Graduate Composition, Arranging, and Sound Design 3 explicitly builds on Graduate Composition, Arranging, and Sound Design 2. It is designed for graduate students who wish to continue to specialise at a professional level in composition, arranging and/or sound design. Students will work with a supervisor in preparing a composition portfolio of works, or a series of projects based upon advanced principles of sound design that reflect the student's own interests and professional focus. This learning will be supplemented with attendance and participation at the School’s Composition Seminar. To support this creative work, students will analyse at a sophisticated level theories, structures, methods, approaches and techniques in a range of styles and in a range of instrumental and vocal repertoire. They will also study sophisticated principles of sound design in relation to music for film and television, theatre, video games, and sound installations. The study of instrumentation, orchestration and arrangement, and sound design will reference scores and musical sound design creations from a range of historical periods and styles complements the compositional work.

 

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. Demonstrate sophisticated professional proficiency in composition, arranging, and/or sound design in one or more styles (classical, jazz, contemporary, or a blend of these) or genres (music for film or television, video games, sound installations, or theatre).
2. Compose and present works of a sophisticated professional standard utilising correct notation, instrumentation and orchestration techniques with the ability to invariably produce work according to deadlines.
3. Demonstrate an original musical voice and higher-level cognitive skills in the synthesis and analysis and practical application of information, skills and concepts.
4. Describe at a sophisticated level relevant compositional, arranging and sound design issues in aesthetic and technical terms.
5. Communicate clearly, both orally and in writing, the creative decisions made in the course of composing, arranging and sound design, using sophisticated language, to both a musical and non-musical audience.

Recommended Resources

Whether you are on campus or studying online, there are a variety of online platforms you will use to participate in your study program. These could include videos for lectures and other instruction, two-way video conferencing for interactive learning, email and other messaging tools for communication, interactive web apps for formative and collaborative activities, print and/or photo/scan for handwritten work and drawings, and home-based assessment.

ANU outlines recommended student system requirements to ensure you are able to participate fully in your learning. Other information is also available about the various Learning Platforms you may use.

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	WEEK 1 Research & Creative Practice What is a Compositional Practice? Overview of what is to be covered Using / not using technology Writing About Your Music, Performance focus end of semester concert YouTube Channel – building a Branding Rhythm / Texture / Counterpoint / Melody Visual intelligence – sonic / visual / performance art Deep Listening	ASSESSMENT 1 – Practical Exercises (Tasks 1- 4) 2 – Folio of Original Works (Task 5) 3 – Writing About Your Portfolio (Task 6)
2	WEEK 2 GROOVE 1 Sound Design Site Specific / Found Objects / Performance or Recording Arranging: Percussion & Strings Jazz - Small and Large Ensemble
3	WEEK 3 – LINE 1 Critical Thinking Aesthetics & Analysis Melodic fragmentation Narrative / Non-narrative Critical Thinking Aesthetics & Analysis Woodwind & Strings
4	WEEK 4 SOUND DESIGN 1 Programming Sound Design & Structuring Found / Made / Adapted / Hybrid & Noise / Environments / Soundscapes Styles – Small Large Hybrid Ensemble
5	WEEK 5 LINE 2 Drawing / Graphic scores Theatre / Dance / Visual accompaniment Writing for Performance Woodwind Brass Strings Percussion Electronics & rhythm
6	WEEK 6 GROOVE 2 Indigeneity Nationalism & Identity Ideas: Planning / Arranging Keyboards –Theory: scales & voicings Impressionism - Small and Large Ensemble Responding to a brief / developing a portfolio
7	WEEK 7 SOUND DESIGN 2 Site Specific / Found Objects / Performance Looped & Processed Voice/s, Re-harmonisation / Arranging / Writing Arranging – Improvisation Developing a Sonic Language Sketchbook - Artistic Vision / Manifestos / Artists Statement
8	WEEK 8 LAYERS 1 Set Theory – band width Vs notes New complexity Visual Intelligence – sonic art / visual art Perspectives on new music Writing about texture & counterpoint
9	WEEK 9 – CONCEPT INTEGRATION 1 Space Place & Time - Sonic Traditions Producing / Realising Percussion / Drum Kit 2 Expressionism - Small and Large Ensemble Responding to a brief / developing a portfolio
10	WEEK 10 – Layers 2 Critical Thinking Aesthetics & Analysis Making Sense - Counterpoint Strings & Keyboards Minimalism / Maximalism
11	WEEK 11 – CONCEPT INTEGRATION 2 Space Place & Time Indigeneity Analysis Electroacoustic Post tonal music
12	Week 12 Concert preparation and Folio discussions	Concert Presentation - collaborative engagement - organising, producing, profiling and presenting a concert program of students' compositions

Tutorial Registration

Tutorials 13:00 - 15:00 same day as lecture

Assessment Summary

Assessment task	Value
1 (a, b, c, d) - Practical Exercise 1	40 %
Task 2: COMPOSITION FOLIO	40 %
Task 3: Exegesis	20 %

* 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
• Extenuating Circumstances Application
• 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.

Assessment Task 1

1 (a, b, c, d) - Practical Exercise 1

Assessment Task 1a: Practical Exercise 1

Solo performance piece – Assessment value 10%

Write a single line / solo performance piece, to be performed by yourself, fellow class member or performer within the school. 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

4) An example of extended instrumental writing technique

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

Assessment Criteria:

· 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 1b: Practical Exercise 1

Duo performance piece – assessment value 10%

Write a two-line / duo performance piece, to be performed to be performed by yourself, fellow class members or performers within the school. 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

Assessment Criteria:

· 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

Estimated return date: Within two weeks of submission

Assessment Task 1c: Practical Exercise 1

Voice & Accompaniment piece – assessment value 10%

Write a piece for voice and accompaniment, to be performed by yourself with fellow class members OR by students enrolled 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 that underscores its possible meaning.

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

Assessment Criteria:

· 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 1d: Practical Exercise 1

Concert Performance & Preparation – assessment value 10%

Contribute and collaborate in the organization, programming, production and audience development of a live and or virtual concert, showcasing the works of each students in the class.

Part #1

Live presentation to class outlining the following:

1. The piece you wish to submit for the concert, initial sketches and recordings

2. Names of performers to be involved - a proposed schedule of rehearsals and why you have chosen to work with this piece and these performers / performer

3. A first draft of programme notes describing the work, its genesis and any significant information about the work

Part #2

The concert:

1. Direct and realise the performance of your work

2. Take responsibility for a role in producing the event

3. Contributing to the profiling of the event and the development of an audience

4. Demonstrating the ability to solve problems and negotiate with colleagues

5. Contributing to the running and technical realisation of the concert

6. Finished programme notes

7. Write a 600 word evaluation of the experience

Assessment Criteria:

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

· Present a music piece that demonstrates an ability to engage an audience

· To both lead and collaborate within a group of peers

· To be innovative in engaging an audience with your musical presentation 

· Written text should demonstrate appropriate use of grammar, spelling and clarity of expression

Assessment Task 2

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 4min 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 to be submitted must be discussed with the Lecturer as a work-in-progress.

Assessment Criteria:

· 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 and / or audio-visual presentation) file of the work

Assessment Task 3

Task 3: Exegesis

Writing about your folio of works - assessment value 20%

Students will write a six-hundred-word analysis / summary of the compositional aims of each of the two Folio works presented (1200 words). This document must include a discussion of each of the following items:

a. Compositional techniques used and reasons for adopting the approach taken

b. Theoretical devices used within your piece/s 

c. Style and idea (genre/s explored in each piece) 

d. Context within the repertoire (cite pieces similar to your own) 

e. A discussion about the scoring and presentation

Assessment 

Each category above (a,b,c,d,e) will be graded at 20% of the total exegesis grade. All categories must be included in the final exegesis submission. The exegetic content will be based on the written submission. 

Assessment Criteria:

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

· Present documentation that demonstrates the origin or genesis of portfolio pieces and their development to final presentation

· Show evidence of the research used in the development of the works involved

· Outline the establishment of a clear context for the work

· Usefulness and appropriateness of analysis

· Organisation of thoughts and ideas

· Clearly referenced work – Chicago Style

· Grammar, spelling and clarity of writing

Submission requirements:

· Printed copy of the text as a .pdf file

· Appropriate use of text and music notation in the same document

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 submission

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 all ANU students