Composition, Arranging and Sound Design 5 focuses on consolidation of all technical skills learned in the previous composition courses (1-4). Students will draw upon this array of skills in creating new works for small chamber ensembles. Projects will include work(s) for the ensemble(s) in residence, portfolio pieces and short written analysis exercises. A focus on contemporary techniques in classical composition forms the core of this course.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

Upon successful completion of this course, students will have the knowledge and skills to:

1. Produce professional quality creative work which reflects the student's individual musical interests and goals;
2. Analyse a diverse range of music using a number of relevant theories and methods;
3. Create and present compositions and arrangements which demonstrate the mastery of traditional and contemporary compositional techniques in a wide spectrum of styles and genres; and
4. Communicate clearly the creative decisions made in the course of composing, arranging and sound designs and how these relate to relevant historical traditions or precedents.

Recommended Resources

We will be referring to various Scores, Texts, Recordings. You will need Internet Access for assignments and some class work.

These do not have to be purchased as are in library and/or section.

* Actual listening examples, copious score excerpts and reading examples as presented in lecture sessions or for limited time on the class Wattle site.

* Access to music library texts and scores.

* Relevant Orchestration texts (Stiller, Lovelock, Keenan, Solomon, Piston, Rimsky-Korsakov, Mancini, others)

* Robert P. Morgan Anthology of Twentieth Century Music (New York and London: W.W. Norton & Co. Inc., 1992)

* Paul Griffiths Modern Music and After (New York: Oxford University Press, 2010)

* Robert P. Morgan (ed) Anthology of Twentieth-century Music (New York: WW Norton and Company Inc, 1992).

*Arnold Whittall Musical Composition in the Twentieth Century (Oxford: Oxford University Press, 1999).

 

Note: Students are encouraged to source their own relevant examples. Others will be distributed as per need.

Staff Feedback

Students will be given feedback in the following forms in this course:

• written comments
• verbal comments
• feedback to whole class, groups, individuals, focus group etc

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Introduction and overview.Options in working with tonal qualities (eg; modes, scales, series, traditional voice leading) in original melody and harmonic settings – from the front material of the writing to the writing.	See schedule in this document for the weeks that assessments are due.
2	Models of large movement forms: three approaches (Sibelius, Sculthorpe, other).
3	Models of small movement forms: three approaches (Webern, Kurtag, other).
4	Using models of texture: Birtwistle’s Punch and Judy (opera/music theatre work). Orchestration of your examples.
5	Breaking down large forms in music theatre/opera, also prosody/word painting, orchestration and countermelody (eg; Sainsbury’s The Visitors, Ravel’s L’Heure Espagnole, other)
6	Using models of texture: Berio folk songs, other. Orchestration of your examples.
7	Further options in working with tonal qualities (eg; modes, scales, series, traditional voice leading) in original melody and harmonic settings – from the front material of the writing to the writing.
8	Sounds and Scores analysis. Using models of tone colour combinations.
9	Sounds and Scores analysis. Using models of tone colour combinations.
10	Sounds and Scores analysis.
11	Sounds and Scores analysis.
12	Student presentations of original scores (performed, audio versions, in score), revisions and consolidation.

Assessment Summary

Assessment task	Value	Learning Outcomes
Assessment Task 1: 4 set exercises in composition and/or orchestration	40 %	1,3
Assessment Task 2: Suite for small ensemble or chamber orchestra, with or without voice (8 – 12 minutes)	50 %	1,3
Assessment Task 3: Exegesis	10 %	2,3,4

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines , which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Integrity Rule before the commencement of their course. Other key policies and guidelines include:

• Academic Integrity Policy and Procedure
• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Guideline and General Information 
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure
• Code of practice for teaching and learning

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Skills website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Participation

Attendance and active participation is advised.

Assessment Task 1

Assessment Task 1: 4 set exercises in composition and/or orchestration

4 set exercises in composition and/or orchestration

Details of Task: Complete 4 set exercises in composition and/or orchestration (10% ea). Each task will be set and must be done with reference to score analysis in class, and composition and orchestration techniques covered in such score analysis. Hard copies to be handed in to lecturer. Due 22.05.24.

 

Assessment Criteria: 

• Demonstrated understanding of concepts from the course
• Employment of craft as studied in the course 
• Demonstration of original thinking 
• Scoring must be to benchmark standards as per published scores

Word limit : N/A

Value: 40% (10% each)

Presentation requirements: Hard copy, benchmark scoring.

Estimated return date: 12.06.24

Rubric

HD 80 - 100	D 70 - 79	C 60 - 69	P 50 - 59	N 0 - 49
Work of exceptional quality imbued with exceptional understanding of concepts, exceptional employment of craft as studied in CASD 5, and exceptional original thinking. Scoring must be to benchmark standards.	Superior work with evidence of superior understanding of concepts, considerable employment of craft as studied in CASD 5, and considerable original thinking. Scoring must be of very good quality, nearing benchmark standards.	Work of good quality with evidence of good understanding of concepts, good employment of craft as studied in CASD 5, and developing original thinking. Scoring must be legible and of good quality.	Work of satisfactory quality with satisfactory evidence of understanding of concepts, satisfactory employment of craft as studied in CASD 5. Scoring is only satisfactory.	Work which is incomplete, or which is inadequate with little evidence of understanding of concepts, little ability to employ craft as studied in CASD 5. Scoring is unsatisfactory.

Assessment Task 2

Assessment Task 2: Suite for small ensemble or chamber orchestra, with or without voice (8 – 12 minutes)

Details of task: Suite for small ensemble or chamber orchestra, with or without voice (8 – 12 minutes). Bound hard copy handed in labelled with name on pdf (not u-number). Live audio or e-audio version emailed to lecturer (labelled with name of student and piece). Due 22.05.24

 

Assessment Criteria: 

• Demonstrated understanding of concepts from the course
• Employment of craft as studied in the course 
• Demonstration of original thinking 
• Scoring must be to benchmark standards as per published scores

Word limit : 8 - 12 mins

Value: 50%

Presentation requirements: See Details of task above.

Estimated return date: 12.06.24

Rubric

HD 80 - 100	D 70 - 79	C 60 - 69	P 50 - 59	N 0 - 49
Work of exceptional quality imbued with exceptional understanding of concepts, exceptional employment of craft as studied in CASD 3, and exceptional original thinking. Scoring must be to benchmark standards.	Superior work with evidence of superior understanding of concepts, considerable employment of craft as studied in CASD 3, and considerable original thinking. Scoring must be of very good quality, nearing benchmark standards.	Work of good quality with evidence of good understanding of concepts, good employment of craft as studied in CASD 3, and developing original thinking. Scoring must be legible and of good quality.	Work of satisfactory quality with satisfactory evidence of understanding of concepts, satisfactory employment of craft as studied in CASD 3. Scoring is only satisfactory.	Work which is incomplete, or which is inadequate with little evidence of understanding of concepts, little ability to employ craft as studied in CASD 3. Scoring is unsatisfactory.

Assessment Task 3

Assessment Task 3: Exegesis

Details of task: Exegetical writing on your composition. Expectations are analysis of the music (specific elements), and/or a reflection of the journey in your composing including how you arrived at the creative decisions you made. Due 22.05.24

Assessment Criteria: 

• Demonstrated comprehensive understanding of subject matter
• Sophisticated analysis
• Communication and presentation (concise theme, formulation of ideas or arguments, excellent presentation)

Word limit (1000 to 1200 words):

Value: 10%

Presentation requirements: Word doc via turnitin.

Estimated return date: 12.06.24

Rubric

HD 80 – 100	D 70 – 79	C 60 – 69	P 50 – 59	N 0 – 49
Work of exceptional quality, demonstrating comprehensive understanding of subject matter, and sophisticated analysis. Also outstanding quality in communication and presentation (concise theme, exceptional formulation of ideas or arguments, excellent presentation).	Superior work, demonstrating a thorough knowledge and very good understanding of subject matter. Proficient analysis. Very good quality in communication and presentation (concise theme, well formulated ideas or arguments, very good presentation).	Work of good quality, work which displays a good understanding of the subject matter. Competent analysis. Good quality in communication and presentation (good theme, good formulation of ideas or arguments, some grammatical errors and structural problems, good presentation).	Work of satisfactory quality, which displays adequate understanding of most of the subject matter. Fair analysis. Adequate quality in communication and presentation. (adequate theme, adequate formulation of ideas or arguments, presentation has obvious grammatical errors and structural problems).	Work which is incomplete, and/or which displays inadequate understanding of the subject matter. Inadequate analysis. Inadequate quality in communication and presentation. (inadequate theme, inadequate formulation of ideas or arguments, presentation has many grammatical errors and structural problems).

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.

The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.

The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.

 

The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:

• Late submission permitted. Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

Referencing Requirements

The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material.

Returning Assignments

Two weeks after presenting

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Access and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students