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:

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; and
4. articulate key decisions taken during the creative process (both contextual, as well as technical and expressive) through an exegesis.

Research-Led Teaching

This course is informed by creative practice and research (from both academia and music industry settings).

Required Resources

Computer, access to internet, access to Music Library, Access to Notation software (eg; Sibelius), manuscript paper, notebook, pencils and eraser.

Recommended Resources

To be discussed in class and via Wattle

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	Course overview.Introduction to Songwriting	See assessment schedule in this document.
2	Chords
3	Lyrics
4	Melody
5	Style Part 1: Samba, bossa nova and the Latino Ballad
6	Lyrics Part 2: Narrative
7	Style Part 2: French Pop of the 1960s.
8	Structure
9	Style Part 3: The Blues, Jazz, and Neo-Soul
10	Songwriting and the Recording Studio
11	Style Part 4: Folk Music
12	Presentations

Tutorial Registration

ANU utilises MyTimetable to enable students to view the timetable for their enrolled courses, browse, then self-allocate to small teaching activities / tutorials so they can better plan their time. Find out more on the Timetable webpage.

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Original song 1 and Exegesis. Week 6. (25%)	25 %	29/03/2024	18/04/2024	1,3
Original song 2 and Exegesis. Week 9 (25%)	25 %	03/05/2024	16/05/2024	1,3
Original song 3 and Exegesis. Week 12. (25%)	25 %	24/05/2024	13/06/2024	1,3
Class Presentation Week 12 (25%)	25 %	23/05/2024	13/06/2024	2,4

* 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 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
• Special Assessment Consideration Guideline and General Information 
• 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.

Participation

In class, face to face.

Assessment Task 1

Original song 1 and Exegesis. Week 6. (25%)

Assessment Task 1: Original song 1 for portfolio. Week 6.

Details of task: Original song number 1: write a contemporary song, charted including benchmark scoring template for lead sheet. Must include lyrics, melody and chord symbols, indication of feel/tempo, and must demonstrate some techniques as covered in class sessions (lyric writing techniques, melodic techniques, chord progression techniques). No elaborate chord voicings are necessary, neat handwritten or notation software acceptable. Audio recording must accompany submission. Include a 750-word exegesis reflecting on the creative process with engagement with course content and independent research.

Value: 25%

Presentation requirements: Submit score, exegesis and recording to Wattle

Estimated return date: Week 7

Rubric

HD	D	C	P	N
HD 80 - 100 Work of exceptional quality imbued with exceptional understanding of songwriting concepts and techniques, exceptional employment of such concepts and techniques as studied in Songwriting, and exceptional original thinking. Scoring of work is to benchmark standards (using Sibelius or fine copy hand) for charts/scores. Clear recording of song. Exegesis demonstrates a sophisticated and critically informed reflection on the creative process with clear engagement with course content and independent research.	D 70 - 79 Superior work with evidence of superior understanding of songwriting concepts and techniques, considerable employment of such concepts and techniques as studied in Songwriting, and considerable original thinking. Scoring must be of very good quality, nearing benchmark standards for charts/scores. Clear recording of song. Exegesis demonstrates a very good and critically informed reflection on the creative process with clear engagement with course content and independent research.	C 60 - 69 Work of good quality with evidence of good understanding of songwriting concepts and techniques, good employment of such concepts and techniques as studied in Songwriting, and developing original thinking. Scoring must be legible and of good quality. Clear recording of song. Exegesis demonstrates a good and critically informed reflection on the creative process with clear engagement with course content and some independent research.	P 50 - 59 Work of satisfactory quality with satisfactory evidence of understanding of songwriting concepts and techniques, satisfactory employment of such concepts and techniques as studied in Songwriting. Scoring is only satisfactory. Clear recording of song with some missing parts. Exegesis demonstrates a reflection on the creative process with satisfactory engagement with course content and some independent research.	N 0 - 49 Work which is incomplete, or which is inadequate with little evidence of understanding of songwriting concepts and techniques, little ability to employ the concepts and techniques as studied in Songwriting. Scoring is unsatisfactory. Recording is unsatisfactory. Exegesis does not demonstrate a reflection on the creative process and is not supported by engagement with course content and independent research.

Assessment Task 2

Original song 2 and Exegesis. Week 9 (25%)

Original song 2 for portfolio. Week 9.

Details of task: 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; fully charted with guitar part (chord symbols fine), 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. Layout as per benchmark full chart. Audio recording must accompany submission. Include a 750-word exegesis reflecting on the creative process with engagement with course content and independent research.

Value: 25%

Presentation requirements: Submit score, exegesis and recording to Wattle

Estimated return date: Week 11

 

Rubric

HD	D	C	P	N
HD 80 - 100 Work of exceptional quality imbued with exceptional understanding of songwriting concepts and techniques, exceptional employment of such concepts and techniques as studied in Songwriting, and exceptional original thinking. Scoring of work is to benchmark standards (using Sibelius or fine copy hand) for charts/scores. Clear recording of song. Exegesis demonstrates a sophisticated and critically informed reflection on the creative process with clear engagement with course content and independent research.	D 70 - 79 Superior work with evidence of superior understanding of songwriting concepts and techniques, considerable employment of such concepts and techniques as studied in Songwriting, and considerable original thinking. Scoring must be of very good quality, nearing benchmark standards for charts/scores. Clear recording of song. Exegesis demonstrates a very good and critically informed reflection on the creative process with clear engagement with course content and independent research.	C 60 - 69 Work of good quality with evidence of good understanding of songwriting concepts and techniques, good employment of such concepts and techniques as studied in Songwriting, and developing original thinking. Scoring must be legible and of good quality. Clear recording of song. Exegesis demonstrates a good and critically informed reflection on the creative process with clear engagement with course content and some independent research.	P 50 - 59 Work of satisfactory quality with satisfactory evidence of understanding of songwriting concepts and techniques, satisfactory employment of such concepts and techniques as studied in Songwriting. Scoring is only satisfactory. Clear recording of song with some missing parts. Exegesis demonstrates a reflection on the creative process with satisfactory engagement with course content and some independent research.	N 0 - 49 Work which is incomplete, or which is inadequate with little evidence of understanding of songwriting concepts and techniques, little ability to employ the concepts and techniques as studied in Songwriting. Scoring is unsatisfactory. Exegesis does not demonstrate a reflection on the creative process and is not supported by engagement with course content and independent research.

Assessment Task 3

Original song 3 and Exegesis. Week 12. (25%)

Original song 3 for portfolio. Week 12.

Details of task: 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. 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. This assessment can be a collaboration with one other student enrolled in the course. Layout as per benchmark full chart. An audio recording must accompany the submission. Include a 750-word exegesis reflecting on the creative process with engagement with course content and independent research.

Value: 25%

Presentation requirements: Submit score, exegesis and recording to Wattle

Estimated return date: exam week

 

Rubric

HD	D	C	P	N
HD 80 - 100 Work of exceptional quality imbued with exceptional understanding of songwriting concepts and techniques, exceptional employment of such concepts and techniques as studied in Songwriting, and exceptional original thinking. Scoring of work is to benchmark standards (using Sibelius or fine copy hand) for charts/scores. Clear recording of song. Exegesis demonstrates a sophisticated and critically informed reflection on the creative process with clear engagement with course content and independent research.	D 70 - 79 Superior work with evidence of superior understanding of songwriting concepts and techniques, considerable employment of such concepts and techniques as studied in Songwriting, and considerable original thinking. Scoring must be of very good quality, nearing benchmark standards for charts/scores. Clear recording of song. Exegesis demonstrates a very good and critically informed reflection on the creative process with clear engagement with course content and independent research.	C 60 - 69 Work of good quality with evidence of good understanding of songwriting concepts and techniques, good employment of such concepts and techniques as studied in Songwriting, and developing original thinking. Scoring must be legible and of good quality. Clear recording of song. Exegesis demonstrates a good and critically informed reflection on the creative process with clear engagement with course content and some independent research.	P 50 - 59 Work of satisfactory quality with satisfactory evidence of understanding of songwriting concepts and techniques, satisfactory employment of such concepts and techniques as studied in Songwriting. Scoring is only satisfactory. Clear recording of song with some missing parts. Exegesis demonstrates a reflection on the creative process with satisfactory engagement with course content and some independent research.	N 0 - 49 Work which is incomplete, or which is inadequate with little evidence of understanding of songwriting concepts and techniques, little ability to employ the concepts and techniques as studied in Songwriting. Scoring is unsatisfactory. Exegesis does not demonstrate a reflection on the creative process and is not supported by engagement with course content and independent research.

Assessment Task 4

Class Presentation Week 12 (25%)

Exegesis. Weeks 9 – 12.

Details of task: A 7-minute in-class presentation reflecting on the creative process of one or more of your original songs submitted this semester.

Word limit (where applicable): na

Value: 25%

Presentation requirements: In class

Estimated return date: exam week

Individual Assessment in Group Tasks (where applicable):

Rubric

HD	D	C	P	N
HD 80 – 100 Work of exceptional quality, demonstrating comprehensive understanding of subject matter, and sophisticated analysis. Also outstanding quality in communication and presentation (concise theme, exceptional formulation of ideas or arguments).	D 70 – 79 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).	C 60 – 69 Work of good quality, work 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 structural problems).	P 50 – 59 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, obvious grammatical errors and structural problems).	N 0 – 49 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, many grammatical errors and structural problems).

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. Assessment Task 4 only.

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. Assessment Tasks 1-3.

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.

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 undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students