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.

Research-Led Teaching

Creative Practice, Artistic Practice, Practice as Research, Action Research are some of the terms used to describe the artistic practices that uses research in the realisation of a creative outcome. Within this course we will discuss how to develop compositions and music writing projects and the research processes and methods you might engage to bring your music to life as performed and/or recorded work.

 

Some questions –

·      What is a piece of music about?

·      How did it co­me into being?

·      What are the ideas that shape its form and content?

·      How are the sounds that are used, imagined or chosen, arranged into a completed work?

·      How are these questions relevant to the vision of the writer/composer in the conception of the piece?

·      Is the work a part of a series or is it an exercise or the vetting of an idea in coming to understand the workings and limitations of a musical instrument or a performance practice?These may be some of the many questions you might put as you undertake the development of a piece of music, its ‘writing’ or its ‘composition’.

Field Trips

Students are encouraged to attend concerts and performances of all types - music - theatre - film and television where relevant to their creative practice

Required Resources

Students should come to lectures, workshops and tutorial with manuscript paper (or equivalent). As many of the assessment tasks require the presentation of youtr work as a video format, students should have access to a video making facilities (such as smart phone). These materials can be borrowed from the technical department

Recommended Resources

Students should have access to a Digital Audio Workstation of their own in the form of a laptop or similar or be prepared to spend time in the computer labs provided by the School of Music. In such circumstances students should be mindful of the computer lab facilities and the timetabling of classes and usage of these facilities.

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). 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	WEEK 1 – Research & Creative Practice · What is a Compositional Practice? · Overview of what is to be covered · Using technology / not using technology · Writing About Your Music · Performance focus end of year concert · YouTube Channel – building a Branding · Rhythm / Texture / Counterpoint / Melody	ASSESSMENT 1 – Practical Exercises (Tasks 1- 5) 2 – Folio of Original Works (Task 6) 3 – Writing About Your Portfolio (Task 7)
2	WEEK 2 – MELODY 1 · Melodic fundamentals · Critical Thinking Aesthetics & Analysis · Text about melody and meaning · Narrative / Non-narrative · Music & meaning
3	WEEK 3- MELODY 2 · Drawing / Graphic scores · Theatre / Dance / Visual accompaniment · Writing for Performance · Woodwind Brass Strings Percussion · Electronics & rhythm
4	WEEK 4 – COUNTERPOINT 1 · Set Theory – band width Vs notes · New complexity · Visiosonic Intelligence – sonic art / visual art · Writing about counterpoint and side chaining
5	WEEK 5 – COUNTERPOINT 2 · Critical Thinking Aesthetics & Analysis · Making Sense - Counterpoint · Strings · Maximalism - Small and Large Ensemble
6	WEEK 6 – RHYTHM 1 · Sound Design - Site Specific / Found Objects / Performance or Recording · Structuring longer works · Noise & loudness wars · Soundscapes & Music production · Improvisation – Jazz & other · Writing about your work - Artistic Vision / Manifestos / Artists Statement - online profiling
7	WEEK 7 – RHYTHM 2 · Indigeneity Nationalism & Identity · Ideas / Planning / Arranging / Realising · More Theory: scales & voicing · Impressionism & Rhythmic concepts · Responding to a brief / developing a portfolio
8	WEEK 8 – RHYTHM 3 · Space Place & Time – Country & Sonic Traditions · Percussion / Drum Kit 2 Expressionism & Rhythmic concepts
9	WEEK 9 – TEXTURE 1 · Programming Sound Design & Structuring · Found / Made / Adapted / Hybrid & Noise / Environments / Soundscapes All styles - Small and Large Ensemble
10	WEEK 10 – TEXTURE 2 · Site Specific / Found Objects / Performance · Digital / Electronic / Analogue & Found / Made / Adapted / Hybrid All Styles - Small and Large Ensemble
11	WEEK 11 – CONCEPT INTEGRATION · Research · Indigeneity · Analysis · Set theory post tonal music Space place & time – music & meaning
12	Folio discussions

Tutorial Registration

Tutorials 1300 - 1500 same day as lecture

Assessment Summary

Assessment task	Value	Due Date
1 – Practical Exercises (Tasks 1- 5)	40 %	05/05/2021
Assessment Task 2: Composition Folio	40 %	11/06/2021
Assessment Task 3: Writing about your Portfolio	20 %	11/06/2021

* 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 Academic Integrity . 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

The criteria for assessment as follows for text tasks work and for performance / composition tasks

Assessment Criteria: Texts

·      To demonstrate and communicate clarity of thought and a considered approach for establishing an artistic, creative music identity

·      Present documentation that demonstrates a considered set of expectations

·      Show evidence an intention to engage in artistic research

·      Outline the establishment of a clear context for undertaking this course

·      Organisation of thoughts and ideas

·      Grammar, spelling and clarity of writing

Assessment Criteria: Performance / Compositions

 

·      Technique and approach: appropriate use of instruments and technology – utilising techniques drawn from the course materials

·      Creativity: the ability of the piece to stand on its own, as a self-contained work of a unique and developing compositional voice

·      Clear and well-formatted score and visual presentation (as appropriate)

·      Well-mixed audio and video presentation

 

Submission requirements:

 

A zipped folder uploaded to Wattle which includes the following:

o  Score with title page (PDF or other as appropriate)

o  An .MP4 or .WMV (video / audio-visual presentation) file of the work

Assessment Task 1

1 – Practical Exercises (Tasks 1- 5)

Aims & Objectives – assessment value 8%

 

 

In relation to studying Composition, Arranging and Sound Design 5 write six hundred words in answering the following three questions:

1)   Why are you doing this course?

2)   What experience do you expect to bring to this study?

3)   What do you hope to gain from this experience?

 

The aim of this assessment is to contextualise and analyse the reasons for taking this course and to map a pathway to be realised in the completion of the creative approach you nominate. This six-hundred-word document, will establish a context for your aims and objectives as well as enunciate initial thoughts about the development of your portfolio works both in this course and looking forward to Composition, Arranging and Sound Design 6.

Solo performance – assessment value 8%

 

Write a single line / solo performance piece, to be performed by yourself or a fellow class member. The piece should be structured to demonstrate the following:

1)   An antecedent and consequence (A & C)

2)    A developmental section devised from (A & C)

3)    A developed restatement of the A & C

Duration: minimum 1’30” maximum 2 mins – presented as a score and video recording

Duo performance – assessment value 8%

 

Write a two-line / duo performance piece, to be performed by yourself with a fellow class member OR by two students enrolled in music at ANU. The piece should be structured to demonstrate the following:

1)   That the piece is devised from a concept or idea that shapes the intention of the work

2)   A solid understanding of the process of interactive and cooperative sonic exchange

3)    The use of a contrapuntal approach that includes: a solid harmonic or textural underpinning of the work, imitation (canon or fugue), independent rhythms and melodic contours,

Duration: minimum 1’30” maximum 2 mins – presented as a score and video recording

Folio Plan – Work-in-Progress – assessment value 8%

 

Present a plan for your portfolio describing the works you are to present in the following terms

1)   The titles of the pieces (working or set) and their orchestration

2)   Description of the concept or ideas that shapes each work & their presentational form

3)   The working process or how you have approached writing / producing the works

4)   Examples (audio and or score) of each the works-in-progress

 

Eight hundred words minimum – document uploaded to Wattle. This text piece should connect with the discussion initiated in your opening Aims and Objectives piece, following up on how and why you think your work has changed, developed or become more or less focused in nature. You should also discuss the expectations associated with your Folio and how you have arrived at the decision to present the works you are preparing for the Folio and their performance.

Voice & Accompaniment – assessment value 8%

 

Write a piece for voice and accompaniment, to be performed by yourself with fellow class members OR by students enrolled in music at ANU. The piece can be for voice and three instruments accompanying (you may choose to use three voices as accompaniment instead of instruments or a mixture of voices and instruments – the piece is to be a for four performers). 

 

The work should demonstrate the following:

1)   A concept or idea that shapes the intention and meaning of the work. This could be contained in the title and description of the work or in the text / lyric of the vocal part/s, in the case of a song or in the visual performance approach taken.

2)   An innovative approach in the use of the instruments and voices to create a dynamic performance work

3)   Be realised as connected to a visual and/or performance concept

Assessment Task 2

Assessment Task 2: Composition Folio

Folio of Original Works - assessment value 40% 

This assessment calls for a completely unconstrained folio of original works (minimum of two 3 min pieces) which should show the culmination of your skills and experiences this semester. Focus on clarity of ideas and techniques. You are completely free to find and use your unique compositional voice. There are absolutely no stylistic guidelines. Each piece must be presented to the Lecturer as a work-in-progress. Work in progress presentation due 28 April (see Assessment Task 4 – Folio Plan & Work-in-progress) – the completed Folio to be submitted through Wattle – Deadline 13 June (Week 14)

 

Assessment Task 3

Assessment Task 3: Writing about your Portfolio

 

Writing About Your Portfolio - assessment value 20%

 

The aim of this assessment is to contextualise and analyse the works presented in the portfolio. This 1500-word document will (using Chicago Style citations) build a context for the portfolio works, and describe how the pieces presented combines and/or builds on existing works and traditions. As a starting point, it may be helpful to describe and explain choices you have made in terms of your Work-in-progress report of 28 April 2021. In your writing consider the following:

 

·      Structure

·      Instrumentation

·      Pitch/Sonic content

·      Melody/Harmony

·      Where you will publish and have the work / performed

·      A description of your compositional process

·      How you have disseminated the works

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. At its heart, academic integrity is about behaving ethically, committing to honest and responsible scholarly practice and upholding these values with respect and fairness.

The ANU commits to assisting all members of our community to 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 be familiar with the academic integrity principle and Academic Misconduct Rule, 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 Academic Misconduct Rule is in place to promote academic integrity and manage academic misconduct. Very minor breaches of the academic integrity principle may result in a reduction of marks of up to 10% of the total marks available for the assessment. The ANU offers a number of online and in person services to assist students with their assignments, examinations, and other learning activities. Visit the Academic Skills website for more information about academic integrity, your responsibilities and for assistance with your assignments, writing skills and study.

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 not permitted. If submission of assessment tasks without an extension after the due date is not permitted, a mark of 0 will be awarded.
• 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

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

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 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