figures with cymbals and hi-hat. I use the term neo-traditionalist
to indicate that his snare drumming is a reminiscent combination of New Orleans
second line drumming and military marching, incorporating press rolls and flam
rudiments. Williams rolls are extremely smooth and precise, reminiscent of Blakey,
but also mimicking the open / closed hi-hat rhythm used by Jo Jones and the swing
drummers of the 1930s. The piece closes with Williams returning to the colouristic use
of cymbals he employed during the opening statement.
Williams drumming on Fall is the most abstract of the three slow swing pieces and
combines aspects from both Yams and Vonetta in the combination of snare drum work
and ride cymbal propulsion, although, the time feel is more broken in Fall than in the
other two pieces. One of the most interesting features of Fall is that Williams uses
metric modulation so that the eighth-note triplet in $4 is made equal to a quarter-note in
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#4 for a period during Herbie Hancocks piano solo before closing the piece out with
brushes.
Medium Swing
Williams recorded output of swing tunes at a medium tempo is made up of a
combination of a number of standards, some recorded once only (If Ever I Would Leave
You [Dorham 1999], There Is No Greater Love [Davis 1992a] and East of the Sun (and
West of the Moon) [Lloyd 2006]); others recorded several times by Miles Davis
(Autumn Leaves [1989; 2005a; 2007] and All of You [1964; 1989;1992b]); as well as
new pieces, two of which (Hancocks Dolphin Dance [1999b] and Rivers Beatrice
[1995]) have become jazz classics in their own right as mentioned above.
Williams plays brushes during the first head in many of these pieces. To play the hi-hat
on beats two and four with the left foot was mostly standard practice in the bebop and
hard bop years prior to Williams career. An interesting feature of Williams brush
playing at a medium tempo is that, he omits playing the hi-hat on two and four or in
any regular fashion, as is also discussed in other styles below. With the exception of
Cheers (McLean 2000a) and Capricorn (Davis 2002b), Williams also omits playing the
hi-hat regularly on beats two and four with his left foot. At points during Capricorn, he
plays the hi-hat on all four beats of the bar. This rhythmic device is discussed further in
Chapter Six. Because of the powerful dominance of Art Blakeys drumming on the role
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of the hi-hat in the jazz ensemble, Williams practice of omitting the hi-hat seemed to
have been rebellious at the time. It is a point discussed at length in Down Beats
drummers round table interview (1964) in which Williams is quoted as saying:
When I hear the hi-hat being played on 2 and 4, through every solo, through
every chorus, through the whole tune, this seems to be to beI cant play it like
that. Chit, chit, chit, chitall the way through a tune. My time is on the
cymbal and in my head, because when I play the bass drum, I play it where it
means something. I just put it in. When a person plays this way, they dont play
the bass drum, they dont play the hi-hatwell, they say theyre playing
completely freethat word is a drag too. What makes it different is that they
dont have any bottom. (Down Beat 1964, 15)
Williams Love Song (Williams 1987) is a multi-metric composition in that it alternates
between the meter of %4 and #4 with a 2:5 polyrhythmic ratio operating in the %4
sections.
Medium-Up Swing
The swing pieces Williams recorded at tempi between 217 bpm and 268 bpm were
recorded mostly in the acoustic period with Miles Davis and others with the earliest
being Hancocks King Cobra from My Point of View (1999c) on which Williams plays
the only drum solo studied in this thesis that is played over a piano and bass vamp
figure. Also recorded in the early period, on Kenny Dorhams Straight Ahead (1999)
Williams is heard performing in perhaps the most traditional way of all the repertoire
studied here, as the title suggests. Clearly however, Roy Haynes drumming as studied
later in the thesis has made its mark on Williams aesthetic.
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During many of the pieces recorded in 1964 and 1965, Williams is rarely heard playing
the hi-hat at all with his left foot, except for occasional accent. Williams discusses the
problems this new (absence of) sound created in ensemble interaction at the time in
Down Beats round table discussion in which Blakey also took part. The following
comments reflect that Williams shared a similar kind of difficulty experienced earlier by
Kenny Clarke and Dizzy Gillespie as I discussed in Chapter Two:
When I say the bottom is missing, when I speak of the bottom, I dont speak of
the bottom as being the bass drum. I speak of the bottom as just a certain
feeling we geta sound. You get it right off the cymbal.
Since Ive been playing, a lot of musicians have told me things like play your hihat on 2 and 4, and play the time, but what they dont seem to realize is that I
am playing the time, because as soon as the leader says onetwoone, two,
three, four, thats it. Theres the time right there. So as far as me playing this
[Williams bangs floor to simulate steady bass drum rhythm], I cant play it,
because the time is there. Everyone knows where time isthe meter is there.
(Down Beat 1964, 16)
Blakey takes over in the discussion:
Wait a minute. Saxophone players, trumpet players are virtuosos. Theyre
supposed to be soloists. But do you realize how many musicians know anything
about rhythm? If they did, theyd be playing like Charlie Parker and Dizzy
Gillespie. All of them. They would be playing at least a reasonable facsimile.
But look at them. (Down Beat 1964, 16)
Williams then recommends that those are the people that shouldnt be playing.
Blakey quickly reprimands Williams for his comment, No, you cant say that,
demonstrating his continuing informal role as mentor. Williams concludes and states
his position very clearly, indicating that he operated in a state far from equilibrium as
discuss in Chapter One and revealing a tendency toward the desire for a kind of group
interaction that I describe throughout this thesis as a collective autonomy:
203
The soloists feel what theyre playing is always theirs, but it isnt, because when
were playing the time, thats our business. So whatever Im playin, the soloist
will turn around to me and say, Wheres the time? Im playing the timeits
just that he doesnt have any knowledge of it. He doesnt know what hes
doing. (Down Beat 1964, 16)
Another sonic alternative is heard on The Best Thing For You (Lloyd 2008) when
Williams rides for a ten-second period on his left-side crash cymbal during the head in
to the piece. This is one of many sonic variations Williams used and, whereas John
Riley states that Williams never changed his ride in the middle of a tune and that his
left-side crash cymbal was never used as a second ride (Riley 1997, 103), it is clear
that Williams uses this sound here and indeed sporadically throughout remainder of his
entire career.
By October 1966, Williams began to play his hi-hat more frequently as can be heard
on Orbits (Davis 1992b). Carter plays a walking $4 part on the bass and Williams
cymbal part swings, however an interesting feature of this piece is Williams perpetual
use of the rim click sound on his snare drum in lieu of regular comping figures on the
head of the drum. With the occasional Latin sordu part on his bass drum, Williams
makes a strange juxtaposition of Latin and jazz styles on Orbits. The Sorcerer (Davis
1962), Williams own Hand Jive (Davis 1967) and Madness (Davis 1967), recorded in
mid 1967 at the end of Davis acoustic period are each much more aggressive than
those recorded earlier in the period and Williams drumming grows to be more and
more solo-like in the ensemble sections as Berliner recognised (1994, 332). Shorters
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Paraphernalia (Davis 1998a) represents an interesting paradigm shift toward a

postmodern mindset as Williams reverts to the traditional swing hi-hat pattern during
most of the tune. The addition of guitarist George Benson introduces one of Davis
earliest forays into using the sound of electric instruments in his band. Paraphernalia is
the final piece recorded in the bands repertoire to feature the swing rhythm.
Up Swing
Perhaps Williams is best known from throughout his time with Davis for his up-tempo
swing drumming. Shorter remarks about Williams passion for intense velocity:
I remember when we played with Miles. Whenever Miles wanted to play
something with velocity, hed call the tune Joshua, and Tony would say,
Yeah! Tony was a soldier like [the biblical] Joshua. He used velocity to make
things right. (Ouellette 2008, 127).
Williams drumming on So What on The Complete Live At The Plugged Nickel 1965
(Davis 1995e) is indeed so intense that the band gives way to an incendiary drum solo
for the only time on the five versions of this piece reviewed for this thesis.
Williams incorporates a number of timbral and temporal variations on the earlier bebop
model during Davis Agitation from The Complete Live At The Plugged Nickel 1965
(Davis 1995b). During Sorters solo (3:03-6:55) Williams plays the tempo freely and
allows it to fluctuate independently of the pace of Carters bass lines in non-metrical
ways, at times freeing up from time playing completely and relying on timbral contrasts
before Shorter resets the original tempo at 6:55. Williams then changes to brushes for
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the beginning of Hancocks piano solo at 8:03 before resuming to sticks at 9:16. Here
he plays freely on the snare drum before resuming the tempo at 9:54. After Hancock
restates the theme at 11:30, Williams begins a free solo on his hi-hat cymbals before
effecting a ringing snare solo that gives way to Davis final statement of the melody.
One interesting point of interaction occurs during Shorters tenor solo on Milestones
from Davis Plugged Nickel recordings (Davis 1995b). At 1:56 Shorter briefly quotes
the melody from Grachan Moncur IIIs The Twins (Moncur 1995) amidst his solo lines.
Williams immediately converts from playing snare drum conventionally to playing rim
clicks on the snare for accompaniment, an acknowledgement of the original in which
he used rim clicks in the same way eighteen months earlier.
As this is the stylistic category in which the major pieces in the thesis are analysed in
Chapters Four and Five, I will now move into other stylistic areas of Williams recorded
output from the 1960s.
Ballads
Williams drumming is extremely subdued and understated in his treatment of ballads
throughout his 1960s career and is therefore perhaps not considered too widely in the
extant literature. With minimal use of concurrent sounds on the drumset, Williams
mainly relies on the use of a continuous sweeping motion with brushes on the snare
drum, rarely moving around the drumset. Williams uses the hi-hat on the beat
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throughout The Pleasure is Mine (Hancock 1999c) in early 1963 however, by the time
he recorded Voice in the Night (Lloyd 2006) in early 1965, his ballad playing relied
primarily on the monodic use of the brush sweep. Other devices include rapid single
stroke rolls with the brushes at formal junctures in the piece on the snare, toms or
cymbals in addition to shifting to double-time feel (sometimes into a quadruple-time
feel such as on When I Fall In Love [Davis 1995f]), and using sticks in the same sense as
in the medium tempo swing pieces discussed above. Williams again rides on his left
cymbal for about ten seconds at 4:30 during a quadruple-time section on Stella By
Starlight (Davis 1995d). I discuss more about Williams treatment of ballads toward the
end of the present chapter under the Complex Temporal Events heading.
Pieces in Triple Time

Continuing in the theme of rarely discussed traits in the broad spectrum of Williams
1960s drumming is the area of pieces featuring triple time signature. It is a small part of
the main corpus, however, several pieces warrant mentioning here. With the exception
of Frankenstein (McLean 2000b), All Blues (Davis 1992a; 1995h), Thandiwa (Moncur III
1995), Lost and Valse Triste (Shorter 1990), which are played with sticks and have a
more driving, swinging feeling, the majority of other pieces in triple time from this
period feature Williams playing in a subdued style akin to the way he plays ballads
with brushes as described above. These ballad-like representations were recorded in
1965. In his own composition Pee Wee (Davis 1962), the last piece recorded in #4 in
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this period, Williams combines the subtleties of his brush playing in #4 with the more
colouristic use of sticks in the meter during the pieces listed above. Williams most
unusual interpretation in the #4 meter is heard on Limbo (Davis 2009a) when he plays a
virtually non-stop single stroke roll on the snare drum, splashing the hi-hat with his left
foot and adding occasional interjections with cymbal punctuations and accents.
Avant Garde
Williams was staunchly involved with the avant garde musicians of the day and, as
mentioned earlier, his first release as a leader, Life Time (Williams 1999a), recorded
when Williams was 18 years old signalled Blue Notes first release containing a full
program of avant garde music (Blumenthal 1999). The first piece appearing
chronologically in Williams recorded output that features an avant garde flavour
however is Ghost Town from One Step Beyond (McLean 2000b). In this piece,
Williams is heard eliciting unusual sounds from the drumset in the head sections such
as choking the crash cymbal, striking the rims and side of the drums and the bell of the
cymbals. The body section of Ghost Town however is played over an almost clumsy
sounding, blues infused slow swing feel, detracting from the avant garde nature of the
head. Moncur IIIs Air Raid (Moncur III 1994) is performed in a similar manner later in
1963 except that the tempo of the body of the piece is up, surrounded by more avant
garde textures in the opening and closing heads. Evolution from the album of the same
name (Moncur III 1994) is a much more successful attempt at the avant garde, with
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Williams abandoning all pulse and performing a quasi-broken military snare part over a
cyclic, drone-like accompaniment of solos on the horns and Bobby Hutchersons
vibraphone.
Unlike the work of other drummers who are more widely referenced as representing
1960s avant garde music such as Andrew Cyrille, Sunny Murray and Milford Graves,
most of Williams avant garde work has at least a slight reference to some kind of
measured rhythm. He describes his approach to the idiom in contrast to other avant
garde players of the day:
Ive heard some drummerswith these sound effects; all theyre doing is
creating an undercurrent of sound. And when they do this, they are so limited
with this, that they dont ever go anywhere. Its just a whole lot of sound under
everything else, and they never take it off the ground
Some of the drummers may play that way because they think thats the only
place to go. Today, I think the drumwhen I say this I speak for myselfI
would be more inclined to play a sound, but the sound would be in a rhythm.
Like sound patterns, instead of just a paradiddle or something like that, but it
would be played in a pattern, and it would fit with everything else thats going
on. (Down Beat 1964, 14)
With the exception of Something Sweet, Something Tender, the majority pieces of
Eric Dolphys Out To Lunch (1999) feature metric pulse throughout, although the
meters are difficult to decipher as they are constantly changing27. The free nature of the
soloists interpretations of each form influences Williams interaction significantly and
therefore these pieces are here classified as avant garde rather than as swing pieces.
27
The time signature of such pieces is accordingly noted as N/4 in Appendix Four.
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Recorded within weeks of one another, each of Hancocks piece, The Egg (Hancock
1999a), the album Some Other Stuff (Moncur III 1995) and Williams recording debut
as a leader Life Time (Williams 1999a) similarly feature perhaps some of the most avant
garde textures of Williams recorded output of mid-1964. The Egg is composed of a
trumpet melody played over a rhythm section ostinato in which Williams constructs an
ostinato using his snare, hi-hat splashes, bass drum and floor tom before the piece
breaks into an entirely free sounding section of spontaneous improvisation in the
middle and returning again to the melody and ostinato at the end. Gnostic and
Nomadic from Moncur IIIs Some Other Stuff (1995) feature no fixed metric pulse
and Williams uses an extremely textural and colouristic approach to these pieces with
Nomadic being composed as a drum feature for Williams uniquely original style.
Recorded in August 1964, Two Pieces of One: Green (Williams 1999a) is mostly a duet
between Williams and Rivers that sounds freely conceived and spontaneous in its
performance. The piece offers an insight into the rapport the two had been developing
since their days playing together in Rivers band and in the Boston Improvisation
Ensemble. One of the most unusual piece in Williams entire repertoire is the
percussion ensemble improvisation between Williams, Hutcherson and Hancock on
Memory (Williams 1999a), sounding as though it belongs more in the corpus of works
by Varse than by an 18-year-old jazz drummer. Williams use of a riveted sizzle
cymbal on this track offers a sonic variation from his usual sound.
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Just over a year later Williams recorded Spring (Williams 1987), an extension,
continuation and development of the aesthetic he generated on Life Time and, with the
exception of the drum solo piece Echo, Williams draws from various combinations of
saxophonists Rivers and Shorter, Hancock at the piano and bassist Gary Peacock. It is
worth noting here that Peacock was the bassist for avant garde saxophone titan, Albert
Ayler and had recorded Aylers Spiritual Unity (2005) only weeks before he joined
Williams on the Life Time session.
Even though it wasnt released at the time of recording, Davis Circle In The Round
(1998b) represents a substantial departure from the aesthetic model built prior to its
recording on 4 December 1967, marking the beginning of Williams Electric Period
with Miles Davis as I call it in this thesis. The piece has an undulating ~8 feeling and
features Davis first use of the electric guitar, which is played by Joe Beck whilst
Hancock is heard on an electrified celeste. Williams drumming on here ranges from
driving and soloistic to subdued and timbral. He occasionally uses a flat ride cymbal
for interspersed crash accents. This is the only time throughout the 1960s recordings
he is heard using a flat ride cymbal. Although Roy Haynes is generally regarded as
being the first to play the flat ride cymbal design on Chick Coreas Now He Sings, Now
He Sobs (Corea 1988) recorded in March 1968, Williams use of the flat ride on Circle
In The Round predates Haynes use of such a cymbal.
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By mid-1968, Davis had begun using the electric bass and Fender Rhodes electric
piano in his band, both of which are heard on Toute De Suite (1990b) and
Mademoiselle Mabry (Miss Mabry) (1990c) from Filles De Kilimanjaro. Williams
plays two distinctly different feels on Toute De Suite. The piece begins with the head
in a slow #4 with the compound feeling of a 98 meter and Williams plays the hi-hat in
an irregular open and closed traditional jazz style. Following the head, Williams goes
into a double-time feeling over staccato, syncopated comping figures from Hancock
and Carter. There is no audible reference to any regular meter in the solo section of
Toute De Suite and Williams avoids any kind of section marking figures of any kind.
Rather, his drumming surges along a continuum that it seems would not necessarily
ever have to end.
Williams recorded Mademoiselle Mabry (Miss Mabry) three months later Davis new
rhythm section that comprised pianist Chick Corea (whom Williams recommended to
Davis after Hancock left the group [Ouellette 2008, 134]) and bassist Dave Holland.
Williams drumming on this piece is particularly spacious and impressionistic in that he
only colours the piece with sporadic melodies on the tom toms, snare (with the snare
wires disengaged), bass drum and rolls on the cymbals. Occasionally he will add a
series of consecutive eighth-notes, closing the hi-hat with his left foot. Of note is the
sound of a fifth drum tonality indicating the use of an additional tom tom, making it a
five-piece drumset that Williams uses on this track. These latter pieces indicate a
complete break with any recognisable conventions stemming from the bebop of the
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previous twenty-five years and may perhaps legitimately constitute a formal beginning
of the post bop idiom, dating post bop as beginning between 18 and 24 months after
Yudkin suggests (2009, 123).
Multi-Section and Other Pieces

A number of pieces Williams recorded in the 1960s prior to leaving Davis are unusual
in that the feels he plays on them only occur once in this entire period and so I have
grouped these unique pieces together in the category of Multi-Section and Other
Pieces. Dusty Foot (McLean 2000) from Williams period with Jackie McLean is a
boogaloo in ^4. And What If I Dont (Hancock 1999c) from the same period alternates
from a shuffle to swing in $4 and Sao Paolo (Dorham 1999). On So Near, So Far (Davis
2005b) Williams plays a constant ~8 feel on his cymbal reminiscent of Louis Hayes
treatment of the interlude section on Horace Silvers piece No Smokin from 1957
(Silver 2002).
Spectrum (Hill 1999), Oliloqui Valley (Hancock 1999a) and Country Son (Davis 1998a)
each feature the use of multiple sections that change feel from section to section.
Oliloqui Valley is a major piece studied in Halls thesis of 2004 (18-33) with the head
featuring a straight-eighth figure in which Williams plays with brushes, the solo sections
feature swing in $4. The form of Country Son (Davis 1998b) is discussed in detail by
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Bob Belden as a three-part composition separated by two interludes (1998, 96) that
include a swing section, a rock section based on a bass figure (both in $4), a #4 ballad
section and the interludes float atmospherically with no pulse.
Limbo (Davis 1962) is interpreted very differently in the version appearing on

Sorcerer than the version described above under the Triple Time heading. The #4
version was recorded only days earlier but released many years later on Directions
(Davis 2009). In the later version on Sorcerer, Williams employs the device of metric
modulation as he does in Shorters Footprints (Davis 1992b). I describe the kind of
metric modulation used during Limbo later in this chapter as the use of metric
modulation is one of Williams most significant contributions to the creative application
of new rhythmic devices on the drumset.
Concluding this overview of avant garde, multi-section and other pieces in Williams
1960s oeuvre are the Gil Evans pieces recorded by the Miles Davis Quintet with
chamber orchestras of various size and unique instrumentation: The Time of the
Barracudas, recorded 10 October 1963; and Falling Water (takes 4, 6, 8 and 9),
recorded 16 February 1968 (Davis and Evans 1996). The Time of the Barracudas is a
compilation of a number of unrelated musical cues that Davis and Evans were
commissioned to compose and record for Peter Barnes play of the same name (Belden
1996, 86). The feels Williams plays throughout the compilation range through the
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styles of military-esque snare march, #4 swing, slow blues and medium-tempo shuffle.
Recorded four and a half years later, four takes of Falling Water feature Williams
playing amidst Evans unique orchestration of mandolin, Hawaiian guitar, electric
guitar, harp, Wurlitzer electric piano and timpani in the rhythm section mixing with
French horn, tuba, flute, bassoon and English horn over composed bass lines (Belden
1996, 92-93) eliciting one of the most impressionistically texture-based of Williams
performances throughout this entire period.
Straight-Eighth and Latin

Boogaloo was a popular sound at the time Williams moved to New York. Following
the overwhelming success of Hancocks Watermelon Man (Hancock 1987) recorded in
1962, Blind Man, Blind Man (Hancock 1999c) sounds as though it is a lengthy attempt
at a follow-up that is perhaps less successful. Kenny Dorhams Una Mas (One More
Time) (Dorham 1999) features Williams playing a Brazilian bossa nova beat, which
was also popular beat in 1963. At times throughout Una Mas, Williams plays a
cowbell with his left hand. Also engaging with the traditional sounds of the blues
infused boogaloo beat is Hancocks Cantaloupe Island (Hancock 1999a), recorded in
mid-1964 during Williams acoustic period with Davis.
With the recording of Carters Eighty-One (Davis 1965) in January 1965, Williams is
heard to play straight-eighth time that is more freely floating in the snare and bass drum
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parts and not so tied to the regular, recurrent themes of the boogaloo and bossa nova of
the previous pieces. His approach here is more improvisational and it is on Hancocks
Maiden Voyage (Hancock 1999b), recorded two months later, that Williams sounds to
have broken entirely free from the traditional Latin and dance oriented constraints of
the boogaloo and bossa nova. The piece is modal and centred around a riff figure in
the bass over two bars of $4 with an accent pattern based on @8+ #8+ ^8+ %828, leaving
Williams free to improvise over the top, which he does with his snare wires disengaged
and occasionally making quasi reference to swing eighth-notes.
It is not until Sorcerer in mid-1967 that Williams records another straight-eighth based
piece in Masqualero (Davis 1962) during which, at times, he plays sixteenth-note
figures making the piece sound similar to an up-tempo jazz swing feel with Carter
playing broken time on the bass instead of a walking $4 figure. Williams returns to a
Latin influenced feel in Prince of Darkness (Davis 1962) in the use of the rim-stick
sonority and the Brazilian sordu bass drum part. Apart from the regularity of the bass
drum part, Williams improvises the rhythms he plays with his sticks, rather than stating
any conventional rhythms.
28
See Dean (1992, 19 27) for a detailed analysis of such a rhythmic device.
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Williams continues with a quasi-Latin feeling a month later on Riot (Davis 1967). In
discussing the lead-up to Williams drumming style on Davis Filles De Kilimanjaro, Billy
Hart remarks that
Tony had figured out the bebop guys, and that they were playing Latin from
Dizzy and Birds interest in Afro-Cuban. Around the same time, the Brazilian
thing hit. Tony had that advantage over the previous bebop drummers in that he
could compare the Cuban vocabulary with the Brazilian. (Micallef 2007, 46)
Williams recorded four pieces with Davis between 28 December 1967 and 15
February 1968, which, remarkably, were not released until several years later. These
piece are Water On The Pond and Fun, which were released on the Directions
compilation in 1980 (Davis 2009) and Side Car I and Side Car II, both of which
appeared for the first time on Circle In The Round (Davis 1991b) in 1979. Water On
The Pond was recorded in the same series of sessions that yielded Circle In The Round
and features a written bass part, doubled by the addition of guitarist Joe Beck with
electric piano played by Hancock and with Davis occasionally playing bar chimes.
Mysteriously, the sound of a sometimes two-handed rim-click part is present in addition
to what is clearly and obviously a full, two-handed use of the drumset on this track.
According to Bob Belden (1998, 89), there is no documented evidence on the master
tape reel indicating that any overdub took place. When asked about it in 1995,
Williams did not recall the presence of an additional drummer on the session. Nor,
supposedly would he lay in a part that is sometimes out of sync with what he
originally played (Belden 1998, 90). Whatever the reason for Williams seeming
aloofness on the matter, the sonority of the drums on Water On The Pond is one that
requires the use of four hands concurrently and suggests that either there was an
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additional drummer on the session or that there was undocumented use of studio
overdubbing technology during this session.
Featuring another composed, riff-based figure for Carter on the electric bass, the title
track of Filles De Kilimanjaro is the first successful attempt at consolidating the disparate
instrumentation ideas discussed earlier in this section into a coherent sound in a piece
with straight eighth-notes. On In A Silent Way / Its About Time (Davis 2002a),
recorded on 18 February 1969, marking the end of his recording career with Davis,
Williams rim-click, apparently in protest to Davis subversively booking guitarist
McLaughlin for the session against Williams wishes (Micallef 2008, 48) is heard for
almost the entirety of the epic twenty-minute length of the track with the exception of
the sixteenth-note based funk rhythm he breaks into at 13:50 for approximately forty
seconds.
With the use of a straight eight-note instead of the conventional swing eighth-note,
moving at all times perpetually further away from conventional Latin models as well,
these pieces fit neither the hard bop model of the early to mid-1960s nor the post bop
model that would be distilled six months later on Filles De Kilimanjaro. Guitarists Joe
Beck and Bucky Pizzarelli had already recorded several pieces with Davis before
Benson became the first guitarist appearing on tracks that were released at the time of
recording.
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Sixteenth-Notes
Toward the end of his acoustic period with Davis and others, Williams begins using the
sixteenth-note as an expressive rhythmic vehicle. Most of pieces in this category come
after 17 May 1968 once Davis had already begun experimenting with the use of
electric instruments. Despite being recorded five months after Paraphernalia
(discussed above), Stuff is the opening track on Miles In The Sky (Davis 1998a) and is
the first opportunity the public had to hear Carter and Hancock on electric instruments
with Williams playing sixteenth-note oriented funk beats (after Freedom Jazz Dance
[Davis 1992b]) at the time. Notably, Williams plays his beat on the closed hi-hat with
his right hand rather than on the ride cymbal as would normally have been expected
prior to the release of Stuff, creating an extreme textural change in Williams body of
work, perhaps legitimately representing the first jazz rock piece Williams recorded.
This use of the closed hi-hat is however short-lived as, one month later Williams is
back on the ride cymbal with his right hand on Petits Machins (Little Stuff) (Davis,
1990a) playing eighth-notes consistently with his left foot on the hi-hat. This open and
yet metered expressive freedom with which Williams plays this piece gives the sense
that he is playing up-tempo jazz and thinking in half time so that two bars of eighthnotes in up-tempo swing now equal one bar of sixteenth-notes. His drumming on
Petits Machins (Little Stuff) expands on Berliners observation of solo-like drumming as
previously discussed. Finally, Williams hypnotically monotonous repetition of
consecutive sixteenth-notes on the closed hi-hat, accenting each quarter-note beat
throughout the eighteen-minute-long Shhh / Peaceful (Davis 2002a) indicates a
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significant point of departure into the postmodernist world as described throughout this
thesis.
Drum Solos
The corresponding table in Appendix Four serves primarily as a reference listing all the
pieces in which Williams plays a drums solo on the recordings to February 1969,
several of which I have already discussed. As Chapter Five features in-depth analysis of
two complete pieces containing drum solos, I will not go into any further depth here
regarding Williams drum solos29.
Complex Temporal Events

I now present some brief examples that highlight some specific instances in which
Williams performed more complex polyrhythmic and polymetric superimpositions than
previous drummers. Whereas in Chapter Five I will discuss Williams contributions to
the improvised performance of complex rhythm in the solo passages played in Vertigo
and Walkin, importantly, each of the instances described under the present heading
took place during interactive ensemble settings, not in solo settings. The complex
temporal events described in this section were not made solely by Williams, but they
occurred synergistically as part of an overall group effort. These extensions in
polyrhythmic and polymetric practice involve the use of long-range polyrhythm with
29
See also Woodson 1973 for an in-depth empirical study focussed exclusively on recordings of
Williams drum solos that were commercially available prior to 1973, also discussed herein in the
Review of Related Literature.
220
higher ratios than the 2:3 and 4:3 ratios most common in the ensemble music studied
in Chapter Four. They also include the use of polytempo and metric modulation.
I propose that in the Miles Davis Quintet, bassist Ron Carter may have had a significant
influence on the performance of these ideas as, in 1960 Carter recorded with trumpeter
and composer Don Ellis, prior to joining Davis in 1962. Ellis is well-known for his
novel use of cross-rhythms and tempo and for crusading for development in such areas
(as further elaborated on by Thomas John Strait [2000] and Sean P. Fenlon [2002]).
The temporal variances created on Ellis album How Time Passes (Ellis 1987), which
features Carter on bass, is evidence of Carters knowledge and experience in the
development and performance of complex temporal ideas in group settings, experience
that he brought to the Miles Davis Quintet.
Polymetric Superimposition Using Long-Range Polyrhythmic Ratio

Drummer Kenny Washington is quoted as [viewing] jazz history through the lens of
piano and drum relationships when he says,
For me theres certain piano and drum hookups throughout the history. Vernell
Fournier and Ahmad Jamal, instant hookup. Wynton Kelly and Jimmy Cobb,
Sonny Clark and Philly Joe Jones. (Monson 1996, 58)
One such relationship to add to Washingtons list is that of Hancock and Williams,
whom Davis recalled as always maintaining eye contact on stage (Davis and Troupe
1989, 275) and whom I describe as sharing an acute sense of rhythmic and metric
musical entrainment with one another. One such example of a novel voicing of
rhythm on the drumset was recorded in Japan on 14 July 1964 during a performance of
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Davis modal composition So What. This recording appears on Miles In Tokyo, the
only Davis album to feature tenor saxophonist Sam Rivers (Davis 1964). The tempo
fluctuates somewhat between solos on this version, but at approximately 330 bpm
during its brightest moments, this version is played at the second fastest tempo of the
five versions officially released from this period. One of the most striking rhythmic
events occurring between 2:13 and 2:37 in this version is Williams and Hancocks
entrained unison performance of the superimposition of a &4 meter over $4, yielding a
long-range polyrhythmic ratio of 8:7 b or eight in the regular time of seven breves30
during the fifth chorus of Davis solo. See Figure 11, shown in two parts.
During this chorus Hancock is heard beginning the superimposition on beat three of
the seventh bar in the first A section, with a second accent on beat one of the following
bar. He then proceeds to strike a chord on every seventh quarter-note thereafter until
beat four in bar 30 in the final A section of the chorus. Williams begins accenting on
the snare and bass drums in unison, joining in on beat three of Hancocks sixth
recurrence of the &4 figure (on beat four of bar 16 in the second A section). Hancock
and Williams then continue accenting the third beat of the superimposed &4 meter nine
30
A breve is also known in some nomenclature as a double whole-note.
222
times in total31 before the chorus is completed with one final bar in $4 during which
Williams accents beats one and three. Hancock completes fourteen complete cycles of
the superimposed &4 meter.
Figure 11: Two-Part Polymetric Superimposition in So What (2:13 - 2:37).
This particular polymetric superimposition is peculiar in that, if beat one of the regular
$4 meter were accented throughout, one of the larger practical long-range polyrhythmic
ratios available under the conventions of modern Western metric notation without
31
Hancock is marked as perhaps erroneously accenting beat four of the twelfth cycle.
223
using tied or dotted rhythms would have resulted. Even as these beats were not
accented, I still describe the resultant 8:7b ratio because the harmonic rhythm of So
What remains intact throughout the superimposition, in a sense accenting beat one in $4
harmonically. The notation of the double whole-note or breve ( b) is largely obsolete
in modern music due largely to the fact that the time signature of $4 is in primary use,
meaning that the double whole-note, being eight quarter-notes in length actually
crosses over the barline, taking two complete bars for the note length to sound. The
most common context in which the double whole-note would appear in modern
notations would be in the time signature of $2, which is worth the length of a double
whole-note, the equivalent of eight quarter-notes but felt in two. As I have stated,
polyrhythms are resultant on the division of one or a number of beats within the
superimposition of polymeters. The present example straddles the possibility of being
simultaneously designated as both a metric event as a substructure of form and as a
superstructural rhythmic event as the breve characteristically occurs over two bars of
$4.
The rhythm as it appears on Miles In Tokyo is clearly perceptible on playback of the
recording, however, as it appears in what is believed to be an improvised context
between Davis, Hancock, Carter and Williams live onstage, it appears as though all
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four members of the ensemble were aware of the possibility that such a complex
rhythm could be performed at any given time, especially when observing the rapidity
with which Williams perceives and acts upon Hancocks piano figure. As I already
mentioned, this rhythm section would participate in discussions in one of their hotel
rooms following each performance whilst on the road with Davis. Davis became
aware that he knew not what to expect from night to night as a result of the changes
brought about after these late-night discussions (Davis and Troupe 1989, 278; Ouellette
2008, 119), which, in this case, seemed to result in the synergistic superimposition of &4
over $4. The conception of the event stands out with improvisational maturity
incorporating a high level of musical entrainment between Hancock and Williams.
Polytempo / Superimposed Metric Modulation

Demonstrating the use of polytempo and giving rise to a sense of temporal
dissonance, Williams superimposes an additional layer of faster tempo over Carters
walking bass line during Wayne Shorters tenor saxophone solo on the 22 December
1965 performance of No Blues as released on The Complete Live At The Plugged
Nickel 1965 (Davis 1995c). After implying a double-time swing feel on the drums
during Shorters tenor saxophone solo with Carter maintaining the regular tempo,
setting up a two feel (10:02 - 10:28), Williams shifts temporal gears, but rather than
returning to the regular tempo maintained by Carter, he performs a brighter tempo for
approximately another thirty seconds before completely settling back into the regular
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tempo at 11:02. Carter is steadfast and resolute in his unstinting maintenance of the
initial tempo before briefly attempting the performance of a slower tempo for several
beats at 1:07 and returning to the regular tempo at 11:11. Shorter sounds to be floating
freely across each of these shifts. The indeterminate relationship between the two
tempi achieves dramatic effect in a way that defies transcription and is best appreciated
in the aural sense achieved by listening.
Vinnie Colaiuta describes superimposed metric modulation as the illusion of the tempo
shifting momentarily when in fact it is not and that such an illusion is achieved by
[layering] one pulse, or time feelonto another already existing pulse (Colaiuta
1987, 36, emphasis in original). Colaiutas use of superimposed is consistent with
my use of the term throughout this thesis in that the original time base remains intact
(the tempo doesnt shift), and the second or layered pulse does not take the place of the
already existing pulse (1987, 36, emphasis in original). Superimposed metric
modulation describes the same complex temporal phenomenon as polytempo,
however it is a more precise term in describing Williams performance on No Blues.
Even though I was unable to determine an exact metric relationship between Carters
walking bass line in $4, the approximate rate of Williams superimposed pulse sounds
as though it may be based on a quarter-note quintuplet in this performance of
polytempo.
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This occurrence of polytempo or superimposed metric modulation in the Miles Davis

Quintet demonstrates the implicit trust shared amongst the members of the band. It
also invokes the twenty basic Rules of Improv as they apply to actors in improvisational
theatre as I mentioned in the Introduction. Carters suggestion of a subsequent slower
tempo once Williams settles back into the regular tempo of the piece also seems to
draw from the same reservoir of ideas promoted by the Pan Theatre when considering
that rule number two directs the actors speech in order that after the and, [they] add
information (Alger 2010). In this sense, Carter acknowledged Williams suggestion of
polytempo, said yes and, and then proceeded to add new information by also
hinting at polytempo.
Metric Modulation
Williams unique brand of creativity was such that Davis admits,
I was learning something new every night with that group. One reason was that
Tony Williams was such a progressive drummer. He would listen to a record
and memorize the whole record, all the solos, the whole thing. He was the only
guy in my band who ever told me, Man, why dont you practice! I was missing
notes and shit trying to keep up with his young ass. So he started me to
practicing again because I had stopped and didnt even know it. But man, I can
tell you this: there aint but one Tony Williams when it comes to playing the
drums. There was nobody like him before or since. Hes just a motherfucker.
Tony played on top of the beat, just a fraction above, and it gave everything a
little edge because it had a little edge. Tony played polyrhythms all the time.
He was a cross between Art Blakey and Philly Joe Jones, Roy Haynes and Max
Roach. Those were his idols, and he had a little bit of all their shit. But his shit
was definitely his own. When he first came with me he wasnt using the sock
[hi-hat] cymbal, so I made him play that. I also told him to use his foot because
he had been listening to Max and Roy a lot, and Max doesnt use his foot. But
Art Blakey uses his. (Davis and Troup 1989, 274)
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This long quote from Davis is a necessary inclusion as it encapsulates much of what I
intend to demonstrate through musicological and textual analysis throughout the
research and writing of this thesis. Davis testimony about leading his Second Great
Quintet does a lot to support the notion of nonlinearity and synergy as descriptors for
complex adaptive systems wherein learning takes place and feeds back into the system
in new and immeasurable ways. His exemplary approach to band leading is
encapsulated when he says,
I learned a lot from Herbie, Tony, Wayne, and Ron and had just about absorbed
all the things I had picked up from them in the almost three and a half years we
had been together. (Davis and Troupe 1989, 288)
One of those things occurs when Williams performs the complex temporal technique
of metric modulation in Footprints (Davis 1992b) and Limbo (1962). I analysed an
alternate version of Limbo earlier in this chapter, describing it simply as being in triple
time. That version was recorded live in concert on 9 May 1967 (Davis 2009a) and the
present version was recorded in the studio one week later on 16 May 1967 affirming
Davis excitement that,
The music we did together changed every fucking night; if you heard it
yesterday, it was different tonight. Man, it was something how the shit changed
from night to night after a while. (Davis and Troupe 1989, 278)
And, as quoted earlier that,
Tony played to the sound, and he played real hip, slick shit to the sounds he
heard. He changed the way he played every night and played different tempos
for every sound every night. (Davis and Troupe 1989, 264)
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Whereas in the occurrence of superimposed metric modulation the original pulse does
not change whilst strong emphasis is given concurrently to a second layer of pulse at a
speed metrically related to the original, generating the illusion of a tempo shift (Colaiuta
1987, 36) as described above, the original pulse does change in the event of metric
modulation as I shall describe in the context of Williams performance on Footprints
from 1966. In the interest of preserving space, I will not analyse Limbo as this treatise
on Footprints will suffice in covering the same territory.
Footprints is in ^4 time at an approximate tempo of 166 bpm. Carters bass line features
the repetitive figure of ^4q q q h.
which he maintains throughout the first eight bars of
this twelve-bar form. In bars nine and ten of the twelve-bar form he plays a vigorous
^4ryryryryryry\ ryryryryryry simulation of a double-time swing feel.
Williams alludes to a double time swing feel throughout the length of the entire form
on his ride cymbal, pre-empting Carters rhythmic figure from the ninth and tenth bars,
improvising other drumset colours intermittently and interjectively. At 1:54, at the top
of Davis third chorus on the trumpet Williams begins to allude to an alternative tempo
but makes no definite transition until Davis fourth chorus when he performs metric
modulation based on a dotted eighth-note rhythm, so that the new quarter-note pulse is
at the same tempo as dotted eighth-notes were in the former tempo, creating a
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modulation ratio of 8:6 q (eight in the regular time of six quarter-notes) so that eight
quarter-notes now pass by in the same amount of time as six quarter-notes would have.
This particular modulation makes the exact rhythm of Carters bass line ambiguous in
the new tempo. Carter seems to maintain his bass line underneath Williams new
tempo, which would make a rhythm of three half-note triplets in the first bar followed
by a whole-note in the second bar of the new tempo. Once Williams new tempo
settles in, these half-note triplets are subjected to a slight rhythmic variation as they
sound almost identical to the $4 q. q. q figure as shown in Figure 12 in the new
tempo:
Figure 12: Footprints (1:34 - 1:42 & 2:18 - 2:26).
Given that Williams plays a Latin influenced groove over Carters bass line as is seen
from 2:18 in Figure 12, and that the new tempo and groove are maintained for the
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remainder of the track, I decided not to notate Carters bass line as half-note triplets, but
rather in the $4 q. q. q rhythm as shown above.
Another example of metric modulation used by Williams in the Miles Davis Quintet is
on I Fall In Love Too Easily (Davis 1995a, 4:38 - 5:55) when Williams modulates from
the double-time tempo of 120 bpm into a tempo utilising the quarter-note triplet as the
basis for the new tempo of 180 bpm. The meter also changes to #4 during this
modulation. The band makes another instance of such a modulation during another of
Shorters solos later the same night on a replay of the same tune (Davis 1995c) and then
again the following night (1995g).
The reverse affect is achieved on Davis All Blues (Davis 1995h), which begins in ^4.
The tempo shifts to the slower dotted quarter-note and the meter changes to $4 so that
one bar of $4 is performed with the same period of time elapsing per bar as elapsed in
the brighter ^432, modulating at the rate of 2:3q (two in the regular time of three quarternotes).
32
Dean analyses this instance of metric modulation in his 1992 book (35 - 39).
231
Tempo Fluctuation
An example of tempo fluctuation occurs at two different stages during the Davis
Quintets performance of The Theme (Davis 1995a, 8:39 - 8:49; 9:24). During the ten
second period elapsing from 8:39 during Shorters tenor solo, the tempo spontaneously
undergoes a ritardando from the established tempo of 289 bpm to 242 bpm and
remains at the slower pace until slowing even further to 210 bpm at 9:24.
Extreme use of accelerando and ritardando on No Blues (Davis 1995g) results in Shorter
and Hancock soloing over five different tempi between them. At 3:55, nearing the end
of Shorters second chorus, Carter and Williams initiate an accelerando over the course
of approximately 50 seconds from the pieces initial tempo of 180 bpm to a brighter
324 bpm. At 5:28 a ritardando is enacted, shifting the tempo to a slower 235 bpm at
5:56, still as part of Shorters solo. At 8:18, Williams begins playing the tempo freely
until Carter slows further still at 8:39 to 136 bpm. At 10:20, the tempo slows further to
92 bpm where it remains until another accelerando at 11:08 when the tempo reaches
to 208 bpm. The final chorus of this version of No Blues is also another instance in
which Williams is heard to ride on his left-side cymbal.
Conclusion
Bebop was born in an African American embracing of modern principlesor Afromodernism to use Guthrie P. Ramseys term (2003, 130)in Americas 1940s with a
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striving spirit that endured up until the dramatic change of sociopolitical tides with
respect to race relations in the late 1960s. This broad stylistic overview of Williams
output as documented in the recordings he made between February 1963 and February
1969 indicates a shift in consciousness from one of modernism as reflected in bebop to
a postmodernist ideal as suggested by Dean (1992, xxiii-xxiv) thus completing the
musical exploration of the expression of bebop and hard bop ideals, through the avant
garde, opening up to post bop, described by Yudkin as freedom anchored in form
(2008, 123). The styles I identified as slowly revealing this shift in musical
consciousness cover 1) swing pieces in four broad distinctions of tempo, 2) ballads, 3)
pieces in triple time, 4) avant garde, multi-section and other pieces, 5) straight-eighth
and Latin pieces, 6) sixteenth-note pieces, 7) pieces containing drum solos, and 8)
complex temporal events such as a) long-range polymetric superimposition, b)
polytempo and superimposed metric modulation, c) metric modulation, and d) tempo
fluctuation. Each of these styles is supplemented by a table in Appendix Four for
reference. Each of these tables includes a complete list of corresponding pieces for
each style.
The foregoing analytical overview of Williams style during the 1960s also presents a
clear case for the formulation of a jazz drumset performance studies curriculum or
course of study that incorporates in-depth study and practice of each of the styles
discussed, whether it be a pedagogical, andragogical or heutagogical course. In the
following chapter I analyse in detail four complete musical works featuring drummers
Blakey, Roach, Jones and Haynes recorded prior to February 1963 in order to establish
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the kind of modernist musical vocabulary Williams learned as a result of studying each
of these drummers. I look at the ways in which these drummers interact musically with
the various members of the ensemble that performed each piece. By doing so I aim to
provide a kind of methodological template for analysis that enables the cultivation of
originality in pedagogical, andragogical and heutagogical jazz drumset performance
studies based around the archetype Williams provides for such an endeavor as
discussed throughout this thesis.
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Chapter Four
Musical Analysis of The Big Three Plus One: Art Blakey, Max Roach, Philly Joe
Jones and Roy Haynes
In this chapter I present analyses of the recorded works of Art Blakey, Max Roach,
Philly Joe Jones and Roy Haynes that illustrate by musicological example how I find
these drummers to have respectively embodied the feel, technique and creativity as I
interpret Tony Williams to have meant. The method by which this is achieved is by
applying the analytical criteria referred to in the Introduction. Rather than by using
strict headings based on these criteria, their use throughout the chapter is fluid as there
is no point in any piece of music when any drummer is just playing rhythm and then
just using voicing and so on. These elements are ever-present throughout the entirety
of each musical performance and have thus been invoked when necessary.
Each piece in the repertoire selected for analysis in this chapter shares broadly similar
characteristics of style throughout. The form in all of the pieces examined in this thesis
is centred on a mode of Head-Solos-Head. By this I mean that the piece begins and
ends with the head, which is a statement of a melodic theme or subject that is
composed prior to the performance and stated identically throughout each unique
performance. The melodic theme or subject adheres to the harmonic information
inherent in the chord changes, often referred to simply as changes, which are a
cycling series of harmonic movements in one or more keys with rapid modulation.
One series of changes is a chorus. Generally, the style reflects a repetition of
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choruses during a series of which the head is played either once and / or twice in the
first and last choruses of the piece. The many choruses in between heads are reserved
for improvised formulaic (Dean 1992, 5 - 8) solos performed one at a time by
alternating instrumentalists in the ensemble. Each soloist plays over one or more
choruses in a solo during the following pieces. The overall form of the drum solos
follow a variety of different formats during these pieces as I will discuss below.
To begin, this chapter is important in outlining the music that Williams was exposed to
in his adolescence. What changes significantly throughout the periodic development
of the music is the interaction taking place between the musicians in the temporally
local sense. Dynamically, as is made evident in ensuing chapters, the spectrum opens
up with Williams as he interacts not only on a temporally local scale, but also
according to the mental catalogue or internal models he formed of his predecessors
tendencies during his development. To the degree to which the interaction is seen to
be limited, it can be said that the role of the drums is more prescribed by the tradition
of a relative heteronomy than it is in a more openly interactive environment such as a
collective autonomy in which the ideal is of collective and spontaneous improvisation.
Beginning with Mayreh, we begin to hear the relative heteronomy amongst rhythm
section players, particularly amongst drummers and bass players, contributing
accompaniment to the sound of one band members solo at a time in the hard bop
style. As discussed earlier, by relative heteronomy I refer to the ensemble role played
by each of the instruments meaning that each instrumentalist is circumscribed to
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performing an instrumentally hierarchical role mandated by tradition on their

instrument in a way that defines the style of the music of the particular time and place.
In 1954 and in the wake of the original bebop music of the 1940s, the music was still
explicitly dominated by the harmony-centric acrobatics of a front-line soloist,
indicating the soloists supremacy in the idiom and often relegating the drummers
creativity to the role of a mere slave-like plebeian, hence my use of the term relative
heteronomy. This subordination was however handled by Blakey and the others of
the time with compositionally restrictive aplomb as is indicated below.
By the time we have looked at the music and attitudes of Max Roach closer to 1960, as
well as at the innovative ideas brought to the fray by Ornette Coleman and company, a
certain collective autonomy begins to be heard in the recorded output of rhythm
section players. In aligning with the subject of this thesis, the drummers role is notably
liberated from the shackles of the strict time-keeping it was circumscribed to
throughout the 1940s and 1950s and afforded more of an artistic quality as a unique
and original voice for individual expression.
Art Blakey on Mayreh

After considering Blakeys thoughts on music, drumming and life in relation to Williams
in Chapter Two, I present a detailed musicological analysis of Blakeys drumming on
Mayreh and I will point out how Blakey exhibited the possession of the quality of feel
as it has so far come to be understood in this thesis.
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Formal Structure, Head and Arrangement

With an explosive crash on the cymbal and bass drum that picks up distortion on the
recording, Blakey begins a roll on his snare drum that crescendos tremendously for
several seconds before launching into the time feel he plays throughout Mayreh and
with which he sets the general mood and feeling of the jazz music produced in this
tempo range between the mid-1950s and early 1960s.
Mayreh is a Horace Silver composition appearing on the live 1954 release of Art
Blakeys entitled A Night At Birdland, Vol. 1 (Blakey 2001). The piece is named in an
attempt of Silvers to capture the Southern accent of alto saxophonist, Lou Donaldson
when he pronounces the name, Mary and is pronounced as such (Blumenthal 2001).
The personnel comprises a pick-up band of Donaldson, Clifford Brown (trumpet),
Horace Silver (piano) and bassist Curly Russell joining Blakey on drums for what would
be Blue Notes first long-playing release (Cook 2003, 63-64).
Mayreh features the head-solos-head form with a brief introduction and a brief coda.
The tempo sits at approximately 286 bpm and the meter is $4. The form for the head
and for the solos is made up of two sixteen-bar sections, A and B. Following the head,
a series of three-chorus solos are performed by Brown, Donaldson and Silver on
trumpet, alto saxophone and piano respectively. These solos are followed by Blakeys
one-chorus drum solo before the band plays the final head out, ending with a short
coda and pause.
238
Blakeys performance on Mayreh is a powerhouse statement of having firm conviction

of and fervent belief in the inherently uplifting value of being occupied fully what one
is doing as a musician. His accompaniment throughout is a text-book example
illustrating the immense depth and refinement of musical understanding, empathy,
support, trust, rapport and entrainment that can build up only as the direct result of
performing music in situ with the same personnel night after night before a dedicated
live audience. And, although this particular line-up was not a regularly performing
ensemble, there was great rapport that had developed between each of the individuals
as they were all Blue Note regulars (Cook 2003, 63). This musical rapport culminates
in the way that Blakey is able to make the drumset sound in relation to the things going
on around him.
After Blakeys opening roll and two bars of time on the drums, Horace Silver joins in
on the piano with an accompaniment that heteronymously insists upon asserting the
form and harmonic information of Mayreh in a way that is emblematic of the hard bop
aesthetic that was coming into full development in 1954. Silvers piano playing
astutely lays down the underlying mood and tone of the piece with propulsive and
expedient accuracy. Silvers accompaniment is so unrelenting that it almost commands
the quality with which the other members of the ensemble are to interact with each
other, albeit in a somewhat suppressive, smothering manner despite the diatonically
majestic nature of the tune and its associated harmonic movement. In the words of
David Rosenthal, Silvers comping is choppily percussivea mixture of smoothness
and roughness that [is] extraordinarily propulsive (Rosenthal 1992, 29). Blakey
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supplements Silvers piano with a dark and heavy ride cymbal and hi-hat pattern that
drives indefatigably with intensity and reiteration for eight bars prior to the entrance of
the remainder of the ensemble.
Clifford Brown and Lou Donaldson enter strongly in the front line with the theme of
Mayreh, which begins with a syncopated two-note accent pattern on the and of beat
one in the first bar of the form. The second, fourth and sixth bars then continue on with
a developing melodic line that carry on through to the sixteenth bar of both sections.
Blakey sets up the syncopated figure in the final bar of the introduction with four
eighth-note stick shots on the snare drum beginning on beat three as adeptly as would a
drummer setting up a syncopated figure in a full-sized big band. He then proceeds to
accent the syncopated figure in the first bar of the head in unison with the horns by
crashing loudly on the cymbal and bass drum. The syncopated figure is played in the
first third and fifth bars of both the A and B sections. Blakey only plays set ups leading
into the first, fourth and fifth repetitions of the figure, but accents all six occurrences of
the figure itself with equal vivaciousness. We can begin to hear during the head in to
Mayreh that Blakey tends to use the bass drum and crash cymbal for significant accents
throughout the remainder of the piece.
Clifford Browns Trumpet Solo

The head in to Mayreh ends after 42 bars when Clifford Brown plays a two-bar pick-up
into his three chorus solo that lasts for one minute and twenty-five seconds between
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0:42 and 2:07. Browns style throughout the solo is typical of the hard bop style with
the majority of his phrases being comprised largely of eighth-note-based lines with
occasional triplet appoggiaturas and quarter-notes.
Brown displays a sense of phrasing that may have been inherited from working with
pianist, arranger and composer Tadd Dameron. Dameron would instruct the soloists in
his band to be careful of what they played when going from the first eight bars of their
solo into the second eight because thats where you can tell whether a man can really
blowwhen he starts playing that eighth or ninth bar and then when he comes out of
the middle into the last eight. Those turnbacks mean so much (Rosenthal 1992, 32).
Damerons instruction to his players seems to account for much of the musical
acrobatics that can be heard in the playing of many bebop and hard bop soloists. So
compulsively concerned with playing the turnbacks to prove that they could really
blow were they that they were unable to leave much space for interaction with the
rhythm section.
Brown does however play impeccably clear and distinct phrases on Mayreh. He plays
seventeen phrases in total, punctuated and broken up by rests of several beats or more.
Many of his phrases begin either on beat one of the first bar in a four or eight-bar
section or they lead into beat one of those sections by several beats as a kind of
anacrusis. Only in his first, eighth, ninth, eleventh and seventeenth phrases does
Brown begin playing after beat one of the first bar in a four-bar phrase.
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Blakey interjects with a subtle link played between the third and fourth phrases of
Browns first chorus as can be seen in Figure 13:
Figure 13: Mayreh (0:50 - 0:57).
The figure is played in the twelfth bar of Browns first chorus. Brown already moved
into beginning his fourth phrase on the fourth beat of the bar by the time Blakey
completed his interjection on the bass drum.
Blakeys overall use of the drumset throughout Browns solo on Mayreh, in comparison
to the use by other drummers with other soloists, as will be seen later in the discourse,
sounds relatively simple with respect to the interactive relationships between the
elements of rhythm, phrasing, coordination, voicing and expression. I suggest that this
relative simplicity is precisely the element responsible for Williams analytical
summation of Blakeys drumming as embodying feel. By simplicity, it is meant that
changes and motions taking place in Blakeys drumming with respect to the analytical
criteria only occur in limited relationship to one another. That is to say that, a change
in rhythm does not necessarily evoke a change in voicing also, and I do not mean that
Blakeys drumming is simplistic. Blakeys drumming features a great deal of repetition
242
of four and eight bar blocks and his drumming can be described on a technical level as
requiring great physical strength as well as sustained mental concentration and
considerable restraint.
The way Blakey plays the ride cymbal with his right hand on Mayreh is with a
remarkably steadfast consistency of rhythmic repetition that is also mirrored in the way
he plays the hi-hat cymbals with his left foot. The pattern is so mesmerisingly repetitive
that it is almost Minimalist in its development. It could be that in hearing Blakeys
demonstration of unbroken ride cymbal playing that Williams first received a feeling
like that of being hypnotized as he mentions in Rhythm magazine: You get into this
trance and then things start speaking to you. Your body starts speaking to you. Your
hands and feet start telling you things that they can do (Ferriter 1990, 37). The ride
cymbal and left-foot hi-hat are the two voices of the drumset that Blakey primarily uses
to paint a rhythmic pulse in the background of each solo. Blakey insists on the
repetitive nature of the rhythms voiced on these two parts of the instrument with
intensely confident accuracy and evenness of tone and velocity, both of which are
respectively full and high. According to Max Roach, it was Blakeys influence that
made the hi-hat more prevalent in the way it is used in Figure 13, shown above:
We were using the hi-hat, but it wasnt as constant and dominant as when
Blakey came to town. He was one of the great shuffle drummers, so when he
played with the groups on 52nd St., the thing that made his time feeling so
unique was that even though he might just be playing quarter notes, if you
listened closely, you could hear that shuffle. Its amazing how everybody has a
little something that you take and deal with, and I daresay it was Art who made
the hi-hat such a strong point for drummers (Mattingly 1993, 27).
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With only a few exceptions throughout Mayreh, Blakeys ride cymbal and hi-hat are
played as shown below in Figure 14, excerpted from the second half of Browns first
chorus on Mayreh:
Figure 14: Mayreh (0:54 - 1:01).
Figure 14 is representative of Blakeys accompaniment phrasing behind all three

soloists on Mayreh. The snare drum is unobtrusive and provides added emphasis and
syncopation to the unfaltering ride cymbal and hi-hat beat. These snare drum phrases
are comprised of usually only several singular notes at a time. Certain rhythmic
combinations of these notes form short phrases in Blakeys comping that go over the
barline to create two-bar phrases, such as the succession of eighth-note rhythms 249
and 254 in Appendix Three.
Browns last phrase in his first chorus begins in the fifth-last bar of the form and carries
for eight bars over the top of the chorus to the fifth bar of his second chorus. Neither
Brown nor Blakey makes any reference to the top of Browns second chorus. Although
Blakey interjects toward the end of the phrase on the bell of his crash cymbal, the
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interjection seems to have no bearing on Browns phrasing at this point as shown in

Figure 15:
Figure 15: Mayreh (1:07 - 1:16).
The only note-length Brown plays that is greater than an eighth-note is a half-note in his
tenth phrase on beat four of bar 92 so that it carries over onto beat one of bar 93. This
half-note falls exactly at the mid-way point of Browns solo. This note is framed
squarely by two interjections on Blakeys bass drum as shown in Figure 16:
Figure 16: Mayreh (1:22 - 1:30).
The breaks Brown leaves between phrases are typically the length of one bar or less
with the space between the tenth and eleventh phrases lasting for seven entire beats.
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Browns eleventh phrase is also his shortest at three beats long whilst his twelfth is the
longest at ten bars, three and a half beats. As Browns phrases are longer in the second
and third choruses, evidenced in that there are seven phrases in the first chorus and
only five each in the second and third choruses it is not surprising to find Blakey
interjecting with larger gestures than in Browns first chorus in which he played linking
gestures. Blakey interjects leading from the second chorus into the third. He plays a
four-bar phrase beginning on the second-last bar of Browns second chorus and
resolves on beat two of the third bar of Browns third chorus. This occurs during
Browns twelfth phrase, his longest in the solo.
Figure 17: Mayreh (1:38 - 1:42).
Here is the first reference to Blakeys use of polymetric superimposition. Beginning on

beat four of bar 108, Blakey outlines the superimposition of #4, making an incomplete
polyrhythmic cycle of 4:3wthat ends on beat one of bar 111. This superimposition is
achieved by accenting the meter of #4 heavily on the bass drum and a two-part analysis
is shown in Figure 18:
246
Figure 18: Two-Part Polymetric Superimposition in Mayreh (1:38 - 1:42).
Browns longest phrases tend to appear in or leading into the second half of the form as
well as beginning toward the end of a chorus and carrying on into the next chorus as
already mentioned about the transition from the first to the second chorus,
demonstrating what he had learned from Dameron.
His turns in melodic direction during a phrase sound as though they are constructed to
imply as much of a sense of syncopation as he does when he begins and ends phrases
on off-beats.
Lou Donaldsons Alto Saxophone Solo

If Clifford Brown leaves little to no room for interaction with the rhythm section during
his solo on Mayreh, Lou Donaldson leaves even less space. Blakeys interjection at the
end of Browns solo leads into Donaldsons solo with tremendous force generated in a
number of ways as shown here in Figure 19:
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Figure 19: Mayreh (2:03 - 2:08).
Here is Blakeys second use of polymetric superimposition, although out of phase.

Beginning on beat three of bar 139, Blakey performs one complete cycle of #4 time
over $4 time. Again, Blakey brings the bass drum in to exaggerate the intent behind his
motifs and ends the figure on beat four of bar two in the form. See Figure 20:
With a bright and enchanting tone on his alto saxophone, Donaldsons phrases are
generally shorter than Browns. He tends not to phrase over the major formal sections,
but rather contains his phrasing within each section. This is especially evident at the
end of Donaldsons first chorus when Blakey performs a two-bar press roll similar to the
roll he began the piece with. Unlike in his introductory roll on the snare, Blakey
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neither begins nor ends this one with a crash on the cymbal. These are the only two
bars in the entire piece, with the exception of his drum solo, in which Blakey doesnt
play the ride cymbal. See Figure 21:
Figure 21: Mayreh (2:33 - 2:34).
The following two choruses of Donaldsons alto solo form a clear example of the fiery
propulsion evident in Blakeys playing of the ride cymbal that I came to know once I
began playing along with this recording for performance practice. The intensity of
sound and consistency of rhythm emanating from Blakeys ride cymbal is of such high
concentration that my right hand would become fatigued and wear out more easily and
quickly than it did when playing along with the other drummers at similar tempi and in
a similar style. This indicates that Blakey must have had a certain high degree of hand
strength as a drummer. This formidable hand strength is also palpable in his soloing
style, which is discussed later and is another characteristic Williams attributes to
Blakeys drumming (Underwood 1979, 54).
Blakey interjects at the top of Donaldsons third chorus with an accent pattern on the
bass drum and on the bell of his left-side cymbal that superimposes a #4 meter, resulting
in a 4:3wpolyrhythmic ratio. This third occurrence almost cycles twice completely.
249
With a strong accent on beat four of the sixth bar the complete second figure is cut
short. This may be due to the classic bebop quote Donaldson plays at the time, which
Blakey responds to in the eighth bar of the third chorus as shown in Figure 22. Once
again in this excerpt, as in the case of Brown, Donaldson moves on before Blakey is
offered the opportunity to play a complete phrase in response to the horn line:
Figure 22: Mayreh (3:02 - 3:09).
Below is a two-part analysis of the superimposition:
As stated earlier, Horace Silvers piano accompaniment is incessantly busy in the head
and throughout both Browns and Donaldsons solos. His comping seems not to have
as much rhythmic bearing or influence on the soloists phrasing, direction nor motivic
development as it does provide a clear outline of the rapidly changing harmony. In this
sense there is an autonomy that Silver displays with respect to interacting with the
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soloist whilst seeming heteronomously obliged to state the harmonic rhythm of the
piece without desisting from constant activity. His solo lines are more like that of a
horn players though, in that they occur in the horn register of his right hand whilst he
provides his own busy accompaniment by outlining the chordal movement for himself
with his left hand in a lower register.
Horace Silvers Piano Solo

Donaldson completes his solo in the first bar of Horace Silvers first of three choruses
on the piano. Blakey responds very clearly by placing a loud crash accent on the
cymbal and bass drum on beat one of the second bar, and Silver continues on from the
and of beat four. This and similar such figures throughout this thesis show Monsons
description of the drum fill to be inaccurate as I stated earlier (1996, 60).
Figure 24: Mayreh (3:27 - 3:33).
Blakeys drumming is more subdued during Silvers solo than when accompanying the
horn soloists. His snare drum activity is minimised as are his links and interjections.
Silvers phraseology is similar to Browns in that he begins many of his phrases prior to
beat one of each four bar section in the form. The lines in his first chorus continue
mainly in four-bar lots, ending early in the fourth bar, allowing a rest of one or two
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beats before beginning the next phrase. Blakey leaves most of these rests for Silvers
left-hand comping to fill.
Silvers solo becomes more interactive just prior to the beginning of his third chorus
when Blakey interjects by beginning a figure on beats two and four on the bell of his
crash cymbal, supplemented with his bass drum, serving as a kind of brief pedal point.
This line continues on for six bars ending before the fifth bar of Silvers third chorus.
Silver follows with another classic bebop quote immediately after Blakeys interjection
and Blakey ends the quote with the bass drum on beat four of bar 306 and again, a
little louder on beat one of the following bar.
Figure 25: Mayreh (4:22 - 4:31).
The piano solo remains more interactive from that point when Silver leaves a rest of
almost two complete bars beginning on beat four of bar 314. Blakey forms a link
between Silvers two phrases beginning on the and of two of bar 316 with his bass
drum. This figure continues to beat three of bar 317 but Silver had already begun his
next line on the and of four in bar 316.
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Figure 26: Mayreh (4:33 - 4:51).
Blakeys bass drum figure in bars 320 - 323 features a superimposition of a #8 meter is a
statement of the 2:3q polyrhythmic ratio. Blakey performs an entire sequence of 2:3
beginning on the and of beat two in bar 320 and continues on to its completion with
the last note sounding on beat one of bar 323. It does appear that Blakeys
performance of such a figure poses some coordinational difficulty for him as it is one of
only few incidences throughout Mayreh that Blakeys ride cymbal and hi-hat patterns
are varied. Figure 27 shows a two-part analysis:
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Art Blakeys Drum Solo

Blakey begins his drum solo on Mayreh at 4:50 and continues for one whole chorus.
Apart from the drum roll played during Lou Donaldsons alto solo, this is the first time
Blakey plays any part of the drumset other than the ride cymbal beat with his right
hand.
The solo is focussed around a constant barrage of triplets voiced primarily on the snare
drum with an accent placed on the floor tom on beat three of the second bar. The
triplets add intensity to the feel as it is the first episode of continual triplet use for any
length of time that has occurred throughout the entire piece. The first sixteen bars
represent one entire phrase that is itself made up of phrases that become shorter with
each repetition through a kind of motivic diminution.
Figure 28: Mayreh (4:50 - 5:03).
Blakey repeats the figure played in the first four bars but with a slight variation in the
rhythmic placement of the bass drum note that ends each phrase in the fourth bar. The
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figure is repeated again in the ninth bar but halved in length. This half-length motif is
repeated again in the eleventh bar. The figure becomes three quarter-notes long by the
time it is repeated in the thirteenth bar and played twice. Blakey completes the first
half of his chorus by accenting a continuous stream of eighth-notes for the remaining
two bars on the snare drum. Blakey plays an almost exact replica of this figure as the
introduction to Bill Hardmans Theory of Art (Blakey 1997), indicating that this figure
was a regular part of his soloing vocabulary and that he used centonization as
discussed earlier.
Blakey steadily maintains a repetitive figure on beats two and four with his left foot on
the hi-hat throughout his solo as he does throughout the duration of his
accompaniment passages on Mayreh. He introduces his bass drum on all four beats of
the bar in the fifteenth bar of his solo, which he continues to do until the end of the
solo. These first sixteen bars of Blakeys solo emphasise the suggestion made earlier
that Blakey possessed a high degree of hand strength. Judging by the slight variations of
tone emitted by the snare drum as heard note by note at both regular speed and when
slowed down using The Amazing Slow Downer whilst transcribing, it sounds as though
Blakey may be using a single stroke roll between his right and left hands to execute the
phrases in these sixteen bars. A roll containing a Paradiddle-diddle may be easier for a
drummer to perform, however it would perhaps sound with a diminished strength
compared to the more aggressive, fiery sound Blakey generates in this passage.
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Blakey introduces his mounted tom in the second half of his solo for the first time in the
piece at 5:03. He plays it strongly on the first and third beats of the bar, alternating
with the floor tom and snare drum, while continuing to fill out the second and third
eighth-note triplets on the snare drum for the next five and a half bars. By doing this,
Blakey performs Eighth-Note Rhythm 227 in Appendix Three $4 eQ . eQ . (outlining a
repetitive accent at half-note intervals) by using a combination accents with a voicing
pattern of SD-SD-MT-SD-FT-MT-FT-MT-FT-MT-FT-MT through bars 349 to 353. Again,
he finishes off the eight-bar phrase with accented eighth-notes on the snare drum.
Figure 29: Mayreh (5:03 - 5:10).
Blakey closes out his solo by playing eight bars based around a superimposed
polymetric accent pattern in #4as shown below in Figure 30. The accent pattern is
based around Eighth-Note Rhythm 50 in Appendix Two #4eEE eEE (outlining a
repetitive dotted-quarter-note rhythm) and is performed with a voicing pattern of FTSD-MT-SD-FT-SD-MT-SD-SD-SD with an ordering of hands that I imagine has his right
hand performing all the accents, beginning on beat three of bar 357 and continuing
until beat one of bar 361. Blakey fills out the length of beat three in Eighth-Note
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Rhythm 50 by playing triplets on the snare drum. He then continues with another
string of consecutive eighth-notes on the snare drum with one final dotted-quarter-note
phrase beginning on the and of beat four in the fourth last bar with accents on the
snare and toms and ending on beat two of the last bar of his solo. See Figure 30.
Figure 30: Mayreh (5:10 - 5:17).
Bars 361 to 364 in Figure 30 reveal that Blakey achieves syncopation through the use
of expressive dynamics in one way, and through voicing and motion in another. By
using only the one voice of the snare drum and alternating strokes between his right
and left hands, Blakey is able to perform Eighth-Note Rhythm 1 $4 rttyrtty in bar
361 and Eighth-Note Rhythm 190 $4E eeEE eEE in bar 362 (see Appendix Three)
through the use of accents. Blakey then achieves syncopation in bar 363 by changing
voices in a constant stream of eighth-notes. Blakey plays Eight-Note Rhythm 243
$4 Q . e Q eE (see Appendix Three) by using the mounted tom and the floor tom in
succession amidst a constant stream of eighth-notes in bar 363 before he uses accents
on the snare drum voice again to play Eighth-Note Rhythm 239 $4 Q eEE eQ (see
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Appendix Three) in bar 364, closing his solo. These four bars are a sequence of EighthNote Rhythms 1-190-243-239, achieved through the use of accents on a single voice in
bars 361, 362 and 364 and through voicing and motion in bar 363.
Summary
Throughout the course of his accompaniment passages on Mayreh, Blakey is heard to
indefatigably reiterate the conventional jazz ride cymbal pattern coupled with the left
foot hi-hat on beats two and four with qualitatively unfaltering precision. His
interjections between various soloists phrases are short, occurring minimally but are
high in velocity. Outside of his interjections, Blakey tends to play with a continuous
undercurrent of single grace notes on the snare drum that accentuate the ride cymbal
part. He intersperses accented snare drum notes only on occasion. At significant
formal junctures, Blakey tends on Mayreh to play single accents on the bass drum,
often featuring the polymetric superimposition of a #4 meter by accenting every third
quarter-note for several bars giving the ratio of 4:3w. He rarely actually accentuates
beat one at the top of the form, disproving Monsons notion of what a drum fill
characteristically consists of (Monson 1996, 59 - 60). Blakeys left hand is seldom
heard to be moving around the drumset. Instances where he plays on a sound source
other than the snare drum are his accents on semi-open hi-hats during the head; the
figure on the cowbell at 3:08; and his interjection using the bell of his left-side cymbal
at the beginning of Lou Donaldsons third chorus (again accenting every third quarternote).
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Whilst Blakey clearly demonstrates great capacity in the realms of technique and
creativity, overall there is an unambiguous simplicity and conviction behind Blakeys
drumming on Mayreh that, when corroborated with Blakeys own sentiments regarding
the transcendental mood that he believes musicians are to generate on stage to wash
away the dust of everyday life (Rosenthal 1986) lends itself to aptly being designated
as embodying the notion of feel that Williams later sought to incorporate into his own
drumming. Feel, then, may be defined in the present context as drumming that
utilises a consistently minimal amount of aural and structural resolution in order that a
clear and logical affinity for the continuity and predictability within a piece remain
intact. In other words, there is a relative simplicity in the stratified hierarchy of simple
rules that pertain to the concurrent relationship between the performative elements of
composite rhythm, ordering of limbs, voicing and expression within the overall sound
of Blakeys motifs on the drumset in correspondence with the phraseology of the soloist
over time that tends to define Blakeys performance as being one with great feel.
A thorough analysis of Blakeys drumming on Mayreh has been made to indicate

Blakeys improvisational tendencies to interact with soloists over a certain form at a
certain tempo. Upon listening to other pieces recorded by Blakey in a similar style but
in a different period with different musicians, it becomes evident that the study of one
piece alone cannot encapsulate all of his tendencies as he tends to play slightly
differently in these alternate settings. A complete study of Blakeys drumming alone
would come closer to mapping more of his improvisational tendencies, however the
object of the current study is to make broad reference to the manner in which Williams
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improvisational tendencies are informed by Blakey, Roach, Jones and Haynes

drumming of the 1950s.
Next, I look at Roachs drumming in the piece Powells Prances and show how Roach
utilised compositional technique to generate musical figures on the drums with more
melodic motility than is heard in Blakeys drumming in Mayreh, and in doing so I also
show why Blakeys drumming can be held to be more of a figurative representation of
Williams notion of feel than Roachs drumming.
Max Roachs Drumming on Powells Prances

Here I analyse Roachs drumming on Powells Prances and uncover those aspects of his
performance that reveal him to have been the one representing Williams ideal of
technique on the drumset. I compare aspects of Roachs performance to those
described above in the analysis of Blakeys drumming and find that they are similar in
many ways whilst being differentiated in other distinctive ways.

In Max Roachs performance on Powells Prances can be heard a drummer whose
approach is altogether different to that of Art Blakeys on Mayreh, despite the similarity
in style and personnel between the two pieces. Roachs sound is much brighter than
Blakeys, especially in his choice of cymbals, as well as in his tuning and voicing of the
drumset. Although it would appear that both Blakey and Roach used similarly
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proportioned drum sizes, during Mayreh Blakey is heard on drums that sound as
though they are tuned down to achieve a kind of growling sonority, whilst Roach is
more easily identified with an almost choked sound achieved by cranking the tuning
screws much more tightly than it sounds Blakey cranks his.
Powells Prances is a twenty-four bar minor blues performed by Clifford Brown

(trumpet), Sonny Rollins (tenor saxophone), Richie Powell (piano), George Morrow
(bass) and Max Roach (drums). It appears on At Basin Street (Brown and Roach 2002),
a collaborative studio album by Roach and Brown, recorded January and February
1956. The piece is in $4 and is played at a tempo of approximately 300 bpm with an
up swing groove. Three two-chorus solos follow the head in with the first being from
Brown followed by Rollins and then Powell. Roach plays the final solo on the piece
with one chorus of drums prior to the head out, which is extended with a coda section.
Following a two-bar introduction from Roach on the drums, the head of Powells
Prances features two broadly different modes of feel. These are playing in four and
using stop time accents. The first eight bars features a melody comprised largely of
eighth-notes that floats over the top of a driving $4 feel in the bass and drum parts.
Roach plays straight-ahead time for seven bars before resting in the second half of the
eighth bar to prepare for the stop time figures in the second lot of eight bars of the
melody. Stop time figures are a common feature of the hard bop style and
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incorporate a kind of question and answer phrasing between the horn players and the
rhythm section. In the case of Powells Prances, the horns state a brief melodic motif
(question), that the rhythm section answers with one-note syncopated unison
accents on either beat two, the and of beat one or on beat one. For these accents,
Roach uses a stick shot for a staccato effect. To lead into the third section of the head,
the rhythm sections final stop time accent is sustained before the melody carries on in
the horns. The last eight bars of the head in are a reprise of the first eight bars. During
the final two bars of the head in, Roach plays a snare roll with a crescendo leading into
Clifford Browns trumpet solo. The sound of Roachs roll is more stiff than Blakeys roll.
It sounds decisively jagged and grainy in the sense that the roll can be heard
transferring from hand to hand, whereas Blakeys roll sounds as though it is derived
from the performance of tightly woven multiple-bounce strokes replicating the sound of
evenly tearing a large, thick sheet of paper.
Clifford Browns Trumpet Solo

Brown appears as the first soloist on Powells Prances as he did on Mayreh with Blakey,
however, he shows himself to be quite a different soloist on Powells Prances. Browns
solo is much shorter than the solo he plays on Mayreh as the chorus is eight bars
shorter and he only plays two instead of three choruses, leaving less opportunity to
develop his ideas on Powells Prances. Brown does however play with the same
fleeting fluidity and impeccably accurate and somewhat staccato articulation of the
eighth-notes as is heard on Mayreh, but his phrases are placed somewhat differently.
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He tends more toward ending his phrases in the third of every four bars, leaving longer
gaps before beginning his next phrase, sometimes toward the end of the fourth bar and
at other times playing shorter motifs that begin in the first, second and sometimes third
bar of a four bar phrase.
Brown begins his solo on beat three in the final bar of the head and continues with his
first phrase into the sixth bar of the form, ending on beat two, shortly followed by a
short phrase that seems to bring the first one to a close. This is one of his longer
phrases in Powells Prances. Immediately following these two phrases acting as one,
Roach interjects with a linking passage on the snare as shown below:
Figure 31: Powell's Prances (0:20 - 0:30).
Roachs snare figure in bar 32 is played somewhat authoritatively as accents and is

contained within one bar. It is a figure of broken quarter-notes expressing the
superimposition of two dotted eighth-notes followed by two eighth-notes or #8+ #8+ @8 to
make up a complete bar of $4 with the first eighth-note in each group being silent. This
figure corresponds with Eighth-Note Rhythm 85 $4EryEryEe (see Appendix Three),
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which is the negative of the rhumba or Charleston figure (Eighth-Note Rhythm 174)
and will be seen to be developed more extensively in the study of Roy Haynes
drumming later in this chapter.
Beginning at 0:34, Roach plays a half-time Charleston accent pattern on the bass drum
and semi-open hi-hats with his left hand $4 h
q_\ h h
that repeats four times before
he concludes with four eighth-notes on the tom toms that leads into Browns second
chorus.
Roach enters Browns second chorus without any accent to conclude the tom tom
figure that ended the previous chorus. Brown enters on beat four immediately before
the second chorus with a rhythmic development of just one note for several beats.
Roachs snare accompaniment is more pronounced in Browns second chorus,
punctuating with a greater frequency of notes performed at a slightly louder dynamic
level than in the first chorus.
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The figure above begins with an accent on the snare and cymbal on beat one of the
ninth bar in Browns second chorus after which Roach can be heard increasing the
busyness of his snare accompaniment as the end of the chorus and of the solo
approaches. The rhythms performed sound similar to Roachs negative Charleston
figure discussed at the opening of Browns first chorus. Roachs of the negative
Charleston rhythm in conjunction with the figures used here inicates that more
rhythmic and coordinational complexity lies behind Roachs snare drum
accompaniment at this tempo. Whereas Blakey uses primarily single notes in his in his
snare drum accompaniment, Roach tends to play sequences of two consecutive notes,
creating a higher order of coordination between the hands during this piece.
Sonny Rollins Tenor Saxophone Solo

After Roach highlights the change of solos with an accent on the snare and cymbal
similar to the accent he played toward the end of Browns second chorus, Rollins
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begins his tenor saxophone solo with a brief two-bar statement beginning on the and
of beat one in the first bar. All of the other phrases Rollins plays during his solo on
Powells Prances begin on the beat, mainly on beats one and three, giving the solo a
stilted, boxed-in quality that is compounded with his use of quarter-notes toward the
end of several lines that end primarily on beat one or three. It would make sense to say
that Rollins solo actually begins on beat one of the chorus, however it cannot be
determined one way or another if he begins playing before the and of beat one due to
the sonic nature of Roachs accent as well as the sound of Brown ending his solo on
beat one, which dominates and occults the tenor sonority. Roach reduces the
frequency and dynamics of his snare accompaniment to a minimum during Rollins first
eight bars and doesnt interject until the end of the eighth bar, which he does lightly.
Roachs first interjection behind Rollins solo on Powells Prances follows what is to be
one of Rollins longest phrases in the solo that lasts for just over six bars in length. The
interjection is a press roll leading into the final eight bars of Rollins first chorus that
sounds almost identical to Blakeys roll except for Roachs more grainy execution as
already mentioned. Roach also ends this roll with a single hit on the snare on the
and of beat four in the second bar that is followed with a bass drum accent on beat
one of the following bar. See Figure 34:
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Roach then concludes Rollins first solo chorus with unison snare and cymbal accents
emphasising mainly beats one and three of the last two bars of the chorus, ending with
another accent on beat one of Rollins second chorus at bar 97 in Figure 34.
As with the second chorus of Browns solo, Roach is much more vigorous with his
snare drum accompaniment behind Rollins second chorus on Powells Prances,
particularly in final fourteen bars.
In Figure 35, Roach constructs his way toward the climactic end of Rollins solo by
playing a #8+ #8+ @8 figure in bar 111 that is almost identical to the negative Charleston
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figure from early in Browns solo as discussed above except that the ride cymbal
pattern retains its consistency here. Following in bar 113, Roach performs a polymetric
superimposition of #4 over the $4 time, resulting in a 4:3wpolyrhythmic ratio. This he
does by accenting every third quarter-note on the snare drum from beat one of Rollins
final eight bars and continuing for a complete cycle before playing a repetitive,
syncopated eighth-note rhythm on the snare in the last three bars of Rollins solo.
Richie Powells Piano Solo

Richie Powell begins his piano solo at 1:36 of Powells Prances and continues over two
choruses until 2:14. Roach immediately softens his drumming in volume and timbre by
performing at a piano dynamic and playing with the tip of the stick on the bell of his
ride cymbal. Worthy of particular note at this point in the piece is Roachs comping on
the snare drum. Roach plays an extremely light backbeat on beats two and four
between bars 126 and 135 whilst Powell develops the short motif he began his solo
with. The tonal quality of this combination of snare and cymbal is discussed in greater
depth in the analysis of Roy Haynes drumming later in this chapter.
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At no point during any of the pieces studied in this thesis are any of the drummers
heard to be feathering the bass drum during accompaniment passages. The issue of
feathering the bass drum is often contentious in jazz drumset performance studies as
there are reasons for and against this practice mixed with mythologies from both points
of view. Roach talks about the feathering of the bass drum:
We played the bass drum, but the engineers would cover it up because it would
cause distortion due to the technology at the time. There were never any mics
near our feet; they would have one mic above the drumset, and that was all.
It was funny to me that when I would hear a recording, I didnt hear the bass
drum, because in those days the bass drum was always prevalent. You could
not get a job unless the bandleader could hear that 4/4 on the bass drum. I
remember standing in front of Chick Webbs drumset. His bass drum was so
strong and constant I could hear it in my stomach: BOOM, BOOM, BOOM,
BOOM constantly. Young drummers would stand there and say, Wow! Can
you feel that? Then on 52nd St., we learned how to play the bass drum softly. It
was always there, underneath the bass fiddle.
But you never heard it on the recordings.Ive heard people say that,
historically I introduced the technique of not playing the bass drum and
concentrating on the ride cymbal, which was not the case (Mattingly 1993, 2526).
Roach posits that Blakey also used the bass drum in this manner. An important note
about Chick Webb and his bass drum though is that during the 1930s, Webb was
playing in the Savoy Ballroom, a dance venue the size of an uptown New York City
block with imaginably rowdy patrons. It was in the Savoy that the vigorous Lindy Hop
dance move was popularised (Ward 2000, 217-221). Photos of Webb from this time
portray him as using a 28 bass drum, a size capable of producing a much fuller and
louder sonority than the 18 or 20 bass drums used by the 1950s hard boppers. By
focussing his time feel loudly on such a large drum, Webb was presumably answering
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to an acoustical need to match the textural density of the large swing orchestra whilst
simultaneously generating a sonic presence powerful enough to create a spirited
atmosphere conducive for hordes of people to dance the Lindy Hop in a large space.
By 1949, according to Roach, dancing was prohibited due to the imposition of a war
tax at the time and big bands were superseded by small groups that now relied more
heavily on instrumental virtuosity to sustain the interest of the crowds (Mattingly 1993,
25). The textural necessity for sustaining a heavily throbbing time feel on the bass
drum was no longer present, compelling drummers like Kenny Clarke to inculcate the
ride cymbal as the primary time-keeping component of the drumset in jazz music from
the early 1940s to the present day.
Max Roachs Drum Solo

Max Roachs drum solo on Powells Prances indicates a complex interaction between
rhythm, coordination and voicing that defines an audibly evident technique on the
drumset in the sense that Williams may have meant.
The first sixteen bars of Roachs solo, beginning at 2:14 are monodic in texture,
revealing a different approach to Blakeys in that Roach was able to include three limbs
in a sequential fashion to create more subtle, melodic figures than Blakeys steamroller,
full-speed-ahead barrage. Roach begins with a motif lasting six eighth-notes and
followed by a quarter-note rest. The first and last notes, beat one and the and of beat
three are played on the bass drum with the middle four notes played firstly on the floor
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tom. Roach uses this figure by repetition for six bars, voicing the middle four notes on
a different sound source on each successive repetition. Both of Roachs hands play
these four notes in succession on the same drum during the first four occurrences of the
figure, from floor tom to mounted tom back to the floor tom and finally playing the
fourth instance on the snare drum. The fifth and sixth repetitions of the motif are a little
different in that Roach splits his two hands between three different sound sources. Each
hand plays successively on two different drums in the fifth repetition, which is
duplicated in the following bar. The right hand moves from the floor tom to the snare
and the left hand from the snare to the mounted tom. These six bars illustrate one of
Roachs primary contributions to solo drumset performance in that by simply changing
the voicing of a figure and introducing motion to both left and right hands between
notes (comparable to changing position on piano), a simple six-note motif can be
developed in a multiplicity of inventive ways as shown here in Figure 37:
Bars 175 and 176 feature the introduction of a second motif that is a four-note
descending figure from snare to mounted tom to floor tom and finally to bass drum.
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The right hand moves from the snare to the floor tom in this figure. Two further grace
notes on the snare addend this figure before Roach repeats it, this time beginning on
beat four rather than on beat one, thus displacing the figure. In bar 177, Roach repeats
the figure he played in bar 173 and develops it further by elongating it with a two-note
attachment on the snare to the second figure he introduced in bar 175. Roach
develops the six-note figure even further in bar 177 by extending it with two notes on
the snare and then adjoining with the figure from bars 175 and 176, which is also
extended by one more repetition.
In Figure 38, Roach introduces a new motif made up of eight eighth-notes in bar 181,
beginning on the floor tom on beat one with the bass drum sounding on the and of
beat one, followed by the snare and then mounted tom before another note sounds on
the bass drum on beat three. The bar is completed by three notes on the snare with an
accent on beat four. Roach repeats this motif in bar 182 and then re-introduces the
motif, which he develops here in a slightly different manner than previously. It is
voiced similarly to the occurrence in bar 173 (see Figure 37), however in this instance,
instead of changing the voicing as he did in 173, and instead of adding to the motif
with two extra notes on the snare, as in bar 177, Roach develops the motif by omitting
the final bass drum stroke, making it a five-note phrase. This five-note phrase is
272
repeated immediately with a slight variation in its voicing in that instead of the fourth
note being on the snare, it is voiced on the floor tom, making a ten-note motif. The two
bars are completed by one note on the bass drum on beat two followed by five
consecutive notes on the snare drum.
The following 24 bars are performed with a different textural density than the previous
16 in that Roach performs a single melodic line with only his hands on the snare,
mounted and floor toms using a combination of single strokes, double strokes and
paradiddle stickings to accommodate the melodic contour of the line. This melody is
underpinned by a repetitive bass drum ostinato on the four quarter-notes of each bar
that is similar to Blakeys ostinato in Mayreh except that Roach omits the hi-hat for the
entirety of his solo in Powells Prances. The bass drum does not enter into the
melodicism as it does in the first 16 bars of the solo.
Bar 185 of Figure 39 features a figure consisting of four notes on the mounted tom
followed by four notes on the snare. Roach plays the figure eight times in total with a
slight variation made in each successive bar. The first four notes of the motif that, in
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the first instance are played on the mounted tom are then played on the floor tom in
every second bar whilst, instead of playing four notes on the snare in the second half of
each bar, Roach plays the tom that is sounded in the first half of the bar on the and of
beat three in the third, fifth, seventh and eighth repetitions of the figure, indicating that
the sticking used throughout this eight-bar passage is a paradiddle sticking.
The following three bars from 2:31 shown in Figure 40 feature a hand-to-hand sticking
inside a three quarter-note figure that repeats three times over the $4 meter. Roach
begins the figure with an accented single stroke on the snare drum with his right hand
whilst proceeding to play either sixteenth-note double strokes or multiple bounce
strokes on following two eighth-notes with each hand successively before playing
another accent on the snare, this time with his left hand, followed by an accented note
on the floor tom and completing the figure with another buzzed stroke on the snare
with his left hand. Because of the tempo of the piece and the fidelity of the recording,
it is difficult to discern whether Roach executes the buzzed notes with a double stroke
roll or with a multiple bounce roll. This six-note figure is repeated three times with the
274
floor tom note played on the mounted tom during the second occurrence. Roach then
recapitulates the figure that began this polyphonic section of his solo by repeating it
twice at bar 197 before playing a double-stroke figure between the mounted tom and
the snare drum in bar 199 (see Figure 40).
In Figure 41, Roach accompanies himself with a further eight bars of ostinato on the
bass drum whilst soloing on the snare and two toms, but now, owing to the melodic
contour throughout these eight bars, he is clearly using a single stroke sticking rather
than the double strokes, multiple bounce strokes and paradiddles of the previous 16
bars. Each bar begins with a stroke on the floor tom that is followed immediately by a
stroke on the mounted tom on the and of beat one. The only exception to this is that
the figure in the first bar features a slightly different melodic contour with the second
note being on the snare and the third note on the floor tom. Roach uses the ascending
figure between the two toms on the first two eighth-notes of the bar in a way the
resembles a form of rhythmic diminution as much as this technique can be utilised on
the drumset, an instrument on which the player has little to no control over the sustain
of the voices. The onset of the figure is on beat one of each bar from bar 201 and the
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remainder of the bar is filled out by eighth-notes on the snare drum, giving a sense of
the length of a whole-note. In bars 203 and 205, Roach seemingly doubles the pace of
the figure by repeating it on beat three as well as on beat one, giving the temporal
sense of half-notes (see Figure 41). He utilises the technique further still in bars 207
and 208 by beginning the two-note figure on beats one and two, effectively
accentuating the quarter-note while rounding out the bar with four more eighth-notes
on the snare drum. When listening to this passage at full speed, it can sometimes
appear that Roach speeds up and that he actually plays the mounted tom on beat one
and not the floor tom.
In Figure 42 shown above, Roach plays the final eight bars of his solo by reverting to a
simple harmonic density shared amongst the snare, toms and bass drum similar to the
density with which he began the solo, ceasing with the bass drum ostinato. The
accented quarter-notes he plays between the snare and bass drum in bar 209 offer a
startling contrast in density from the previous 24 bars. Bar 211 features the
recapitulation of the figure played at bar 183 before the descending four-note figure
from bar 175 is abstracted and played twice with a quarter-note rest in between,
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creating the superimposition of a figure in #4 that gives way to a series of accented

eighth-notes on the snare drum before the Roach concludes his solo with a triumphant
crash on beat three of bar 216 with his snare, bass drum and ride cymbal. Roachs
alternation between melodic motility (bars 209, 211-213) and melodic stasis (bars 210
and 215) creates interest and intensity here, achieving a syncopated feeling during
stasis by playing accents on the snare.
Variations in Other Pieces Performed by Max Roach

Several variations on, and other examples of Roachs technique are evident on other
recordings from this period. During his drum solo Milestones featured on Booker
Little 4 & Max Roach (Little 1958, 3:49 - 4:51), Roach is accompanied by the double
bass. During this instance of accompanied drum solo, Roach appears to be solving the
problem of the previous necessity to perform his own ostinati on the bass drum and / or
hi-hat with his feet. As a result, Roach performs much more open and melodic phrases
here. He is also much freer with his rhythmic placement of his left-foot hi-hat pattern
throughout, seeming to avoid playing on beats two and four altogether.
On Its You or No One from his Deeds, Not Words album of 1958 (Roach 1987)
Roach performs a figure that it seems Williams adapted for his own use later on. In
between Booker Littles first and second solo choruses at 2:21, Roach plays the
following:
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Figure 43: It's You Or No One (2:21 - 2:23).
At 1:37 on So What from Davis The Complete Concert 1964 (Davis 1992a),
Williams plays the following figure between the first and second A sections of Davis
second solo chorus which bears a striking similarity to Roachs figure shown above
except that Williams plays the figure more aggressively by taking his hand off the ride
cymbal in addition to filling in the eighth-note gaps with his bass drum:
Figure 44: So What (1:37 - 1:39).
There are several recurring themes throughout Roachs entire body of solo work from
this period. The motifs described in my analysis of Powells Prances appear in various
instances throughout Roachs recorded work. One such work is in his solo on
Gillespies Salt Peanuts as it appears on The Quintets Jazz at Massey Hall (1989),
recorded in 1953 while touring Canada, three years before Powells Prances was
recorded in New York. As in Powells Prances, Roach performs two distinctly different
kinds of harmonic density in his Salt Peanuts solo. In the first instance, the majority of
the solo is performed over an ostinato played by the feet, with the bass drum feathering
on all four beats of the bar and the hi-hat on beats two and four, creating a complex
harmonic density similar to Blakeys phraseology. The only exception during the
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sixteen bar passage between bars 97 and 112 It is the passage between bars 97 and 112
that are relevant here.
Figure 45: Salt Peanuts (6:57 - 7:08).
In this passage, similarly to what appears in Powells Prances as described above, the
bass drum becomes a part of the melodic contour during the passage and the hi-hat is
not played at all. Notably, the entire 16-bar passage is comprised of the same rhythmic
motifs that are voiced in Powells Prances, but they are compiled in altered
configurations. Roachs motivic reconfigurations that occur over numerous different
recordings resemble an improvisational form of centonization, described earlier as the
technique of constructing improvisations from a patchwork of phrases (Brown 1997,
165).
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Summary
While not as fiery as Blakey in his statement of the time feel throughout Powells
Prances, Roach proves that his drumming is not devoid of feel by way of playing almost
identical and conventional figures as Blakey and by being almost identically sensitive
to the dynamics of the ensemble through a variety of interactions. He does however
tend to surpass Blakey in the way he develops his rhythmic motifs when soloing, using
motifs of differing length and alternating between them in dynamic ways. In the solo
described above, Roach combines the performative elements of rhythm, ordering of
limbs and voicing with a more complex interaction that results in greater and more
varied and intricate movement around the drumset to develop his rhythmic motifs. It is
this greater complexity in nonlinear functioning that I propose Williams refers to when
he says that, to him, Roach plays very melodically with a lot of technique rather than
that he plays with great speed or with a high linear density of notes as is often thought
to be the case when citing the term technique.
Blakey states that its important to play from the heart and to know your instrument.
The above analyses demonstrate that Blakey played from his heart and that Roach
knew his instrument. Roach said that the next step beyond the development of
technique is in the development of ideas. I will now examine how Philly Joe Jones
creatively used several of Blakey and Roachs musical ideas in combination thus
cultivating his own original ideas on Locomotion with John Coltrane, and how he
began to slowly advance toward the achievement of collective autonomy in his
ensemble performance.
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Philly Joe Jones on Locomotion

As I discovered Philly Joe Jones to have been significantly influenced by Blakey and
Roach both socially and musically in the chapters above, I now analyse his drumming
as being representative of a second generation of bebop drummers and that he
represented the personification of creativity in Williams drumset ideology. In
particular, I point to various figures in Jones performance that highlight his creative
combination of rudimental and polymetric ideas using an analytical schema that shows
some of these figures as persisting in adapted form in Williams music beyond 1969.

Locomotion was recorded by John Coltrane on 15 September 1957 and appeared on his
Blue Note Records album, Blue Train (1985). It features an AABA form in which each
of the A sections are based on a twelve-bar blues form with a composed melody, whilst
the B section features eight bars of improvisation by Coltrane inserted between the
second and third A sections. Locomotion is performed by a sextet featuring Coltrane on
tenor saxophone with trumpeter Lee Morgan, trombonist Curtis Fuller, pianist Kenny
Drew, bassist Paul Chambers and Philly Joe Jones on the drums. Following an eightbar introduction on the drums, the head in is played once only and is followed by five
solos. The first three solos are performed by the front-line horn players in the order of
Coltrane, Fuller and Morgan. Whereas Coltranes solo begins in the last four bars of the
head, both Fuller and Morgans solos begin with eight-bars of an unaccompanied solo
break before continuing on for two choruses. Drew and Jones take the latter two solos,
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each spanning only one chorus without an eight-bar solo break before the final head
out is played, which is followed by a brief coda that acts as a kind of cadenza for
Coltrane.
Figure 46: Locomotion (0:00 - 0:07).
Figure 46 shows Jones playing eight bars of solo drums at the start of Locomotion.
These eight bars resemble what might be a confluence of Blakey and Roachs styles,
sharing a similar logic and sensibility as discussed above. The figures in bars five and
six are discovered to have been performed with an execution that proves difficult to
notate in any rhythmically conventional way owing to microscopic fluctuations in note
length and the onset of the sound of each note. Whilst what I have notated is not
entirely accurate upon a slow listening, the overall feeling of these two bars in real time
is faithfully represented as far as is practical as I determined the discrepancies to be so
microscopically negligible that an accurate documentation would unnecessarily overcomplicate the matter. Brownell (1994, 165-68) also discusses this transcriptional
problem in his thesis and resolved his problem by choosing to transcribe audio-visual
material rather than using purely aural material as I have chosen to do throughout this
thesis. It is gathered that Jones uses a variety of sticking patterns in these two bars that
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are difficult to decipher, resulting in a unique aural experience for the listener, making
Jones drumming more idiosyncratically identifiable and original.
Jones introductory figure immediately allows the listener to hear the quality of his
drum sound, which is of a different timbre to both Blakey and Roachs sounds. Most
photos of Jones from throughout his entire career capture him seated at a drumset with
larger sizes than Blakey or Roach are generally depicted as playing. It seems that Jones
preferred to play on a 13 x 9 mounted tom with a 16 x 16 floor tom and a 20 x
14 or 22 x14 bass drum. The extreme tightness of each drum is evident in that he
achieves a certain kind of high pitch. In particular the floor tom sound on Locomotion
has a significantly choked quality. These drums would have an unusually responsive
bounce to them, almost like that of a snare drum due to the tension required on the
drum heads to achieve the pitch heard from these sizes. Other evidence of the larger
diameters of Jones drums is audible in the woofiness of his bass drum. Whereas
Blakey and Roach achieved a certain punch from their smaller diameter bass drums
of 18, the tone of Jones bass drum has less attack whilst occupying a greater degree of
the tonal spectrum, which is generally the case on such larger drums, no matter how
brightly they are tuned. Like Blakey, Jones uses rivets in his ride cymbal for an aurally
vivid sizzle effect.
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The rhythmic feel in the head of Locomotion is that it is in four and, despite the
tradition of the hi-hats normally being reserved for time feels that are in two33, Jones
uses the hi-hat cymbals to propel the time feel during the majority of the head with
minimal commentary on the snare or bass drum. This use of the hi-hat cymbals was
made popular by Jonathan Papa Jo Jones in the 1930s and was the prominent way of
keeping time on the drums before Kenny Clarke moved the beat onto the top or
ride cymbal. Technically, to play the hi-hats in the manner applied by Jones in
Locomotion requires the right hand and left foot to be coordinated in such a seamless
way as to operate and affect the sonic qualities of the top and bottom cymbals as they
function in mutual concord with one another to such a great extent that all elements
cooperate as one undivided unit. Even though the notation marks the hi-hat cymbals as
being either open (o) or closed (+), the cymbals are always in contact in what Jones
plays here. The designation of open simply means that the pressure applied with the
left foot when the pedal is depressed is released somewhat, but not to the extent that
the cymbals are completely separated. Conversely, when the + symbol is used to
denote a closing of the hi-hat cymbals, the actual effect is to increase the amount of
pressure with the left foot in order to bring the cymbals closer together. There is no
audible chick sound in this manner of hi-hat playing as there is when the hi-hat is
played with the left foot on beats two and four underneath a ride cymbal pattern. In
this sense, the hi-hat pedal effectively functions as a sustain pedal when used in
conjunction with the cymbals being struck by one or two sticks at the same time. Apart
33
See Holgate (2009) for a detailed analysis of the role of the bass player when playing in two as
described in his study of bassist Eddie Gomez.
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from muffling a drum or choking a cymbal with ones hand, the left foot on the hi-hat
pedal is the only part of the drumset over which the drummer has some mechanical
control over the sustain and note-length of the instrument. To designate this method of
playing jazz hi-hatsstriking the cymbals in coordination with the use of the hi-hat
pedalI use the term playing with a soft foot as the foot need move only a fraction of
an inch to affect an extreme difference in the quality of sound generated by the two
cymbals. Most of the embellishments in Jones accompaniment during the head of
Locomotion are performed on the hi-hats themselves by playing a single open note on
beat four amidst the regular timekeeping pattern, as in bars 17 and 19 shown in Figure
47.
Jones moves to the ride cymbal three bars before the B section at bar 30 and then
performs a figure that makes him readily identifiable to those familiar with his work,
which is shown in bars 28 - 29 and 32 - 33 in Figure 48.
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Jones will usually play this figure in the first bar of any given four bar phrase. He tends
to play an accent on the ride cymbal in unison with the bass drum on either beat four
or the and of beat four in the bar preceding the next four bar section. In the first bar
of the new section he plays an accent on open hi-hats with his left hand in unison with
the bass drum. Jones keeps the time feel steady with his right hand on the ride cymbal
and he closes the hi-hats as usual on beat two in the second bar of the four-bar section.
Jones uses this figure only sparingly throughout Locomotion, reserving it for significant
demarcations of form, such as at the beginning of Fullers and Morgans solos, when
entering the B section in Fullers first chorus and in Morgans second chorus. A
variation on this figure is heard in the first measure of Coltranes solo when Jones plays
an accented open hi-hat figure in unison with the bass drum on beat two of the bar
instead of beat four.
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John Coltranes Tenor Saxophone Solo

That Coltrane is one of the most accomplished soloists in the history of jazz is almost
commonplace. Of Coltrane, Jones is quoted in Downbeat as saying, All the stars in
the constellation couldnt say enough about Tranethe most beautiful, brilliant
musician Ive ever had the privilege of ever being aroundsheer genius and dedicated
musician (Davis 1976, 21). Coltranes phrase lengths are typically long and in all
cases are not shorter than one and a half bars, or six beats long. Most of his phrases are
three to five bars in length. His two longest phrases are at the end of his first chorus
and at the beginning of his second chorus, both phrases being approximately eight bars
in length. Notably, Coltrane begins most of his phrases in Locomotion in the third bar
of a four-bar phrase while tending to end most of his phrases in either the second or
third bar of a four-bar phrase, meaning that Coltrane plays through most of the
significant structural points in Locomotion in a way that would make Tadd Dameron
happy. The only two exceptions occur in his first chorus when entering the second A
section and the B section. At the second A he begins his phrase on beat two of first bar
after a five beat rest, and at the B section he begins exactly on beat one after a one-bar
rest. Jones takes the opportunity to make an interjection during Coltranes one-bar rest
leading into the first bridge of the tenor solo as is shown below.
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In Figure 49 shown above, Jones interjects with an accented five-note figure on the
snare drum in bar 76 that fits perfectly between Coltranes fifth and sixth phrases. It is
one of only a few interjections Jones plays throughout the entire duration of
Locomotion.
Throughout the accompaniment he provides for each of the soloists on Locomotion,

Jones ride cymbal playing elicits a certain sense of buoyancy that is smooth-sounding
and characteristically distinct from Blakeys heaviness and Roachs pointedness.
Despite this difference, Jones cymbal playing features the same resolute consistency
and adhesiveness within the quality of the overall ensemble sound that Blakey and
Roach elicit with their cymbal work.
Beginning in bar 104, Coltrane performs a line of continuous eighth-note triplets not
heard in the rhythm of any front-line solos discussed so far in this thesis. The line
extends just short of two bars and Jones is heard to play the second two triplets of beat
three on the snare drum before an accent on the bass drum on beat four as shown in
Figure 50:
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This figure is characteristically recognisable as being a regular feature of Jones rhythmic

drumset vocabulary and appears in several other places throughout the remainder of
Locomotion, most notably scattered throughout Curtis Fullers solo chorus.
Curtis Fullers Trombone Solo

In addition to the occasional accenting of beat four on the bass drum being particularly
evident during Fullers trombone solo, Jones snare drum accompaniment audibly adds
a greater sense of propulsion and forward motion to the music than is previously heard
on Mayreh and Powells Prances. Jones articulation is crisp and staccato and provides
a prominent and persistently thrusting quality to the overall drumset accompaniment
from bar to bar without detracting from the primary driving force heard in his ride
cymbal playing. The reason for this sonic clarity on the snare drum could be due to the
fact that recording technology had improved by 1957 with the utilisation of superior
magnetic tape to that used on recordings prior to 1956 (Anderson 2007, 35). As Jones
assessed himself to be a forceful and sometimes loud drummer in general, it could be
that he is striking the snare with a slightly greater velocity on Locomotion. He believed
that certain pieces could only be made effective if he were to play loud on them, but
that these pieces would only be well-received by an audience if the drums were
musical as well as loud. Jones also stated that the audience wouldnt accept the
performance if the drums were loud and un-musical (Gleason 1994, 41). In any case,
Jones audibly plays more notes more frequently on the snare drum and these notes are
consistently performed at a slightly higher dynamic level than can be heard on Mayreh
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or Powells Prances. This increase in the number of notes and the velocity of these
notes may account partially for Williams designation of the term creativity to Jones
drumming in that Williams said Jones played with a lot of animation and that he
played things that you wouldnt expect to see a drummer play (Williams 1985, 19:54
- 20:03).
Jones avoids playing any of the more boldly interjectional figures at significant formal
junctures during Locomotion such as the dotted half-note and half-time Charleston
figures heard on the Blakey and Roach pieces. He avoids making any overt reference
to the form at all during Locomotion and this is particularly evident during Fullers
trombone solo, which he coasts through with unobtrusive animation. One reason for
this is that Fullers phrasing fits so squarely within two and four bar lots that begin
primarily within the first or third bar of any given four bar phrase and end in either the
second or fourth bar, possibly relieving Jones of any perceived need to outline the form
for the soloist. Jones does however engage with vamp-like accompaniment with pianist
Kenny Drew during the second A section of Fullers solo. Drew and Jones play the
same rhythmic figure as is shown below in Figure 51:
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Of particular note however is Jones performance of three consecutive eighth-notes in a

row on the snare during his accompaniment on Locomotion. Notably in bars 66, 76,
120, 131, 174, 180, 184, 204, 208, 212, 228, 246, 257, 272 and 356 in the
transcription (see Appendix Seven). This is a further extension of Roach and Blakeys
techniques described earlier in this chapter whereas Blakey would tend to play single
eighth-note accents at a time, and Roach would play sometimes two in a row, Jones
plays three eighth-notes in a row on the snare as Figure 52 demonstrates. This excerpt
is taken from the first B section of Fullers trombone solo:
Figure 52 shows Jones accompanimental creativity as it includes two occurrences of

Jones three-note comping pattern in bars 174 and 180 as well as a triplet figure in 177
and the customary hi-hat figure I described earlier in bar 173.
Lee Morgans Trumpet Solo

With a spirited brilliance and powerfully rhythmic drive in his opening trumpet line,
Lee Morgan restores the mood of Locomotion to the same climactic excitement that
Coltrane ended his solo with prior to Fullers tidy trombone solo. Sustaining this
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intensity by way of unusually long phrases more akin more to Coltranes than to
Fullers, Morgan captures the listeners attention unshakably for the ensuing one and a
half minutes of his trumpet solo.
Rhythmically, Jones maintains a consistent mode of drumset accompaniment

throughout the course of Morgans solo as he does during Coltrane and Fullers solos
(see Figures 49 - 52 above), with the only effective difference being audible in the way
he plays his snare drum. The snare line is more active and present in the overall
ensemble blend. The snare blends in a way that adds excitement to Morgans solo on
Locomotion and adds a hint of the first real signs of a collective autonomy as I describe
it throughout the course of this thesis. By way of the mutual trust generated in the
rapport that is requisite to engaging in collective autonomy during formulaic jazz
improvisation (Dean 1992, 7), the strength of Jones complete drumset accompaniment
merges with Morgans inventions on Locomotion to present more of a unified ensemble
sound than one of subservience that can be imagined Kenny Clarke was relegated to
when the instrumental roles in the ensemble were more hierarchically tipped in the
favour of melodic and harmonic dominance during the 1940s, i.e., in a relative
heteronomy. Although the resultant sound of Jones syncopated rhythmic counterpoint
with Morgan is coherently playful on this occasion, one can imagine that Jones is, in a
sense, out to do battle with Morgan in an effort to fight for and win the right for the
drummers freedom of rhythmic expression in the jazz ensemble.
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Kenny Drews Piano Solo

Jones contributes a similar accompaniment behind Kenny Drews piano solo, albeit at a
slightly lower volume than in Morgans solo. The drumming is not however as soft as
Roachs is behind Powells solo in Powells Prances, nor does the timbre change.
Instead, Jones continues to ride on the body of the cymbal whereas Roach chose to
play on the bell of the cymbal during the piano solo. Jones syncopated interjections
favour the playing of single note accents on the and of beat one in some bars and on
the and of beat three during other bars during Drews piano solo on Locomotion
reminiscent of Blakeys accompaniment. These are indicated below in the second A
section of Drews piano chorus.
Interestingly, as with each of the other melodic soloists on Locomotion, including

Coltrane, the solos are phrased in very strict two bar sections during the B section of the
piece giving Jones a space of several beats in which he can predictably outline each of
the two bar with anticipations on the and of four as in Drews B section, shown in
Figure 54.
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Philly Joe Jones Drum Solo

Jones drum solo on Locomotion is a masterly synthesis of his own innovations and
unique traits with the work of Blakey and Roach as described earlier in this chapter.
Jones opens in a mode that generally maintains a reiterative hi-hat on beats two and
four for the first twelve bars, except when he plays the hi-hat in unison with the bass
drum on the and of beat one in bars 379 and 380. The only other variation to Jones
left-foot hi-hat part during these twelve bars is a sonic variation caused by splashing
the cymbals with the foot on beat four of bar 378. By splashing I mean that Jones
brings his left foot down swiftly on the pedal, causing the cymbals to come into contact
with one another as they normally would except that instead of creating the usual
closed or chick sound, Jones releases his foot immediately, generating a sound that
is akin to the crashing of a pair of hand-held marching band cymbals. Jones uses this
technique of splashing the hi-hat several times during his solo on Locomotion. Over
the top of his hi-hat accompaniment, Jones plays a line beginning on the snare drum in
the first two bars that sounds smooth enough to have been executed with perhaps just
one hand rather than by using hand-to-hand single strokes. He then plays a syncopated
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figure for two bars that integrates his hands and feet before playing a polymetric
superimposition of Eighth-Note Rhythm 34 (see Appendix Two) in #4 incorporating
flams and yielding a 2:3q polyrhythmic resolution.
A two-part analysis of Figure 55 is shown below wherein Eighth-Note Rhythm 34 is

seen in the upper part and Eighth-Note Rhythm 240 is in the lower (see Appendices
Two and Three):
Figure 56: Two-Part Analysis of Locomotion (5:40 - 5:43).
The composite rhythm shown in Figure 57 below also indicates how Jones groups and
orders his limbs to perform Figure 55 (see One-Part Systems in Appendix One):
Figure 57: Grouping and Ordering of Limbs in Locomotion (5:40 - 5:43).
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The grouping and ordering of limbs I have used here were derived by a logical
consideration of the way in which I believe this rhythm can be voiced on the four-piece
drumset in the way Jones voices it on Locomotion. Jones utilises melodic motility with
his hands by alternately moving his hands between the snare and toms with each new
superimposed measure of #4.
In the subsequent two bars, Jones plays the following figure:
The accent pattern in Figure 59 shows that Jones superimposes another #4 rhythm (see
Eighth-Note Rhythm 21 in Appendix Two) over $4, once again with his hi-hat stating the
regular quarter-note rhythm on beats two and four in $4as shown in Figure 59 below:
Figure 59: Two-Part Analysis of Locomotion (5:43 - 5:44).
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Transposed into $4, the accent pattern of Eighth-Note Rhythm 21 from Appendix Two as
it appears above in Figure 59 forms a combination of Eighth-Note Rhythms 55 and 82
in Appendix Three as shown below:
Figure 60: Accent Pattern of Figure 59 Transposed into $4with Ordering of Limbs.
By voicing his right hand on the floor tom in the B-A ordering shown in Figure 60,
Jones creates a melodic contour that alternates between the snare and floor tom
between each note.
Williams can be heard to have adaptively modeled this figure in a variety of different
ways throughout the remainder of his career. One such notable example is in 12 + 12
(The Great Jazz Trio 2000), recorded in 1977. In 12 + 12, Williams has taken Figure
58 and adapted it in several ways whilst maintaining the ordering in his hands of B to A
(see Appendix One). Firstly, he changed the quality of the rhythm by applying a more
rapid and continuous rhythmic density at the rate of ninth-notes (or triplets within
triplets). Secondly, and in a way that is similar to the way in which he adapted Roachs
rhythm above (see Figures 43 and 44), Williams filled in the eighth-note rests in the
original figure with a bass drum note. See Figure 61:
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Figure 61: 12 + 12 (6:50 - 6:56).
Further ways in which Williams has adapted Jones figure is by creating melodic
motility by voicing each hand on different drums and by moving between drums
between recursions of the rhythm as shown in the first two bars of Figure 61 above.
Jones does not play repetitive quarter-notes on his bass drum at any point during his
solo on Locomotion as Blakey and Roach do at various points in their solos. Rather,
Jones exclusively incorporates the bass drum as an extra voice in the melodic contour
as Roach did in the opening of his solo on Powells Prances. Jones plays his bass drum
almost solely on the off-beat eighth-notes adding syncopation and a senses of forward
motion to his solo. This could also be attributable to the ways in which Williams
adapted Figures 43 and 58 later in his own career as described above. In this way,
Jones drumming resembles aspects of Roachs drumming during the sections in which
Roach played with simple harmonic density. At other points during Jones solo he
performs several bars worth of triplets on the snare drum, achieving rhythmic variety by
using accents on the one voice in melodic stasis. This mode of performance resembles
large sections of Blakeys solo in Mayreh as analysed above.
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Summary
By analysing Jones drumming as it is heard on Coltranes Locomotion I was able to
discern an amalgamation and extension of Blakey and Roachs performance styles in
the context of up-tempo swing music in $4. In this sense, I interpret Jones as
figuratively representing the personification of creativity as described earlier. Jones
ensemble playing on Locomotion is largely unobtrusive in that he avoids many of the
large accents that stood out in both Blakey and Roachs drumming. The exception to
Jones unobtrusiveness is heard in his accompaniment of Morgans trumpet solo during
which his accompaniment generates a similar drumset timbre to Roachs in that Roach
tended to use the snare drum for interjections also, whereas Blakey tended to use the
bass drum. Jones ride cymbal playing is much smoother than Roachs, giving it a
buoyant quality that invokes the feeling of Blakeys ride cymbal approach. In creatively
extending the range of the drumset, Jones is heard to make more frequent reference to
the hi-hat cymbals, using his left foot on the pedal to achieve notes of controlled
length. I also noted him as playing three consecutive eighth-notes on the snare drum
during his accompaniment passages. Jones ride cymbal rhythm on Locomotion
however is as unvarying as Blakey and Roachs, forming the centrepiece of his
timekeeping role in a band that still seems to operate under bebops relative
heteronomy. There is however a greater sense of freedom in the ensemble as the
overall sense of phrasing is looser in the A sections. The harmonic complexity
presented in the B sections however seemed to dictate that soloists square up their
phrasing into neat two-bar packages during each recurrence of the B section.
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As well as alternating between passages of melodic motility reminiscent of Roach, and

melodic stasis reminiscent of Blakey in his solo, Jones also alternated between a
coordinational density of harmonic simplicity akin to Roachs and, when adding the hihat on beats two and four, one of slight harmonic complexity similar to Blakeys
constant use of the bass drum undertone. He incorporated the creative use of
rudiments in polymetrically superimposed instances of a #4meter throughout
Locomotion, particularly during his solo. I was also able to show how Williams took
one of Jones figures or building blocks and adapted it later in his career by changing
the rhythm and voicing components independently of the fundamental ordering of
limbs.
I will now supplement my analysis of The Big Three with a study of the drumming of
Roy Haynes as it is an important link between the drumming of the mid-to-late 1950s
and the early-to-mid 1960s.
Roy Haynes on Reaching Fourth

The reasons for including the analysis of a piece that Roy Haynes played drums on
from late 1962 are obvious in the analysis itself. Haynes drumming serves as a crucial
link between two generations of drummers: one generation including Blakey and
Roach; the other including Jones. Haynes seemed to have witnessed both generations
and, whilst Williams does not ascribe any notion of his drumset ideology to the
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character of Haynes drumming, by late 1962 Haynes had developed an approach to

playing up-tempo swing music that represented a significant break with the tradition
described in the foregoing analyses of Blakey, Roach and Jones. In this section, I will
show how Haynes takes the polymetric superimposition described in the foregoing
analyses and significantly alters the ways these figures are voiced on the drumset. In
doing so, I observe a freshness of approach to jazz drumset performance in an
interactive ensemble that reflects a degree of entrainment between Haynes and pianist
McCoy Tyner.

Reaching Fourth (Tyner 1998) is the title track of an album recorded by the McCoy
Tyner Trio, which includes Tyner on piano, Henry Grimes on bass and Haynes on
drums. Whilst it is highly likely that Williams would not have heard Reaching Fourth
due to it being recorded in November 1962 and subsequently released in 1963, the
piece cumulatively represents Haynes drumming until that point in time. Haynes
performance on this piece represents an important break with the drumming of Blakey,
Roach and Jones as studied above, linking to Williams aesthetic, which would be
captured for the first time in the following February.
With the tempo at approximately 272 bpm, Reaching Fourth is a modal piece that
begins with a five bar introduction in which Haynes plays quarter-notes on semi-open
hi-hats with his sticks in unison with the quarter-note figure played on the piano and
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bass for the first three bars. These three bars are followed by a two-bar drum break in
which Haynes plays a syncopated figure using stick shots34 on the snare drum. These
five bars are followed by an eight-bar head that is played in a question-and-answer
stop-time fashion in which Tyner and Grimes play both the question and answer figures
whilst Haynes plays only the answer figures on snare and semi-open hi-hat, a sonic
combination not heard in the pieces previously studied here.
The piece then goes into the solo form, which is different from the head in that it is
comprised of five eight-bar sections, grouped as AABBA. For his solo Tyner takes four
choruses over this form and is then followed by a one-chorus bass solo in which
Grimes plays with a bow in the arco style. Haynes then plays a drum solo for one
chorus. Tyner and Grimes accompany him during the B sections. Following his drum
solo, Haynes trades eight-bar phrases with Tyner three times over the A section tonality,
making a total of six lots of eight-bars before they play the head out.
The head out of Reaching Fourth is played with the two sections in reverse order to the
head in. The eight-bar stop-time section precedes the five bar phrase that the piece
opened with.
34
A stick shot is achieved by depressing the left stick into the drum head and striking that stick with the
other stick, producing a short, sharp, staccato note. Mostly performed on the snare drum, these can also
be performed on any surface. See bar 412 in Philly Joe Jones solo in Locomotion for a stick shot on the
mounted tom.
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McCoy Tyners Piano Solo

McCoy Tyner plays with a touch that is extremely fluid throughout his solo on Reaching
Fourth, adeptly basing his melodic and harmonic intervals around the fourth, not
evidenced in the playing of those studied in preceding pieces, hence his pun in the title
of the piece. Tyners melodic phrasing is rigidly based around two, four and eight bar
groupings. Most of his longer phrases begin in the first bar of a four or eight bar section
and many of those begin on beat three of that bar and end by the fourth beat of the
fourth or eighth bar of that section. On paper it appears that Tyners phrasing is
squarely oriented, however, upon listening, the accompanying rhythms he plays with
his left hand on the piano within those phrases employ a great deal of syncopation
based on dotted quarter and eighth-note rhythms that concord with Haynes drumming
as will be seen.
During the A sections, Grimes plays a walking bass line and in the B sections he opts
for a pedal point line, lending to the piece a sense of opening up and floating, a
sense taken advantage of by Haynes, especially as it affects his use of the hi-hat pedal.
Generally, Haynes maintains similar behaviour in his drumset accompaniment to that
of Blakey, Roach and Jones but with cymbal work that sounds with a distinctively crisp,
pressing and urgent drive. It sounds as though Haynes touch is much lighter than
Blakeys on Mayreh, drawing a more transparent wash from his cymbal rather than the
ever-present tone heard in the others cymbal work. Like Blakey and Jones, Haynes
cymbal on this session is fitted with rivets for a sustained sizzle sound, but Haynes
sound is perhaps a little more sibilant in character than the cymbals in the other works
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discussed here. Haynes touch draws out an articulate, staccato quality from the snare
drum with a very clear presence on Reaching Fourth that could be attributed to the
drums head and snare wires being tuned reasonably tightly and being struck lightly
and consistently in the exact centre. Despite the crispness and clarity of presence in his
snare drum figures, the sound of Haynes snare drum is not overbearing in relation to
the overall sonic quality of the piece. Haynes does however play his snare drum with
an expressively dynamic quality that is similarly exhibited by each of the drummers
studied in this thesis.
As the utilisation of dynamics on the snare drum during passages of accompaniment is

a technique rarely discussed in jazz drumset performance literature it is worthy of
elaboration here. Although the majority of jazz drumset method books published in
excessive plenitude contain instruction for practicing a rich variety of syncopated
rhythms on the snare drum in coordination with maintaining a regular jazz ride cymbal
beat, many of the examples published fail to provide an appropriate context within
which these rhythms are to be performed and lack sufficient detail concerning the
dynamics and placement of the figures. So far, I have examined examples of Blakey,
Roach, Jones and Haynes drumming from the 1950s and early 1960s that feature a
flow of snare drum notes played at a pianissimo dynamic range that are largely in
rhythmic unison with the ride cymbal. I have notated these sounds with a regular note
head contained in parentheses in my transcriptions (q). Although parentheses are used
to denote this sound as it appears on the recordings, the role of the sound is far from
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parenthetical in its overall contextual place within the music. Parentheses are
convenient symbols for use in the transcription of softer dynamics occurring on only
one voice of the entire drumset when the entire drumset is notated on a singular stave.
There is no known singular term for this style of playing the snare drum in a jazz
context within the broader concept of accompanimental ensemble playing except for
the broad and haphazard use of terms such as comping and ghost notes. It is
however closely related to the notion of tipping; a practice rarely discussed in jazz
drumset performance literature. Theodore Brown touches briefly on the subject of
tipping in his doctoral dissertation of 1976 when he discusses Kenny Clarkes
drumming (pp 470-471). Brown describes tipping as a conceptual hurdle that swing
drummers from the 1930s had to overcome if they wanted to play in the then-modern
bebop style from the early 1940s. Brown does not describe the exact nature of the
hurdle he referred to as being conceptual, rather, he simply goes on to quote Martin
Williams who said that Jo Jones displayed a momentum, a kind of discreet urgency in
his cymbal sound [when playing the hi-hat] before also quoting Roy Haynes as saying
that Clarke would be playing single beats, but youd get a continuity. You still got the
feeling of ding-ding-a-ding (Brown 1976, p 470, underlining in original). Haynes
distinctively tips during a significant number of passages comprising his
accompaniment in Reaching Fourth and I suggest that the aural sound of tipping is
resultant from the combination of heavily articulated ride cymbal notes and pianissimo
snare drum notes. There is nothing conceptual about these notes at all: they are very
audibly present, although very soft in volume relative to the rest of the drumset. A clear
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example of Haynes touch in affecting a sense of tipping can be seen in Figure 62

below:
Figure 62: Reaching Fourth (0:43 - 0:49).
Remembering Roachs earlier remark that the bass drum was always covered during
recording sessions, making it difficult to hear on recordings, curiously enough, the
photograph of the McCoy Tyner Trio printed in the liner notes of Reaching Fourth,
taken during the recording session for the album shows there are two microphones set
up over the drums and Haynes bass drum is not covered up. Evidently, by late 1962
recording technology was sufficiently advanced enough so that drummers were able to
go into the recording studio and to record their music no differently than they would if
there were playing acoustically in a club. No matter how I adjusted the equalizer
settings available to me during my analysis, I could not hear any evidence of Haynes
feathering the bass drum on all four beats as is mythologically stated to be the normal
practice amongst jazz drummers. When the drummers in this study do in fact play the
bass drum on all four beats, it is in their solos and is audibly quite present, rendering it
even more starkly absent during the accompaniment passages.
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Rhythmically, the first most obvious difference in Haynes drumming when compared
to Blakey, Roach and Jones is that his ride cymbal figures are broken. By saying
broken, I mean that Haynes ride cymbal figures are far from repetitive and he does not
always play the conventional figure that is constantly reiterated in the others
drumming. He tends to alternate between playing the conventional figure in many
instances and four quarter-notes in a bar without the conventional skip on the and
of beats two and four in other instances. Figure 63 shows Haynes accompaniment of
Tyners first solo phrase in Reaching Fourth and is a typical example of Haynes
approach during the A sections of the piece. It shows Haynes playing a simple quarternote figure on the cymbal in bars 14 and 18, whilst in bar 20 he plays quarter-notes on
beats one and two mixed with the conventional figure on beats three and four. Each of
the other bars feature the conventional ride cymbal figure.
In addition to playing three consecutive eighth-notes on the snare in a similar manner

to Jones in bars 19 and 21 in Figure 63, bars 17 and 21 also highlight Haynes use of
the snare drum to obtain still another sound. Haynes applies a multiple bounce stroke
on the and of beat four as an alternative to single stroke accents, regular, un-accented
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notes, tipping or ghost notes and stick shots. This broadens the timbre and
expressive quality of the instrument significantly in that with a multiple bounce stroke,
Haynes is able to achieve a sense of a sustained note during his accompaniment thus
broadening the sonic palette of expression on the snare drum. These notes are still
indicated with parentheses and so they are at the softer end of the dynamic spectrum.
Haynes plays multiple bounce strokes in a variety of different places throughout
Reaching Fourth. For example, he plays on the and of beat four in either the second
or sixth bar of the A section phrases, such as in bar 91 (1:12), bar 107 (1:25) and bar
143 (1:54). Haynes applies these strokes during, and sometimes right in the middle of
the duration of Tyners phrases and arent used to signify the beginning or ending of
any significant formal elements. The feeling is that Haynes uses the multiple bounce
stroke for intensification in unexpected areas of the form as well as in expected areas,
such as those shown above in Figure 63. Other unexpected occurrences are in bar 43
and bar 51 when Haynes plays the stroke on the and of beat three in Figure 64:
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The five stroke ruff beginning on beat three of bar 45 in Figure 64 is also characteristic
of Haynes drumming and affords him the opportunity of getting off the ride cymbal
momentarily. Haynes plays similar such figures in bar 73 (0:57) and bar 85 (1:08).
He uses the sound of multiple bounce strokes in an interesting superimposed phrasing

of #4 that coincides with Tyners 37th melodic piano phrase in bars 139 - 141 as shown
below in Figure 65:
Figure 65 shows a syncopated pattern beginning on the and of beat two in bar 139 as
Haynes plays a multiple bounce stroke and repeats the gesture every third beat until the
and of beat four in bar 140. This is shown in the two-part analysis of Figure 66
below:
Figure 66: Two-Part Analysis of Reaching Fourth (1:50 - 1:53).
Of particular interest in Reaching Fourth is Haynes drumming in the B sections of

Tyners piano solo, which, as I mentioned earlier feature the use of a floating pedal
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point in the bass. In the first B section, Haynes breaks up his ride cymbal rhythm
distinctly from the conventional pattern when he plays a four-note figure that repeats at
the rate of dotted-half-notes as seen in the Figure 67 below, taken from the second half
of the first B section of Tyners solo:
Nothing of the original meter of $4 is audibly referenced in Haynes superimposition of

the #4 meter in Figure 67, and yet the $4 meter remains intact throughout. Beginning
on beat two of bar 34, Haynes splashes his hi-hats on every third quarter-note whilst he
plays an eighth-note and quarter note figure on his cymbal and snare. The first cymbal
/ snare figure on beat two of bar 34 however features a note lasting the length of one
dotted quarter-note.
Haynes clearly demonstrates a variety of ways of superimposing the #4 meter over $4 in

subsequent B sections during Tyners piano solo in Reaching Fourth as can be seen in
the following figure:
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Here, Haynes delays the figure he played with his hands on the cymbal and snare
shown in Figure 67 by one eighth-note, causing a continuous flow of eighth-notes.
Haynes points to a possible reason for breaking up the hi-hat part as it is in these
examples as being because,
I never really liked that strict 2 and 4 anyhow. Ive done it a lot of times on
record dates, because the artist I was playing with needed that or wanted that.
In fact, I dont like to do it steady because maybe I cant! [laughs] Even on some
of Eric Dolphys first dates, I played the 2 and 4 on the hi-hat a lot, and I dont
know why I did it. (Potter 1986, 21)
The sense of syncopation and the #4 meter in the composite stream of continuous and
unbroken eighth-notes is made evident in Haynes use of grouping and ordering of
limbs and voicing rather than by playing broken rhythms. Again, there is no audible
reference to the $4 meter although it remains intact throughout the figure.
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Figure 69 shows an example of Haynes taking his right hand from the ride cymbal and
applying it to the snare drum during ensemble accompaniment passages. This is
something he does in several instances throughout the course of Reaching Fourth. One
such other example can be seen in the example of what sounds similar to the fivestroke ruff in bar 45 of Figure 64 as mentioned. Instead of using a five-stroke ruff as he
did in Figure 64, Haynes plays a four-stroke ruff which sounds is similar to a series of
non-alternating or flat flams and adds what would be the fifth note in a five-stroke ruff
with his feet. In a similar figure played over bars 156 and 157, Haynes moves his right
hand onto the floor tom for variety as in Figure 70:
The other example of Haynes taking his right hand from the ride cymbal and onto the
snare in Reaching Fourth occurs in the figure beginning on the last eighth-note of bar
131.
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Here, Haynes performs almost an entire bar of eighth-notes on the snare drum alone
before ending the figure with his bass drum and his right hand back on the cymbal
again on beat four of bar 132, coinciding with the end of Tyners solo phrase.
Henry Grimes Bass Solo

Henry Grimes plays a bowed bass solo for one chorus beginning at 2:18. Haynes opts
to revert to a mode of play that is less interactive by paring down his performance and
playing exclusively on the hi-hats. Perhaps the most interesting part of Haynes playing
during Grimes bass solo is in the final four bars when he plays the following figure:

In Figure 72, Haynes varies his hi-hat part by phrasing with two consecutive quarternotes on beat one of bar 210, beat two of bar 211 and on beat one of bar 213. This
causes the skip to land on the and of beat three in bars 210 and 213, and on the
and of beat one in bar 211.
Roy Haynes Drum Solo

Following Grimes arco bass solo, Haynes sparks the trio into vigorous activity in the
drum solo and trading section on Reaching Fourth. Already in the first eight bars of
Haynes solo he is heard to use the hi-hat with his left foot in rhythmically novel ways
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in conjunction with a variety of timbres drawn from his snare drum, including stick
shots, multiple-bounce strokes and accented regular strokes. Haynes plays his left-foot
hi-hat figures regularly and exclusively on the and of beats two and four in the
following example, quite a different scenario from the rhythmic placement of left-foot
hi-hat figures studied earlier in this chapter:
Haynes playing in Figure 73 is amongst the most rhythmically continuous within his
solo on Reaching Fourth, achieving a sense of phrasing through a variation in voicing
and ordering of limbs.
The following example shows Haynes employing broken rhythm to achieve syncopated
phrases:
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In Figure 74, Haynes repeats a two-bar rhythmically broken figure before playing two
bars of continuous rhythm in bars 244 and 245. In the eight bars previous to the
example shown in Figure 74, Haynes plays the same figure on the mounted tom prior
to playing on the floor tom as shown here. Haynes is heard very lightly singing along
during the passage between 3:08 and 3:14 shown in Figure 74.
Finally, in Figure 75, Haynes performs double strokes on his bass drum in between
melodically motile double strokes on his snare (with a stick shot variation in bar 279)
and toms in an unbroken consonant rhythm.
Summary
The study of Haynes drumming on Reaching Fourth is a special inclusion in this thesis
in that it reveals a crucial link between the first generation of bop drummers and
Williams. Haynes drumming serves as a crucial link in the ways that he increases the
degree of broken rhythm in both ensemble and solo contexts. Haynes also plays
figures using his left foot on the hi-hat that are audibly different than the way Blakey,
Roach and Jones played their left-foot hi-hat figures. As a result, the hi-hat sound
assumes more of a melodic role in Haynes drumming rather than simply serving a
timekeeper as it is in the pieces studied earlier in this thesis. It is also important that
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Haynes ride cymbal rhythm is broken, especially when compared to the regularity of
the previous drummers and that he began to play more double strokes on his bass
drum. Each of these traits are shown to be further developed by Williams in the
following chapters.
Conclusion
In this chapter I studied four complete drumset performances by Blakey, Roach, Jones
and Haynes, each in the context of up-tempo swing music in $4 as well as in both
ensemble and solo modes of play. Significantly, these analyses provide a basis upon
which I was able to gain a musicological sense of the figurative characterisations of
feel, technique and creativity I interpret Williams to have ascribed to each of these
drummers respectively.
In Blakeys drumming throughout Mayreh, I identified his tendency to constantly and

unceasingly reiterate the conventional jazz ride cymbal pattern with his right hand and
generate much propulsive intensity in the ensemble. His use of the range of the
drumset is sparse throughout the ensemble passages except at the times that he
contributes bold interjections at the top of a new form, or in answer to a statement
made by the soloist. In these instances, Blakey tends to accentuate these interjections
with the use of bass drum accents. At several points, Blakey is heard superimposing a
#4 meter over the top of the $4 meter and performing these superimpositions over the
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barline, rarely actually accentuating beat one at the top of the form. In light of the
musical analysis, I interpret Williams notion of feel to be characterised in Blakeys
drumming by the constancy of his melodic stasis in that he does not move around the
drumset in any complex way, rather, he achieves intensification of feel by interacting
primarily in the world of expression in that his rhythmic variety is largely achieved by
way of the placement of accents within unbroken continuities of rhythm. Blakey also
relies on the layered use of his feet and hands at all times throughout Mayreh,
indicating a hesitancy to adopt any simple harmonic densities in the grouping and
ordering of his limbs on the drumset.
Roach applies a greater sense of melodic motility in his drumming on Powells Prances,
especially during his solo. The quality of sound Roach elicits from his cymbals in the
ensemble sections of Powells Prances generates more clanginess than the roaring fire
in Blakeys cymbal. In addition to the motility of his melodicism, Roach demonstrates
that he is comfortable playing broken rhythms on the drumset, in contrast to Blakeys
rhythmic continuity. Roach also demonstrates that he is able to shift between extremes
of simple harmonic density and complex harmonic density in the way he orders and
groups the voicing of rhythm on the drumset. These observations of Roachs drumming
lead me to conclude that when Williams describes Roachs melodic playing as
embodying his concept of technique, he means that Roach is at ease in his ability to
not only play over the entire range of the drumset, but to exercise motility in his voicing
and motions. His sense of the passing of time is clear and accurate enough that he
inserts rests, generating discontinuous rhythms. He also relies on a number of motifs
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that surface in his drumming throughout his entire career. It is possible that Blakey in
fact plays from more of a tactile approach to music in that his performance is
continuous with an increased degree of touch affecting his sound, whereas Roach may
approach music in more of an auditory sense in that he hears the relation of his
rhythms over time rather than feels them and as such educes a crystalline rhythmic
precision from the drumset in contrast to Blakeys guttural roar.
The analysis of Jones drumming on Locomotion reveals a combination of the qualities

described in Blakey and Roachs drumming, thus indicating that in his ability to
combine aspects of Blakey and Roachs musicality, Jones plays creatively in that he is
still able to differentiate his playing as having its own sound, despite the overwhelming
evidence of deep influence exerted by Blakey and Roach. Jones ensemble figures are
shown to be relatively low-key, except that he draws out a throaty tone from his
drumset that is more similar to Blakeys than to Roachs. His facile technique, acquired
through in-depth study of snare drum rudiments combined with his innate sense of feel
enables him to improvise using a creative variety of rhythms as heard most prevalently
in his accompaniment of Morgans trumpet solo and in his drum solo. In his solo he
alternates between passages of simple harmonic density and passages of complex
harmonic density and he does this more intermittently than Roach. Jones, like Blakey
and Roach, also constructs many of his musical figures and ideas by superimposing #4
meter over $4 accompaniment, generating both 4:3wand 2:3q polyrhythmic ratios.
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Jones melodic motility combined with a novel use of rhythms in #4 led to the
emergence of a greater range of creativity in rhythmic expression on the drumset.
Both Haynes ensemble and solo playing are radically different during Tyners Reaching
Fourth than the ensemble and solo playing of Blakey, Roach and Jones. Haynes
maintains perhaps the most dynamic balance of the two extremes. One of the most
obvious features of his solo is his use of broken rhythms to achieve the effect of
syncopation. In addition to the use of broken rhythms, Haynes is able to maintain a
high degree of melodic motility between figures in that he repeats rhythmic figures but
plays them on a different sound source upon repeat. Haynes is also impeccable in
achieving dynamic contrast in the grouping and ordering of his limbs when performing
rhythms and melodicisms on the drumset. He moves seamlessly between simple
harmonic density to complex harmonic densities that are not heard in the drumming of
Blakey, Roach and Jones. Whilst Jones succeeds in several passages of his solo to play
without keeping any kind of regular or reiterative pulse-like pattern on any part of the
drumset with any of his limbs, Haynes succeeds in all passages. Finally, Haynes
achieves an almost constant variation in his use of expressive devices such as volume
and timbre, particularly in the myriad sounds he coaxes from the snare drum, including
stick shots and multiple-bounce strokes integrated amongst regular strokes and
tipping. All this he achieves with what sounds like relative ease in a volume register
not in excess of mf.
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In the following chapter, I will analyse the drumming of Tony Williams in order to
outline the ways that he adaptively modeled the feel, technique and creativity of
Blakey, Roach and Jones respectively and the sensibilities of Haynes in such a way as
he was able to integrate his playing into the tradition of jazz drumset performance and
still to differentiate his own originality from that same tradition.
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Chapter Five
Tony Williams Adaptive Modeling of Feel, Technique and Creativity
In Chapter Three I presented a broad stylistic overview of Williams drumming as heard
on his recorded musical output to February 1969. In Chapter Four I presented an indepth musicological analysis of the drumming of Blakey, Roach, Jones and Haynes in
order to distil musical figures and ideas that Williams absorbed and adaptively modeled
in his subsequent drumming career. In doing so, I was able to formulate a notion for
what Williams may have meant when he cited the qualities of feel, technique and
creativity as combinatorially forming a complete ideology for playing the drumset in
jazz music. Feel in this sense refers to the unambiguous simplicity and minimalist
repetitiveness in the way Blakey used the drumset to interact with soloists over the form
of the given piece of music. Technique refers to Roachs ability to utilise melodic
motility in his composition-like devlopment of themes in his improvisation, particularly
in his soloing. Creativity refers to Jones ability to extend and expand upon the feel and
technique of Blakey and Roach in novel ways such as by utilising more intricate
rhythms in the superimposition of polymeters and improvising with greater flare. The
pieces analysed in Chapter Four fall into the up-tempo swing style of pieces that
include a drum solo and embody a progression of ensemble interaction moving away
from the relative heteronomy of the early bebop music and toward a collective
autonomy as I have described. Especially in the case of Haynes, this movement is
realised in the increased function and flexibility of the hi-hat cymbal with the left-foot
pedal and a greater daring to accompany the soloist in a solo-like fashion.
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The first known commercially available recording of Williams that contains a drum
solo in the up-tempo swing style is Jackie McLeans Vertigo. In the context of
knowledge gleaned from my analysis of the pieces studied in the previous chapter, my
analysis of Williams drumming on Vertigo makes clear the ways in which Williams
combined, extended and expanded upon the qualities of feel, technique and creativity
in improvisational interaction as I have described them here in such ways as to move
toward an archetypal model for collective autonomy and the cultivation of originality
in jazz drumset performance studies.
In Chapter Three I described the character of Williams drumming of the 1960s to be

multitudinous and developing in nonlinear ways reflecting the permutations in
Americas general state of consciousness at that time, especially regarding the
beginning of the civil rights movement for African American people. This leads me to
examine his 1964 performance on Walkin (Davis 1992a) in addition to Vertigo.
Following my analysis of Walkin, I take a brief look at an innovative figure Williams
recorded in Teos Bag (Davis 1991a) and examine the increasing of his expressive
capacity on the drumset thus providing examples of emergent musical ideas in the
development of jazz drumset performance studies.
Tony Williams on Vertigo

The first opportunity of discovering exactly what Williams gleaned from his drumming
role models of the late 1950s and early 1960s in a piece containing ensemble and solo
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passages is heard on Vertigo (McLean 2000a). Vertigo is the point from which the
decisions Williams had already made about what to keep and what to discard of the
musical figures and ideas expressed by his forbearers on the drumset becomes audibly
clear for the first time. It was recorded approximately six weeks after he moved to New
York City to live and work with McLean, thus representing Williams professional
recording debut. The album is scarcely discussed for its significant contributions to the
unfolding of jazz music of the period and is deserving of a prominent place in jazz
studies literature even if only for its discographical significance35. The albums
underexposure could be explained by the fact that it wasnt released until 1981, some
eighteen years after it was recorded (Cuscuna 2000a). On Vertigo is found an example
of several ways in which Williams combined the qualities of feel, technique and
creativity as described above, indicating his intent upon supporting the side of
collective autonomy in the dialectical debate about the role of the drumset within the
jazz ensemble as set out in this thesis.

On Vertigo (McLean 2000a), recorded 11 February 1963, Williams joins on drums with
McLean on alto saxophone, Donald Byrd on trumpet, Herbie Hancock on piano and
Butch Warren on bass for the performance of a piece containing head and solo sections
that are largely improvised in the style of Ornette Coleman as discussed earlier, rather
than composed in the cycling formulaic way also discussed earlier. Vertigo is played
35
See Andrews 2009 for a video presentation containing a general overview of Williams drumming
characteristics on Vertigo.
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in the up-tempo range with a tempo of approximately 290 bpm and begins with a sixbar tutti melodic figure based around the rhythm of the quarter-note. This figure is
recurrent throughout Vertigo as an interlude between heads and several of the solos.
Williams plays the figure in the same way upon each occurrence: with rim-shot accents
on the snare in unison with a semi-open hi-hat that he closes prior to the each
successive beat in much the same way that a pianist would use the sustain pedal when
changing chords. The head carries on for twenty-four bars in a way that sounds as
though McLean and Byrd are improvising the melody with the rule that they play no
note length shorter than a quarter-note. This is quite a departure from the melodies
played in all other pieces studied in this thesis, each of which contain vigorously
intricate eighth-note melodies true to the bebop aesthetic. In this sense, Vertigo sounds
immediately avant garde in its melodic structure. Williams plays the remainder of the
head using an up-tempo swing style based very closely upon the kind of swing style
identified in Chapters Three and Four but with some immediately perceptible and
significant differences from that of the preceding drummers. Whereas Blakey, Roach
and Jones would not divert once from the reiterative $4 q ryq ry rhythm (Eighth-Note
Rhythm 30 in Appendix Three), and whereas Haynes would occasionally omit notes
from any given bar, such as $4 q q q ry (Eighth-Note Rhythm 90 in Appendix Three),
Williams plays a number of variations in his ride cymbal beat, that includes a variation
of the rhythmic placement of notes in development of recent novelties in rhythmic
practice on the cymbal, such as $4 q ryryq (Eighth-Note Rhythm 21 in Appendix
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Three). Williams performs this figure as well as several other variations purposively
and liberally throughout the course of Vertigo. I say recent novelties as I
acknowledge that Williams was not the first to play such figures on the ride cymbal.
Jimmy Cobb is heard performing this rhythm and variations on his ride cymbal on
Mack The Knife (Shorter 2001), recorded on 10 November 1959, and on Grand Central
(Adderley 1999), recorded 2 February in the same year. On these two pieces, whilst
slightly slower in tempo compared with Vertigo, Cobb plays figures such as Eighth-Note
Rhythm 21 (shown above) intermittently throughout the entirety of both pieces.
Williams plays these figures throughout the duration of Vertigo as can be seen in the
transcription making up Appendix Nine.
Williams generates propulsion in his ride cymbal feel by incorporating all the elements
described above as tipping in concert with ghost notes on his snare drum. A useful
excerpt of Williams tipping in conjunction with the variations of the conventional
cymbal rhythm from Vertigo is shown below in Figure 76:
Figure 76: Vertigo (0:18 - 0:21).
Jackie McLeans Alto Saxophone Solo

McLeans alto saxophone solo represents here as significant a departure from the
conventions of bebop as is heard in the head, especially in regard to his phrasing.
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Given that the solo sections are free in every regard except for the fixed metric pulse of
$4, McLeans phrasing does not conform to any rigid changing of harmony or key in any
way that a bebop player normally would in their navigation around chord changes in
varying rates of harmonic rhythm. Instead, he phrases freely over the lots of four bars I
have notated the transcription in. There is no fixed place where it seems McLean tends
to begin or end his phrases, although he rarely plays a phrase exceeding four bars in
length. His longest two phrases are the final two phrases he plays.
Already in the first four bars of McLeans solo, Williams shows connection to both
Blakey and Roachs drumming through his use of voicing. Williams begins his
accompaniment of McLeans solo with a loud crash on his left-side cymbal that has an
attack and tone quality very much like the kinds of crashes Blakey plays on Mayreh.
On the and of beat three and on beat four in the fourth bar of McLeans solo,
Williams leaves the ride cymbal and plays two ascending notes on his tom toms similar
to a figure used by Roach in Powells Prances. See Figure 77:
Figure 77: Vertigo (1:05 - 1:08).
During McLeans eighth line Williams is heard using his bass drum liberally during his
accompaniment figures, playing figures similar to Blakeys snare accompaniment and
including a double stroke in 110 of the figure shown below, with a sound similar to
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Haynes sound on Reaching Fourth. Williams still however maintains constant activity
on the snare drum throughout to the extent that his snare and bass drums sound as
though they are engaged in melodic dialogue with one another.
Figure 78: Vertigo (1:29 - 1:32).
The following eight bars feature Hancock and Williams utilising vamp-like
accompaniment in which one answers the other in two bar phrases. In the vamp-like
accompaniment shared between Jones and Drew in Locomotion, the two played figures
in unison with one another and from 1:43 to 1:52 this is how Hancock and Williams
vamp plays out until ending with the following:
Figure 79: Vertigo (1:43 - 1:52).
In Figure 79 Williams uses his mounted tom for the second time during the piece and
introduces an original voicing to the music studied in this thesis. On the and of beat
four in bar 132 he plays an open hi-hat note similar to the kind of note Jones
demonstrated at the end of four bar sections in Locomotion, but in addition to this,
Williams plays an additional, staccato open hi-hat note on beat one of bar 134 in
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unison with the snare drum before ending his phrase and the vamp-like
accompaniment section with a cymbal and bass drum crash on the and of beat four.
In Figure 80, shown below, Williams utilises techniques of expression and rhythm at
once towards the end of McLeans eight-bar 26th phrase:
Figure 80: Vertigo (2:25 - 2:31).
The dynamic markings in the transcription are used to indicate decrescendo and
crescendo in the snare drum part only. These dynamics as well as the quarter-note
triplets employed are the first of each used by any of the drummers studied herein.
At 2:40 in McLeans solo, Williams begins superimposing a #4 meter for twelve

measures. The superimposition begins on beat three in bar 193 of Figure 81 shown
below:
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Figure 81: Vertigo (2:40 - 2:52).
Bassist Butch Warren joins Williams in the superimposition of dotted quarter-notes at

bar 201 of Figure 81, making the time feel precarious until Williams begins to assert the
regular $4 meter again in bar 205. The multiple-bounce roll markings are intended for
the snare drum only in Figure 81 and in Appendix Five as I interpret Williams use of
the multiple bounce snare strokes to be attributable to Haynes use of them as
described earlier in my analysis of Reaching Fourth.
Donald Byrds Trumpet Solo

Similarly to McLean, Byrd shows no definite schema for the placement of his phrases
throughout Vertigo. His first three phrases fit squarely into four bar lots beginning in
the first of every four bars, however the length of his phrases vary from one bar to four
bars in length.
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During Byrds eleventh phrase, Williams, Hancock and Warren begin a vamp-like
figure that actually draws the attention away from Byrd for a significant period of time.
This vamp-like figure is shown below in Figure 82:
Figure 82: Vertigo (3:38 - 3:51).
Williams superimposition of the #4 pulse in this example harkens back to Jones solo
figure in Figure 55. A two-part analysis of bars 265 - 267 from Figure 82 shows how
Williams plays the same figure but that it is displaced by a dotted auarter-note (see
Eighth-Note Rhythm 38 in Appendix Two), resulting in the rhythm sounding in reverse
to the way Jones plays it. See Figure 83:
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Figure 83: Two-Part Analysis of Vertigo (3:40 - 3:42)
In the following six-bar excerpt, Williams is heard superimposing a complete cycle of %4

over the regular meter of $4:
Figure 84: Vertigo (4:05 - 4:10).
Although beat one is silent in bar 295 of Figure 84, it marks the beginning of the
polymetric superimposition of %4 for the first time in this thesis. In conjunction with the
polymetric superimposition of &4 as discussed in Chapter Three, this superimposition
represents one of Williams most significant achievements of an adaptive modeling of
figures from the past, given the prevalence of the superimposition of #4 throughout the
other pieces analysed here. Figure 85 shows a two-part analysis of this event:
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Figure 85: Two-Part Analysis of Vertigo (4:05 - 4:10).
Figure 85 shows a two-part analysis of Williams polymetric superimpostion of %4 in

Vertigo. The upper part shows a rhythmic schema in five that is divided into two.
Every five eighth-notes in the lower part (with the exception of beat one in the first bar
as discussed) is accented according to this schema. Williams effects these accents on
his bass drum during the passage as is seen in Figure 84.
As Byrd winds his solo to a close, Williams is heard playing the hi-hat with his left foot
on the and of all four beats continuously until the band moves into Hancocks piano
solo, expanding on Haynes extended use of the left-foot hi-hat and using Two-Point
Cycle 1.6.10 (see Appendix One):
Figure 86: Vertigo (4:15 - 4:23).
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Herbie Hancocks Piano Solo

Hancock plays extremely long, fluid phrases during his piano solo on Vertigo and
Williams begins his accompaniment here in the mp volume range in a quasi two-feel.
Williams moves in and out of two different modes of playing the hi-hat with his left foot
during Hancocks solo as does Haynes on Reaching Fourth. One such mode is that of
using the hi-hat with the left-foot in a way that corresponds with the conventional use
as described in Blakey, Roach and Jones drumming in Chapter Four. In this mode the
hi-hat is played primarily on beats two and four of the bar. The second mode of play
corresponds to the superimposition of polymeters in which it is the hi-hat that outlines
the superimposed meter, whereas Blakey is described as playing figures in the meter of
#4 meter by using his bass drum for accents on beat one of every bar. Williams plays
those same rhythms but transfers them to his left-foot on the hi-hat pedal as seen
beginning in bar 354 and continuing to bar 366 in Figure 87.
Williams alternates the use of his feet in performing the polymetric superimposition
during bars 362, 363 and 364 in this excerpt. Also shown in Figure 87, Williams
superimposes two bars of %4 meter beginning beat three of bar 367 in the excerpt
shown above. For four occurrences, Williams accents every second then every third
quarter-note with his left-foot hi-hat here. It is interesting to note his extreme
minimisation of the number of notes played on the ride cymbal throughout the entirety
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of this excerpt in that he plays only quarter-notes throughout in a similar way that I
described Haynes as sometimes playing fewer notes in his ride cymbal rhythm.
Figure 87: Vertigo (4:52 - 5:09).
A significant tie between Williams and Jones drumming is evidenced during the latter
part of Hancocks piano solo when Williams performs a number of three consecutive
eighth-note phrases on his snare drum, which is a figure Jones performs frequently
during Locomotion as described above. See Figure 88:
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Figure 88: Vertigo (5:35 - 5:42).
Figure 88 also ties Williams drumming to Blakeys drumming with the use of a press
roll with crescendo in bar 410. The use of such a roll is characteristic of Blakeys
drumming as described earlier in his drumming on Mayreh.
Tony Williams Drum Solo

Williams begins his drum solo on Vertigo with half-time statements indicated by the use
of quarter-note triplet figures, occasionally playing eighth-note runs. This is all
accomplished with a simple harmonic density in the way he orders and groups his
limbs to perform these rhythms. The rhythms themselves are broken in the style of
Roach, Haynes and portions of Jones rhythms. Williams shifts quickly between figures
of vastly different conceptual structure with relative ease.
Williams demonstrates the first break with any fixed metric flow in all the solos
analysed so far in this thesis. See Figure 89:
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Figure 89: Vertigo (6:54 - 6:59).
The excerpt above shows a high degree of metric and rhythmic freedom in Williams
solo at this point, performed in what sounds like a true spirit of freely expressed
improvisation. I have notated the polyrhythmic ratios according to Vais (1983)
recommendations in order to indicate relative changes in speed as I explained in the
Introduction. The apparent polyrhythm of 5:6 q on the upper staff of Figure 89 can be
read as being five in the regular time of six quarter-notes. These quarter-note lengths
are further subdivided into sixteenth-notes. A truncated and slower version of the same
figure is indicated on the lower staff within the 3:2q bracket. Whilst the figure is
shorter than the 5:6 figure, it is played at a slower rate.
Following this, Williams moves into the longest string of continuous, unbroken rhythm
performed in a simple harmonic density alternately utilising all four limbs that has thus
far been heard in the present study. This rhythmic string audibly demonstrates a
combination and extension of the types of figures played by Blakey and Roach in the
previous chapter. Blakey is invoked here in the unbroken nature of the rhythm whilst
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Roach is heard to be an influence in that the string demonstrates a high degree of

melodic motility performed with a complex ordering of limbs utilising double strokes
on the bass drum similar to Haynes use of double strokes. An excerpt is shown below
in Figure 90:
Figure 90: Vertigo (6:59 - 7:08).
Williams long string of eighth-notes, peppered with quarter-note triplets continues to

an abrupt halt on the third system. What follows is the stark contrast of broken phrases
as shown in Figure 91 in which the inverted triangular note-head indicates a dead
stroke on the mounted tom. A dead stroke is similar to a multiple bounce stroke
except that the stick is pressed tightly into the head with enough pressure as to
eliminate rebound, generating an extremely staccato buzz sound with the tone and
resonance of the tom still sounding:
Figure 91: Vertigo (7:08 - 7:15).
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Williams then ends his highly dynamic solo on Vertigo with the use of a quasi-Latin
figure performed in simple harmonic density using the bell of the ride cymbal, cross
stick on the snare, tom toms and bass drum:
Figure 92: Vertigo (7:15 - 7:25).
Summary
Performing in a comparatively avant garde setting, Williams drumming on Vertigo
provides great insight into his modeling and adaptation of the musical ideas he learned
from the previous generation of drummer, thus forming an original synthesis of feel,
creativity and technique in his performance. Much of Williams basic musical
vocabulary is derived from the conventional figures described in the drumming of
Blakey, Roach, Jones and Haynes in Chapter Four. Williams however presented
original ideas in several respects. Firstly, and with the same tipping approach as
Haynes throughout his ensemble passages, Williams plays broken and varied rhythms
on his ride cymbal.
338
With the soloists not limited to performing over a fixed form for improvisation,
Williams, Hancock and Warren can be heard contributing vamp-like ensemble figures
that occasionally steal the listeners attention away from the front line soloists
construction at the time, moving toward a collective autonomy in the ensemble.
Williams is heard to make novel rhythmic use of his left foot on the hi-hat cymbals by
suggesting the polymetric superimposition of %4 and #4 meters in place of where Blakey
would characteristically have played the bass drum.
In his drum solo, Williams is heard moving in and out of different modes of
performance including the use of quarter-note triplets (giving a half-time feeling), free
time, a long string of eighth-notes performed with a simple harmonic density, and
quasi-Latin, extending the conventions employed by Blakey and Roach. He then plays
not only broken rhythms, but broken phrases in that he performs a motif and then
leaves a period of time before even repeating that figure or moving on to another. In
this sense, Williams is heard playing emergent figures modeled largely upon Jones and
Haynes use of the hi-hat with his left foot.
Williams use of the hi-hat is fairly regular throughout Vertigo as discussed above. I
now move on to present an analysis of Walkin in order to show that Williams adopted
a completely different way of using the hi-hat than he used in Vertigo and also in a way
that differs significantly from the ways in which Blakey, Roach, Jones and Haynes use
the hi-hat in their music.
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Tony Williams on Walkin

I analyse this version of Walkin (Davis 1992b), recorded 12 February 1964 for several
reasons. Firstly, to explore the ways in which Williams began to approach a
postmodern frame of mind (see Introduction) by paring down his use of the drumset as
a precursor to the novel ways in which he began reintroducing elements as explained
later in my brief examination of Teos Bag. Secondly, to further examine his free style
of soloing that was previously introduced in Vertigo. Thirdly, to demonstrate the high
level of entrained musical interaction between Williams and Davis. Fourthly, to
indicate the direct emotional effect that the civil rights movement had on this band on
this particular night. I begin by addressing the latter.
The famous 1964 concert during which Walkin was recorded in New Yorks
Philharmonic Hall was scheduled as a benefit concert for a registration drive being
conducted by the Student Nonviolent Coordinating Committee (SNCC), the Congress of
Racial Equality (CORE) and the National Association for the Advancement of Coloured
People (NAACP). Davis had developed a preference for live recordings around this
time, commenting that studio recordings sounded boring to him and so Columbia
had arranged to record the concert (Davis and Troupe 1989, 265-266). This recording
is well-known for its high-energy performances. Davis explains why the performance
was so aggressive:
We just blew the top off that place that night. It was a motherfucker the way
everybody playedand I mean everybody. A lot of the tunes we played were
done up-tempo and the time never did fall, not even once.We had been off
for a while as a band, each doing other things. Plus it was a benefit and some
guys didnt like the fact that they werent getting paid.The discussion went
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back and forth. Everyone decided that they were going to do it, but only this
one time. When we came out to play, everybody was madder than a
motherfucker with each other and so I think that anger created a fire, a tension
that got into everybodys playing, and maybe thats one of the reasons
everybody played with such intensity. (Davis and Troupe 1989, 266)
Although (in support of my discussion of the nested and fractal nature of jazz
performance in Chapter One) I present no conclusive empirical evidence showing the
precise degree of impact these affairs can have on the development of musical
structures, the following analysis may be used to show how sociocultural and political
affairs can have a direct emotional effect on musical performances.
The interaction between Davis and Williams on Walkin is one of the strongest
examples of synergy and entrainment in jazz ensemble interaction discussed in this
thesis. As many of the recordings Williams played along with in his youth were by
Davis, not only did he assimilate the playing style of the drummers on those recordings,
but he was also able to catalogue Davis improvisational tendencies. Based on
Wallace Roneys testimony presented earlier in this thesis that Williams was able to
recall passages, including each of the different instrumental parts, from entire songs by
singing them, I argue that one of Williams most powerful attributes in the field of
learning is his ability to absorb, retain and recall aural information in great detail when
relevant to do so and that using the body as an active learning tool in praxis is
paramount to this process.
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During the period in which Williams was practicing by playing along with Davis
recordings in his youth he could not possibly have known that he would later be
revered around the world for his subsequent work with Davis. Williams nonetheless
developed a high level of cognitive aural and muscle memory by playing along with
Davis records. The time spent doing this no doubt is a significant factor behind the
high level of musical interaction upon which he musically entrained to Davis as is
particularly evident in this version of Walkin, invoking the statement made by
metaphysician Ernest Holmes: We only know as much as we can prove by actual
demonstration (Holmes 1938, 51).
Firstly, Davis stated that:

just hearing that little motherfucker made me excited all over again.trumpet
players love to play with great drummers and I could definitely hear right away
that this was going to be one of the baddest motherfuckers who had ever played
a set of drums. Tony was my first choice.(Davis and Troupe 1989, 262)
That Williams made Davis feel excited all over again shows the nonlinear nature of
the influence of learning in a complex adaptive system as I discussed in Chapter One;
that new learning feeds back into the system in immeasurable ways. Williams
entrainment with Davis recordings ultimately informed Davis himself of new ways of
playing and interacting in his own band.
Reporting on Williams first tour with the band, Davis recalls:

Tony just blew everyone away because no one had heard of him.He just lit a
big fire under everyone in the group. He made me play so much that I forgot
about the pain in my joints which had been bothering me a lot. I was beginning
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to realise that Tony and this group could play anything they wanted to. Tony
was always the center that groups sound revolved around. He was something
else, man.
He was the one who started me to playing Milestones again in public, because
he loved it so. Not long after he came into the band he said that he thought the
album Milestones was the definitive jazz album of all time and that it had the
spirit in it of everyone who plays jazz.Then he told me that the first music he
fell in love with was my music. Tony played to the sound, and he played real
hip, slick shit to the sounds he heard. He changed the way he played every
night and played different tempos for every sound every night. Man, to play
with Tony Williams you had to be real alert and pay attention to everything he
did, or hed lose you in a second, and youd just be out of tempo and time and
sound real bad.
a lot of people were saying that Tony was going to be the greatest drummer
who ever lived. And Ill tell you this: he had the potential, and nobody ever
played as well with me as Tony did. (Davis and Troupe 1989, 264)
Miles Davis Trumpet Solo

Walkin is in the up-tempo swing style and begins at the tempo 308 bpm. The first
moment of intense interaction between Davis and Williams on Walkin occurs as Davis
begins his seventh phrase at 0:33. This phrase is a loud and high trill that he extends
into the beginning of the next chorus, which is, by now, his fourth. See Figure 93.
Williams takes charge by generating superimposed metric excitement in bar 52 as he

plays Eighth-Note Rhythm #4q q ry (Eighth-Note Rhythm 20 in Appendix Two),
voicing beats one and two on the cymbal with beat three in unison with cymbal and
bass drum, and the and of beat three on the cymbal and mounted tom.
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Figure 93: Walkin' (0:32 - 0:51).
Figure 93 is also useful in pointing out that Williams uses his hi-hat only for an
interjective figure in bars 63 and 64. In pointing this out, this is Williams predominant
method of voicing the hi-hat throughout the entirety of Walkin as can be seen in
Appendix Ten. He does not use the hi-hats in the conventional way I pointed out
Blakey, Roach and Jones used above. Instead he seems to extend Haynes less regular
use of the pedal in an extreme sense. Williams reasons for this are explained in the
round table discussion cited in Chapter Three (Down Beat 1964). Also of interest are
bars 67 and 68 in Figure 93 in that they contain the same continuous stream of eighth-
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notes described in Figure 86, except that he voices the and notes on the bass drum in
Figure 93 instead of on the hi-hat as he does in Figure 86.
Davis method for inducing Williams to interact is shown below in Figure 94, revealing
Davis technique of leaving significant space between his phrases in which Williams
comments. This kind of phrasing deviates radically from the kind of phrasing analysed
above, particularly from Brown, Donaldson and Silvers phrasing in Mayreh. Davis
phrasing here perhaps best exemplifies the notion of interaction in a collective
autonomy, highlighting Williams interaction with Davis at the end of Davis seventh
and eighth choruses:
Figure 94: Walkin' (1:08 - 1:23).
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In his 29th phrase, Davis gives way to a drum solo after the eighth bar of his twelfth
chorus on Walkin by way of playing a figure that is his standard cue for the drummer
to begin soloing. By this time in the piece, the tempo has escalated to 344 bpm. The
figure is shown in bar 160 of Figure 95 below:
Figure 95: Walkin' (1:53 - 1:55).
By using such a figure as that shown above, Williams is enabled to play an open solo in
a rubato fashion. One of the conventions evident in this band is the use of the same
rhythmic figure on the snare drum to cue the band back in to tempo following the free
nature of the drum solo. This is evidenced on each version of Walkin performed in this
period.
Tony Williams Drum Solo

Williams drum solo on Walkin is the most expressive of all solos examined in this
thesis as I show here. Upon first listening to the solo it is apparently rubato in its
rhythmic and formal construction. It bears no resemblance to the blues form nor at
points does it contain any rhythms or meters exactly resembling the tempo. Instead it is
constructed out of expressive phrases that resemble the soloing styles of Roach and
Haynes as examined in Chapter Four in that it involves the use of broken phrases and
single harmonic density giving a fairly equal role to all four limbs and including the hi-
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hat in particular. Also apparent is Williams passion for the avant garde. As I said in
Chapter Three, this concert was recorded within weeks of the recording of Eric
Dolphys avant garde Out To Lunch and it is clear in both cases that the conventional
informs the avant garde and vice versa in Williams ideology.
The only reference to the original meter is shown below in Figure 96. This excerpt
features the rhythmic development of the eighth-note and dotted eighth-note rhythm
introduced on the first line. Williams alters the number of notes in each subsequent
string of eighth-notes. For example, beginning with the accented snare note in the first
line, Williams plays seven eighth-notes followed by four dotted quarter-notes. On the
second line he plays only five eighth-notes followed by another lot of four dotted
quarter-notes before finally truncating the final string of eighth-notes to four in total.
Following the subsequent four dotted quarter-notes, Williams moves seamlessly into
the mode of rubato, introduced here with polyrhythmic ratios on the third system of
Figure 96:
Figure 96: Walkin' (2:01 - 2:08).
347
In Figure 97 below, I use the 22:25e ratio to notate Williams change of speed in his
development of the figure shown in the first staff of the example. When taken into
relative consideration of the original tempo, Williams plays twenty two notes in the
time it would ordinarily have taken to perform twenty-five eighth-notes. In other
words, if twenty-five eighth notes take three bars plus one eighth-note to complete,
Williams plays these twenty-two notes evenly over the period of time taken up by three
bars and one eighth-note. This makes the figure sound slightly slower than the
preceding figures:
Figure 97: Walkin' (2:10 - 2:19).
The rhythms in this figure are performed freely and in a rubato manner and I have used
these markings to give an approximate indication of the change of pace between notes
in this figure and others.
A similarly complex temporal ratio is used in the following example:
348
Figure 98: Walkin' (2:52 - 2:55).
It is unclear as to whether or not Williams is creating the superimposition of meters

between the voices of his mounted tom and snare in the example shown above. I
made many attempts at visually representing this figure before finally determining to
represent it as one line showing approximate representation of the relative time
elapsing between the onset of each note in relation to the original tempo. I express the
rhythm in Figure 98 by saying that Williams plays fourteen quarter-notes in the time it
normally takes to play seventeen quarter-notes. It is just slightly slower overall than
playing eighth-note septuplets over two bars of $4.
George Colemans Tenor Saxophone Solo

Davis recalls that when Tony got mad at someone he wouldnt play behind them
when they soloed (Davis and Troupe 1989, 280). Gauging by Davis further
recollection that Williams did not like George Colemans playing in preference of the
playing of Rivers or Ornette Coleman (268, 277, 279), one can imagine that instead of
not playing behind Coleman on this particular night, Williams was possibly trying to
play Coleman off the stage with the voracity of his ride cymbal playing on Walkin.
Coleman plays a total of nineteen choruses on Walkin and by the time of his thirteenth,
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Williams has pared his drumming down to the use of a bare minimum of voices and a
minimal number of notes on his ride cymbal. Despite the slender nature of his voicing,
the timbre generated by his touch coaxes enough ferocity to cater for the diminution of
the number of voices realised in the elimination of the conventional hi-hat on beats two
and four as shown in Figure 99:
Figure 99: Walkin' (5:08 - 5:13).
Herbie Hancocks Piano Solo

As the tempo on Walkin is by now soaring at around 380 bpm, Williams drumming is
understandably minimal. The hi-hat is withdrawn altogether in Figure 100:
350
Figure 100: Walkin' (6:40 - 6:48).
Hancocks eighth chorus on Walkin is accompanied by Williams superimposing a %4

meter over the regular $4 with using multiple bounce strokes on the snare drum similar
to those Haynes uses in Reaching Fourth and this is shown below in Figure 101:
Figure 101: Walkin' (6:56 - 7:04).
The superimposition begins in bar 480 in Figure 101 and lasts for four bars wherein
Williams plays a multiple bounce stroke on the first of every five quarter-notes followed
351
by a regular stroke on the fourth of every five quarter-notes. This is another example of
Williams adaptive modeling of older ideas as it seems his superimposition of %4 is an
extension of the practice of superimposing #4 in bebop and hard bop music.
Summary
I argue that the high level of musical interaction that taking place between Davis and
Williams throughout Walkin represents evidence of musical entrainment that had been
developing in Williams since the days of his childhood study of Davis music.
I explained the relative pace of the rubato or arrhythmic phrases played during
Williams solo on Walkin as well as showing that by early 1964 he had begun paring
down his use of the hi-hat by omitting it as a reiterative voice in his ensemble playing,
opting rather to use it as an expressive component of the overall drumset. The results
of his recombination of the drumset components in early 1968 are described below in
a brief study of Teos Bag, the final up-tempo swing piece Williams would record with
Davis before leaving Davis band.
Tony Williams on Teos Bag

I present a brief glimpse at Teos Bag (Davis 1998b) as a special case in order to
highlight the recorded origin of one of Williams most well-known contributions to
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heightened expression in jazz drumming. Of all the up-tempo swing pieces I listened
to during the course of this research, I noticed Teos Bag as being the first piece in the
entire catalogue of up-tempo swing pieces during which Williams plays four
consecutive quarter-notes with his left foot on the hi-hat pedal. This technique alone is
possibly the single-most popular contribution he made in his career and it is a practice
that significantly increased the expressive ability with which jazz drummers could
approach the drumset. The amount of freedom this technique afforded Williams during
his performance marks two significant points. Firstly, that this was the final piece in a
swing style he was to record with Davis (recorded 16 January 1968). Secondly, it is a
piece that defies complete transcription in that Williams aggressiveness and drive
causes uncertainty as to precisely where the meter is at all times in relation to the other
members performance. This is not to say that Williams plays out of time necessarily
as much as that the piece is best considered as a synergistic whole expression of the
achievement of collective autonomy in interactive collaboration in a jazz ensemble.
Remarkably, just as Vertigo was not released until 1980 despite having been recorded
in early 1963 and containing Williams first recorded up-tempo swing piece from this
period, Teos Bag, the first recorded instance of Williams playing all four beats on the
hi-hat, was subsequently not released until 1979, eleven years after it was recorded.
Figure 102 shows a brief statement played by Williams at 5:24 - 5:26. This figure is
perhaps the first recorded instance of a figure that would develop later in Williams
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career as being evolved from the polymetric superimposition of #4over $4. It is also
based on Brownells three-grouping seed (1994).
Figure 102: Teo's Bag (5:24 - 5:26).
In Figure 102, the pulse of the $4 meter is kept intact on the hi-hat. Williams plays a
figure in which his left hand plays two consecutive eighth-notes beginning on beat one
of the second measure, the first on the mounted tom and the second on the snare drum.
These two notes are preceded with an eighth-note lead in on the bass drum and
accented ride cymbal. The figure repeats three times over two bars. Williams takes
this figure with him all the way through his career, keeping the grouping and ordering
of limbs, as well as the drumset voicing intact. He does however change the rhythm.
Instead of playing #4e\ eq. Ee (Eighth-Note Rhythm 24 in Appendix Three) Williams
plays the same ordering, grouping and voicing of limbs over #4ryryEe (Eighth-Note
Rhythm 3 in Appendix Two) beginning with the mounted tom on beat three of the first
bar in the excerpt from The Wrath (Structured Burnout) (Marsalis 1987, 3:56-4:01).
See Figure 103:
354
Figure 103: The Wrath (Structured Burnout) (3:56 - 4:01).
This second incarnation of the figure that originated in Teos Bag represents perhaps
one of the most expressive examples of drumset playing in an ensemble context in this
thesis so far. I say it is the most expressive in that it describes polyrhythmic
superimposition of triple over duple meters; it contains a novel grouping and ordering
of limbs; and it involves rapid melodic motility in the left hand as it traverses the
mounted tom and snare drum. The examples in Figure 102 and Figure 103 are made
possible by keeping an underpinning quarter-note hi-hat rhythm going underneath as
Williams does here.
Other appearances of this figure throughout Williams career are heard on Moments
Notice (Tyner 1977, 2:08); So What (Hancock, et al. 1992, 6:35), and Gone Tomorrow
(Arcana 1997, 6:34).
Conclusion
I have shown a number of key developments in the expressive capacity of the drumset
made possible by Williams performance on Vertigo, Walkin and Teos Bag. My
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analysis of Vertigo provides insight into Williams modeling and adaptation of the
musical ideas he learned from Blakey, Roach, Jones and Haynes. This was
demonstrated by his use of the tipping technique each of the earlier drummers
performed with as well as through the polymetric superimposition of rhythmic figures
in #4 and %4. I showed Williams as using multiple bounce strokes and playing three
consecutive eighth-notes in his snare drum accompaniment similar to the used by
Haynes and Jones respectively. I identified Williams, Hancock and Warren as using
dominating vamp-like ensemble figures in their ensemble accompaniment of Byrds
solo. This ensemble vamp contains a similar rhythmic schema as shown earlier in
Jones drum solo. I observed Williams moving between various rhythmic and
organisational schema during his solo, such as quarter-note triplets, free time, a long
string of eighth-notes performed with a simple harmonic density, and quasi-Latin.
In concluding my analysis of Walkin I argue that the high level of musical interaction
between Davis and Williams is an emergent characteristic of the social and musical
entrainment Williams had been developing since his childhood days of playing along
with many of Davis recordings. I showed that Williams had pared down the voicing of
his drumset to exclude the conventional left-foot hi-hat figure on beats two and four
and that he reintroduced it as an expressive and colouristic rhythmic device. In my
brief analysis of Teos Bag I identified a figure resultant from Williams introduction of
the hi-hat playing on all four beats of the bar as the main audible pulse generator and
show that greater freedom of expression is afforded on the drumset in that he was then
356
enabled to play figures away from the ride cymbal, giving voice to and providing
greater range for various other drumset components.
357
Chapter Six
Conclusion
In posing the main arguments of this thesis, I showed how the jazz studies literature
contains very little scholarly analysis of jazz drumset performance in general and even
less on one of the most significantly original contributors to development in the field,
drummer Tony Williams.
I began by showing how I constructed my analytical schema specifically for the study
of jazz drumset performance in a way that would reveal how Williams developed his
original voice by adapting, modeling and synthesising the qualities that he recognised
as being feel, technique and creativity in Blakey, Roach and Jones bebop drumming.
The schema covered areas that allowed me to discuss the phrasing of musical figures
that occurs in the interaction between the drummer and the soloist. Once key phrases
were identified I broke several of them down according to the properties of 1) rhythm,
2) grouping and ordering of limbs on the drumset, 3) voicing and motion, and 4)
expression. When abstracted, each of these four properties serve to highlight aspects of
the other properties in such a way that changes can be made in the material of one
property without affecting the material in other properties. These schema are
supplemented by a catalogue of systems in Appendix One that serves as a tool for
analysing the multitudinous ways in which any combination of one, two, three or four
limbs can play between one, two, three or four discrete layers of rhythm. I discussed
the theoretical limits of these systems and showed that they are useful in at least two
358
ways. Firstly, that they are useful in analysing the rhythms resultant from the
polymetric superimposition of two or more meters in the music. Secondly, that the
systems are useful for identifying ways in which Williams may have gone about
developing his original voice by adapting and modeling the prior work of other
drummers for his own use, thus suggesting a large number of ways in which figures
identified in recorded performances can be adapted to facilitate the emergence of new
figures on the drumset. The systems are especially useful for the development of omniadroitness as I describe it.
By describing the process of transcription and the properties of musical analysis I

devised specifically for analysing recordings of improvised drumset performance as
both an interactive ensemble instrument and as a non-interactive solo instrument, and
through the utilisation of technology, I showed that I was able to overcome the
notational difficulties associated with the a visual representation of arrhythmicity and
rubato, temporal qualities both present in the two significant solos performed by
Williams I later examined.
I then stated my critical position as being that of a scholar-performer in jazz drumset

performance studies and indicated how this position would affect my bearing on the
related jazz literature, which, in the context of this thesis covers 1) the sociocultural
and political bearing on the experience of African Americans from the 1940s to the late
1960s, 2) analyses of jazz drumset improvisation, 3) analyses of Tony Williams
drumming, and 4) improvisation. After studying the relevant literature I was able to
359
gain an understanding of the extent to which racial discrimination against African

American people was rife in America throughout this period and the effects this had on
the origins of the modern thought that informed the onset of the bebop jazz style.
In Chapter One I showed that Williams was vociferous in elaborating on the learning
processes he employed during his formative years, which included the regular and
repeated playing along with numerous recordings as well as frequent and enthusiastic
attendance at live performances. In doing so, Williams began to analyse and
adaptively model the work of his predecessors with such voracious intent that, by the
time he was fifteen or sixteen years old, he was able to identify the qualities of feel,
technique and creativity in the drumming of Blakey, Roach and Jones respectively, and
he exhibited traits of having an autotelic personality. These methods indicate a selfdirected learner and, as such, I suggested that Williams began utilising heutagogical
learning techniques from an early age and that he continued to do so throughout the
remainder of his life. Once Williams recognised these qualities, he sought to combine
them in his own work. I then showed that, as he set to work, Williams became quickly
involved in the jazz community of Americas east coast that had been interacting
musically since 1941. After studying that community in the literature I came to be of
the opinion that many of the individuals in that community, Williams included, showed
signs that they learned largely by way of what I recognise as musical entrainment.
Autotelicism and heutagogy are ideas that have been paid no scholarly attention in the
jazz literature I studied during the process of writing this thesis and entrainment is
shown to have been paid only little attention. I was able to interpret entrainment and
360
the musical interaction within various collectives of jazz musicians in the jazz
community in the context of complex adaptive systems.
In Chapter Two I presented an overview of Williams biography from early childhood

as he grew up in Boston and then as he worked in Miles Davis band from shortly after
his move to New York City until the time that he left Davis in early 1969. As he met all
of the other drummers studied here during his youth, I also presented biographical
details on these drummers that are relevant to the formulation of Williams drumset
ideology.
In Chapter Three I presented a broad stylistic overview of Williams output as

documented in the recordings he made between February 1963 and February 1969,
showing a change in consciousness from one of modernism as reflected in bebop to a
postmodernist ideal as suggested by Dean (1992, xxiii-xxiv). I observed that in realising
such a paradigm shift, the musical exploration of the expression of bebop and hard bop
ideals had ended, opening up to the post bop aesthetic. The styles I identified Williams
as slowly revealing this paradigm shift of musical consciousness towards a
postmodernist, post bop aesthetic cover 1) swing pieces in four broad distinctions of
tempi, 2) ballads, 3) pieces in triple time, 4) avant garde, multi-section and other
pieces, 5) straight-eighth and Latin pieces, 6) sixteenth-note pieces, 7) pieces containing
drum solos, 8) complex temporal events. My overview of these styles is supplemented
by the tables in Appendix Four, each containing a complete list of corresponding
pieces for each style.
361
I then proceeded in Chapter Four to present a detailed musical analysis of four

complete up tempo musical works featuring drummers Blakey, Roach, Jones and
Haynes recorded prior to February 1963 in order to establish the kind of modernist
musical vocabulary Williams learned as a result of studying each of these drummers. I
also look at the ways in which these drummers tend to interact musically with the
various members of the ensemble that performed each piece and identified various
kinds of musical figures, described as the internal models and building blocks that
Williams would subsequently use in the formulation of his drumset ideology.
This analysis was followed in Chapter Five where I presented analyses of Jackie
McLeans Vertigo, Richard Carpenters Walkin, and Davis (Hancock)s Teos Bag as
performed by Williams. These analyses were written in the interest of highlighting the
musical ways in which Williams combined, extended and expanded upon the qualities
of feel, technique and creativity in improvisational interaction as was revealed in the
analyses of Blakey, Roach, Jones and Haynes drumming in Chapter Four. These pieces
fall into the broad stylistic category of those performed as up-tempo swing pieces that
also contain a drum solo. In doing so, I identified areas of ensemble interaction that
indicate a shift in thought from the chasing of modernist ideals in the earlier recorded
pieces (relative heteronomy), to the realisation of postmodernist ideals that led to a
collective autonomy, bringing about the stylistic onset of post bop, jazz-rock and
fusion.
362
The primary goal of this thesis has been to define the qualities of feel, technique and
creativity that Williams combined to form his drumset ideology, distinguishing his
original musical identity on the instrument in his solo and ensemble based jazz
improvisations. The purpose for achieving such a goal is to form a model for jazz
drumset performance studies that cultivates originality using Williams methodological
example as an archetype for such purposes. After conducting a comprehensive study
of Williams formative years in the context the east coast American jazz community
between 1941 and 1969, and analysing the work of his predecessors, I observed that
each drummer studied displayed a high degree of each of these qualities and conclude
that:
Feel is characterised by Blakeys love for swingin and it is a realisation of his

insistence that one should play [music] from the heart. Musically, feel is represented
in the ability to improvise musical figures in a variety of conventional and novel
ensemble settings in such a way that integrates constant high-level affective and mutual
musical interaction with other ensemble members whilst establishing and retaining a
differentiated musical identity on the drumset, thus exhibiting collective autonomy
amongst the ensemble members.
Technique requires drummers to see themselves as composers first, as Roach saw

himself. Technique is realised in a drummers skill in paying attention to an array of
musical elements when improvising musical figures across the range of the drumset in
363
both ensemble and solo settings. Such technique utilises extremes of and dynamic
gradations between various combinations of the elements of:
volume (loud and soft);
tempo (fast and slow);
harmonic density (simple and complex);
melodic motion (stasis and motility);
rhythmic density (continuous and broken);
pitch (high and low);
timbre (conventional and extended); and
duration (long and short).
Creativity is characterised in Philly Joe Jones statement that he is happiest at the time
that he newly plays something on the drums that he has never played before. It is
realised in the ability to analyse and understand a large number musical figures and
tendencies one hears in the prior work of other drummers in such a way that any
number and / or combination of the elements described aboveeach combining in
various ways to constitute musical figuresmay be varied independently of each of the
other elements in musical improvisation, thus resulting in the emergence of possibly
new figures that are adaptively modeled on those past figures during improvisation.
In a combined musical sense, I conclude that Tony Williams drumset ideology of feel,
technique and creativity is realised in his ability to differentiate his drumming by
364
modeling a large number of musical figures from the past and adapting them in novel
ways that extend, expand and complexify the interrelationships between a greater
number of musical elements in performance contexts engendering enhanced qualities
of integrated musical interaction between ensemble members whilst remaining relevant
to the sociocultural and political climate of the time.
In more specific terms, Williams increased, deepened and broadened the expressive
capacity of the drumset in the way he advanced beyond the modernist relative
heteronomy of bebop that subordinated drummers to the role of accompaniment in
favour of the melodic and harmonic dominance of the front line soloists. He enhanced
the expressive nature of the drumset by subverting the role of accompanist, moving
toward what I call a collective autonomy that is revealed in the new ways that jazz
musicians interacted in an ensemble as a result of the postmodernist thought that
brought about the onset of styles that were subsequently named post bop, jazz-rock
and fusion. I argue that his passion in striving for continual improvement and
development in these areas was fuelled by his possessing what I interpret to be an
autotelic personality, by his utilisation of heutagogical learning techniques, and by his
ability to entrain musically in the complex adaptive system that the New York jazz
community figuratively represented from the early 1940s to the late 1960s. Toward the
end of the 1960s, Williams heard that through the novel use of amplified instruments in
jazz ensemble roles that were previously acoustic, the expressive nature of the drumset,
particularly its attribute for achieving fullness of tone in higher volume settings, was
365
greatly increased and he moved in that direction as one of the foremost pioneers of
these styles.
Generally speaking, my interpretation of the foregoing leads me to conclude in musical

terms that in adaptively modeling the combined qualities of feel, technique and
creativity on the drums, Williams strove to continually increase the originality in his
musical improvisation by synergistically balancing a ever-broader and more complex
palette of contrasting musical elements in order to express ideas of new and profound
musical value on the drumset.
In a broader interpretation, I conclude by observing that the four drum solos by

Williams predecessors were performed with perceptively regular rhythm in a way that
is able to be notated with relative transcriptional ease and that they adhere to the
specific form of the piece within which they appear, thus indicating an underlying
conformity to an aesthetic quality tacitly centred on the dictates of the European,
harmony-centric model provided by Western Art Music. In the matter of
accompaniment in these four pieces, in constructing each of their new unwritten
concertos, each melodic front line soloist demanded a certain submissiveness and
subordination from the members of the rhythm section, particularly the drummer who
has no direct means whereby to contribute to nor to influence the harmonic motion of
the pieceand therefore, affectively, no valid voice of expression in that model
hence the drummers accompaniment is performed within the enslaving conventions of
the relative heteronomy established in the bebop style.
366
Basic human rights ensure that, like anyone, the West Africans who were taken as
slaves to the United States should have been entitled to preserve the integrity and
dignity of their own unique culture, one that had evolved for millennia prior to
enslavement. As Gioia informed us earlier, the cultural imperative that the musicians
of West African traditions uphold is in the fact that they are the historians of their
society and must maintain the integrity of their precious musical heritage (1997, 200),
and yet, as Williams emphasises, the Africans drums were taken away and they were
forbidden to engage in their own cultural heritage whilst the living energy in their
black-skinned bodies was exploited in iniquitously and overwhelmingly exhausting
manual labour at the service of those Americans with white skin. Interestingly enough,
Africans who were taken to the Caribbean and to South America were permitted to
keep their drums and consequently, Williams theorises, the music of those two areas
developed around the drums, whilst North American music developed around the
ordinance of Western Art Music (Ferriter 1990, 35-37) . With respect to those who
were taken to North America and divested of their drums and cultural heritage,
Williams strongly states his caseand seemingly even his missionwhen he says,
I really want people to know that I think drumming is really important. Its a
bit of defensiveness because Im accused of playing loud, but thats what the
drums are. The volume and dynamics are part of the vocabulary of the drums.
And thats part of peoples fear, which goes back to the whole thing of slavery.
When people were taken from Africa, their drums were also taken away, and the
drum has been a very fearful instrument for a lot of people. (Mattingly 1984, 45)
More obscurely, he also declares:
Coleman Hawkins, Charlie Parkereven my fatherIm not going to let them
just be in vain. Im not going to let the black experience be in vain. (Cox 1970,
33)
367
In light of these statements, I conclude by saying that in freeing the sound of the
drumset from the constraints of the Euro-centric regularity and harmonic formalism
described in this thesis as relative heteronomy, and by increasing the expressive
qualities of the drumset and forging ahead toward the realisation of a collective
autonomy in jazz ensemble performance, Williams succeeded in giving a voice to
those who suffered during enslavement; those who were culturally disenfranchised and
involuntarily estranged from their family and cultural heritage; as well as those who
continue to suffer from discrimination of all kindswhose unique and original
expressive human voice has been involuntarily snuffed by the ignorance of tyrants and
by the tyranny of ignorance.
Furthermore, whilst my initial intent for the inclusion of transcriptions was primarily to
serve in the interest of pure musical analysis, my argument has grown in a way that I
feel it is of present and significant importance to document the virtuosic genius of
interactive human bodily movements over time such as those that created the aural
phenomena heard in the playback of the recorded music studied here, and to preserve
such documentation in the broadest possible variety of different media and to
disseminate the information derived from the analysis thereof as widely as possible in
order that no such alienation can take place again between a person and the heritage
they are entitled to identify with as one of the basic and fundamental human rights
naturally inherited at birth.
368
I recommend that the findings from this work could be used to develop existing jazz
drumset performance studies disciplines and to establish new ones, whether
pedagogical, andragogical or heutagogical. Such disciplines would ensure that the
style areas outlined in Chapter Three and Appendix Four as treated by a variety of
drummers would be studied in detail utilising similar methodologies and concepts as
those presented in my Introduction and in Chapter One. They would acknowledge the
importance of the historical context of drumset performance, and seek to develop a
drumset ideology that synthesises the qualities of feel, technique and creativity as
described herein. These disciplines would endeavour to extend the rhythmic material
in these styles similarly to the ways in which I showed Williams as extending such
rhythmic practices herein, particularly in the domain of polymetric superimposition in
order to serve as an archetype for the cultivation of originality in jazz drumset
performance studies. The systems in Appendix One and the rhythms in Appendices
Two and Three could be adequately used for such purposes.
Future study could also go in a number of other directions. Firstly, to further detail
Williams notion of feel, technique and creativity by conducting detailed analysis of the
other styles listed Appendix Four as played by Williams and comparing these findings
with that of Blakey, Roach, Jones and Haynes. Williamss drumming could also be
studied in relation to any of the other drummers listed in the Introduction using similar
methods as I have used here. Any number of other pieces listed in Appendix Four
(including those in the up-tempo swing style, with or without a drum solo) could be
used in comparison to any number of other recordings from any of the drummers listed
369
here. Secondly, the present work could be extended by referring to any of Williams
recordings made after February 1969 in order to trace his ongoing adaptive modeling of
musical ideas from the 1950s. I have presented a discography of Williams works from
throughout his entire career in Appendix Eleven to aid with achieving this purpose.
Thirdly, as I have not traced Williams significant influence beyond 1969 or at any
earlier time, I present a list of drummers who participated and some of whom continue
to participate with many of the musicians discussed throughout this thesis, who are
known as influential in their own right and who are also known to have studied
Williams drumming in depth. In alphabetical order, these drummers are:
Terry Bozzio, Will Calhoun, Dennis Chambers, Ndugu Chancler, Mike Clarke, Billy
Cobham, Vinnie Colaiuta, Jack DeJohnette, Peter Erskine, Al Foster, Steve Gadd, Eric
Gravatt, Omar Hakim, Billy Hart, Alphonse Mouzon, Narada Michael Walden and
Lenny White.
Finally, further research in the field of jazz drumset performance studies and jazz
studies in general could involve a closer look at how communities of jazz musicians
operate as complex adaptive systems and to discover more about how an
understanding of complex adaptive systems can further be used as a model for
cultivating originality in jazz studies. I especially recommend further research of the
autotelic personality and heutagogy in relation to jazz musicians as well as
recommending further research oriented toward developing an understanding of the
ways in which the qualities of social and musical entrainment are essential in the
370
ongoing development of heightened collective autonomy and originality in the

improvisation of jazz music.
371
Appendix
Appendix One: Systems for the Grouping and Ordering of Limbs on the Drumset
One-Part Systems
1.1
One-Point Cycle One Limb
1.2
One-Point Cycle Two Limbs
1.3
One-Point Cycle Three Limbs
1.4
One-Point Cycle Four Limbs
372
1.5
Two-Point Cycle Two Limbs
1.6
Two-Point Cycle Three Limbs
373
1.7
Two-Point Cycle Four Limbs
1.8
Three-Point Cycle Three Limbs
374
1.9
Three-Point Cycle Four Limbs
375
1.10
Four-Point Cycle Four Limbs
376
Two-Part Systems
2.1
One-Point Cycle Two Limbs
2.2
377
2.3
378
2.4
Two-Point Cycle Three Limbs
379
380
2.5
381
382
2.6
Three-Point Cycle Four Limbs
383
384
Three-Part Systems
3.1
385
3.2
386
387
3.3
388
389
390
Four-Part Systems
4.1
391
Appendix Two: Eighth-Note Rhythms in #4
392
393
Appendix Three: Eighth-Note Rhythms in $4
394
395
396
397
398
399
400
401
402
Appendix Four: Stylistic Overview of Tony Williams Drumming to 1969

Table 4: Slow Tempo Swing Feel
Title
Composer
Album
Artist
Rec Date
Period
McLean
Connection
Tempo
Time
Yams
Hancock
Vertigo
Jackie McLean
11 Feb 63
84
4/4
Vonetta
Shorter
Sorcerer
Miles Davis
16 May 67
Acoustic Davis
81
4/4
Fall
Shorter
Nefertiti
Miles Davis
19 Jul 67
Acoustic Davis
84
4/4
Table 5: Medium Tempo Swing Feel

Title
Composer
Album
Cheers
McLean
Vertigo
Hancock
My Point of
View
Loewe and
Lerner
Una Mas
Kenny
Dorham
1 Apr 63
Autumn
Leaves
Mercer,
Prvert and
Kosma
Miles In
Antibes
Miles
Davis
All Of You
Porter
Autumn
Leaves
Mercer,
Prvert and
Kosma
Miles In
Antibes
Live At The
1963
Monterey Jazz
Festival
Monk In
Wonderland
Moncur III
All Of You
Porter
There Is No
Greater Love
Symes and
Jones
A Tribute To
Someone
If Ever I
Would Leave
You
New
Monastery
East Of The
Sun (And
West Of The
Moon)
All Of You
Evolution
Artist
Tempo
Time
165
4/4
124
4/4
McLean
Connection
120
4/4
Jul 63
Acoustic
Davis
186
4/4
Miles
Davis
Jul 63
Acoustic
Davis
131
4/4
Miles
Davis
20 Sep 63
Acoustic
Davis
180
4/4
Grachan
Moncur
III
21 Nov
63
Acoustic
Davis
140
4/4
and
3/4
Miles
Davis
12 Feb 64
Acoustic
Davis
146
4/4
Jackie
McLean
Herbie
Hancock
Rec Date
11 Feb 63
19 Mar 63
Period
McLean
Connection
McLean
Connection
The Complete
Concert: 1964
[Disc 1]
The Complete
Concert: 1964
[Disc 2]
Point Of
Departure
Miles
Davis
12 Feb 64
Acoustic
Davis
156
4/4
Andrew
Hill
21 Mar 64
Acoustic
Davis
142165
4/4
Bowman
Of Course, Of
Course
Charles
Lloyd
8 May 64
Acoustic
Davis
189
4/4
Porter
Miles In Tokyo
Miles
Davis
14 Jul 64
Acoustic
Davis
190136
4/4
Hill
403
Autumn
Leaves
Mercer,
Prvert and
Kosma
The Big Push
Shorter
Third Floor
Richard
Dolphin
Dance
Cyclic
Episode
Hancock
Beatrice
Rivers
Love Song
Williams
Lloyd
Rivers
All Of You
Porter
No Blues
Davis
All Of You
Porter
On Green
Dolphin
Street
Washington
and Kaper
Miles In Berlin
Miles
Davis
The
Soothsayer
Of Course, Of
Course
Maiden
Voyage
Fuchsia Swing
Song
Fuchsia Swing
Song
Wayne
Shorter
Charles
Lloyd
Herbie
Hancock
Sam
Rivers
Sam
Rivers
17 Mar 65
Spring
Tony
Williams
12 Aug 65
Miles
Davis
The Complete
Live At The
Plugged
Nickel 1965
[Disc 3]
Cookin' At
The Plugged
Nickel / The
Complete Live
At The
Plugged
Nickel 1965
[Disc 3]
The Complete
Live At The
Plugged
Nickel 1965
[Disc 5]
The Complete
Live At The
Plugged
Nickel 1965
[Disc 5]
The Complete
Live At The
Plugged
Nickel 1965
[Disc 6]
Highlights
From The
Plugged
Nickel
No Blues
Davis
Yesterdays
Kern and
Harbach
Nefertiti
Shorter
Nefertiti
Capricorn
Shorter
Water Babies
25 Sep 64
Acoustic
Davis
142
4/4
158
4/4
162
4/4
118
4/4
202
4/4
128
4/4
Acoustic
Davis
213
5/4
&
3/4
22 Dec 65
Acoustic
Davis
160
4/4
Miles
Davis
22 Dec 65
Acoustic
Davis
160
4/4
Miles
Davis
23 Dec 65
Acoustic
Davis
159
4/4
Miles
Davis
23 Dec 65
Acoustic
Davis
197
4/4
4/4
4 Mar 65
8 Mar 65
21 May
65
21 May
65
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
Miles
Davis
23 Dec 65
Acoustic
Davis
180 324 146 92 208
Miles
Davis
23 Dec 65
Acoustic
Davis
124
4/4
108
4/4
192
4/4
Miles
Davis
Miles
Davis
7 Jun 67
13 Jun 67
Acoustic
Davis
Acoustic
Davis
404
Pinocchio
Shorter
Nefertiti
Miles
Davis
19 Jul 67
Acoustic
Davis
205
4/4
Rec Date
Period
Tempo
Time
230
4/4
244
4/4
256
4/4
Table 6: Medium-Up Tempo Swing Feel

Title
Composer
Album
Artist
King Cobra
Hancock
My Point of
View
Straight Ahead
Dorham
Una Mas
Blue Rondo
McLean
One Step
Beyond
Herbie
Hancock
Kenny
Dorham
Jackie
McLean
Joshua
Feldman
Seven Steps To
Heaven
Miles
Davis
The Coaster
Moncur III
Evolution
The Best Thing

For You
Goin' To
Memphis
Berlin
Lloyd
Of Course, Of
Course
Of Course, Of
Course
ESP
Shorter and
Davis
ESP
RJ
Carter
ESP
Agitation
Davis
ESP
Angola
Shorter
The
Soothsayer
Of Course, Of
Course
One For Joan
The Eye Of
The Hurricane
Downstairs
Blues Upstairs
Shorter
Lloyd
Lloyd
Hancock
Rivers
Ellipsis
Rivers
The Theme
Davis
The
Soothsayer
The
Soothsayer
Of Course, Of
Course
Of Course, Of
Course
Maiden
Voyage
Fuchsia Swing
Song
Fuchsia Swing
Song
The Complete
Live At The
Plugged
Nickel 1965
[Disc 3]
Grachan
Moncur
III
Charles
Lloyd
Charles
Lloyd
Miles
Davis
Miles
Davis
Miles
Davis
Wayne
Shorter
Wayne
Shorter
Charles
Lloyd
Charles
Lloyd
Herbie
Hancock
Sam
Rivers
Sam
Rivers
Miles
Davis
19 Mar 63
1 Apr 63
30 Apr 63
McLean
Connection
McLean
Connection
McLean
Connection
14 May
63
Acoustic
Davis
226
4/4
and
6/4
21 Nov
63
Acoustic
Davis
256
4/4
244
4/4
225
4/4
268
4/4
266
4/4
268
4/4
244
4/4
264
4/4
234
4/4
260
4/4
254
4/4
217
4/4
229
4/4
230
4/4
8 May 64
8 May 64
20 Jan 65
20 Jan 65
22 Jan 65
4 Mar 65
4 Mar 65
8 Mar 65
8 Mar 65
17 Mar 65
21 May
65
21 May
65
22 Dec 65
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
405
Autumn
Leaves
Prevert,
Kasma and
Mercer
The Complete
Live At The
Plugged
Nickel 1965
[Disc 6]
Orbits
Shorter
Miles Smiles
The Sorcerer
Hancock
Sorcerer
Hand Jive
Williams
Nefertiti
Madness
Hancock
Nefertiti
Shorter
Miles In The
Sky
Paraphernalia
Miles
Davis
Miles
Davis
Miles
Davis
Miles
Davis
Miles
Davis
23 Dec 65
24 Oct 66
17 May
67
22 Jun 67
22 Jun 67
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
Miles
Davis
16 Jan 68
Electric
Davis
Artist
Rec Date
Period
228
4/4
264
4/4
260
4/4
229
4/4
266
Multi
244
4/4
and
3/4
Tempo
Time
272
4/4
290
4/4
Table 7: Up Tempo Swing Feel

Title
Composer
Album
Marney
Byrd
Vertigo
Vertigo
McLean
Vertigo
Jackie
McLean
Jackie
McLean
11 Feb 63
11 Feb 63
McLean
Connection
McLean
Connection
Saturday
And
Sunday
Seven Steps
To Heaven
McLean
One Step Beyond
Jackie
McLean
30 Apr63
McLean
Connection
282
4/4
Feldman
and Davis
Seven Steps To
Heaven
Miles
Davis
14 May
63
Acoustic
Davis
284
4/4
Joshua
Feldman
Miles In Antibes
Miles
Davis
Jul 63
Acoustic
Davis
310
4/4
and
6/4
Walkin'
Carpenter
Miles In Antibes
324
4/4
Milestones
Davis
Miles In Antibes
344
4/4
Walkin'
Carpenter
So What
Davis
Four
Davis
Joshua
Feldman
and Davis
Seven Steps
to Heaven
Feldman
and Davis
Live At The 1963

Monterey Jazz
Festival
Live At The 1963
Monterey Jazz
Festival
The Complete
Concert: 1964
[Disc 2]
The Complete
Concert: 1964
[Disc 2]
The Complete
Concert: 1964
[Disc 2]
Miles
Davis
Miles
Davis
Jul 63
Jul 63
Acoustic
Davis
Acoustic
Davis
Miles
Davis
20 Sep 63
Acoustic
Davis
296
4/4
Miles
Davis
20 Sep 63
Acoustic
Davis
280
4/4
Miles
Davis
12 Feb 64
Acoustic
Davis
275340
4/4
Miles
Davis
12 Feb 64
Acoustic
Davis
288344
4/4
and
3/4
Miles
Davis
12 Feb 64
Acoustic
Davis
320330
4/4
406
Walkin'
Carpenter
So What
Davis
Refuge
Hill
Flight 19
Hill
One Finger
Snap
If I Were A
Bell
The Complete
Concert: 1964
[Disc 2]
The Complete
Concert: 1964
[Disc 2]
Point Of
Departure
Point Of
Departure
Hancock
Empyrean Isles
Losser
Miles In Tokyo
Walkin'
Carpenter
Miles In Tokyo
So What
Davis
Miles In Tokyo
Tomorrow
Afternoon
Williams
Life Time
Milestones
Davis
Miles In Berlin
Walkin'
Carpenter
Miles In Berlin
So What
Davis
Miles In Berlin
Apex
Lloyd
Fuschia
Swing Song
Luminous
Monolith
Rivers
Rivers
Walkin'
Carpenter
Milestones
Davis
Of Course, Of
Course
Fuschia Swing
Song
Fuschia Swing
Song
Cookin' At The
Plugged Nickel /
The Complete
Live At The
Plugged Nickel
1965 [Disc 1]
Cookin' At The
Plugged Nickel /
The Complete
Live At The
Plugged Nickel
1965 [Disc 2b]
Miles
Davis
12 Feb 64
Acoustic
Davis
338
4/4
Miles
Davis
12 Feb 64
Acoustic
Davis
288
4/4
300
3/4
270
4/4
272
4/4
288192
4/4
308
4/4
330
4/4
282
320
4/4
324
4/4
272
4/4
296
4/4
300
4/4
285
4/4
Andrew
Hill
Andrew
Hill
Herbie
Hancock
Miles
Davis
Miles
Davis
Miles
Davis
Tony
Williams
Miles
Davis
Miles
Davis
Miles
Davis
Charles
Lloyd
Sam
Rivers
Sam
Rivers
21 Mar 64
21 Mar 64
17 Jun 64
14 Jul 64
14 Jul 64
14 Jul 64
21 Aug 64
25 Sep 64
25 Sep 64
25 Sep 64
8-Mar-65
21 May
65
21 May
65
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
Miles
Davis
22 Dec 65
Acoustic
Davis
296
4/4
Miles
Davis
22 Dec 65
Acoustic
Davis
340
4/4
407
Cookin' At The Plugged

Nickel / The Complete
Live At The Plugged
Nickel 1965 [Disc 1]
The Complete Live At The
Plugged Nickel 1965
[Disc 1]
Plugged Nickel 1965
[Disc 2a]
Plugged Nickel 1965
[Disc 2b]
Plugged Nickel 1965
[Disc 3]
Plugged Nickel 1965
[Disc 4]
Highlights From The
Plugged Nickel / The
Complete Live At The
Plugged Nickel 1965
[Disc 4]
Plugged Nickel 1965
[Disc 4]
Plugged Nickel 1965
[Disc 5]
Highlights From The
Plugged Nickel 1965
[Disc 5]
Plugged Nickel 1965
[Disc 5]
Highlights From The
Plugged Nickel 1965
[Disc 6]
Plugged Nickel 1965
[Disc 7]
If I Were A
Bell
Losser
The Theme
Davis
Four
Davis
Agitation
Davis
Oleo
Rollins
If I Were A
Bell
Losser
Walkin
Carpenter
The Theme
Davis
Agitation
Davis
So What
Davis
The Theme
Davis
Milestones
Davis
The Theme
Davis
Dolores
Shorter
Miles Smiles
Ginger
Bread Boy
Heath
Miles Smiles
Teo's Bag
Davis
(Hancock)
Circle In The Round
Miles
Davis
22 Dec 65
Acoustic
Davis
284
4/4
Miles
Davis
22 Dec 65
Acoustic
Davis
289
242
210
4/4
Miles
Davis
22 Dec 65
Acoustic
Davis
300
4/4
Miles
Davis
22 Dec 65
Acoustic
Davis
294
4/4
Miles
Davis
22 Dec 65
Acoustic
Davis
344
4/4
Miles
Davis
23 Dec 65
Acoustic
Davis
288
4/4
Miles
Davis
23 Dec 65
Acoustic
Davis
334
4/4
Miles
Davis
23 Dec 65
Acoustic
Davis
300
4/4
Miles
Davis
23 Dec 65
Acoustic
Davis
324
4/4
Miles
Davis
23 Dec 65
Acoustic
Davis
340
4/4
Miles
Davis
23 Dec 65
Acoustic
Davis
304
4/4
Miles
Davis
23 Dec 65
Acoustic
Davis
324
4/4
Miles
Davis
23 Dec 65
Acoustic
Davis
270
4/4
274
4/4
274
4/4
274
4/4
Miles
Davis
Miles
Davis
Miles
Davis
24 Oct 66
25 Oct 66
16 Jan 68
Acoustic
Davis
Acoustic
Davis
Electric
Davis
408
Table 8: Ballads
Title
Composer
Album
Artist
Rec Date
Period
Tempo
Time
The
Pleasure Is
Mine
Hancock
My Point of
View
Herbie
Hancock
19 Mar 63
McLean
Connection
43
4/4
Stella
Starlight
Washington
and Young
Miles
Davis
20 Sep 63
Acoustic
Davis
65
4/4
My Funny
Valentine
Rogers and
Hart
Miles
Davis
12 Feb 64
Acoustic
Davis
116
4/4
Stella
Starlight
Washington
and Young
Miles
Davis
12 Feb 64
Acoustic
Davis
119
4/4
I Thought
About You
Mercer and
Van Heusen
Miles
Davis
12 Feb 64
Acoustic
Davis
115
4/4
Dedication
Hill
100
4/4
My Funny
Valentine
Stella
Starlight
Rogers and
Hart
Washington
and Young
86
4/4
104
4/4
Lady Day
Shorter
56
4/4
Voice In
The Night
Lloyd
48
4/4
Stella
Starlight
Washington
and Young
I Fall In
Love Too
Easily
Styne
My Funny
Valentine
Rogers and
Hart
When I Fall
In Love
Heyman and
Young
Round
About
Midnight
Hanighen,
Williams and
Monk
Live At The
1963 Monterey
Jazz Festival
The Complete
Concert: 1964
[Disc 1]
The Complete
Concert: 1964
[Disc 1]
The Complete
Concert: 1964
[Disc 1]
Point Of
Departure
Miles In Tokyo
Miles In Berlin
The Soothsayer
Of Course, Of
Course
Cookin' At The
Plugged Nickel /
The Complete
Live At The
Plugged Nickel
1965 [Disc 1]
The Complete
Live At The
Plugged Nickel
1965 [Disc 1]
The Complete
Live At The
Plugged Nickel
1965 [Disc 2a]
The Complete
Live At The
Plugged Nickel
1965 [Disc 2a]
Highlights From
The Plugged
Nickel / The
Complete Live
At The Plugged
Nickel 1956
[Disc 2b]
Andrew
Hill
Miles
Davis
Miles
Davis
Wayne
Shorter
Charles
Lloyd
21 Mar 64
14 Jul 64
25 Sep 64
4 Mar 65
8 Mar 65
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
Miles
Davis
22 Dec 65
Acoustic
Davis
130 260
4/4
Miles
Davis
22 Dec 65
Acoustic
Davis
60 120 180
4/4
and
3/4
Miles
Davis
22 Dec 65
Acoustic
Davis
135
4/4
Miles
Davis
22 Dec 65
Acoustic
Davis
58 116
4/4
Miles
Davis
22 Dec 65
Acoustic
Davis
110
4/4
409
I Fall In
Love Too
Easily
Styne
I Thought
About You
Mercer and
Van Heusen
Stella
Starlight
Washington
and Young
I Fall In
Love Too
Easily
Styne
My Funny
Valentine
Rogers and
Hart
When I Fall
In Love
Heyman and
Young
I Fall In
Love Too
Easily
Styne
Stella
Starlight
Washington
and Young
Yesterdays
Kern and
Harbarch
The Complete
Live At The
Plugged Nickel
1965 [Disc 3]
The Complete
Live At The
Plugged Nickel
1965 [Disc 3]
Highlights From
The Plugged
Nickel / The
Complete Live
At The Plugged
Nickel 1965
[Disc 4]
The Complete
Live At The
Plugged Nickel
1965 [Disc 4]
The Complete
Live At The
Plugged Nickel
1965 [Disc 5]
The Complete
Live At The
Plugged Nickel
1965 [Disc 6]
The Complete
Live At The
Plugged Nickel
1965 [Disc 6]
Highlights From
The Plugged
Nickel / The
Complete Live
At The Plugged
Nickel 1965
[Disc 7]
The Complete
Live At The
Plugged Nickel
1965 [Disc 7]
Miles
Davis
22 Dec 65
Acoustic
Davis
65 130 216
4/4
and
3/4
Miles
Davis
22 Dec 65
Acoustic
Davis
60 144
4/4
Miles
Davis
23 Dec 65
Acoustic
Davis
60 131 283
4/4
Miles
Davis
23 Dec 65
Acoustic
Davis
60 118 172
4/4
and
3/4
Miles
Davis
23 Dec 65
Acoustic
Davis
120
4/4
Miles
Davis
23 Dec 65
Acoustic
Davis
120 272
4/4
23 Dec 65
Acoustic
Davis
120 180
4/4
and
3/4
Miles
Davis
23 Dec 65
Acoustic
Davis
67 151 80 190
4/4
Miles
Davis
23 Dec 65
Acoustic
Davis
130
4/4
Miles
Davis
410
Table 9: Pieces in Triple Time

Title
Composer
Album
Artist
Frankenstein
Moncur III
One Step Beyond
Jackie
McLean
All Blues
Davis
The Complete
Concert: 1964
[Disc 1]
Miles
Davis
The Song My
Lady Sings
Lloyd
Of Course, Of
Course
Charles
Lloyd
Thandiwa
Moncur III
Some Other Stuff
Grachan
Moncur III
Little One
Hancock
ESP
Miles
Davis
Iris
Shorter and
Davis
ESP
Miles
Davis
Mood
Carter
ESP
Miles
Davis
Lost
Shorter
The Soothsayer
Wayne
Shorter
Valse Triste
Sibelius (arr
Shorter)
The Soothsayer
Wayne
Shorter
Little One
Hancock
Maiden Voyage
Herbie
Hancock
All Blues
Davis
The Complete
Live At The
Plugged Nickel
1965 [Disc 7]
Miles
Davis
Circle
Davis
Miles Smiles
Miles
Davis
Footprints
Shorter
Miles Smiles
Miles
Davis
Limbo
Shorter
Directions
Miles
Davis
Limbo
Shorter
Sorcerer
Miles
Davis
Pee Wee
Williams
Sorcerer
Miles
Davis
Rec
Date
30
Apr
63
12
Feb
64
8
May
64
6 Jul
64
21
Jan
65
22
Jan
65
22
Jan
65
4
Mar
65
4
Mar
65
17
Mar
65
23
Dec
65
24
Oct
66
25
Oct
66
9
May
67
16
May
67
24
May
66
Period
Tempo
Time
McLean
Connection
130
3/4
Acoustic
Davis
225
6/4
Acoustic
Davis
92
3/4
Acoustic
Davis
130
3/4
Acoustic
Davis
125
3/4
Acoustic
Davis
93
3/4
Acoustic
Davis
86
3/4
Acoustic
Davis
136
3/4
Acoustic
Davis
148
3/4
Acoustic
Davis
119
3/4
Acoustic
Davis
300 202
6/4
and
4/4
Acoustic
Davis
145
3/4
Acoustic
Davis
186
6/4
and
4/4
Acoustic
Davis
177
3/4
Acoustic
Davis
120 248
3/4
and
4/4
Acoustic
Davis
130
3/4
411
Table 10: Avant Garde Pieces

Title
Composer
Album
Artist
Ghost Town
Moncur
III
One Step
Beyond
Air Raid
Moncur
III
Evolution
Evolution
Moncur
III
Evolution
Hat And Beard
Dolphy
Out To Lunch
Jackie
McLean
Grachan
Moncur
III
Grachan
Moncur
III
Eric
Dolphy
Something
Sweet,
Something
Tender
Dolphy
Out To Lunch
Gazzelloni
Dolphy
Out To Lunch
Out To Lunch
Dolphy
Out To Lunch
Straight Up
And Down
Dolphy
Out To Lunch
The Egg
Hancock
Empyrean Isles
Gnostic
Moncur
III
Some Other
Stuff
The Twins
Moncur
III
Some Other
Stuff
Nomadic
Moncur
III
Some Other
Stuff
Williams
Life Time
Williams
Life Time
Memory
Williams
Life Time
Survival Of The
Fittest
Hancock
Maiden
Voyage
Extras
Williams
Spring
Echo
Williams
Spring
From Before
Williams
Spring
Tee
Williams
Spring
Water Babies'
Shorter
Water Babies
Two Pieces Of
One: Red
Two Pieces Of
One: Green
Eric
Dolphy
Eric
Dolphy
Eric
Dolphy
Eric
Dolphy
Herbie
Hancock
Grachan
Moncur
III
Grachan
Moncur
III
Grachan
Moncur
III
Tony
Williams
Tony
Williams
Tony
Williams
Herbie
Hancock
Tony
Williams
Tony
Williams
Tony
Williams
Tony
Williams
Miles
Davis
Rec Date
Period
Tempo
Time
30 Apr 63
McLean
Connection
88
4/4
21 Nov
63
Acoustic
Davis
344
4/4
21 Nov
63
Acoustic
Davis
N/A
N/A
25 Feb 64
Acoustic
Davis
142
N/4
25 Feb 64
Acoustic
Davis
N/A
N/A
198
4/4
126
4/4
102
4/4
217
6/4
25 Feb 64
25 Feb 64
25 Feb 64
17 Jun 64
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
6 Jul 64
Acoustic
Davis
116
3/4
6 Jul 64
Acoustic
Davis
254
4/4
6 Jul 64
Acoustic
Davis
152
N/A
N/A
N/A
N/A
N/A
N/A
N/A
262
Multi
360
N/A
N/A
N/A
N/A
N/A
225
N/4
195
3/4
21 Aug 64
21 Aug 64
24 Aug 64
17 Mar 65
12 Aug 65
12 Aug 65
12 Aug 65
12 Aug 65
7 Jun 67
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
412
Sweet Pea
Shorter
Circle In The
Round
Davis
Sanctuary
Shorter
Tout De Suite
Davis
Mademoiselle
Mabry (Miss
Mabry)
Davis
Water Babies
The Complete
Columbia
Studio
Recordings
1965-68 [Disc
4]
Circle In The
Round
Filles De
Kilimanjaro
Miles
Davis
23 Jun 67
Acoustic
Davis
88
4/4
Miles
Davis
4 Dec 67
Electric
Davis
120
12/8
103
3/4
105 /
120
3/4
N/4
74
12/8
Miles
Davis
Miles
Davis
Filles De
Kilimanjaro
Miles
Davis
15 Feb 68
20 Jun 68
24 Sep 68
Electric
Davis
Electric
Davis
Electric
Davis
Table 11: Multi-Section and Other Pieces

Title
Composer
Album
Dusty Foot
Byrd
Vertigo
And What If
I Dont
Hancock
My Point of
View
Sao Paolo
Dorham
Una Mas
So Near, So
Far
Crombie
and Green
Seven Steps To
Heaven
The Complete
Columbia
Studio
Recordings
(Disc 4)
Point Of
Departure
The Time of
the
Barracudas
Spectrum
Oliloqui
Valley
Barb's Song
To The
Wizard
The Theme
Evans
Hill
Artist
Jackie
McLean
Herbie
Hancock
Kenny
Dorham
Miles
Davis
Rec Date
11 Feb 63
19 Mar
63
1 Apr 63
14 May
63
Miles
Davis and
Gil Evans
9/10
October
63
Andrew
Hill
Herbie
Hancock
21 Mar
64
17 Jun 64
Period
McLean
Connection
McLean
Connection
McLean
Connection
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
Tempo
Time
167
6/4
102
4/4
155
4/4
112
12/8
Various
Various
174
4/4
180
4/4
Hancock
Empyrean Isles
Williams
Life Time
Tony
Williams
24 Aug
64
Acoustic
Davis
N/A
Multi
Davis
The Complete
Live At The
Plugged Nickel
1965 [Disc 2b]
Miles
Davis
22 Dec
65
Acoustic
Davis
132
3/4
413
The Theme
The Complete Live At

The Plugged Nickel
1965 [Disc 6]
The Complete
Columbia Studio
Recordings [Disc 4]
The Complete
Columbia Studio
Recordings [Disc 4]
The Complete
Columbia Studio
Recordings [Disc 4]
The Complete
Columbia Studio
Recordings [Disc 4]
Davis
Falling
Water (Take
4)
Falling
Water (Take
6)
Falling
Water (Take
8)
Falling
Water (Take
9)
Evans
Evans
Evans
Evans
Miles Davis
Gil Evans
and Miles
Davis
Gil Evans
and Miles
Davis
Gil Evans
and Miles
Davis
Gil Evans
and Miles
Davis
Country Son
Davis
Miles In The Sky
Miles Davis
Black
Comedy
Williams
Miles In The Sky
Miles Davis
23 Dec
65
Acoustic
Davis
115
3/4
16 Feb 68
Electric
Davis
139
4/4
16 Feb 68
Electric
Davis
139
4/4
16 Feb 68
Electric
Davis
139
4/4
16 Feb 68
Electric
Davis
139
4/4
15 May
68
16 May
68
Electric
Davis
Electric
Davis
174
4/4
195
Multi
Tempo
Time
133
4/4
170
4/4
112
4/4
139
4/4
128
4/4
268
4/4
256
4/4
244
4/4
127
4/4
206
6/4
195
4/4
195
4/4
Table 12: Straight Eighth and Latin Pieces

Title
Composer
Album
Artist
Blind Man, Blind

Man
Hancock
My Point of
View
Una Mas
Dorham
Una Mas
Cantaloupe
Island
Hancock
Empyrean
Isles
Eighty-One
Davis and
Carter
ESP
Maiden Voyage
Hancock
Maiden
Voyage
Masqualero
Shorter
Sorcerer
Prince Of
Darkness
Shorter
Sorcerer
Riot
Hancock
Nefertiti
Water On The
Pond
Davis
Directions
Fun
Davis
Directions
Side Car I
Davis
Side Car II
Davis
Herbie
Hancock
Kenny
Dorham
Herbie
Hancock
Miles
Davis
Herbie
Hancock
Miles
Davis
Miles
Davis
Miles
Davis
Miles
Davis
Miles
Davis
Miles
Davis
Miles
Davis
Circle In The
Round
Circle In The
Round
Rec Date
19 Mar 63
1 Apr 63
17 Jun 64
21 Jan 65
17 Mar 65
17 May
67
24 May
67
19 Jul 67
28 Dec 67
11 Jan 68
15 Feb 68
15 Feb 68
Period
McLean
Connection
McLean
Connection
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
Electric
Davis
Electric
Davis
Electric
Davis
Electric
Davis
414
Filles De
Kilimanjaro
(Girls Of
Kilimanjaro)
Davis
Filles De
Kilimanjaro
Miles
Davis
21 Jun 68
Electric
Davis
152
4/4
Two Faced
Shorter
Water
Babies
Miles
Davis
11 Nov
68
Electric
Davis
138
4/4
In A Silent Way /
It's About That
Time
Zawinul /
Davis
In A Silent
Way
Miles
Davis
18 Feb 69
Electric
Davis
136
4/4
Tempo
Time
202
4/4
116
4/4
122
4/4
134
4/4
157
4/4
146
4/4
130
4/4
Tempo
Time
290
4/4
230
4/4
244
4/4
88
4/4
Table 13: Sixteenth-Note Pieces

Title
Composer
Album
Freedom Jazz Dance
Harris
Miles Smiles
Stuff
Davis
Petits Machins (Little

Stuff)
Frelon Brun (Brown
Hornet)
Dual Mr Anthony
Tillmon Williams
Process
Davis
Davis
Miles In The
Sky
Filles De
Kilimanjaro
Filles De
Kilimanjaro
Davis
Water Babies
Splash
Davis
Water Babies
Shhh / Peaceful
Davis
In A Silent
Way
Artist
Miles
Davis
Miles
Davis
Miles
Davis
Miles
Davis
Rec Date
24 Oct 66
17 May
68
19 Jun 68
24 Sep 68
Period
Acoustic
Davis
Electric
Davis
Electric
Davis
Electric
Davis
Miles
Davis
11 Nov
68
Electric
Davis
Miles
Davis
Miles
Davis
12 Nov
68
Electric
Davis
Electric
Davis
18 Feb 69
Table 14: Pieces Including a Drum Solo
Jackie
McLean
Herbie
Hancock
Kenny
Dorham
Jackie
McLean
Rec
Date
11 Feb
63
19 Mar
63
1 Apr
63
30 Apr
63
McLean
Connection
McLean
Connection
McLean
Connection
McLean
Connection
One Step Beyond
Jackie
McLean
30 Apr
63
McLean
Connection
282
4/4
Feldman
and Davis
Seven Steps To
Heaven
Miles
Davis
14 May
63
Acoustic
Davis
284
4/4
Carpenter
Miles In Antibes
Miles
Davis
Jul 63
Acoustic
Davis
324
4/4
Title
Composer
Album
Vertigo
McLean
Vertigo
King Cobra
Hancock
My Point of View
Dorham
Una Mas
Moncur III
One Step Beyond
McLean
Straight
Ahead
Ghost
Town
Saturday
And
Sunday
Seven
Steps To
Heaven
Walkin'
Artist
Period
415
Walkin'
Carpenter
Live At The 1963

Monterey Jazz
Festival
Miles
Davis
20 Sep
63
Acoustic
Davis
296
4/4
Air Raid
Moncur III
Evolution
Grachan
Moncur III
21 Nov
63
Acoustic
Davis
344
4/4
Walkin'
Carpenter
Miles
Davis
12 Feb
64
Acoustic
Davis
338
4/4
Miles
Davis
12 Feb
64
Acoustic
Davis
320330
4/4
Andrew
Hill
Andrew
Hill
Andrew
Hill
Herbie
Hancock
Herbie
Hancock
Grachan
Moncur III
Miles
Davis
Miles
Davis
21 Mar
64
21 Mar
64
21 Mar
64
17 Jun
64
17 Jun
64
142165
4/4
174
4/4
300
3/4
217
6/4
272
4/4
152
N/A
14 Jul
64
14 Jul
64
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
190136
4/4
308
4/4
Tony
Williams
21 Aug
64
Acoustic
Davis
N/A
N/A
Miles
Davis
Miles
Davis
Wayne
Shorter
Charles
Lloyd
Herbie
Hancock
Sam
Rivers
Sam
Rivers
Sam
Rivers
Tony
Williams
25 Sep
64
22 Jan
65
4 Mar
65
8 Mar
65
17 Mar
65
21 May
65
21 May
65
21 May
65
12 Aug
65
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
Acoustic
Davis
324
4/4
268
4/4
244
4/4
296
4/4
262
Multi
229
4/4
300
4/4
285
4/4
N/A
N/A
Seven
Steps To
Heaven
New
Monastery
Feldman
and Davis
Hill
The Complete
Concert: 1964
[Disc 2]
The Complete
Concert: 1964
[Disc 2]
Point Of
Departure
Point Of
Departure
Point Of
Departure
Spectrum
Hill
Refuge
Hill
The Egg
Hancock
Empyrean Isles
One Finger
Snap
Hancock
Empyrean Isles
Nomadic
Moncur III
Some Other Stuff
All Of You
Porter
Miles In Tokyo
Walkin'
Carpenter
Miles In Tokyo
Two Pieces
Of One:
Green
Williams
Life Time
Walkin'
Carpenter
Miles In Berlin
Agitation
Davis
ESP
Angola
Shorter
The Soothsayer
Apex
Lloyd
Of Course, Of
Course
Survival Of
The Fittest
Hancock
Maiden Voyage
Ellipsis
Rivers
Fuchsia
Swing Song
Luminous
Monolith
Echo
Rivers
Rivers
Williams
Fuchsia Swing
Song
Fuchsia Swing
Song
Fuchsia Swing
Song
Spring
6 Jul 64
416
Stella
Starlight
Washington
and Young
Walkin'
Carpenter
Agitation
Davis
So What
Davis
Cookin' At The
Plugged Nickel /
The Complete Live
At The Plugged
Nickel 1965 [Disc
1]
Cookin' At The
Plugged Nickel /
The Complete Live
At The Plugged
Nickel 1965 [Disc
One]
The Complete Live
At The Plugged
Nickel 1965 [Disc
2a]
Highlights From
The Plugged
Nickel / The
Complete Live At
The Plugged
Nickel 1965 [Disc
5]
Miles
Davis
22 Dec
65
Acoustic
Davis
130 260
4/4
Miles
Davis
22 Dec
65
Acoustic
Davis
296
4/4
Miles
Davis
22 Dec
65
Acoustic
Davis
294 free
4/4
and
N/4
Miles
Davis
23 Dec
65
Acoustic
Davis
340
4/4
Table 15: Pieces Involving Complex Temporal Performance

Title
Composer
Album
If I Were A
Bell
Losser
Miles In Tokyo
So What
Davis
Miles In Tokyo
I Fall In
Love Too
Easily
Styne
The Theme
Davis
I Fall In
Love Too
Easily
Styne
No Blues
Davis
I Fall In
Love Too
Easily
I Fall In
Love Too
Easily
Styne
Styne
The Complete Live

At The Plugged
The Complete Live
At The Plugged
The Complete Live
At The Plugged
Cookin' At The
Complete Live At
The Plugged Nickel
1965 [Disc 3]
The Complete Live
At The Plugged
The Complete Live
At The Plugged
Artist
Miles
Davis
Miles
Davis
Rec Date
14 Jul 64
14 Jul 64
Period
Acoustic
Davis
Acoustic
Davis
Tempo
Time
288 - 192
4/4
330
4/4
Miles
Davis
22 Dec 65
Acoustic
Davis
60 - 120
- 180
4/4
and
3/4
Miles
Davis
22 Dec 65
Acoustic
Davis
289 - 242
- 210
4/4
Miles
Davis
22 Dec 65
Acoustic
Davis
65 -130 216
4/4
and
3/4
Miles
Davis
22 Dec 65
Acoustic
Davis
160
4/4
Miles
Davis
23 Dec 65
Acoustic
Davis
60 -118 172
Miles
Davis
23 Dec 65
Acoustic
Davis
120 - 180
417
4/4
and
3/4
4/4
and
3/4
Miles
Davis
23 Dec 65
Acoustic
Davis
180 - 324
- 146 92 - 208
Miles
Davis
23 Dec 65
Acoustic
Davis
300 - 202
Miles Smiles
Miles
Davis
25 Oct 66
Acoustic
Davis
186
Shorter
Sorcerer
Miles
Davis
16 May
67
Acoustic
Davis
120 - 248
Shorter
Nefertiti
Miles
Davis
19 Jul 67
Acoustic
Davis
84 - 252
No Blues
Davis
All Blues
Davis
Footprints
Shorter
Limbo
Fall
The Complete Live

At The Plugged
The Complete Live
At The Plugged
418
4/4
6/4
and
4/4
6/4
and
4/4
3/4
and
4/4
4/4
and
3/4
Appendix Five: Mayreh
419
420
421
422
423
424
425
426
427
Appendix Six: Powells Prances
428
429
430
431
432
Appendix Seven: Locomotion
433
434
435
436
437
438
439
440
441
Appendix Eight: Reaching Fourth
442
443
444
445
446
447
Appendix Nine: Vertigo
448
449
450
451
452
453
454
455
456
457
458
459
Appendix Ten: Walkin
460
461
462
463
464
465
466
467
468
469
470
471
472
473
Appendix Eleven: Tony Williams Discography

Table 16: Tony Williams Discography (in alphabetical order by artist)
Artist
Rec.
Year
Album Name
Label
Cat #
Allen, Geri
1994
Twenty One
Blue Note
CDP 7243 8
30028 2 5
Arcana
1995
The Last Wave
DIW
DIW-903
Arcana
Unkn.
Arc of the Testimony
Axiom
314-524 431-2
Baker, Chet
1988
Universal / A & M
SP726, CD
0832
Baker, Chet; and

Lackerschmid, Wolfgang
1979
inak
inak 857 CD
Bruce, Jack
1989
A Question of Time
Epic
EK 45279
Brunel, Bunny
1989
Ivanhoe
Planet Blue Records
CDMRP027
Burning Spear
1996
Appointment with His

Majesty
Heartbeat Records
HB 211
Cables, George
1984
Phantom of the City
Contemporary
C-14014
Carter, Ron
1977
Third Plane
Milestone Records
FCD-603-9105
Carter, Ron
1979
Parade
Original Jazz Classics
OJCCD-10472
Carter, Ron
1982
Etudes
Elektra Musician
96 02141
Carter, Ron
1988
Standard Bearers
OJC
Unknown
Cherry, Don
1976
Hear and Now
Wounded Bird
Records
WOU 8217
Clarke, Stanley
1974
Stanley Clarke
Epic
EK 36973
Cliff, Jimmy
1992
Breakout
JRS Records
35808-2
Coryell, Larry
1978
Difference
Egg
Unknown
Davis, Miles
1963
Live At The 1963

Monterey Jazz
Festival
MJF Records
MJFR-30310
Davis, Miles
1963
Miles In Antibes
Davis, Miles
1963
Seven Steps To
Heaven
Davis, Miles
1964
Miles In Berlin
Davis, Miles
1964
Miles In Tokyo
You Can't Go Home

Again
Feat. Larry Coryell,
Buster Williams, Tony
Williams
Sony BMG Music

Entertainment
Sony BMG Music
Entertainment
Sony Music Japan
International Inc.
Sony Records
CBS 462960 2
SICP 820
SICP 825
SRCS 9112
474
Davis, Miles
1964
The Complete
Concert: 1964
Sony Music
Entertainment
471246 2
Davis, Miles
1965
E. S. P.
Sony Records Stereo
SRCS 9113
Davis, Miles
1965
SME Records
SRCS 9731
Davis, Miles
1965
Columbia
CK 67377
Davis, Miles
1965
Columbia/Legacy
CXK 66955
Davis, Miles
1966
Miles Smiles
Columbia/Legacy
CK 48849
Davis, Miles
1967
Directions
Columbia/Legacy
No. 12
Davis, Miles
1967
Nefertiti
Sony Records
SRCS 9116
Davis, Miles
1967
Sorcerer
Sony Records
SRCS 9115
Davis, Miles
19651968
The Complete
Columbia Studio
Recordings 1965-68
Sony Music
Entertainment
DIDP 09702
Davis, Miles
1967 &
1968
Water Babies
Sony Music Japan

International Inc.
SICP 831
Davis, Miles
1968
Circle In The Round
Columbia
467898 2
Davis, Miles
1968
Filles De Kilimanjaro
Columbia/Legacy
CK 46116
Davis, Miles
1968
Miles In The Sky
Sony Music Japan

International Inc.
SICP 830
Davis, Miles
1969
In A Silent Way
Columbia/Legacy
CK 40580
Davis, Miles; and Gil Evans
1963 &
1968
The Complete
Columbia Studio
Recordings (Disc 4).
Columbia/Legacy
CXK 67397
Davis, Walter
1989
Illumination
Denon
DC8553
Dolphy, Eric
1964
Out To Lunch
Dorham, Kenny
1963
Una Mas
Blue Note Records:

RVG Edition
Blue Note Records:
RVG Edition
7243 4 98793
24
7243 5 21228
20
Dudek, Les
1977
Say No More
Columbia
Unknown
Eastman, Madeline
1995
Art Attack
Mad Kat
Unknown
Evans, Bill; with George

Russell Orchestra
1972
Living Time
Columbia
Unknown
Evans, Gil
1975
There Comes A Time
RCA
ND85783
Farmer, Art
1983
Maiden Voyage
Denon
38C38-7071
Flanagan, Tommy
1983
The Trio
Gambit Records
69218
Fuse One
1980
Fuse One
CTI Records
KICJ 98518
Cookin' At The
Plugged Nickel
Highlights From The
Plugged Nickel
The Complete
Plugged Nickel
475
Galper, Hal
1977
Now Hear This
Enja Records
ENJ-2102 2
Getz, Stan
1972
At Montreux
Polydor
2310 549
Getz, Stan
1972
Captain Marvel
Columbia / Legacy
CK 86086
Getz, Stan
1972
Portrait
Lotus
ORL 8249
Gordon, Dexter
1985
The Other Side of

'Round Midnight
Blue Note
BT 85135
Great Jazz Trio, The
1976
Love For Sale
Test of Time / 441

Records
Unknown
1977
At The Village
Vanguard
Test of Time Records
TOT 2
1977
Direct From L.A.
Test of Time / 441

Records
TOT 14 (Box
Set)
1977
East Wind
UCCJ-4005
1977
TOT 6
1977
TOT 8
1978
1978
The Great Tokyo

Meeting
New Wine in Old
Bottles
Test of Time / 441

Records
Test of Time / 441
Records
Test of Time / 441
Records
TOT 14 (Box
Set)
TOT 14 (Box
Set)
1976
I'm Old Fashioned
JVC
JVC-6008-2
Hancock, Herbie
1963
My Point of View
Hancock, Herbie
1964
Empyrean Isles
Hancock, Herbie
1965
Maiden Voyage
Blue Note Records:

RVG Edition
Blue Note Records:
RVG Edition
Blue Note Records:
RVG Edition
7243 5 21226
22
7243 4 98796
21
7243 95331 2
7
Hancock, Herbie
1977
Trio
Sony Music Records
SRCS 7051
Hancock, Herbie
1978
Sunlight
Sony Music
Entertainment
COL 486570 2
Hancock, Herbie
1980
Mr. Hands
Columbia
CK 36793
Hancock, Herbie
1981
Quartet
Columbia
CGK 38275
Hancock, Herbie
1981
Trio '81
Sony Records
SRCS 9172
Hancock, Herbie
1991
A Jazz Collection
Columbia/Legacy
CK 46865
Hancock, Herbie; with

Wayne Shorter, Ron Carter,
Wallace Roney and Tony
Williams
1992
A Tribute to Miles
Qwest Records
9362 45059-2
Hellborg, Jonas
1991
The Word
Axiom
162 539 898-2
Great Jazz Trio, The; with

Jackie McLean
Great Jazz Trio, The; with
Sadao Watanabe
1978
Kindness, Joy, Love

and Happiness
At The Village
Vanguard Vol. 2
At The Village
Vanguard Again
Milestones
TOT 13
476
Henderson, Joe
1979
Relaxin' at Camarillo
Contemporary
Hill, Andrew
1964
Point Of Departure
Blue Note Records:

RVG Edition
OJCCD-776-2
(S-14006)
7243 4 99007
21
Hino, Terumasa
1977
May Dance
JVC
VICJ-70009
Holdsworth, Allan
1986
Atavachron
Cream Records
CR 280-2
Honda, Takehiro
1977
Another Departure
JVC
VICJ-70010
Honda, Takehiro
1977
Reaching For Heaven
JVC
VICJ-61422
Jordan, Sheila
1975
Confirmation
Test of Time / 441

Records
TOT-4
Karashima, Fumio
1993
In San Francisco
Polydor
POCH-1322
Khaled
1996
Sahra
Barclay
533 405-2
Lloyd, Charles
1964 &
1965
Of Course, Of
Course.
Mosaic
MCD-1006
Lockwood, Didier
1979
New World
MPS
POCJ-2636
Mantler, Michael
1978
Movies
Watt 7/10
543 377-2
Manzarek, Ray
1974
The Golden Scarab
Mercury
314 512 445-2
Marsalis, Branford
1987
Renaissance
Columbia
CK 40711
Marsalis, Wynton
1981
Wynton Marsalis
CBS
CK 37574
McLaughlin, John
1978
Electric Guitarist
Columbia / Legacy
CK 46110
McLaughlin, John; with Jaco

Pastorius and Tony
Williams
1979
Trio of Doom
Columbia/Legacy
82796 96450
2
McLean, Jackie
1963
One Step Beyond
Blue Note Stereo
84137
McLean, Jackie
1963
Vertigo
Blue Note
7243 5 22669
20
Miller, Marcus
1993
The Sun Don't Lie
JVC
VICJ-5042
Miller, Mulgrew
1988
The Countdown
Landmark
LCD-1519-2
Mitchell, Joni
1979
Mingus
Asylum
K 53091
Moncur III, Grachan
1963
Evolution
Blue Note
TOCJ-4153
Moncur III, Grachan
1964
Some Other Stuff
Blue Note:
Connoisseur CD
Series
CDP 7243 8
32092 2 4
1975
Believe It
Columbia
PC 33836
1976
Million Dollar Legs
Sony Records
SRCS 9388
New Tony Williams

Lifetime, The
New Tony Williams
Lifetime, The
477
Ono, Yoko
1986
Starpeace
Rykodisc
RCD 10423
Petrucciani, Michel
1994
Marvellous
Dreyfus Jazz
FDM 36564-2
Pop Workshop
1974
Song of the
Pterodactyl
Grammofonverket
EFG-501 5 101
Pride of Lions
1991
Pride of Lions
Sony Masterworks
SK 48192
Public Image Limited
1986
Compact Disc /
Album / Cassette
Elektra
Pullen, Don
1988
New Beginnings
Blue Note
Reeves, Diane
1987
Diane Reeves
Blue Note
Rivers, Sam
1965
Fuchsia Swing Song
Blue Note
TOCJ-4184
Rollins, Sonny
1977
Easy Living
Milestone Records
2518689328
Rollins, Sonny
1978
Don't Stop The

Carnival
Milestone Records
MCD-55005-2
Rollins, Sonny
1980
No Problem
Milestone Records
CA671 68.132
Roney, Wallace
1987
Verses
Muse Records
MCD 5335
Sakamoto, Ryuichi
1990
Neo Geo
Epic (USA)
EK 40994
Santana, Carlos
1980
Swing of Delight
Sony
MHCP-823/4
Santana, Carlos
1987
Blues For Salvador
CBS
460258 2
Santana, Carlos
1995
In From The Storm
BMG
74321 31550
2
Shook, Travis
1993
Travis Shook
Columbia
CK 53138
Shorter, Wayne
1965
The Soothsayer
Blue Note
CDP 7 84443
2
Sidran, Ben
1973
Puttin' In Time On
Earth
Blue Thumb Records
BTS 55
Sidran, Ben
1977
That's Life I Guess
Blue Bird
6575-2-RB
Sidran, Ben
1977
The Doctor Is In
BMG
BVCM-35-214
Stitt, Sonny
1977
Moonlight In Vermont
Denon
YX-7530-ND
Tony Williams Lifetime, The
1969
Emergency!
(Compilation)
Verve
314 539 117-2
1969
(Turn It Over!)
Polydor
24-4021
1971
Ego
Verve
559 512-2
1973
The Old Bum's Rush
Polydor
2391 052
Tony Williams Trio, The
1996
Young at Heart
Sony Records
SRCS 8212
9 60438-2
(CD)
CDP 7 91785
2
CDP 7 46906
2
478
Tyner, McCoy
1977
Supertrios
Milestone Records
MCD-55003-2
Tyner, McCoy
1978
Counterpoints: Live In
Tokyo
Milestone Records
Unknown
Tyner, McCoy
1978
Passion Dance
Milestone Records
Tyner, McCoy
Unkn.
Moment's Notice
Milestone Records
V.S.O.P.
1977
The Quintet
Columbia
CGK 34976
V.S.O.P.
1977
Tempest In The
Colosseum
Sony Music Japan

International Inc.
SICP 10076
V.S.O.P.
1979
Live Under The Sun
Columbia / Legacy
C2K 87165
Various
1982
CBS
SRCS 9215/6
Various
1985
Blue Note / Capitol
7243 4 97811
22
Various
1986
Columbia/Legacy
507924 2
Weather Report
1978
Mr. Gone
Williams, Tony
1964
Life Time
Williams, Tony
1965
Spring
Blue Note
Williams, Tony
1979
The Joy of Flying
Sony Music Special

Products
A 26500
Williams, Tony
1980
Play or Die
P.S. Productions
PS1001
Williams, Tony
1985
Foreign Intrigue
Blue Note
Williams, Tony
1986
Civilization
Blue Note
Williams, Tony
1988
Angel Street
Blue Note
Williams, Tony
1989
New York Live (DVD)
Jazz Door
Williams, Tony
1989
Native Heart
Blue Note
Williams, Tony
1991
The Story of Neptune
Blue Note
Williams, Tony
1992
Tokyo Live
Blue Note
TOCJ-5773.74
Williams, Tony
1995
Wilderness
Ark 21
7243 8 54571
28
Wolff, Michael
1995
Something Blue
M & I Japan
Unknown
Wolff, Michael
1995
Jumpstart!
J!mco
9501-2
Worrell, Bernie
1993
Blacktronic Science
Gramavision
R279474
Conrad Silver
Presents Jazz At The
Opera House
One Night with Blue
Note Preserved Vol. 1
Round Midnight
(Soundtrack)
Arc / Columbia /
Legacy
Blue Note Records:
RVG Edition
OJCCD-11072 (M-9091)
VIJ-6318
(Japan only LP)
CK 46869
7243 99004 2
4
CDP 7 46135
2
CDP 7 46289
2
CDP 7 46757
2
CDP 7 48494
2
JD 11043
CDP 7 93170
2
CDP 7 98169
2
479
Yamaguchi, Mabumi
1981
Mabumi
Art Union
ABCJ-492
480
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TONY WILLIAMS DRUMSET IDEOLOGY TO 1969:

SYNERGISTIC EMERGENCE FROM AN ADAPTIVE MODELING OF FEEL,

A thesis submitted in fulfilment

Sydney Conservatorium of Music

Review of Related Literature ............................................................................................ 59

Chapter One............................................................................................................ 100

Conclusion ..................................................................................................................... 141

Chapter Two............................................................................................................ 143

Conclusion ..................................................................................................................... 193

Chapter Three ......................................................................................................... 195

Conclusion ..................................................................................................................... 232

Chapter Four ........................................................................................................... 235

Lou Donaldsons Alto Saxophone Solo ........................................................................................247

Conclusion ..................................................................................................................... 316

Chapter Five ............................................................................................................ 321

Conclusion ..................................................................................................................... 355

Chapter Six.............................................................................................................. 358

Appendix ................................................................................................................. 372

Appendix Two: Eighth-Note Rhythms in #4 ....................................................................... 392

List of Works Cited .................................................................................................. 481

Figure 42: Powell's Prances (2:42 - 2:49).................................................................. 276

Figure 89: Vertigo (6:54 - 6:59)................................................................................. 336

Firstly, of the problems surrounding jazz drumset performance studies it is surprising to

musicology are predominantly focussed on the European classical tradition, meaning

In searching for a solution to the problem of the cultivation of originality in jazz

David Ake takes up a similar argument in Jazz Cultures (2002, 44-46).

As creativity is one of three central tenets in Williams drumset ideology, I consulted a

The development of such a practical intelligence is mirrored in the theory of

As stated above, Williams repeatedly acknowledged the influence of Blakey, Roach

After investigating Williams recorded musical output in concord with his

refer to this broadening of musical interaction as moving from a relative heteronomy to

I describe relative heteronomy as being a mode of ensemble interaction that the

rhythm. The collective autonomy mode of interaction results in what I call a

Important for the contextualisation of the foregoing is the understanding that

In detailing my methodology later in the present chapter I describe the analytical

By describing the process of transcription and the properties of musical analysis I

In reviewing the related literature, I describe my critical position as a scholar-performer

In Chapter One I outline in greater detail my findings on Williams drumset ideology as

Chapter Two features a narration of Williams childhood musical and personal

Chapter Three is a stylistic overview of Williams recorded output between February

Following the analysis of the drumming of Williams predecessors, and in order to

pieces featuring Williams drumming in an up-tempo swing context, both including

Finally, a discography of over 150 recordings is presented in Appendix Eleven,

unfolding of events based on a consolidation of commentary from the various sources

Selection of Recordings for Transcription and Analysis

Ensemble playing refers to the interactive role a drummer takes on in an ensemble

piece for performance can lead to the propounding of somewhat of a fundamentalist

In a further elaboration on the practice of transcribing, drummer Gary Novak argues

I made my transcriptions with the aid of digital technology. I used RoniMusics

My choices for analysing Williams ensemble performances were guided by Williams

Elsewhere, Williams recalls that,

On individuality, Williams says that

Phraseology: Choice and Placement of Figures in Relation to Form and Soloists

Rhythmic Density (Continuous and Broken) - Catalogues of Eighth-Notes

Polymetric Superimposition and Composite Rhythms

To understand and present an analysis of polymetric figures graphically on paper in a

Rubato and Complex Temporal Ratios

Grouping and Ordering of Limbs

By grouping I mean to refer to the ways in which combinations of a drummers four

The systems making up Appendix One provide a comprehensive overview of the