The Contemporary Australian Indigenous Music Studies course is designed to give students the knowledge and skills to interact with Australian Indigenous music in its contexts inclusive of narratives and issues pertinent to the music and its peoples. Students will examine a range of protocols and TCEs (traditional cultural expressions) that serve to inform them in their research and practical assignments and/or engagements with Australian Indigenous music. A comprehensive study of contemporary Australian Indigenous music styles and aural analysis of the same serves to introduce students to a widening cultural biography and a living culture with which they can have relationship.
Learning Outcomes
Upon successful completion, students will have the knowledge and skills to:
- identify and explain aspects of 'traditional' Australian Indigenous music;
- analyse and critique Australian Indigenous music with reference to style, aural awareness, context, narratives and issues;
- identify and explain aspects of Australian policy pertaining to our Indigenous people in the C20th, and how it has shaped content in Aboriginal and/or Torres Strait Islander music; and
- actively engage with Australian Indigenous peoples and their songs, and from a culturally informed position pertaining to protocols and TCEs (traditional cultural practices), in either information or performance environments.
Research-Led Teaching
Analysis of some of the themes/narratives within contemporary Australian Indigenous music. Lecturer's work is largely in contemporary Indigenous music composition.
Field Trips
If local
Additional Course Costs
Nil
Recommended Resources
The greatest and most valid resource in this course is interaction with Australian Indigenous musicians and as such this is facilitated during the course. As well, references to sheet music publications, recordings, and texts will be provided. Specific artists, eras and or issues/themes/narratives will be covered from week to week, and as far as is possible access to examples studied will be enabled.
The following texts are in the library and/or in the section:
The Great Australian Songbook Sydney: Wise Publications/Music Sales Pty Ltd
Ed Nimmervoll Friday On My Mind Melbourne: Five Mile Press Pty Ltd, 2004
Lecturer notes
Marcus Breen ed. Our Place Our Music Canberra: Aboriginal Studies Press 1989
Gordon Kerry New Classical Music: Composing Australia Sydney: UNSW Press 2009
Fiona Magowan and Karl Neuenfeldt Landscapes of Indigenous Performance Canberra: Aboriginal Studies Press 2005
Ted Egan The Aboriginals Songbook Melbourne: Greenhous Publications 1987
Jennifer Isaacs Australian Aboriginal Music Sydney: Aboriginal Artists Agency Sydney 1979
Jill Stubington Singing the Land: The Power of Performance in Aboriginal Life Sydney: Currency House 2007
Bruce Pascoe Dark Emu Broome: Magabala Books 2014
United Nations Declaration on the Rights of Indigenous Peoples: Universal Declaration of Human Rights | United Nations
Protocols for Producing Indigenous Australian Music
The ANU Reconciliation Action Plan: http://www.anu.edu.au/about/strategic-planning/reconciliation-action-plan
AMC First Nations Cultural Policy for Represented Artists Australian Music Centre Online : Breaking Sound Barriers
Various other
Staff Feedback
Students will be given feedback in the following forms in this course:- Written comments
- Verbal comments
- Feedback to the whole class, to groups, to individuals, focus groups
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 | Overview of course and assessments. Overview of resources, dates, upcoming events. Introduction to concept of many Indigenous musical expressions. Introductions one to another. | |
| 2 | Indigenous music of Sydney – past and present. History of Aboriginal Sydney. | |
| 3 | Jimmy Little - a pioneer | |
| 4 | Guest lecturer Chris Sainsbury | |
| 5 | Songs of support from non-Indigenous musicians | |
| 6 | Indigenous rock and Reggae – the first wave. | Analysis, essay 1800 words. |
| 7 | Australian non-Indigenous composers interfacing with Indigenous music and culture. Ngarra-burria First Peoples Composers – the music and the people including partners/industry support | |
| 8 | Guest lecturer Will Kepa | |
| 9 | First Nations jazz, Johnny Nicol, etc | |
| 10 | Student presentations | Oral presentation 10 mins |
| 11 | Stolen and/or Fostered: Bob Randall and Brown Skin baby, others. | |
| 12 | Brewarrina in focus: Col Hardy, Glen Skuthorpe, Rhyan Clapham, and the Baiame’s Ngunnhu Festival. And/or revision. | Participation in and journaling of an Indigenous event or engagement, or second essay. |
Tutorial Registration
N/A
Assessment Summary
| Assessment task | Value | Due Date | Return of assessment | Learning Outcomes |
|---|---|---|---|---|
| Essay or analysis of a song/s | 40 % | 29/08/2023 | 19/09/2023 | 1 - 4 |
| Oral presentation | 20 % | 10/10/2023 | 15/11/2023 | 2 - 4 |
| Indigenous event participation (performance, recording, broadcast, etc), and journal of such an event. Or second essay. | 40 % | 24/10/2023 | 15/11/2023 | 1 - 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.Participation
On campus, and compulsorily in person.
Examination(s)
Nil.
Assessment Task 1
Learning Outcomes: 1 - 4
Essay or analysis of a song/s
Essay on an artist, song, theme, or issue covered in class, or as negotiated with lecturer. Or analysis of a song or songs (1800 words).
Assessment Rubrics
See rubric on Wattle site
Word limit (where applicable): 1800 words
Value: 40%
Presentation requirements: Word doc through turnitin.
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. Sophisticated analysis. Also outstanding quality in communication and presentation (concise theme, exceptional formulation of ideas or arguments, imbued with original thinking and/or conclusions, many choice relevant references, exceptional level of intellectual work and presentation). Outstanding integration of cultural protocols in writing about our Indigenous music, and/or engaging with our Indigenous musicians. | 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, evidence of original thinking and/or conclusions, many relevant references, high level of intellectual work and presentation). Very good integration of cultural protocols in writing about our Indigenous music, and/or engaging with our Indigenous musicians. | Work of good quality 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 original thinking and/or conclusions, some relevant references, good level of intellectual work and presentation – some grammatical errors and structural problems). Good integration of cultural protocols in writing about our Indigenous music, and/or engaging with our Indigenous musicians. | 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, little original thinking and/or conclusions, few relevant references, adequate level of intellectual work and presentation – obvious grammatical errors and structural problems). Adequate integration of cultural protocols in writing about our Indigenous music, and/or engaging with our Indigenous musicians. | 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, no original thinking and/or conclusions, no or irrelevant references, inadequate level of intellectual work and presentation – many grammatical errors and structural problems). Inadequate integration of cultural protocols in writing about our Indigenous music, and/or engaging with our Indigenous musicians. |
Assessment Task 2
Learning Outcomes: 2 - 4
Oral presentation
10 minute oral presentation on an artist, song, theme, or issue covered in class, or as negotiated with lecturer. If using sounding excerpts no more than 3 mins music to be played out of the 10 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 10 mins.
Assessment Rubrics
See rubric on Wattle site
Word limit (where applicable): 10 mins.
Value: 20%
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. Sophisticated analysis. Also outstanding quality in communication and presentation (concise theme, exceptional formulation of ideas or arguments, imbued with original thinking and/or conclusions, many choice relevant references, exceptional level of intellectual work and presentation). Outstanding integration of cultural protocols in writing about our Indigenous music, and/or engaging with our Indigenous musicians. | 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, evidence of original thinking and/or conclusions, many relevant references, high level of intellectual work and presentation). Very good integration of cultural protocols in writing about our Indigenous music, and/or engaging with our Indigenous musicians. | Work of good quality 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 original thinking and/or conclusions, some relevant references, good level of intellectual work and presentation – some grammatical errors and structural problems). Good integration of cultural protocols in writing about our Indigenous music, and/or engaging with our Indigenous musicians. | 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, little original thinking and/or conclusions, few relevant references, adequate level of intellectual work and presentation – obvious grammatical errors and structural problems). Adequate integration of cultural protocols in writing about our Indigenous music, and/or engaging with our Indigenous musicians. | 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, no original thinking and/or conclusions, no or irrelevant references, inadequate level of intellectual work and presentation – many grammatical errors and structural problems). Inadequate integration of cultural protocols in writing about our Indigenous music, and/or engaging with our Indigenous musicians. |
Assessment Task 3
Learning Outcomes: 1 - 4
Indigenous event participation (performance, recording, broadcast, etc), and journal of such an event. Or second essay.
Indigenous event participation (performance, recording, broadcast, etc), and journal of such an event. Or second essay. Both as negotiated with lecturer.
Assessment Rubrics
See rubric on Wattle site
Word limit (where applicable): 1800 words
Value: 40%
Presentation requirements: Word doc journal or for essay via turnitin, any pictorial or sounding attachments via email to lecturer.
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. Sophisticated analysis. Also outstanding quality in communication and presentation (concise theme, exceptional formulation of ideas or arguments, imbued with original thinking and/or conclusions, many choice relevant references, exceptional level of intellectual work and presentation). Outstanding integration of cultural protocols in writing about our Indigenous music, and/or engaging with our Indigenous musicians. | 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, evidence of original thinking and/or conclusions, many relevant references, high level of intellectual work and presentation). Very good integration of cultural protocols in writing about our Indigenous music, and/or engaging with our Indigenous musicians. | Work of good quality 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 original thinking and/or conclusions, some relevant references, good level of intellectual work and presentation – some grammatical errors and structural problems). Good integration of cultural protocols in writing about our Indigenous music, and/or engaging with our Indigenous musicians. | 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, little original thinking and/or conclusions, few relevant references, adequate level of intellectual work and presentation – obvious grammatical errors and structural problems). Adequate integration of cultural protocols in writing about our Indigenous music, and/or engaging with our Indigenous musicians. | 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, no original thinking and/or conclusions, no or irrelevant references, inadequate level of intellectual work and presentation – many grammatical errors and structural problems). Inadequate integration of cultural protocols in writing about our Indigenous music, and/or engaging with our Indigenous musicians. |
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
The ANU uses 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. While the use of Turnitin is not mandatory, the ANU highly recommends Turnitin is used by both teaching staff and students. For additional information regarding Turnitin please visit the ANU Online website.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
No submission of assessment tasks without an extension after the due date will be permitted. If an assessment task is not submitted by the due date, a mark of 0 will be awarded. OR 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.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
Convener
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Research InterestsMusic composition, contemporary Indigenous music, contemporary guitar music, regionalism. |
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Dr Christopher Sainsbury
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Instructor
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Research Interests |
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brenda gifford
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