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 complete this course twice for a maximum credit value of 12 units, provided they enrol in a different topic 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:

• Jazz and Popular Music Harmony in Practice
• Musicianship through Improvisation
• Jazz Composition and Arranging
• 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, led by contemporary enquiry into best practice in theoretical and performance-based approaches to developing musicianship skills. The course adopts the SOLO taxonomy (Biggs & Collins, 1982) and flipped mastery models of learning. Emphasis on self-reflection is supported by ungrading techniques (Blum & Kohn, 2020). You will be exposed to practice and research by leaders in the field of music theory and aural skills, informing your theoretical and aural studies and development in music. Recent peer-reviewed research on multi-stage assessments in Aural Skills can be found in the following publication: Laue, T. P. (2020). Collaborative multi-stage exams in aural skills education: Theoretical underpinnings and two proposed approaches. In A. Creech (Ed.), Proceedings of the International Society for Music Education 34th World Conference on Music Education: Online 3–7 August 2020 (pp. 234–243). Malvern, Victoria: International Society for Music Education. (Link).

Examination Material or equipment

N/A

Required Resources

Palmqvist, Bengt-Olov. Refinement of Rhythm. Vol. 2, Canberra: Bopac, 2006.

Sarath, Ed. Music Theory through Improvisation: A New Approach to Musicianship Training. New York: Routledge, 2010.

Recommended Resources

Clendinning, Jane and Elizabeth Marvin. The Musician’s Guide to Theory and Analysis, 3rd ed. New York: Norton, 2016.

Clendinning, Jane and Elizabeth Marvin. The Musician’s Guide to Theory and Analysis Workbook, 3rd ed. New York: Norton, 2016.

Edlund, Lars. Modus Vetus: Sight Singing and Ear-Training in Major/Minor Tonality. Stockholm: AB Nordiska Musikförlaget, 1976.

Palmqvist, Bengt-Olov. Refinement of Rhythm. Vol. 2, Supplement for Rhythmic Dictation Workbook, Canberra: Bopac, 2006.

Staff Feedback

Students will be given feedback in the following forms in this course:

• verbal comments given individually, during classes (where appropriate)
• personalised and more detailed feedback at the two scheduled student conferences (initial and final conferences)
• written comments (where appropriate)
• during student hours (aka 'office hours')

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.

Other Information

Hurdle Requirement

In order to successfully complete the course, a student must pass the hurdle requirement by achieving at least a pass mark (50%) in each of the two core components: (1) Aural Skills and (2) Music Theory. A student may fail an assessment item, provided that the overall mark in each core component is at least 50%.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Introductions; Portfolio group work commences (1); Basic rhythmic structures and introduction to asymmetric (quintuple) meters, secondary dominant chords, and tonal melodies and counter-melodies
2	Peer-review and collective vocalisation of works in progress; Syncopations and unaccented beats, and septuple meters (rhythm), modal mixture
3	Portfolio group work (2nd grouping); Extended triplets (rhythm), chromatic harmonies
4	Workshop presentations; Triplets with subdivisions, and shifting meters and extension of asymmetrical meters (rhythm), quartal harmonies & whole-tone scales	Task 2
5	Workshop presentations; Triplets with extended subdivisions, and Variable beat values (rhythm), audiation of augmented and diminished triads	Task 2
6	Final workshop presentations; review and consolidation; Portfolio group work (3rd grouping)	Task 2
7	Peer-review and collective vocalisation of works in progress; Playing session (recorded); Variable beat divisions with constant pulse, and triplets with subdivisions (rhythm), tonal improvisations
8	Portfolio group work (4th grouping); Variable beat duration, free-tonal improvisations
9	Peer-review and collective vocalisation of works in progress; Playing session (recorded); Quadruplets, Quintuplets (5:2) and Septuplets (rhythm), multi-part free-tonal singing
10	Portfolio group work (peer-review and revisions, across all groupings); Quintuplets (5:3, 5:4) and Septuplets Part II (rhythm)
11	Final workshopping of Portfolio submissions & Playing sessions (recorded)
12	Review; final student conferences	Task 3
13	Final student conferences	Task 1

Assessment Summary

Assessment task	Value	Due Date	Learning Outcomes
Reflective journal	30 %	30/05/2025	1,2,3,4
Reflective journal	30 %	25/03/2025	1,2,3,4
Portfolio	40 %	23/05/2025	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 ‘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-person participation is expected in all scheduled lectures and workshops. This course emphasises hands-on activities in each class, including the use of percussion instruments, vocalisation and singing, and other forms of improvising and contemporaneous music-making, often in response to live music and sounds. Online participation in group and class discussions is also expected throughout the semester. If for any reason an individual is regularly unable to attend classes in person, please make an appointment with the lecturer at the earliest possible opportunity.

Examination(s)

No final exams

Assessment Task 1

Reflective journal

Using an established framework of reflective practice, document your learning journey, practice regime, and self-assessed progress in aural skills development on a weekly basis. Your writing should demonstrate your systematic deconstruction of learning experiences both inside and outside scheduled classes. They should also be informed by additional readings, relevant critiques of pedagogical and research literature, and include evidence of ongoing engagement within the course through peer-to-peer collaboration and practice. The writing style can be informal. Guidelines and reflective practice frameworks will be discussed in class, and additional resources and templates posted on the LMS page.

Word length: circa 150–300 words per week, totalling approx. 2,000–3,500 words

Submission: By Friday of Week 1, working Word or Google document should be shared online; final PDF of complete journal entries to be submitted onto the LMS assignment portal by Friday of Week 13

Please note, assessment criteria may be subject to changes following class discussions. Any modifications, as well as a Descriptive Grading Criteria, will be collaboratively developed during class sessions (lectures and workshops), with the finalised version posted on Wattle by the Friday of Week 2.

Assessment Criteria

• Proficiency in setting appropriate learning goals and documenting weekly progress in one’s aural and musicianship skills, across a variety of learning settings
• Clarity of writing, including use of relevant annotated score snippets, excerpts, and other media
• Consistency across all documented forms of learning, including activities and contributions within weekly classes, online fora (Teams), and across any other areas of music study and/or professional practice
• Appropriate selection and referencing of relevant readings and research literature

Assessment Task 2

Reflective journal

A 6–8 minute group presentation, 3 or 4 persons per group, scheduled during workshops in Weeks 4–6. Presentation can be either: [A] Spoken with accompanying slides, and supplemented with annotated scores or transcriptions, or [B] Performative: vocalisations or instrumental performances of set drills, exercises or excerpts covered or alluded to throughout the course, and/or a performance of a group’s transcribed / arranged portfolio work.

PDF of scores and links to original source materials must be shared on Teams at least 48 hours prior to the presentation.

If the presentation includes pre-recorded (existent and online-accessible) audio or video clips, the total playback time must be no longer than 15 seconds.

Submission and Due Date: Due in Weeks 4–6. Presentation dates assigned and confirmed by end of Week 2, based on Week 1 group allocations. Supplementary PDF documents (slides or scores) to be uploaded to Teams at least 48 hours prior to the presentation.

Please note, assessment criteria may be subject to changes following class discussions. Any modifications, as well as a Descriptive Grading Criteria, will be collaboratively developed during class sessions (lectures and workshops), with the finalised version posted on Wattle by the Friday of Week 2.

Assessment Criteria:

• Demonstrated ability to communicate and apply relevant aural and music-theoretical knowledge
• Precision, clarity, and presentation of all nomenclature and music notation
• Ability to appropriately analyse and critique comparable resources, including existent transcriptions of relevant works

Assessment Task 3

Portfolio

A portfolio of up to four (4) musical works, including a short exegesis. Each work must be based on between 1–4 minutes of a recorded live music performance for which there is no published score, tablature, or other nomenclature. At least one of the submitted works must be accompanied by an audio recording of the individual’s own performance (i.e., sung or played on an instrument), with or without elements of improvisation. Overall, the portfolio should comprise a range of musical traditions and styles, demonstrate working knowledge of various instruments (including voice), and encapsulate both embodied knowledge and aural comprehension of the music.

Each submitted work will have been produced in groups of 3 to 4 people. Not all group members need elect to submit their group’s work into their personal portfolio. Groups will be formed every 2–4 weeks throughout the semester, as per the published weekly schedule. Individuals in each group are solely responsible for the transcription of between 1 and 3 distinct instrumental or vocal parts; this must be clearly indicated in the submission.

The exegesis should articulate the individual’s contributions to each submitted work in the portfolio, with full referencing of all existent (unpublished) and computer-assisted transcriptions. Word limit: 500.

Submission: PDF files (scores + exegesis) and audio/video recordings, submitted via the LMS portal.

Please note, assessment criteria may be subject to changes following class discussions. Any modifications, as well as a Descriptive Grading Criteria, will be collaboratively developed during class sessions (lectures and workshops), with the finalised version posted on Wattle by the Friday of Week 2.

Assessment Criteria:

• Demonstrated ability to apply relevant aural and music-theoretical knowledge to the generation of transcribed and/or performed works
• Clarity, precision, and quality of transcribed and notated music
• Demonstrated ability to work constructively in delegating and achieving agreed outcomes within group settings
• Ability to analyse and critically evaluate relevant literature and resources, including existent (unpublished) and computer-assisted transcriptions

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 each specific Assessment Submission page listed on Wattle under the heading 'Assessments'. Submission of hand-written work must be scanned (including photographed) at a high enough image resolution to ensure that visual clarity is excellent and to eliminate any ambiguity due to poor image quality. The scanned image or PDF file must not be subsequently edited other than overall adjustments such as cropping or exposure settings. It is the student's responsibility to confirm that final visual quality of the scanned image is more than adequate for assessment purposes, and to discuss any issues relating to electronically scanning (including photographing) hand-written work for assessments at least seven days prior to the due date of the relevant assessment task.

Hardcopy Submission

For some forms of assessment (hand written assignments and music notation, 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. All hardcopy work submitted electronically should adhere to the advice given under the Online Submission section of this document.

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