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 situated in a discipline with history and context, and theory and method. Students will be guided through a historical overview of major eras and styles of popular songwriting, including since ca.1910s, perspectives from beyond the anglosphere, as well as in analysis of the relevant musical theory and methods that underpin songs from these eras and styles. These skills will inform the student’s 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 methods to original songs in a range of modern styles and songwriting contexts;
2. critically evaluate songs drawn from significant historical eras and styles of the recent century;
3. apply song arranging skills to original songs; and
4. critically reflect on the key decisions taken during the creative process.

Research-Led Teaching

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

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	Course overview and introduction to Songwriting
2	Chords
3	Lyrics
4	Melody
5	Structure
6	Songwriting in the Recording Studio
7	Industry Guest Lecture: TBC
8	Industry Guest Lecture: TBC
9	Industry Guest Lecture: TBC
10	Industry Guest Lecture: TBC
11	Lyrics Part 2: Narrative
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	Learning Outcomes
Original Song and Exegesis	25 %	22/08/2025	1, 2, 4
Original Song Portfoilio and Exegesis	50 %	24/10/2025	1, 2,3,4
Class Presentation	25 %	*	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
• 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.

Assessment Task 1

Original Song and Exegesis

Write and submit one original song. The submission must include:

• A notated lead sheet with melody, lyrics, and chord symbols, following the benchmark scoring template
• Tempo and feel indicated on the lead sheet
• A recording of the song (demo quality acceptable) that clearly presents the melody, lyrics, and harmonic structure
• Evidence of songwriting techniques covered in class, such as lyric writing tools, melodic development, and chord progression strategies

No elaborate chord voicings are required. Lead sheets may be neatly handwritten or prepared using notation software.

Include a 750-word exegesis reflecting on your creative process, demonstrating engagement with course content and relevant independent research.

Rubric

HD	D	C	P	N
Work of exceptional quality demonstrating outstanding understanding of songwriting concepts and techniques. The song shows highly original thinking and masterful use of lyric, melodic, and harmonic techniques covered in the course. The lead sheet is exceptionally clear, well-structured, and meets benchmark presentation standards. The recording is clear and communicates the full intent of the song. The exegesis offers a sophisticated, critically informed reflection on the creative process with excellent engagement with course content and relevant independent research.	Superior work with strong understanding of songwriting concepts and techniques and considerable originality. The song shows confident and creative application of class content. The lead sheet is well-presented and clearly formatted, approaching benchmark standards. The recording is clear and stylistically appropriate. The exegesis demonstrates a very good reflection on the creative process, with clear engagement with course concepts and relevant independent research.	Good quality work with clear understanding of songwriting techniques and developing originality. The song demonstrates sound application of lyric, melodic, and harmonic techniques. The lead sheet is readable and appropriately structured. The recording communicates the basic elements of the song clearly. The exegesis offers a good reflection on the creative process with engagement in course content and some use of independent research.	Satisfactory work demonstrating basic understanding of songwriting concepts and techniques. Application of course content is minimal or inconsistent. The lead sheet is functional but may contain formatting issues or lack clarity. The recording may be incomplete or only partially communicate the song’s structure. The exegesis shows some reflection on the creative process, with limited engagement in course content or research.	Incomplete or inadequate work with little or no demonstration of songwriting understanding. The lead sheet is unclear or missing key elements. The recording is poor quality or missing. The exegesis lacks critical reflection and shows minimal or no engagement with course content or independent research.

Assessment Task 2

Original Song Portfoilio and Exegesis

Write and present two original songs, each demonstrating core songwriting and arrangement techniques developed in the course. At least one song must include a modulation or change of harmonic focus in the chorus and feature at least one non-diatonic chord.

For each song, you must submit:

• A chord chart that includes lyrics and chord symbols (in a clear, readable layout),
• A recording that communicates the arrangement and instrumental parts (demo quality is acceptable),
• Songs must reflect appropriate stylistic choices in terms of structure, instrumentation, and performance approach.

Lyrics must demonstrate at least three lyric-writing techniques (e.g. alliteration, metaphor, internal rhyme), and

Melodies must make use of melodic techniques covered in the course.

Include a 750-word exegesis reflecting on your creative process and demonstrating engagement with course content and relevant independent research.

Rubric

HD (80–100)	D (70–79)	C (60–69)	P (50–59)	N (0–49)
Work of exceptional quality demonstrating outstanding understanding of songwriting concepts and techniques, and exceptional originality. Both songs show creative and purposeful use of harmonic, melodic, and lyrical tools studied in the course. Recordings clearly and effectively communicate each song’s musical intention, arrangement, and stylistic choices. Chord charts are clear, well-structured, and professionally presented. The exegesis offers a sophisticated and critically informed reflection on the creative process, showing deep engagement with course content and independent research.	Superior work showing strong understanding of songwriting concepts and techniques, with considerable originality. Both songs demonstrate thoughtful and consistent application of course content, with effective use of harmonic, melodic, and lyrical techniques. Recordings are clear and stylistically appropriate. Chord charts are well-structured and mostly consistent with professional benchmarks. The exegesis demonstrates a very good critical reflection on the creative process, with clear engagement with course material and relevant independent research.	Good quality work demonstrating sound understanding of songwriting concepts and developing originality. Songs show competent use of harmonic, melodic, and lyrical techniques, though some areas may be underdeveloped. Recordings are clear enough to convey key aspects of the musical intent. Chord charts are readable and structurally sound. The exegesis shows a good reflection on the creative process, with engagement with course content and some independent research.	Satisfactory work with basic understanding of songwriting concepts and limited originality. Songs show minimal use of techniques covered in the course, and may lack clarity in musical or lyrical direction. Recordings may be incomplete or lack clarity in communicating arrangement. Chord charts are functional but may be inconsistently formatted or unclear in places. The exegesis reflects some engagement with the creative process, with basic reference to course content and limited independent research.	Work is incomplete or shows inadequate understanding of songwriting concepts and techniques. Songs do not demonstrate sufficient engagement with course material, and recordings are unclear or missing. Chord charts are poorly presented or absent. The exegesis lacks critical reflection and shows minimal or no engagement with course content or independent research.

Assessment Task 3

Class Presentation

Present a 5-minute in-class during week 12 reflection on the creative process behind one or more of the original songs you have submitted this semester. This is an opportunity to articulate the artistic, technical, and conceptual decisions that shaped your work and to demonstrate your ability to critically reflect on your songwriting practice.

Your presentation should include:

• A clear theme or focus, such as a particular technique, challenge, or development in your process
• Discussion of how you applied concepts covered in the course (e.g. lyric techniques, melodic development, harmonic strategies, arrangement approaches)
• Reference to your creative goals and how your choices supported them
• Reflection on your workflow, decision-making, and revision process
• Any relevant influences, sources of inspiration, or independent research that shaped the work

You are encouraged to include brief audio examples, lyric excerpts, or visual aids (e.g. a lyric slide or lead sheet excerpt) to support your presentation. However, the primary focus should be on your verbal reflection and analysis.

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.

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