Overview
This unit introduces students to the history and cultural development of jazz music from its nineteenth-century origins in ragtime and blues through early jazz and swing. It focuses on prominent musicians, composers and repertoire, including the sociological and political events that influenced musical trends in jazz from the late 1800s to the 1930s.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2020
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Moodle
Additional contact time to cover class content in further depth
Staff to consider extra lecture time to deliver the content in more detail. Students are encouraged to engage with the extensive content already on the Moodle site to further support their learning.
- Demonstrate knowledge of the musical repertoire studied and of its stylistic features, social and historical background, and chronological placement in the development of jazz. This knowledge will be based strongly on aural as well as written sources.
- Demonstrate an understanding of musical and historical concepts through coherent presentation of information in research assignments, analysis and examinations.
- Demonstrate an ability to comprehensively analyse a musical work through identification of form, style and primary compositional elements.
- Demonstrate appropriate use of primary and secondary sources, including pertinent exemplification/illustration, selection of relevant data, complete and accurate documentation of sources used, correct use of language in written presentations.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Written Assessment - 15% | ||||
| 2 - Written Assessment - 15% | ||||
| 3 - Written Assessment - 30% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Communication | ||||
| 2 - Problem Solving | ||||
| 3 - Critical Thinking | ||||
| 4 - Information Literacy | ||||
| 5 - Team Work | ||||
| 6 - Information Technology Competence | ||||
| 7 - Cross Cultural Competence | ||||
| 8 - Ethical practice | ||||
| 9 - Social Innovation | ||||
| 10 - Aboriginal and Torres Strait Islander Cultures | ||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Written Assessment - 15% | ||||||||||
| 2 - Written Assessment - 15% | ||||||||||
| 3 - Written Assessment - 30% | ||||||||||
| 4 - In-class Test(s) - 40% | ||||||||||
Textbooks
Jazz Styles History and Analysis
Edition: 11th edn (2011)
Authors: Gridley, M
Pearson Higher Ed USA
Upper Saddle River Upper Saddle River , NJ , USA
ISBN: 020503683X
Binding: Paperback
Jazz - A History
Edition: 2nd edn (1993)
Authors: Tirro, F
W W Norton & Co
New York New York , NY , USA
ISBN: B00CQTGGRO
Binding: Paperback
Additional Textbook Information
Copies are available for purchase at the CQUni Bookshop here: http://bookshop.cqu.edu.au (search on the Unit code)
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
j.smyth-tomkins@cqu.edu.au
Module/Topic
Chapter
Chapter 1, 2 & 3
Gridley, M. (2011). Jazz styles history and analysis. Upper Saddle River, NJ: USA.
Events and Submissions/Topic
Module/Topic
Topic 1: Elements of Jazz
Chapter
Chapter 1, 2 & 3
Gridley, M. (2011). Jazz styles history and analysis. Upper Saddle River, NJ: USA.
Events and Submissions/Topic
Module/Topic
Topic 2: Jazz Origins (1800 - 1900)
Chapter
Chapter 4
Gridley, M. (2011). Jazz styles history and analysis. Upper Saddle River, NJ: USA.
Chapter 1, 2 & 3
Tirro, F. (1993). Jazz – a history. New York, NY: USA.
Events and Submissions/Topic
Module/Topic
Topic 2: Jazz Origins (1800 - 1900)
Chapter
Chapter 4
Gridley, M. (2011). Jazz styles history and analysis. Upper Saddle River, NJ: USA.
Chapter 1, 2 & 3
Tirro, F. (1993). Jazz – a history. New York, NY: USA.
Events and Submissions/Topic
Module/Topic
Topic 2: Jazz Origins (1800 - 1900)
Chapter
Chapter 4
Gridley, M. (2011). Jazz styles history and analysis. Upper Saddle River, NJ: USA.
Chapter 1, 2 & 3
Tirro, F. (1993). Jazz – a history. New York, NY: USA.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Topic 3: Early Jazz (1895 - 1920)
Chapter
Chapter 5
Gridley, M. (2011). Jazz styles history and analysis. Upper Saddle River, NJ: USA.
Chapter 4 & 5
Tirro, F. (1993). Jazz – a history. New York, NY: USA.
Events and Submissions/Topic
Module/Topic
Topic 3: Early Jazz (1895 - 1920)
Chapter
Chapter 5
Gridley, M. (2011). Jazz styles history and analysis. Upper Saddle River, NJ: USA.
Chapter 4 & 5
Tirro, F. (1993). Jazz – a history. New York, NY: USA.
Events and Submissions/Topic
Module/Topic
Topic 3: Early Jazz (1895 - 1920)
Chapter
Chapter 5
Gridley, M. (2011). Jazz styles history and analysis. Upper Saddle River, NJ: USA.
Chapter 4 & 5
Tirro, F. (1993). Jazz – a history. New York, NY: USA.
Events and Submissions/Topic
Module/Topic
Topic 4: Swing - The Golden Age of Jazz (1920 - 1945)
Chapter
Chapter 6 - 9
Gridley, M. (2011). Jazz styles history and analysis. Upper Saddle River, NJ: USA.
Chapter 6
Tirro, F. (1993). Jazz – a history. New York, NY: USA.
Events and Submissions/Topic
Module/Topic
Topic 4: Swing - The Golden Age of Jazz (1920 - 1945)
Chapter
Chapter 6 - 9
Gridley, M. (2011). Jazz styles history and analysis. Upper Saddle River, NJ: USA.
Chapter 6
Tirro, F. (1993). Jazz – a history. New York, NY: USA.
Events and Submissions/Topic
Module/Topic
Topic 4: Swing - The Golden Age of Jazz (1920 - 1945)
Chapter
Chapter 6 - 9
Gridley, M. (2011). Jazz styles history and analysis. Upper Saddle River, NJ: USA.
Chapter 6
Tirro, F. (1993). Jazz – a history. New York, NY: USA.
Events and Submissions/Topic
Module/Topic
Revision
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
Students are required to submit 2 minor research assignments during the term focused on aspects of jazz history between the early origins of jazz and the swing era. For this assessment item, choose one (out of those listed below) of the short essay topics relating to Origins of Jazz and Early Jazz and provide a 1000 - 1500 word written response to each chosen topic.
Topic 1
Describe how jazz began by examining the pre-existing cultures that influenced jazz. In what way did these cultural traits contribute to form early jazz? Give specific examples. Provide appropriate transcriptions, score samples and URL's for audio excerpts to support your research.
Topic 2
New Orleans was fertile ground for the birthplace of jazz at the turn of the 20th century. What type of city was it and what elements contributed to the flourishing of this new music? Provide appropriate transcriptions, score samples and URL's for audio excerpts to support your research.
Topic 3
How did dixieland differ from the blues? How did it differ from ragtime? What made it popular? Include instrumentation and the type of interaction between the various players. Why did the American public eventually lose interest in dixieland? Provide appropriate transcriptions, score samples and URL's for audio excerpts to support your research.
Assignment presentation:
• Include your name, student number and chosen topic
• Must use 12 point Times New Roman font
• Must use 1.5 spacing for the body of the assignment
• You may use sub-headings to organise your assignment clearly
• You may refer to Youtube clips to demonstrate aspects of your discussion and reference appropriately
• Include in-text references
• Include a comprehensive reference list, adhering to the CQUniversity APA Style Guide
• All excerpts from URLs for music scores or recorded audio/video examples should include an in-text reference, and full details included in the reference list.
• Submit Microsoft Word (.docx) documents only.
*The word count is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page, abstract, contents page, reference page and appendices. It includes in-text references and direct quotations.
Week 5 Friday (10 Apr 2020) 11:45 pm AEST
Week 7
10% - Appropriateness of introduction & conclusion
10% - Quality of structure and organisation of sections
20% - Relevance of content
20% - Ability to write in a clear and coherent manner
20% - Accuracy of spelling, vocabulary and grammatical structure
10% - Depth of research and evidence of wide reading
10% - Accuracy of reference list and in-text referencing
- Demonstrate knowledge of the musical repertoire studied and of its stylistic features, social and historical background, and chronological placement in the development of jazz. This knowledge will be based strongly on aural as well as written sources.
- Demonstrate an understanding of musical and historical concepts through coherent presentation of information in research assignments, analysis and examinations.
- Demonstrate an ability to comprehensively analyse a musical work through identification of form, style and primary compositional elements.
- Demonstrate appropriate use of primary and secondary sources, including pertinent exemplification/illustration, selection of relevant data, complete and accurate documentation of sources used, correct use of language in written presentations.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
2 Written Assessment
Students are required to submit 2 minor research assignments during the term focused on aspects of jazz history between the early origins of jazz and the swing era. For this assessment item, choose one (out of those listed below) of the short essay topics relating to Early Jazz and Swing and provide a 1000 - 1500 word* written response to each chosen topic.
Topic 1
The history of African Americans is largely the story of their struggle for freedom and equality. Discuss how this impacted on the development of early jazz and swing and identify the musicians and groups that helped to bridge the gap between the races. Provide appropriate transcriptions, score samples and URL's for audio excerpts to support your research.
Topic 2
In the swing (big band) era, jazz was popular music. While the instrumentalists dominated, there were a number of important vocalists. Discuss the main vocal artists of this period and the role of the vocalist in the swing era.
Topic 3
The timing in America was right for the growth of swing. What was it about swing that made it popular to Americans? What were the performance opportunities for swing and how did this help spread its growth?
Assignment presentation:
• Include your name, student number and chosen topic
• Must use 12 point Times New Roman font
• Must use 1.5 spacing for the body of the assignment
• You may use sub-headings to organise your assignment clearly
• You may refer to Youtube clips to demonstrate aspects of your discussion and reference appropriately
• Include in-text references
• Include a comprehensive reference list, adhering to the CQUniversity APA Style Guide
• All excerpts from URLs for music scores or recorded audio/video examples should include an in-text reference, and full details included in the reference list.
• Submit Microsoft Word (.docx) documents only.
*The word count is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page, abstract, contents page, reference page and appendices. It includes in-text references and direct quotations.
Week 9 Friday (15 May 2020) 11:45 pm AEST
Week 11
10% - Appropriateness of introduction & conclusion
10% - Quality of structure and organisation of sections
20% - Relevance of content
20% - Ability to write in a clear and coherent manner
20% - Accuracy of spelling, vocabulary and grammatical structure
10% - Depth of research and evidence of wide reading
10% - Accuracy of reference list and in-text referencing
- Demonstrate knowledge of the musical repertoire studied and of its stylistic features, social and historical background, and chronological placement in the development of jazz. This knowledge will be based strongly on aural as well as written sources.
- Demonstrate an understanding of musical and historical concepts through coherent presentation of information in research assignments, analysis and examinations.
- Demonstrate appropriate use of primary and secondary sources, including pertinent exemplification/illustration, selection of relevant data, complete and accurate documentation of sources used, correct use of language in written presentations.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
3 Written Assessment
For this assessment task students are required to write a 2000 - 2500 word* written assignment. In completing this task, choose one of the following topics.
Topic 1
The Count Basie Orchestra were very influential in defining the rhythm section sound. Discuss the individual members of the All-American Rhythm Section (Count Basie, Freddie Green, Walter Page and Papa Joe Jones) and the contribution each of these musicians made to the development of the big band rhythm section. Provide appropriate score samples and URL's for audio excerpts to support your research.
Topic 2
The Duke Ellington Orchestra is one the most important bands in the history of jazz. Discuss the significance of this group, focusing on three (3) key musicians* of the ensemble and their contribution. Include a brief biographical introduction to Duke Ellington and an in-depth discussion of the four (4) periods** of his compositional and arranging practices. Provide appropriate score samples and URL's for audio excerpts to support your research.
* Other than Duke Ellington, discuss the contribution of 3 key players from this list: Cootie Williams, Barney Bigard, Johnny Hodges, Ben Webster, Harry Carney, Cat Anderson, Juan Tizol, Joe "Tricky Sam" Nanton or Jimmy Blanton.
** The four periods of Ellington's compositional history you must discuss are: "Jungle Sounds Era", "Mood Era, "Concerto Era" and the "Blanton-Webster Era".
Assignment presentation:
• Include your name, student number and chosen topic
• Must use 12 point Times New Roman font
• Must use 1.5 spacing for the body of the assignment
• You may use sub-headings to organise your assignment clearly
• You may refer to Youtube clips to demonstrate aspects of your discussion and reference appropriately
• Include in-text references
• Include a comprehensive reference list, adhering to the CQUniversity APA Style Guide
• All excerpts from URLs for music scores or recorded audio/video examples should include an in-text reference, and full details included in the reference list.
• Submit Microsoft Word (.docx) documents only.
*The word count is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page, abstract, contents page, reference page and appendices. It includes in-text references and direct quotations.
Review/Exam Week Monday (8 June 2020) 11:45 pm AEST
End of term
10% - Appropriateness of introduction & conclusion
10% - Quality of structure and organisation of sections
20% - Relevance of content
20% - Ability to write in a clear and coherent manner
20% - Accuracy of spelling, vocabulary and grammatical structure
10% - Depth of research and evidence of wide reading
10% - Accuracy of reference list and in-text referencing
- Demonstrate knowledge of the musical repertoire studied and of its stylistic features, social and historical background, and chronological placement in the development of jazz. This knowledge will be based strongly on aural as well as written sources.
- Demonstrate an understanding of musical and historical concepts through coherent presentation of information in research assignments, analysis and examinations.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
4 In-class Test(s)
This assessment item involves students undertaking an in-class test that examines the students' knowledge of the historical and listening content presented in this unit.
- Mackay students: in-class test schedules will be posted on the Moodle unit website.
- Distance students may sit their in-class test (Assessment Task 4) on campus (in Mackay) or may nominate an invigilator in their local location. Please see the Moodle site for further information.
Mackay students: The in-class test will be scheduled during the standard examination period | Online students: The in-class test with be scheduled in consultation with the Unit Coordinator and completed during the standard examination period.
At the completion of the Term 1 examination period.
Students are assessed on the accuracy of their responses to questions presented in the in-class test. This assessment item tests students' knowledge of influential artists of this period, aural awareness of artists and ensembles, historical, musical and stylistic characteristics and major historical events (musical and non-musical) of this period.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
