The New Record Deal

"Have University positions become the new major label record deal for today's jazz musician? When I moved to New York in the late '80s/early '90s, [we] were either looking to play in the band of someone famous or to get signed by a major record label. Today, since neither is an option, university positions seem to be the "new hustle," as one of my colleagues likes to put it." - Sam Newsome, quoted from Downbeat, June 2010. He is on faculty at Long Island University Brooklyn Campus.

The Past

The legendary “Record Deal” is an endangered species. It was the golden gateway to success throughout the history of jazz. An artist would get signed by a label, go into a recording studio, capture lightning in a bottle, and walk out with a paycheck. More importantly, this was the only way to get your music distributed to record stores across the country, and eventually into the hands of eager listeners. The label would hopefully make money because of the artist’s work and in turn provide a certain amount of support for live performances, in order to sell more records. This circle of life evolved slowly, from 78’s through the Compact Disc, it was the law of the land. This was the Jazz Dream.

The Record Deal provided musicians a needed supplementary income to assist with their performance career. All great jazz musicians spent time in the studio, in order to walk out with a check. Touring was the heart of every career, but the income and exposure from the label’s marketing department, provided the skeletal support and the public image needed for their livelihood.

As jazz aged and became more socially acceptable, it was introduced into academia. At this time, a musician either primarily taught jazz as a career or they would primarily perform jazz as a career. Not to diminish in any way the greatness of their mission, these early jazz educators were heroes in their own right. They had to create entire curricula, essentially constructing the entire industry of jazz education. They had to bravely defend the artform from the highbrow attacks of traditional classical methodologists deeply fortified within the Ivory Tower. They have succeeded, the point has been proven. We need jazz education.

There is still a false assumption that this concept of teach vs. play is relevant, even when dancing along the lines of a “teacher who plays” or a “player who teaches”. When a young musician thinks, “I’m going to make it as a player,” what does that really mean these days? Or, “I’m going to be a teacher,” and teach WHAT exactly?

Times are changing. Remember, this year’s Grammy Award for “Best New Artist” went to a Jazz Professor at Berklee College of Music.

The Present

The old industry chain of: Record Deal - Label - Distributor - Record Store - Consumer, is dead and gone. Big labels are toast. Distributors, well… (who?? ‘nuff said). I gotta say though, that I do miss the record stores. I loved flipping through the vinyl and the cassettes looking for new music. The record store was one of the two types of stores I could ever enjoy browsing as a consumer, the other being a good book store.

In addition to the death of the Record Deal and the disappearance of all that it brought to the table for jazz musicians, touring has come to a standstill. The heart of our artform has some serious cholesterol issues. Gas is above $3 a gallon, as compared to less than a dollar during most of jazz’s history. Jazz clubs can’t afford to stay open, let along pay the band. And sadly, because of the natural passing of time, the jazz greats, who could lead a band that would always draw a crowd, have all but vanished from the scene. Marquee acts are hard to find these days. The Big Label marketing machine has disappeared and the next generation of jazz greats is struggling (along with the rest of the music industry) to get their music noticed in the sea of information called the Internet. What was once a trickle of free music has become a flood.

The current industry path for music is: Home (or cheap) Recording, upload directly to the web, to be downloaded immediately by the consumer. Remember feeling guilty when copying a buddy’s record onto cassette tape? Well that’s NOTHING compared to free downloading. Check this site out, YouTube Mp3. C’mon, most kids don’t even own a stereo.

So with touring at a crawl and record income eradicated by free downloads, how does a performing jazz musician stay afloat? Education. Look closely at the touring musicians’ calendars, an unusually high percentage of appearances are within some sort of academic environment. Clinics, festivals and guest appearances at high schools and universities are some of the most lucrative performance venues these days. And if they are lucky, they may even get an adjunct teaching gig in their hometown. This is not an accident. It is however, a secret. Performers still want to be considered Jazz Musicians, not Jazz Educators. Because of our twisted vision of marketing (which is still based on the old Record Label hierarchy), everyone feels threatened. Since there is still money in jazz education, there is a feeling of envy and resentment towards teachers from players who are struggling. There is also an odd feeling of insecurity from teachers who choose not to perform (for whatever reason) and they feel threatened by the image of the touring professional. When the going gets tough, everyone gets jealous.

It’s time for these negative dis-associations to stop. If you teach you CAN play. If you perform, you ARE qualified to teach. It is NOT one or the other, it’s BOTH.

Perhaps the coveted university gig has indeed become the New Record Deal. Here’s a short (and incomplete) list of performing jazz trumpeters and their respective “labels”:

• Dave Ballou - Towson University
• Scotty Barnhart - Florida State University
• Terence Blanchard - Thelonious Monk Institute, Loyola University
• Cecil Bridgewater - Manhattan School of Music
• Etienne Charles - Michigan State University
• Orbert Davis - University of Illinois at Chicago
• Jon Faddis - Purchase College SUNY
• Brad Goode - University of Colorado at Boulder
• Eddie Henderson - Julliard School
• Sean Jones - Duquesne University
• Brian Lynch - NYU Steinhardt
• Ron Miles - Metropolitan State College of Denver
• Alex Norris - Peabody Institute, Johns Hopkins University
• Tiger Okoshi - Berklee College of Music
• Jason Palmer - Berklee College of Music
• Jim Rotondi - Kunstuniversität Graz
• Terell Stafford - Temple University
• Ray Vega - University of Vermont
• Cuong Vu - University of Washington
• Scott Wendholt - Manhattan School of Music
• Joseph Wilder - Julliard School

Donald Byrd, one of my early heroes on the horn, has taught music at Rutgers University, the Hampton Institute, New York University, Howard University, Queens College, Oberlin College, Cornell University and Delaware State University. (source: Wikipedia)

For every jazz trumpeter with a teaching gig, there are at least 10 who are looking, in hopes of finding a good fit. I know some heavy cats in NYC (and elsewhere) who are actively applying for University jobs. It’s a difficult market. They not only are competing with the multitude of recent jazz school graduates, but they themselves may need to go back to school to pursue a graduate degree, just to satisfy the university’s strict employment policies. This is our current reality.

Of course teaching at a university is much more than getting signed to a record label. Don’t let my analogy here belie my deep commitment to Jazz Education.

Now to finally bring my blog up to date…

Last August (2010) I accepted a Visiting Assistant Professor / Director of Jazz Studies position, at Jacksonville State University in Alabama. This appointment has kept me traveling back and forth between Alabama and New York (and Minnesota). The school’s former Jazz Director and Trumpet Professor, Chip Crotts, built a fantastic Jazz Ensemble program during his tenure here and it’s been an honor to re-establish the program as one of the state’s premier jazz destinations. I am extremely grateful for the opportunity to work with these talented student musicians here at JSU.

The Future

I have just (March 2011) accepted a tenure track position as Director of Jazz Studies back east at Christopher Newport University in Virginia, to begin August 15, 2011. I’m truly very excited to join their esteemed faculty and to develop a program specifically addressing the needs of a modern jazz musician.

A bit of advice to those musicians who are just graduating college and are planning to pursue a career in jazz: if you are hoping to get a college teaching gig to supplement your performance career, you are now competing with top-level professional jazz musicians. Not too long ago, those same musicians weren’t looking for University jobs, they didn’t need to…

The upside of this future reality is the global exportation of jazz musicians. The young jazz musicians of the world are already coming to the United States to study jazz, and our Jazz Artists (performers/teachers) are increasingly relocating to other countries to pursue their modern jazz careers. This trend will not only increase, it will become the United States’ primary artistic export to the world.

Teaching Philosophy

[August 2010] There are two distinct and separate elements needed for successful instruction: Knowledge and Inspiration. The teacher must develop and retain a deep knowledge of the subject matter that far exceeds the student’s current grasp. This is the simple truth upon which all instruction is based. The teacher must also provide inspiration for the student to pursue that knowledge. The old saying, “You can lead a horse to water but you can’t make it drink” may be true, but students are not horses. The inspiration to learn and improve is far more valuable than an encyclopedic vault of facts. There is a false assumption that all university students are highly motivated and somehow self-inspired, this is not the case. It is critical for university professors to lead by example and to inspire students through actions, not just words. This principle is the foundation of my own teaching; I will not ask anything of a student that I myself do not put into action. I am passionate about my chosen path and I wish for my students to find that passion for themselves.

As an active performer, educator, historian, composer and arranger, I understand the fluidity of this art form called jazz. The music is in a constant state of flux, evolving and growing due to new cultural influences and technological innovations. Jazz is alive and well and it is equally important for students to understand its history as well as its potential future. There are more musicians around the world playing jazz today than at any other point in the history of the genre. My role as a teacher is to convey this understanding to my students, and to rouse within them the confidence to value their own contributions to the future of jazz.

Lastly, students must understand the reasons behind any action. In essence, they must ask, “Why?” They must understand beyond mindless parroting of practiced dogma. The essence of students’ further development as musicians and valuable members of our society relies upon their ability to apply the given instruction to their individual paths. Without understanding the philosophical underpinnings of the various methods, there can be no hope for independent and creative thought. This is the reason I teach. I want others to possess the mental tools for self-discovery. I am a people person, social yet thoughtful. I am artistically and theoretically challenged by my students, and seek to inspire them to surpass their wildest dreams through critical thought and dedicated action.

- Dr. Kelly Rossum

Band Camp

[May 2010] My upstairs neighbors finally convinced me to consider moving to another apartment at the end of our current lease. The 4:00am dumbbell drops just aren’t conducive to a good night’s sleep, and no matter how many times I talk to them, or how many times the super and/or the owners remind them, the noise continues. My only choice is to consider moving, again. Now I look around my apartment with the knowledge of how hard all of this stuff was to move the last time; I need to reduce the load. We’ll probably be moving into an even smaller place hopefully on the TOP floor of a building, so the first thing on my list is to finish archiving that box of old cassettes. (cue flashback music to ‘80s)

Band Camp

This is the time for kids to be out on their own for the first time, no parents. The teachers and dorm assistants are usually pretty cool, at least in the minds of the kids. Did you ever go? It was a grand time; you could eat whatever you wanted for breakfast, drink as many sodas as possible, even pour syrup on your hamburger if you’d like. We’d hang around friends making music all day, no English classes, no boring papers to write and no social studies teacher on your case! Camp was only the best parts of school.

The days are comprised of music classes, theory, instrumental sectionals, rehearsals, listening, and practice time. It is the dream vacation for any serious music geek.

But the best parts of camp are the girls. Whoops, I mean the Social Activities. This is really why kids should attend music camp. Face it, young musicians are rarely the most popular people in the social hierarchy of a high school. At music camp, the playing field is relatively level from a social status perspective. Looking at the larger picture, if you want to succeed in life, even musicians must learn how to relate to their peers, including those of the opposite sex. This is how humans are supposed to make friends, not by pressing a button on your computer! Ugh.

43^rd Annual Wayne State Music Camp

My band camp as a youth was in Nebraska. It was a week long, overnight camp on the campus of Wayne State College. We stayed in the school’s dorms, girls on one end and boys on the other with a lobby/lounge in the middle. We ate in their cafeterias and had classes and performances in their music building.

So this blue cassette tape on my desk is a recording of the 1987 final concert. I was in the top jazz band along with Woody Witt (tenor sax) and Ryan Kisor (trumpet). It was the summer after my junior year in high school. This was actually the third year I had attended the camp as a student. The previous year, my best friend (a Tuba player named Greg Swallow) and I had essentially ruled the camp, or at least we did in our minds. That’s when I picked up an odd habit of saying “Good Morning” as a greeting…

Listening to the tape of the concert, you can hear the burning intensity in Woody’s solo as well as his presence in the sax section. Woody and I both went to high school in Omaha, Nebraska. We would always run into each other at the only jam session in town, down at a place called Kilgore’s. Chuck Kilgore (trumpeter) owned this place with a single light bulb hanging from the ceiling and an old upright in the corner. Each Tuesday night at around 11:00pm jazz musicians would gather there to play. Even at that age, Woody had this intensity to his persona, he already had the heart and mind of a monster musician. I have been extremely lucky to call him my friend though the years.

There was another standout musician on the recording, who the %*^# is that trumpet player?? Ryan. Playing second trumpet, occasionally up an octave. He had just finished his 8^th grade year and was entering high school after that summer. Damn. Since we were both trumpet players, I was able to really grasp how good he was. It was like I was a mere mortal, capable, yes, but I could feel the wind blow by as this super hero of the horn flew past me with his talent. Yet at the same time, I was the senior, so I may have been the only guy at the entire camp to give this little genius some good-natured crap. I had been aware of his skills for a few years, since the first time I heard him play. He was going into 6^th grade (1985 Wayne State summer camp) and his dad, who was a teacher at the camp, had him perform on the faculty concert. He proceeded to nail Arban’s Carnival of Venice, a virtuosic cornet solo. This was my first experience of seeing someone younger than myself in a completely different league; at that age, although he was only a couple of years younger, it seemed like I was a decade older. I still feel that way when I listen to him play. Ryan is the most inspirational jazz trumpet player alive today. Yes, he really is.

Back to the concert. I was playing lead trumpet for that week’s final performance. The last song the director was pointing to the soloists and he skipped over my solo. My heart froze, that was my chance to shine, and it was gone. After the concert I was crushed emotionally because of missing that opportunity to play a solo. But it’s funny how life really works. Later that night, at the dance, all the students elected me “king” of the camp. Now that was a rush. Socially on top of the world, yet knowing I had just been schooled by a freshman. Life Lesson anyone?

If you don’t know the music of Woody Witt and Ryan Kisor, I humbly suggest you check them out.

43^rd Shell Lake Jazz Camp

I am fortunate to still be associated with a band camp these days; it’s the Shell Lake Jazz Camp in Shell Lake Wisconsin. Here’s a small bit of trivia, it is the longest consecutively running jazz camp in the country! Major props to the crew.

Shell Lake is the band camp of legend for today’s students. Full of raucous musical exploration accompanied by mild social anxiety, plus all of the candy and soda from the local small town grocery, truly everything a growing student needs. Joking aside, these camps are crucial to the development of young musicians across the United States. It’s beyond learning about music, it’s about developing as a independent thinker among a society of peers. The collaboration required for a musical performance cuts across all age appropriate social barriers of race, age and sex. If only adults were required to attend music camp for a week each summer, what a world this would be!

Plus, you never know who may be playing next to you at the final concert.

[July 2010] Post Camp note

Shell Lake was a blast again this year, great faculty, great students and beautiful weather! I’m hoping to see everyone back again for next year’s hang.

As the director of one of the ensembles, I realized the best way to order the soloists during the concert was to point at them right before each solo. Yes, you guessed it, I accidentally skipped a student’s solo on the final concert. I made sure to apologize to him immediately afterwards, although he didn’t seem as emotionally damaged as I was. Isn’t it strange how the universe works?!?

Modern Range Expectations

[April 2010] This post addresses the range requirements of a modern professional jazz trumpeter, so it may be a little too specific for most people. You know… high notes and stuff…

Professional jazz trumpet players are expected to play higher today than ever before in the history of the instrument. Perhaps the closest historical comparison would be during the baroque era, or as Ed Tarr would say, “the golden age of the trumpet.” The picture above is a great example of a typical working trumpet section (L-R: Kelly Rossum, Seneca Black, Andy Gravish, Alex Norris).

Tarr claims that the golden age of the natural trumpet lies between 1600-1750 (can’t argue with that). The virtuosity required to perform even the simplest baroque trumpet music is often beyond the modern trumpeter’s abilities. To perform baroque melodies based upon stepwise motion and other standard melodic shapes, the trumpeter must stay in the upper most register of the instrument for the duration of the piece. The composers of the baroque era almost always wrote for individual performers, whom they knew personally, in order to assure the level of proficiency needed to execute their parts. These performers would occasionally take apprentices, to share the secrets of playing the trumpet. Only then would the master’s knowledge and experience, forged through years of heat (have You ever tried to play these things?!?!) be passed along to the next generation. Guilds of the time were very strict in allowing only highly trained trumpeters into the ranks of the artist class.

There are three primary factors contributing to today’s situation: 1) Jazz, 2) Technology, and 3) Population.

Louis Armstrong was a beast on the trumpet. Period. His influence went far beyond the virtuosic skills he so brilliantly incorporated into his improvisations; his persona influenced an entire nation’s cultural contribution to the world. The explosion of jazz across the globe (with Louis leading the charge) renewed a sense of wonder for the upper register of the trumpet. Trust me, the 19^th Century wasn’t so happening for high notes. Jazz also championed the individual skills of the performer, much more so than the previous focus upon the composer. This focus on individuality led to unusual techniques and upper register specialists. The first generation of individual jazz artists not only greatly influenced subsequent generations; they left unspoken technical challenges evidenced within their recordings.

The discovery and popularization of recorded music cannot be underestimated when discussing technical aspects of musical production on acoustic instruments (i.e. high notes). We do not have any aural records of Johann Altenburg or Goetfried Reiche; we truly do not know what they sounded like. With recorded sound, we can continue to study and learn decades past the actual performance. Modern technology also influences the production of the instruments themselves. Although a trumpet has primarily stayed the same over hundreds of years (buzz your lips in one end - sound comes out the other), the sheer availability of quality instruments has changed so radically over the past 100 years we forget to consider its global effect. And of course, we are now in the Age of Information, essentially connected to the combined consciousness of the human race through this little glowing screen in front of us. We can see and hear thousands of trumpeters, through decades of recorded media, at any moment. The next generation of trumpeters will be a sight to behold indeed! Technology has changed the world and we have yet to understand its long-term effects.

In this modern era, more people are playing the trumpet throughout the world, simply because there are more People. If we were to keep the same approximate percentage of virtuosic playing, as say the Golden Age of the Baroque Trumpet, and then factored in today’s Global Population, that would give us thousands more outstanding trumpeters today. This will only continue.

The results of these three contributing factors are most evident in today’s Big Band trumpeters.

The big bands of the 30’s and 40’s were so numerous; there were literally hundreds of working trumpeters. Out of that number, only a relatively small percent of them had the chops and training to play lead. Even the big name outfits only had one or two cats covering lead, the others really couldn’t (or wouldn’t) deal with the range requirements of the charts. I’m not knocking any of these players, far be it, the situation of today has just changed, that’s all.

The GRP big band from 1992 is an example of a band comprised of “stars”; now it’s commonplace for name big bands to be comprised entirely of absolute monsters, including the trumpet sections. The soloists are often lead players, and the lead players will often improvise. This could arguably be due to the increase in skill amongst the professional ranks in conjunction with the current number of working big bands.

The common division of roles still found in academia is simply not true in the professional arena. Most college bands are reading music that was actually written for college jazz ensembles. This of course creates a vicious circle of low expectations for big band trumpeters. The need isn’t there to develop a section of skilled individuals, because the charts are expressly written for their “assigned skills” (i.e. 2^nd = solo, 1^st = lead, 3^rd & 4^th = section). High school bands are even worse. Everyone SHOULD solo and everyone SHOULD play some lead. Before you think I don’t understand the difficulties of academia, consider the expectations of a professional Symphonic Orchestra musician. Nobody would ever expect a young professional to successfully audition for an orchestra after only focusing on the fourth trumpet part throughout their entire academic studies! Why is this considered OK for a Jazz musician?? In NYC, every chair can play every other chair on 97% of the charts. Plus, solos are often determined by the leader; when they point at you, blow!

When I listen to modern jazz trumpeters, especially when they are playing within the high-energy environment of a large ensemble, I realize the overall level of individual skill has risen dramatically during the past 50 years. They are not only heavy weight soloists, but are also outstanding section players (tone, pitch, blend), sight-readers, and can hold down a lead book if needed. Some of the names you may recognize are: Greg Gisbert, Sean Jones, Ryan Kisor, Wynton Marsalis, Alex Norris, Terell Stafford, Jim Seeley, and there are many, many more out there burning it up.

I believe we are entering a new golden age of the jazz trumpet. Dig it!

Giving Notice

2009.

Along with teaching trumpet and composition, I direct the jazz program at MacPhail Center for Music, one of the nation’s largest community music schools. MacPhail serves more than 7,500 students annually with 35 instruments taught by more than 165 teachers. The jazz program has over twenty faculty members and focuses primarily on small ensembles and private instruction.

MacPhail has partnered with the premier jazz venue in Minneapolis, the Dakota and the DFJE, to form an all-star high school jazz combo called the Dakota Combo. Each year, advanced high school students from around the state audition for participation in this group. They perform with a guest artist at the jazz club, tour metro area schools, and present additional concerts extending well into the summer. Guest artists have been (so far): Bobby Watson, Delfeayo Marsalis and Irvin Mayfield. Just this past year, the group recorded its first full length CD of original material. The success of this program is seen through the alumni’s scholarships and attendance at some of the most prestigious music schools in the country, including the Brubeck Institute, Berklee, Julliard, the New England Conservatory of Music, and many more.

MacPhail also presents Jazz Thursdays, a concert series focusing exclusively on small group jazz music. The list of musicians who have performed on this series in just the past three years reads like a who’s who of the Twin Cities jazz scene, and I’m not even counting the many years of MacPhail's stages at the regional jazz festivals.

Phew. That’s a lot. And there’s more, but you get the idea. Community music schools are becoming more and more important to our culture, especially during this economic crisis, and it’s a cause that I have given considerable energy to over the years. But I’m getting a little ahead of myself. Let me fill in some history here…

1996.

As I began my DMA studies at the University of Minnesota, I was looking to earn some extra cash by teaching private lessons to younger students. Since I was more or less coming from Texas at the time, where almost all high schools hire private instructors for their students, I figured I would be able to find a similar job here in Minneapolis. Within a couple of months I heard of an opening downtown at some place called MacPhail Center for the Arts. I had no idea what this place was, and frankly, I didn’t really care, I just wanted to teach kids on the side.

I called them up and sent in my resume and they scheduled an interview and an audition for the following week. I was wondering why they wanted me to come downtown for the interview process because wasn’t a large high school in the area. Upon arrival, the place was this old department store looking building that was pretty quiet (it was 1:00 or so in the afternoon during the week, not prime lesson time). They told me to come up to the 3rd floor of the center and to wait out in the hallway. After seeing another University graduate student come out of the room, I was asked to come in.

First I played a couple of solos and excerpts that I had under my belt. Then I taught two sample lessons, one with a beginning adult and another one with a high school student. I was of course very relaxed and calm, yet engaging and polite throughout the lessons. Then there was a 40-minute interview by committee, comprised of both faculty and administration. This was when I began to be suspicious of what this “Center” really was. The interview went well. I basically just answered their questions and was clear about my DMA studies being my priority as compared to teaching. They seemed OK with that and I shook their hands and left.

On the way out of the building, I noticed a large rack of catalogs/ brochures/ schedules downstairs in the lobby by a service counter. THIS ENTIRE BUILDING IS A MUSIC SCHOOL!! Shit, what have I gotten myself into?!?!

They offered me the trumpet instructor job and I accepted. I would take over the current studio of SIX students. No problem! That would fit in perfectly - one evening a week during my graduate studies. Great! It was about a month later that I discovered that my Grandmother took piano lessons at MacPhail in the 1920’s.

1999.

I’m ABD and digging deeper and deeper into a fascinating music scene here in Minneapolis. My studies were temporarily shelved and I began full time at the newly named MacPhail Center for Music. The trumpet studio was up to about 24 students and I was teaching all kinds of classes at MacPhail: music composition, general music, beginning theory, Jr. and Sr. High band, jazz combos, I even subbed as the teacher for a Choir rehearsal. I was at one point in time seeing around 75 students each week.

MacPhail is a community music school, I believe it's the second or third largest in the country and a leading member of the National Guild (link). As public schools continue to cut their funding for the arts, these community schools are helping to fill the need for quality music education. Since I was coming from a University (read: Ivory Tower) mindset, it wasn’t obvious to me how important these community schools are to the public. It was around this time that I began to understand the mission of  “transforming lives and enriching our community through music education.”

Music is much larger than I had initially imagined. University music programs expose students to music that they can “learn” from; artistically excellent, flawless performances by the best and brightest musicians in the world. But that’s only the tip of the iceberg. Music is made every day in countless venues across the nation; in the trenches of music education, in the sanctuaries of churches, the basements of homeless shelters and yes, even in the showers of our homes. There’s a big gap of knowledge between knowing this fact from an intellectual perspective, and actually participating in the guidance and training of these community musicians. There is such beautiful intent behind amateur music making, regardless of the students’ age or experience. That purity of intent is often missing from the ranks of professional musicians. This is a big deal. This is music at its most fundamental level as experienced throughout human history.

2003.

I started officially designing the Jazz Program at MacPhail. It was a perfect opportunity to bring this culturally rich music to MacPhail’s community.

“It is so disheartening to me that today our children have no idea of their country's cultural heritage. For example, last fall while I was in Seattle during the opening ceremony of the performance arts center at my alma mater Garfield High School, a group of students gathered around me and one young man said that he was a musician and wanted advice on how to further his career. I told him "that first he had to really learn and master his craft." Then I asked him, "Do you know who Louis Armstrong was?" He said, "I think I've heard of him." I asked, "Do you know who Duke Ellington was?" He said, "No." Again I asked, "Do you know who Dizzy Gillespie was?" Again he responded "No." "Miles Davis, John Coltrane, Thelonius Monk?" I asked, and again he said "No." It tore my heart apart that on this day that my alma mater was naming a building after me, that this young man had no idea who the men were that put me on their shoulders and helped shaped who I was as a young musician. Men who will forever stand at the foundation of popular music, and who I believe in years to come will be regarded as America's Chopins, Griegs and Tchaikovskys.” - Quincy Jones, Huffington Post

2009. January.

After making the decision to move to New York, I knew I would have to leave MacPhail. The organization means so much to me; I was filled with butterflies when the moment had finally come. I was in a meeting with the Executive Vice President (my good friend and colleague Paul Babcock), discussing the New Year’s jazz events when I told him of my decision. His reaction was representative of almost everyone else’s – we’re going to miss you around here. Some people had been expecting the move for years and were wondering why it had taken so long, and other people were shocked to hear of the exciting new plans. Of course, the administration as a whole was very thankful for the 8-month notice! As I said at the time, and as I say now, “There is still much to do.”

- - -

Today.

A couple of weeks ago, I received word that Adam Linz has accepted the Jazz Coordinator position at MacPhail. Congratulations Adam!

I know I’ll be following MacPhail closely in the future. The jazz program at MacPhail is like a jazz composition, once you’ve written it and played it a few times, it stands by itself. If you’re lucky, other musicians may choose to play your music while adding their own taste and style; this is when the composition takes on a life of its own. In this case, the composer is sincerely honored to have contributed something to this fine art form.