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.

Research-Led Teaching

Music theory and aural skills pedagogy is a research-intensive discipline informed by contemporary inquiry into best practice. This course adopts collaborative and student-centred approaches grounded in current scholarship:

Ungrading and Self-Assessment: Recent research demonstrates that ungrading practices enhance student engagement, intrinsic motivation, and focus on learning while fostering creativity and agency. Students report that ungrading improves their relationship with instructors and reduces grade-focused anxiety, though some initially experience uncertainty with unfamiliar assessment approaches. This course incorporates ungrading principles through:

·      De-emphasised numerical grading in favour of qualitative feedback

·      Student self-assessment and reflection

·      Focus on growth and learning processes rather than performance outcomes

·      Collaborative development of assessment criteria

Collaborative Learning in Music: Aural skills are socially-developed competencies best cultivated through collaborative pedagogy. Research on collaborative creative learning in advanced music education identifies signature pedagogies including ensemble-based learning, peer feedback, and collectively motivated learning environments. This course implements collaborative approaches through:

·      Regular peer-review and collective vocalisation activities

·      Small-group and whole-class aural skills practice

·      Emphasis on learning partnerships between students

·      Recognition that musical understanding deepens through social interaction and feedback

Multi-Stage Assessment in Aural Skills: Research on collaborative multi-stage exams in aural skills education demonstrates enhanced learning outcomes when students engage in iterative, socially-embedded assessment practices. This course incorporates findings through cyclical, distributed in-class participation assessment and peer collaboration.

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, Self-assessments, Goal-setting, and Planning
2	Student-led excerpts and improvisation (rhythm focus)Tutorial: Finalising individual project topic and scope
3	Student-led excerpts and improvisation (harmony focus); Four-part vocalisation, arpeggiated singing, and harmonic analysis
4	Mock assessments, detailed individual and peer feedback
5	Guest lectureTutorial: Individual projects (check-in #2)
6	Lecture: Viva Voce preparation and discussions; In-class assessmentTutorial: Guest Lecturer	1
7	Guest lectureTutorial: Guided & peer-review feedback on individual projects (check-in #3)
8	Guest lecture
9	Guest lecture (rescheduled to the public holiday, date and time to be announced)
10	Lecture: Viva Voce review and feedback sessions, and In-class assessmentTutorial: Guest Lecturer	1
11	Guided & peer-review feedback on individual projects (check-in #4)	2
12	Assessments: Viva Voce scheduled individually	3

Tutorial Registration

Only the Monday tutorial will run except where enrolments exceed the maximum tutorial size prescribed by the College.

Assessment Summary

Assessment task	Value	Due Date	Learning Outcomes
In-class Aural/Theory Assessment	50 %	12/10/2026	1,2,3,4
Individual project with self-produced score, tracked recordings, and full documentation	20 %	21/10/2026	1,2,3,4
Viva voce	30 %	26/10/2026	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

Regular, active participation in lectures and workshops is essential for developing aural skills, which are learned through practice and social interaction. This course emphasises collaborative, hands-on activities in every session including:

• Improvisation and contemporaneous music-making
• Vocalisation and group singing
• Use of musical instruments
• Responsive listening and transcription exercises

While ANU policy prohibits grading attendance itself, meaningful participation requires consistent presence in scheduled sessions. The 60% weighting for in-class participation reflects the centrality of collaborative learning to this course's pedagogical approach.

If you are regularly unable to attend classes in person due to exceptional circumstances, please arrange an appointment with the course convener at the earliest opportunity to discuss alternative arrangements.

Examination(s)

A Viva Voce (face to face) examination will be run in Week 12.

Assessment Task 1

In-class Aural/Theory Assessment

This task assesses your active contribution to collaborative aural skills development during lecture workshop sessions. You will be assessed on the quality, depth, and consistency of your participation in whole-class and small-group activities, including analytical discussions, prepared and sight-singing, rhythmic exercises, melodic and harmonic transcription, improvisation, and peer feedback. 

Assessments occur during lectures in Weeks 6 and 10 and is designed to capture an ongoing weekly cycle of skill development rather than a single week of intensive preparation. Prior (multiple) weeks’ learning activities will be reflected at both assessment points.

Assessment activities include: demonstrated steady progress in skills building on previous feedback; ability to critically analyse music-theoretical concepts; constructive contributions to class and peer learning; and completion of prescribed aural skills exercises (reading, performing, and vocalising rhythms, melodies, and harmonies through arpeggiation).

Important notes: this assessment evaluates the quality of participation and engagement with feedback, not attendance alone (consistent with ANU policy); students are expected to attend all weekly lectures and tutorials; if unable to attend a scheduled assessment due to extenuating circumstances, contact the lecturer immediately to discuss alternative arrangements; you should maintain a brief activity log documenting feedback received and actions taken in response.

Guidance and submission: specific set tasks will be provided 1–2 weeks prior to assessment dates; the lecturer maintains observation records throughout the semester, with more detailed records during assessment weeks.

Rubric

HD	D	C	P	N
Participation in collaborative aural and theory activities is consistently insightful, responsive, and supportive of peers; the student demonstrates sophisticated musical understanding, critical analysis of theoretical concepts, and leadership in student-led demonstrations and discussions; strong evidence of consistent, gradual improvements throughout the semester.	Participation is regular, thoughtful, and constructive; the student demonstrates strong musical understanding, accurate application of theoretical concepts, and active contribution to student-led demonstrations and discussions; moderate evidence of consistent, gradual improvements throughout the semester.	Participation is generally consistent and constructive; the student demonstrates reasonable musical understanding and can apply key theoretical concepts, contributing to class activities with some initiative; sufficient evidence of consistent, gradual improvements throughout the semester.	Participation shows basic engagement with collaborative activities; the student demonstrates foundational musical understanding and attempts to apply theoretical concepts, with occasional support for peers; some evidence of consistent, gradual improvements throughout the semester.	Participation is limited or sporadic; musical understanding and application of theoretical concepts are insufficient, with minimal constructive contribution to collaborative learning; limited evidence of consistent, gradual improvements throughout the semester.

Assessment Task 2

Individual project with self-produced score, tracked recordings, and full documentation

This self-directed analytical and creative project gives you most of the semester to creatively develop new music from existing, non-notated recordings. Select a suitably challenging and novel recorded musical work (or you can use a short medley of works) to transcribe, creatively arrange, and record as a live performance of your bespoke arrangement. The final work should be 3–6 minutes in duration and contain at least four distinct instruments (tracks). Stylistically, your arrangement must substantially transform, vary, or re-contextualise the source material.

Through in-class peer-feedback sessions and regular consultation with the lecturer, your project should document a gradual weekly process of deepening music-analytical insight and increasing complexity and/or purposeful simplification. The final musical output should represent a culturally and stylistically sensitive multi-track live-recorded sonic work.

All track recording must occur during in-class tutorial sessions; these sessions will be observed by the lecturer with feedback given on the spot, and require careful preparation. The process of rearrangement and (re-)recording must be documented and fully cited, including any assistance from software, automation, or AI.

In short, you are expected to design, document, and realise a creative arrangement that demonstrates your rigorous analytical engagement with the source material.

Please submit the following documents within a single folder containing all media files:

1. A full score (A3 or A4 size PDF) properly formatted and notated for the specified human-performed instrumentation.
2. The MusicXML (exported from MuseScore or Sibelius) or Dorico file corresponding with the above PDF full score.
3. A detailed statement (500–700 words) outlining the learning and processes you undertook in transcribing, analysing, arranging / re-orchestrating, and live-recording the final product. If the project was undertaken with support or in collaborative with other students, the process should be clearly documented
4. A live-recorded (un-quantised) recording (Logic Pro X project with MP3) of your in-class performed examples using digital and/or acoustic instruments and/or voice. You are allowed to re-record your parts at a later occasion, as long as at least one take of each track was recorded during an in-class session (as noted by your lecturer) and/or the relevant skills were demonstrated in other classes (e.g. lectures).

Rubric

HD	D	C	P	N
Transcription and arrangement are highly accurate, imaginative, and stylistically sophisticated; documentation is exemplary, with clear evidence of reflective, research-informed process including appropriate use and citation of technology and/or AI; recording demonstrates exceptional precision, accuracy, and coordination relevant to the musical style; strong evidence of building new skills and improvement over the 12-week semester	Transcription and arrangement are mostly accurate and creatively realised with strong stylistic awareness; documentation is clear and detailed, showing a well-planned, research-aware process and effective use of technology; recording is musically convincing with only minor issues in precision, clarity, or balance; good and varied evidence of building new skills and improvement over the 12-week semester	Transcription and arrangement are generally accurate with some minor errors or conventional solutions; documentation adequately outlines the process with some reference to sources or tools; recording demonstrates reasonable coordination and sonic precision and clarity; moderate evidence of building new skills and improvement over the 12-week semester	Transcription and arrangement capture basic musical elements but contain notable errors or limited creative transformation; documentation is partial or lacks depth; recording is acceptable but reveals issues in coordination, precision, and/or balance; some evidence of building new skills over the 12-week semester	Transcription and arrangement contain significant errors undermining musical coherence; documentation is minimal or missing; recording quality is insufficient to demonstrate learning at the required level; limited evidence of building new skills and improvement over the 12-week semester

Assessment Task 3

Viva voce

An 8–12 minute individual oral examination assessing your theoretical knowledge and aural skills in practice. You will be asked to explicate theoretical details from one or more score extracts (between four and eight independent voices or parts), sight-read a short melodic excerpt, perform pre-prepared exercises (including examples provided approximately 24 hours in advance), perform other prepared materials drawn from course readings, demonstrate improvisation skills (rhythmic and/or melodic), and transcribe by ear a brief musical excerpt.

The viva voce allows you to demonstrate the cumulative improvement of your musicianship skills over one semester’s worth of regular up-skilling, and to do so in a supportive, conversational setting focused on your learning journey.

Scheduling: individual appointment times will be drafted by Week 6 or Week 7, and finalised by Week 10; appointments run throughout the day in Week 12, replacing the lecture and/or tutorial.

Preparation: Details will be provided on Canvas. Please review all course materials across the 12-week semester, and note that some materials will be provided about 24 hours before your viva voce.

Rubric

HD	D	C	P	N
Demonstrates comprehensive, flexible command of theoretical concepts, aural skills, and improvisation; explanations are precise and research-informed, sight-reading and transcription are highly accurate, and improvisation is musically coherent and stylistically appropriate within a reflective, student-led dialogue.	Shows strong understanding of theoretical concepts and aural skills; explanations are clear, sight-reading and transcription are mostly accurate with minor slips, and improvisation is musically convincing and stylistically aware.	Demonstrates solid understanding of core theoretical concepts and aural skills; explanations are generally clear, sight-reading and transcription are adequate with some errors, and improvisation shows reasonable musical direction.	Shows basic grasp of key theoretical concepts and aural skills; explanations may be hesitant, sight-reading and transcription contain notable errors, and improvisation remains rudimentary but demonstrates effort.	Demonstrates insufficient understanding of theoretical concepts and aural skills; explanations are unclear, sight-reading and transcription are largely inaccurate, and improvisation does not achieve a coherent musical outcome.

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

Late submission of the workshop presentation assessment item is not permitted. In cases of documented extenuating circumstances, alternate forms of submission may be approved.

Late submission of other assessment items 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 items are 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.

Returning Assignments

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.

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