Songwriting: Concepts and Craft addresses the knowledge and skills required to write songs in a range of contemporary popular styles. Songwriting is a creative practice seated in a discipline with history and context, and theory and method. Students will be guided through an historical overview of major eras and styles of popular songwriting since ca.1910s as well as in analysis of the relevant musical theory and methods that underpin songs from these eras and styles, with the intention of informing the students own portfolio of original popular songs.

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. apply relevant musical theory and songwriting method to original songs in a range of modern styles and songwriting contexts.
2. critically evaluate major songs drawn from major historical eras and styles of the recent century.
3. apply song arranging skills to their original songs, inclusive of: writing for the rhythm section, writing for backing vocals, writing for horns and/or second keyboard (e.g. synth pad), and creating charts. 
4. articulate key decisions taken during the creative process (both contextual, as well as technical and expressive) through an exegesis.

Research-Led Teaching

Research via song analysis and via applying concepts and techniques of song-craft in original songs.  

Recommended Resources

The greatest and most valid resource in a course on songwriting is access to sheet music publications, recordings and an instrument. Specific songs and recordings will be recommended from week to week, and as far as is possible access to examples studied will be enabled (either entire sheet music or excerpts, plus recordings).

The following texts are in the library:

The Beatles Complete Scores Milwaukee: Hal Leonard Corporation, 1993 version

The Great Australian Songbook Sydney: Wise Publications/Music Sales Pty Ltd

Larry Starr and Christopher Waterman American Popular Music: From Minstrelsy to MP3 New York: Oxford University Press, 2007

Ted Gioia The Jazz Standards Oxford: Oxford University Press, 2012

Ed Nimmervoll Friday On My Mind Melbourne: Five Mile Press Pty Ltd, 2004

Pat Pattison Songwriting: Essential Guide to Lyric Form and Structure Boston: Berklee Press, 1991

Glenn C. Altschuler All Shook Up: How Rock n’ Roll Changed America Oxford: Oxford University Press, 2003

Ian Peddie, ed. The Resisting Muse: Popular Music and Social Protest Surrey: Ashgate Publishing Limited, 2006

Various arranging texts are also in the library.

Other recommended texts include:

Phil Connew Song Right: Cool Concepts in Songwriting Singapore: WOW Media Resources, 2005

Jim Peterik, Dave Austin and Cathy Lynn Songwriting for Dummies New Jersey: Wiley Publishing Incorporated, 2010

Lecturer notes are detailed and provided via Wattle site each week.

Note: This is not a business of songwriting or business of music course, and therefore texts pertaining to such are not included. 

Staff Feedback

Students will be given feedback in the following forms in this course: written comments and verbal comments to individuals, masterclass performance/presentation of original works and facilitated group feedback. 

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). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Course overview. Introduction to Songwriting: What is it, why do we write, how do we write, our experience. The Blues. Feel and hook concepts. Chord Progression Techniques for Songwriters session 1 - Feel.	See assessment schedule in Assessment summary below.
2	Lyrics Writing and form in songs/lyrics. Chord progression session 2. Benchmark layout of leadsheet/basic chart (tutorial).
3	Lyrics Writing and form in song/ lyrics session 2. Melody concepts and techniques.
4	Early Rock n’ roll – the 1950s. Chord progression session 3.
5	Oral presentations. Writing for the rhythm section.
6	Samba, bossa nova and the Latino ballad style. Writing for the rhythm section, session 2.
7	French Pop of the 1960s. Chord progression session 4.
8	Writing for backing vocals.
9	The Jazz Standard. Keeping in touch with melodic techniques – session 2.
10	Australian folk/rock/pop selection – the music and the cultural context.
11	Australian folk/rock/pop selection – the music and the cultural context – session 2.
12	Revision. In class performance and presentations.

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Oral Presentation	10 %	26/03/2019	26/04/2019	2
Original song 1 for portfolio	25 %	29/03/2019	26/04/2019	1,3
Original song 2 for portfolio	25 %	10/05/2019	24/05/2019	1,3
Original song 3 for portfolio	25 %	31/05/2019	15/06/2019	1,3
Exegesis	15 %	31/05/2019	15/06/2019	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 Misconduct Rule before the commencement of their course. Other key policies and guidelines include:

• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Policy and General Information 
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure

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 ANU Online website. Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, hard copies of all references included in the assessment item.

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.

Assessment Task 1

Oral Presentation

6 - 8 minute oral presentation on a song selected from an era or style covered in class. Must elaborate upon at least two aspects pertaining to elements of music or context. (eg; melody and lyrics – word painting, or lyrics and feel/accompaniment, or social and political context of lyrics, or harmony and melody alone). No more than 2 mins music to be played out of the 6 - 8 minute oral presentation. Can use youtube, CDs, live playing, sheet music, whiteboard, and any general lecture room resources. Set-up time not included in your time.

Assessment Rubrics

See rubric on Wattle site

Word limit (where applicable): 6 - 8 mins.

Value: 10%

Presentation requirements: As above.

Estimated return date: As above

Assessment Task 2

Original song 1 for portfolio

Original song number 1: write a blues or 1950s-style rock song; charted including benchmark layout for basic leadsheet/chart, lyrics, melody and chord symbols – no elaborate voicings, modelled on blues or simple 50s rock songs; neat handwritten or notation software acceptable.

Assessment Rubrics

See rubric on Wattle site

Value: 25%

Presentation requirements: Leadsheet to be handed in as pdf via turnitin, neat handwritten or notation software acceptable.

Estimated return date: As above

Assessment Task 3

Original song 2 for portfolio

Original song number 2: write a song with a modulation/change of harmonic focus in the chorus section, include at least one non-diatonic chord; charted including benchmark leadsheet (as per song assessment 1) ‘or’ with guitar part (chord symbols/feel), and part with full voicings for piano/keys, and parts for notated bass and drums patterns (all parts must suit the style). Lyrics must demonstrate at least three lyric writing techniques (alliteration, etc); melody must demonstrate some melodic techniques; recording to be included (for documentation/demo only), neat handwritten or notation software acceptable.

Assessment Rubrics

See rubric on Wattle site

Value: 25%

Presentation requirements: Leadsheet and parts to be handed in at session, neat handwritten or notation software acceptable.

Estimated return date: As above

Assessment Task 4

Original song 3 for portfolio

Original song number 3: write a song that includes any relevant harmonic technique to the style chosen; charted including separate parts for guitar (chord symbols/feel), part with full voicings for piano/keys, part for notated bass and drums patterns (all parts must suit the style), optional backing vocals or horns parts. Lyrics must demonstrate at least three lyric writing techniques (alliteration, etc); melody must demonstrate some melodic techniques; and recorded (for documentation/demo only), neat handwritten or notation software acceptable.

Assessment Rubrics

See rubric on Wattle site

Value: 25%

Presentation requirements: To be handed in as pdf via turnitin, neat handwritten or notation software acceptable. Will advise students on options to submit recordings.

Estimated return date: As above

Assessment Task 5

Exegesis

750 word exegesis on one of your original songs from the portfolio. One should elaborate upon both concepts and techniques of the song.

Assessment Rubrics

See rubric on Wattle site

Word limit (where applicable): 750 words.

Value: 15%

Presentation requirements: Hand in via turnitin as a word document.

Estimated return date: Exam week

Academic Integrity

Academic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with. The University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.

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) as 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

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

Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.

Returning Assignments

Hard copy works will be handed back in person during class sessions, or can be picked up in consultation times.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. The Course Convener may grant extensions 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 Diversity 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