- Class Number 3892
- Term Code 3230
- Class Info
- Unit Value 6 units
- Mode of Delivery In Person
- Dr Thomas Laue
- Edward Neeman
- Class Dates
- Class Start Date 21/02/2022
- Class End Date 27/05/2022
- Census Date 31/03/2022
- Last Date to Enrol 28/02/2022
The Aural Skills and Music Theory courses are a series of courses compulsory for all Bachelor of Music students that develop core skills underpinning analytical and practical engagement in a variety of musical idioms, including common practice, jazz, and popular styles. This course introduces chromatic harmony and modulation, and advanced analytical techniques theory through the detailed study of music scores and excerpts. The theory component is complemented with the sequential and aligned development of relevant aural skills, including audiation (inner hearing) and aural awareness of advanced melodic, harmonic, and rhythmic structures, through individual and group listening, reading and performing (singing), dictation, and aural analysis activities.
Upon successful completion, students will have the knowledge and skills to:
- demonstrate an understanding of advanced elements of music, including those relating to pitch, melody, harmony, rhythm, and form;
- apply theoretical knowledge of advanced chromatic and analytical techniques using advanced terminology and notation;
- demonstrate an ability to fluently read and interpret advanced music notation, including inner hearing of melodic, harmonic, and rhythmic elements, through sight-singing, sight-reading, and performance activities; and
- aurally identify and creatively interpret advanced musical elements, including pitch, chords, and harmony in tonal and non-tonal contexts, and advanced rhythms and polyrhythms, as demonstrated through notation and performance tasks.
Music theory and aural skills pedagogy is a research-intensive discipline, led by contemporary enquiry into best practice in theoretical and performance-based approaches to developing musicianship skills. You will be exposed to research by leaders in the field of music theory and aural skills, informing your theoretical and aural studies and development in music. Recent peer-reviewed research on multi-stage assessments in Aural Skills can be found in the following publication: Laue, T. P. (2020). Collaborative multi-stage exams in aural skills education: Theoretical underpinnings and two proposed approaches. In A. Creech (Ed.), Proceedings of the International Society for Music Education 34th World Conference on Music Education: Online 3–7 August 2020 (pp. 234–243). Malvern, Victoria: International Society for Music Education. (Link)
Examination Material or equipment
Examination material details can be found on this page.
Palmqvist, Bengt-Olov. Refinement of Rhythm. Vol. 2, Canberra: Bopac, 2006.
Edlund, Lars. Modus Vetus: Sight Singing and Ear-Training in Major/Minor Tonality. Stockholm: AB Nordiska Musikförlaget, 1976.
Clendinning, Jane and Elizabeth Marvin. The Musician’s Guide to Theory and Analysis, 3rd ed. New York: Norton, 2016.
Clendinning, Jane and Elizabeth Marvin. The Musician’s Guide to Theory and Analysis Workbook, 3rd ed. New York: Norton, 2016.
Beach, David and McClelland, Ryan. Analysis of 18th- and 19th-century musical works in the classical tradition. Oxfordshire: Routledge, 2012.
Students will be given feedback in the following forms in this course:
- verbal comments (in-class or recorded)
- written comments (where appropriate)
- feedback to whole class, groups, individuals, focus group etc
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.
In order to successfully complete the course, a student must pass the hurdle requirement by achieving at least a pass mark (50%) in each of the two core components: (1) Aural Skills and (2) Music Theory. A student may fail an assessment item, provided that the overall mark in each core component is at least 50%.
|Week/Session||Summary of Activities||Assessment|
|1||AURAL: RoR Vol. 2, Ch. 1 – subdivisions of basic beat (rhythm) and Primary chord functions and triad inversions (harmony); THEORY: Course introduction and diagnostic; diatonic modulation (Chapter 22)|
|2||THEORY: Modal mixture (Chapter 26); AURAL: RoR Ch. 2 & 3 – simple and extended dotted figures (rhythm) and Relative chord substitutions (harmony)||Tasks 1, 2|
|3||AURAL: RoR Ch. 4 (rhythm) and Modal mixture (harmony); THEORY: Small forms (Chapter 23)||Tasks 1, 2|
|4||THEORY: Sonata & Rondo form (Chapters 32 & 33); AURAL: Ch. 5 (rhythm) and Seventh chords review and Secondary dominants (harmony)||Tasks 1, 2|
|5||AURAL: Ch. 6, 7 (rhythm) and Modulation to related keys (harmony); THEORY: Phrase structure (Chapter 18)||Tasks 1, 2|
|6||THEORY: Motivic development and cadences (Chapters 12-14); AURAL: Review||Tasks 1, 2|
|7||AURAL: Ch. 8, 14a (rhythm) and Subdominant Neapolitan and Aug. 6ths as Dominants (harmony); THEORY: Neapolitan & Augmented sixth chords (Chapter 27)||Tasks 1, 2|
|8||THEORY: Chromatic Harmony (Chapters 30 & 31); AURAL: Ch. 9, 14b (rhythm) and Chromatic harmony (harmony)||Tasks 1, 2|
|9||AURAL: Ch. 10, 17a (rhythm) and Chromatic harmony (harmony); THEORY: Chromatic Harmony (Chapters 30 & 31)||Tasks 1, 2|
|10||THEORY: Motivic Transformation & Diminutions; AURAL: Ch. 11, 14c, 17b (rhythm) and Vocal arpeggiation presentations (harmony)||Tasks 1, 2|
|11||AURAL: Ch. 17c (rhythm); THEORY: Harmonic Analysis Review||Tasks 1, 2|
Theory tutorial sign-up and details are available on the Wattle page. Aural tutorial assignments are pre-determined and based on a student's relevant grades in pre-requisite courses. Details can also be found on Wattle.
|Assessment task||Value||Learning Outcomes|
|In-class Activities and Assignments||50 %||1, 2, 3, 4|
|In-class Tests||20 %||1, 2, 3, 4|
|Final Written Exams||30 %||1, 2, 4|
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
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:
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.
In-person participation is expected for all face-to-face classes wherever feasible. Attendance is a critically important component of learning in this course. A significant proportion of marks is allocated to in-class assessments, and naturally, in-class activities directly feed into in-class assessment outcomes. All in-class tests, in particular those in Aural Skills, are assessed in-class with peer and lecturer feedback provided immediately after each completed task. All multi-stage exams require collaborative work small groups of no more than four students, and participation may include live online communications or incorporate social-distancing where required or deemed necessary at the time. If any reason precludes a student from engaging in collaborative group work, the student must inform the lecturer in writing at the earliest opportunity, preferably at the start of the semester (by Friday of Week 1) or at least 14 days before the assessment task due date.
Two final written exams (Assessment Task 3), plus a short (15 minute or less) Viva Voce assessment that place during the exam period.
Assessment Task 1
Learning Outcomes: 1, 2, 3, 4
In-class Activities and Assignments
This task comprises a Theory In-class presentation (15%), Aural practical in-class activities, including sight-singing (15%), Theory In-class & online participation (10%), and an Aural Skills Viva Voce (10%). Due dates and times: Theory Presentations due in Weeks 3–12 (individually scheduled); Aural in-class activities due Weeks 2–11 in tutorials or online submission within 4 hours of tutorial start time; Theory Participation due one week after three assigned peers’ presentations; Aural Viva Voce due during exam period (individually scheduled). Return date: 2 weeks after submission.
Assessment Task 2
Learning Outcomes: 1, 2, 3, 4
This task comprises Weekly Theory tests (10%) and Aural multi-stage collaborative tests (10%). Due dates and times: Ten Theory tests due each week as specified by lecturer, commencing Week 2; Aural tests in weeks 4, 7, 11, in-class (during lecture or online within 4 hours of lecture start time). Return date: 2 weeks after submission.
Assessment Task 3
Learning Outcomes: 1, 2, 4
Final Written Exams
This task comprises a Theory exam (15%) and Aural Multi-stage exam (15%). Due dates and times: Exam period as scheduled by the Examinations Office.
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.
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 each specific Assessment Submission page listed on Wattle under the heading 'Assessments'. Submission of hand-written work must be scanned (including photographed) at a high enough image resolution to ensure that visual clarity is excellent and to eliminate any ambiguity due to poor image quality. The scanned image or PDF file must not be subsequently edited other than overall adjustments such as cropping or exposure settings. It is the student's responsibility to confirm that final visual quality of the scanned image is more than adequate for assessment purposes, and to discuss any issues relating to electronically scanning (including photographing) hand-written work for assessments at least seven days prior to the due date of the relevant assessment task.
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. All hardcopy work submitted electronically should adhere to the advice given under the Online Submission section of this document.
Late submission not permitted for Examinations and In-Class Assessments. If submission of examinations or in-class assessments without an extension occurs after the due date and time, a mark of 0 will be awarded.
Late submission permitted for Assignments. Late submission of assignments (including presentation-related 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.
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.
Submitted assignments will be made available for reviewing by individual students either in-class, by appointment during office-hours, or electronically where necessary or required.
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.
Resubmission of Assignments
Resubmission of assignments are not permitted in this course. Students should bring all submission-related questions to the attention of the lecturer in the relevant class, as early as possible and prior to the submission due date.
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
music theory, aural skills pedagogy, music theory pedagogy, psychoacoustics, campanology
Dr Thomas Laue