In this assessment, you will complete a combined history and listening test based on the unit materials presented on the Moodle site throughout the term. This task evaluates your understanding of key jazz styles, artists, recordings, and historical developments, from the Elements of Jazz through to the Bebop Revolution.

The test integrates aural recognition with historical knowledge, requiring you to demonstrate both listening literacy and contextual understanding of jazz traditions.

The test will consist of two components:

Listening Identification
You will be required to identify selected musical works drawn from the prescribed listening list. For each excerpt, you may be asked to provide information such as:

• Title of the work
• Year of recording
• Artist or ensemble
• Historical period or sub-style
• Key musical/stylistic characteristics relative to the excerpt

Your responses should demonstrate familiarity with stylistic characteristics and listening examples studied during the term.

Short-Answer Responses
You will answer a series of short-answer questions related to:

• Major artists and ensembles
• Important stylistic periods (eg. Early Jazz, Swing, Bebop)
• Key musical developments and innovations
• Stylistic characteristics
• Social and cultural contexts influencing jazz evolution

AI Assessment Scale (AIAS): Level 1 No AI
This assessment is completed entirely without AI assistance in a controlled environment, ensuring that students rely solely on their existing knowledge and understanding. You must not use AI at any point in the assessment. You must use your core skills and knowledge.

72-hour grace period
IMPORTANT NOTE: This assessment is exempt from the 72-hour submission grace period.

This assessment is graded primarily on the accuracy of your responses.

Marks will be awarded for:

• Correct identification of musical works and artists/bands
• Accurate recognition of stylistic periods and key musical characteristics
• Clear and correct historical information relating to artists, recordings, dates and jazz eras
• Appropriate use of musical terminology where required
• Concise and relevant short-answer responses

Partial marks may be awarded where answers demonstrate sufficient understanding but lack complete detail.
Students are expected to demonstrate familiarity with the listening list and lecture content presented throughout the term.

For this assessment task, you are required to write a 2500-word* written assignment. In completing this task, choose one of the following topics.

Topic 1 — The All-American Rhythm Section
The rhythm section plays a central role in defining the sound, feel, and direction of a jazz ensemble. The Count Basie Orchestra’s “All-American Rhythm Section” is widely regarded as one of the most influential rhythm sections in jazz history.

This assignment asks you to examine how this group reshaped big band performance practice through economy, groove, and collective interaction.

Your discussion must focus on the following musicians:

• Count Basie
• Freddie Green
• Walter Page
• Papa Jo Jones

You are encouraged to consider how their individual roles combined to create a unified rhythm section approach that influenced generations of jazz musicians.

Your discussion should include:
A brief historical overview of the Count Basie Orchestra
The individual discussion of each rhythm section member may address the following:

• Instrumental role and stylistic approach
• Technical or conceptual innovations
• Contribution to ensemble feel and swing
• A description of how these musicians functioned collectively as a rhythm section
• Discussion of how their approach differed from earlier big band rhythm sections
• Evaluation of their long-term influence on big band and small-group jazz performance

The inclusion of score samples or audio recordings is encouraged, as is the use of timestamps to provide precise examples.

Topic 2 — Ellington’s Genius

The Duke Ellington Orchestra stands as one of the most significant ensembles in jazz history. Beyond Duke Ellington’s leadership, the band’s identity was shaped by a group of highly individual musicians whose distinctive sounds informed Ellington’s compositional voice.

This assignment asks you to examine Ellington’s artistic legacy by exploring both his compositional development and the contributions of key ensemble members.

Your discussion must include:
Part A — Duke Ellington
A brief biographical introduction to Duke Ellington
An in-depth discussion of the following four periods of his compositional and arranging practice:

• Jungle Sounds Era
• Mood Era
• Concerto Era
• Blanton–Webster Era

For each compositional period, discuss:

- Musical characteristics
- Compositional or arranging techniques
- How Ellington wrote for specific musicians rather than generic sections

Part B — Key Ensemble Musicians
Choose three (3) musicians from the following list:

• Cootie Williams 
• Barney Bigard
• Johnny Hodges
• Ben Webster
• Harry Carney
• Cat Anderson
• Juan Tizol
• Joe “Tricky Sam” Nanton
• Jimmy Blanton

For each selected musician, discuss:

• Brief biographical background
• Instrumental approach and stylistic identity
• How their voice contributed to Ellington’s compositional approach
• Specific examples of repertoire written to highlight their sound

The inclusion of score samples or audio recordings is encouraged, as is the use of timestamps to provide precise examples.

Topic 3 - Women in Jazz

Jazz history is often narrated through the achievements of celebrated male instrumentalists and bandleaders. However, women played vital roles as performers, composers, arrangers, educators, and cultural innovators. This assignment asks you to examine the contributions of women in jazz and to explore why their work has often been marginalised in mainstream historical narratives. You are encouraged to consider how gender, industry structures, media representation, and social context influenced whose achievements were celebrated and whose were overlooked. 

Your discussion should include:

• At least three women discussed in this topic (for example, Lil Hardin Armstrong, Mary Lou Williams, Bessie Smith, Ella Fitzgerald, Billie Holiday, or Sarah Vaughan).
• A discussion of at least one prominent male jazz figure whose career intersected with or benefited from women’s contributions (eg. Louis Armstrong).

Your discussion should also address (as appropriate to the artist):

• Historical contribution
• Composition or arranging
• Career development of others
• Influence on jazz style or performance
• Visibility and recognition
• Gender narratives in jazz history (bandleaders vs collaborators, industry barriers, societal expectations etc.)

Topic 4: Miles Davis Influential Recordings

Miles Davis recorded several albums that are widely recognised as landmark recordings in jazz history. These albums not only introduced new musical approaches but also reshaped the direction of jazz more broadly.

This assignment asks you to discuss one of these recordings as a catalyst for stylistic change.

Choose one (1) of the following sub-styles:

Cool Jazz — Album: Birth of the Cool
Modal Jazz — Album: Kind of Blue

Your discussion must include:
A brief biographical introduction to Miles Davis
A historical overview of your chosen sub-style, including:

• Musical characteristics
• Social and cultural context
• Political or historical influences (where relevant)

A summary of performance practices associated with the chosen sub-style, such as:

• Instrumentation
• Ensemble size
• Improvisational approach
• Typical formal structures

Background information on the associated album (Birth of the Cool or Kind of Blue), including:

• Recording process
• Composer/arranger contributions
• Important roles played by other musicians on the recording

Musical Analysis Component
Using an original YouTube recording, provide a timestamped musical discussion of:

Boplicity (from Birth of the Cool)or So What (from Kind of Blue)

Your analysis should address:

• Form
• Harmony or modality
• Melody
• Rhythm section interaction
• Soloist approach

The inclusion of score samples or audio recordings is encouraged, as is the use of timestamps to provide precise examples.

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.

AI Assessment Scale: Level 2 for Planning and Research
You may use AI for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas. Any misuse or lack of disclosure regarding AI tools will be considered a breach of academic integrity.

72-hour grace period
No exemption statement applies. The standard 72-hour grace period applies.

• Appropriate introduction and conclusion - 5%
• Accuracy of biographical history of the artist - 15%
• Precise and relevant account of the development of the musical sub-style and identification of contributing social and political influences - 10%
• Accuracy in the identification and discussion of the sub-style specific performance practises - 15%
• Accuracy and depth of research of the chosen album and associated artists - 15%
• Accuracy of musical analysis of the chosen recording - 15%
• Grammatical accuracy, punctuation, spelling and general presentation - 10%
• Correct use of academic referencing conventions - 10%
• Evidence of wide reading - 5%

In this assessment, you will complete a combined history and listening test based on the unit materials presented on the Moodle site throughout the term. This task evaluates your understanding of key jazz styles, artists, recordings, and historical developments from Cool Jazz through to Jazz-Rock Fusion.

The test integrates aural recognition with historical knowledge, requiring you to demonstrate both listening literacy and contextual understanding of post-bebop jazz traditions and their stylistic evolution.

The test will consist of two components:

Listening Identification
You will be required to identify selected musical works drawn from the prescribed listening list. For each excerpt, you may be asked to provide information such as:

• Title of the work
• Year of recording
• Artist or ensemble
• Historical period or sub-style
• Key musical/stylistic characteristics relative to the excerpt

Your responses should demonstrate familiarity with stylistic characteristics and listening examples studied during the term.

Short-Answer Responses
You will answer a series of short-answer questions related to:

• Major artists and ensembles
• Important stylistic periods (eg: Cool Jazz, Hard Bop, Latin Jazz, Free Jazz, Fusion)
• Key musical developments and innovations
• Stylistic characteristics
• Social and cultural contexts influencing jazz evolution

Responses should be concise, accurate, and supported by relevant examples from the listening list where appropriate.

AI Assessment Scale (AIAS): Level 1 No AI
This assessment is completed entirely without AI assistance in a controlled environment, ensuring that students rely solely on their existing knowledge and understanding. You must not use AI at any point in the assessment. You must use your core skills and knowledge.

72-hour grace period
IMPORTANT NOTE: This assessment is exempt from the 72-hour submission grace period.

This assessment is graded primarily on the accuracy of your responses.

Marks will be awarded for:

• Correct identification of musical works and artists/bands
• Accurate recognition of stylistic periods and key musical characteristics
• Clear and correct historical information relating to artists, recordings, dates and jazz eras
• Appropriate use of musical terminology where required
• Concise and relevant short-answer responses

Partial marks may be awarded where answers demonstrate sufficient understanding but lack complete detail.
Students are expected to demonstrate familiarity with the listening list and lecture content presented throughout the term.