This course offers an in-depth study of one specialised area of music analysis, within the broader field of music theory, aural skills, musicianship and sound studies. Through this specialised approach, students explore a particular genre, stylistic period, or set of practices in connection to a particular analytical framework. Students will engage with material through both guided and independent research activities, applying new critical, analytical, and technical skills to set repertoire. These tools will be explored through technical and creative activities such as transcriptions, compositions, arrangements, reharmonisations, and improvisations, in the context of the course topic.

Students may enrol in this course up to three times, for a maximum credit value of 18 units, provided a different topic is undertaken in each instance/semester. Please note that the course content, assessment structure, and reading list will change depending on the topic and the expertise of the lecturer convening the course. Please refer to the class summary for the specific term in which you wish to enrol for a detailed description.

 

Topics may include, but are not limited to, the following:

• Ears and Dots 2: Style-based Aural and Theory For The Modern World
• Studio Breakdown: Dissecting the Layers of Recorded Music
• Music Theory Through a Global Lens
• Music Harmony in Practice
• Aural Skills in Practice

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. communicate verbally and in writing an understanding of complex theoretical knowledge and analytical techniques, drawing on advanced terminology and nomenclature appropriate to studied repertoire and styles;
2. critically evaluate resources and apply theoretical knowledge to generation of creative outputs such as compositions, reharmonisations, improvisations, in the context of the course topic;
3. aurally analyse, respond to, and critique sounds contemporaneously and in a range of settings; and
4. critically analyse and evaluate resources such as notated scores, recorded music and scholarly sources.

Field Trips

In weeks 7-10, subject to availability of the space, we will have our class at the Embassy of the Republic of Indonesia in Canberra. We will meet at the School of Music before travelling together to the Embassy to have our practical lesson.

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	Introductions: Why study a global music theory?
2	Lecture Theory: Javanese gamelan pitch, tuning, sound, material. Introduction to cipher notation. Aural: Listening and transcribing gamelan pitches. TutorialJavanese gamelan
3	LectureTheory: Javanese gamelan rhythm, form, and structure. Cipher notation expanded.Aural: Listening and transcribing gamelan rhythms. Maintaining similar structures across pieces?TutorialJavanese gamelan
4	LectureTheory: Javanese gamelan in cross-cultural context. Debussy, Cage and use in impressionism and minimalism. Cross-cultural works like Lou Harrison. Modern uses in film and television.Aural: Identifying gamelan in western music. Re-transcribing back to original form (e.g. John Cage’s prepared piano works arranged for gamelan). Identifying how gamelan is being used in cross-cultural context and developing opinion.TutorialJavanese gamelan
5	Guest lecturer: Lamine Sonko -- music in West Africa	Performance analysis due
6	Guest lecturer: Lamine Sonko -- music in West Africa
7	LectureIntroduction to Balinese gamelanTutorialBalinese gamelan at Indonesian Embassy (tbc)	Discussion leader
8	LectureTheory: Key differences between Balinese and Javanese gamelan. Structure, construction, instrumentsAural: Differences in tunings between Balinese and Javanese. Pelog to Selisir. Balinese modesTutorialBalinese gamelan at Indonesian Embassy (tbc)	Discussion leader
9	LectureTheory: Kotekan patterns. Melodic construction of Balinese gamelan: majalan and ngubeng.Aural: Listening for kotekan patterns. Kendang drumming patterns.TutorialBalinese gamelan at Indonesian Embassy (tbc)	Discussion leader
10	LectureTheory: Balinese gamelan in cross-cultural context. Reich & Glass and use in minimalism. Cross-cultural works for Balinese gamelan (polypheme). Use in film and television.Aural: Identifying Balinese gamelan in film and television.TutorialBalinese gamelan at Indonesian Embassy (tbc)	Discussion leader
11	LectureRevisionTutorialRevision of Javanese gamelan pieces	Discussion leader
12	Assessment: Theory and Aural Exams (in regular class time)	Exams

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
Participation	10 %	*	*	1,2,3,4
Discussion Leader	20 %	*	*	1,3,4
Performance Analysis	30 %	24/08/2026	31/08/2026	1,3,4
Theory and aural exam	40 %	*	*	1,2,3,4

* 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
• 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 ‘Canvas’ 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

See assessment task 1

Examination(s)

See assessment task 4

Assessment Task 1

Participation

Students will be assessed on their active participation in-class. This does not necessarily mean being excellent at activities or knowing correct answers, but attending with an open mind and being ready and willing to engage in discussion, workshops, and other in class activities each week.

Assessment criteria:

- Frequency of participation in discussions and other in-class activities

- Evidence of preparation

- Evidence of listening skills

Rubric

High Distinction	Distinction	Credit	Pass	Fail
Participated in over 90% of in-class activities. Demonstrated exceptional preparation and listening skills.	Participated in over 70% of in-class activities. Demonstrated superior preparation and listening skills.	Participated in over 60% of in-class activities. Demonstrated good preparation and listening skills.	Participated in over 60% of in-class activities. Demonstrated good preparation and listening skills.	Participated in less than 50% of in- class activities. Demonstrated inadequate preparation and listening skills.

Assessment Task 2

Discussion Leader

Discussion Leader (20%, in a week chosen by the student in weeks 3, 4, 7, 8, 9, 10, 11, feedback returned 2 weeks after assessment)

Students will choose a core reading for one of the above weeks and a musical example. Students will then give a short presentation (5 minutes) covering the main themes from the reading and how they apply to the example. They will then lead a discussion (5-10 minutes) about the reading and example.

Assessment Criteria:

-             Clarity and organization of presentation

-             Demonstrated understanding of key concepts from reading

-             Quality of relevant performance example

-             Quality of participatory component

Rubric

High Distinction	Distinction	Credit	Pass	Fail
Work of exceptional quality, as demonstrated in the attainment of learning outcomes at or above the relevant qualification level	Work of superior quality, as demonstrated in the attainment of learning outcomes at or above the relevant qualification level	Work of good quality, as demonstrated in the attainment of learning outcomes at or above the relevant qualification level	Work of satisfactory quality, as demonstrated in the attainment of learning outcomes at or above the relevant qualification level	Work in which the attainment of learning outcomes at or above the relevant qualification level has not been demonstrated

Assessment Task 3

Performance Analysis

Students will go to a music (or dance/theatre show with a musical component) concert that is outside of their typical area of music study at ANU. They will then write an analysis of this performance (2000 words) with regards to the topics and discussion covered in weeks 1-6. Students should focus on the music theory and aural components of the performance including but not limited to rhythm, structure, pitch, harmony, and melody. Students should also contemplate how these are situated within a broader cultural and performance context.

Assessment criteria:

-             Quality of analysis of theory and aural components of performance

-             Synthesis of analysis between theory, aural, cultural, and performance contexts

-             Clarity and organisation of analysis

-             Articulation of argument, depth of investigation and level of criticality

Rubric

High Distinction	Distinction	Credit	Pass	Fail
Work of exceptional quality, as demonstrated in the attainment of learning outcomes at or above the relevant qualification level	Work of superior quality, as demonstrated in the attainment of learning outcomes at or above the relevant qualification level	Work of good quality, as demonstrated in the attainment of learning outcomes at or above the relevant qualification level	Work of satisfactory quality, as demonstrated in the attainment of learning outcomes at or above the relevant qualification level	Work in which the attainment of learning outcomes at or above the relevant qualification level has not been demonstrated

Assessment Task 4

Theory and aural exam

The exam will be undertaken during class time in week 12. Students will be assessed on their recall and understanding of core ideas from the entire semester. Value: 40%

1.       Multiple choice (5%, 5 questions)

2.       Short answer (5%, 5 questions)

3.       Dictation and Arrangement (10%, 2 questions)

4.       Short response (20%, 4 questions)

Assessment Criteria: 

1. Demonstrated understanding of the topic
2. Use of concepts and ideas from reading assignments, lectures, and other course material
3. Ideas supported with evidence from course materials and experiences
4. Articulation of argument, depth of investigation and level of criticality

Rubric

High Distinction	Distinction	Credit	Pass	Fail
Work of exceptional quality, as demonstrated in the attainment of learning outcomes at or above the relevant qualification level	Work of superior quality, as demonstrated in the attainment of learning outcomes at or above the relevant qualification level	Work of good quality, as demonstrated in the attainment of learning outcomes at or above the relevant qualification level	Work of satisfactory quality, as demonstrated in the attainment of learning outcomes at or above the relevant qualification level	Work in which the attainment of learning outcomes at or above the relevant qualification level has not been demonstrated

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 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

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. Any use of artificial intelligence must be properly referenced. Failure to properly cite use of Generative AI will be considered a breach of academic integrity.

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 Accessibility 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 supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents all ANU students