Overview
This unit focuses on skills and methods associated with composing and arranging for small music ensembles. The Composition side of this unit will explore musical forms, melodic construction and harmonic devices. Arrangement studies investigate conventions of notation and require students to develop working arrangements for a variety of musical ensembles relating to their area of speciality. While students are expected to explore their own creativity and orginality, due attention to rigor in the technical, musical and aesthetic aspects of the assigned tasks is required.
Details
Pre-requisites or Co-requisites
This unit has a prerequisite of MUSC12414 Language of Modern Music 4.
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 - 2017
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 Student Evaluation
There should be more online material.
Online material to be maintained and developed to assist student learning.
There was a total overhaul of all the learning material and assessment items in this unit. This included a recreation of all online materials.
- Develop your speciality music composition and arranging skills for small ensembles through the various written assignments for various groupings of instruments.
- Demonstrate your competent handling of the materials of composition and arranging, including harmony, melody, form and style through a variety of written assignments relating to composition and arranging.
- Demonstrate your competent handling of the aesthetics of composition and arranging including coherence, development, tension and resolution, structure and form and content and concept in your written assignments.
- Develop your notational skills in the various genres, styles and instrumental and ensemble configurations covered by the unit through the various written assignments in this unit.
- Explore your creativity and originality in the various composition and arranging tasks set for this unit.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Written Assessment - 30% | |||||
| 2 - Written Assessment - 35% | |||||
| 3 - Written Assessment - 35% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 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 - 30% | ||||||||||
| 2 - Written Assessment - 35% | ||||||||||
| 3 - Written Assessment - 35% | ||||||||||
Textbooks
Jazz composition and arranging in the digital age
Edition: 1st (2012)
Authors: Richard Sussman; Mike Abene
Oxford University Press
New York New York , NY , United States
ISBN: 9780195380996
Binding: Paperback
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.
d.reaston@cqu.edu.au
Module/Topic
Overview
Technical foundation
Chapter
Reading 1: Sussman, R., & Abene, M. (2012). Jazz composition and arranging in the digital age. New York: Oxford University Press, USA. pp.15-35
Reading 2: Pease, T., & Pullig, K. (2001). Modern jazz voicings: Arranging for small and medium ensembles. Hal Leonard Corporation. pp.2-10
Events and Submissions/Topic
Module/Topic
Harmony: Standard Jazz Voicings
Chapter
Reading 1: Sussman, R., & Abene, M. (2012). Jazz composition and arranging in the digital age. New York: Oxford University Press, USA. pp.90-95
Events and Submissions/Topic
Module/Topic
Harmony: Quartal Harmony and Modal Concepts
Chapter
Reading 1: Sussman, R., & Abene, M. (2012). Jazz composition and arranging in the digital age. New York: Oxford University Press, USA. pp.96-97, 340-342.
Reading 2: Levine, M. (1989). The jazz piano book. Petaluma, CA: Sher Music Co. pp. 105-107.
Events and Submissions/Topic
Module/Topic
Harmony: Reharmonization
Chapter
Reading 1: Sussman, R., & Abene, M. (2012). Jazz composition and arranging in the digital age. New York: Oxford University Press, USA. pp.105-117, 119-126
Reading 2: Levine, M. (1995). The jazz theory book. Petaluma, CA: Sher Music Co. pp. 259-295.
Events and Submissions/Topic
Module/Topic
Composition: Melody and Motivic Development
Chapter
Reading: Sussman, R., & Abene, M. (2012). Jazz composition and arranging in the digital age. New York: Oxford University Press, USA. pp.67-78
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Composition: Harmony and Form
Chapter
Events and Submissions/Topic
Module/Topic
Composition: Additional tools
Chapter
Events and Submissions/Topic
Module/Topic
Arranging: Form and planning
Chapter
Reading: Sussman, R., & Abene, M. (2012). Jazz composition and arranging in the digital age. New York: Oxford University Press, USA. pp.131-142
Events and Submissions/Topic
Module/Topic
Arranging: 2 part, 3 part and countermelodies
Chapter
Reading 1: Sussman, R., & Abene, M. (2012). Jazz composition and arranging in the digital age. New York: Oxford University Press, USA. pp.74-75, 126-128.
Reading 2: Dobbins, B. (1986). Jazz arranging and composing: a linear approach (Vol. 1). Music Exchange. pp.19-33, 50-61.
Events and Submissions/Topic
Module/Topic
Arranging: Sections
Chapter
Reading: Sussman, R., & Abene, M. (2012). Jazz composition and arranging in the digital age. New York: Oxford University Press, USA. pp.142-146, 225-234, 417-431.
Events and Submissions/Topic
Module/Topic
Arranging: The Rhythm section
Chapter
Reading 1: Sussman, R., & Abene, M. (2012). Jazz composition and arranging in the digital age. New York: Oxford University Press, USA. pp.161-170.
Reading 2: Dobbins, B. (1986). Jazz arranging and composing: a linear approach (Vol. 1). Music Exchange. pp.35-48.
Events and Submissions/Topic
Module/Topic
Score presentation
Chapter
Reading: Sussman, R., & Abene, M. (2012). Jazz composition and arranging in the digital age. New York: Oxford University Press, USA. pp.40-53, 193-196.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
To enable you to get the best results in this unit, I suggest you purchase Sibelius music notation software. This can be bought in full or on an annual subscription. This can be used to complete all three assessments of this unit, however, you will find this music notation software very useful for other units in the Bachelor of Music degree. For more information on how to purchase this software, please go to the links on the Moodle website or contact me, the unit coordinator, David Reaston. Email: d.reaston@cqu.edu.au
1 Written Assessment
You will be required to:
- Demonstrate knowledge of instrument ranges and characteristics
- Voice melodic fragments in a variety of standard jazz voicings
- Demonstrate knowledge of the most common uses of standard jazz voicings and their application
- Demonstrate knowledge of voice leading
- Reharmonize a selection of music with a variety of techniques
- Provide a 200 - 500 word analysis of your reharmonization which is to include a Roman numeral analysis, and a commentary of the process used and any challenges faced along the way.
Assessment submission and presentation
You must submit:
- A completed worksheet as a (.pdf). This may written by hand on the worksheet and later scanned, or re-written with a music notation program such as Sibelius.
- A reharmonization as a (.pdf). This may written by hand on the worksheet and later scanned, or re-written with a music notation program such as Sibelius.
- A 200 - 500 word analysis of your reharmonization which as a Microsoft Word Document (.docx) which (1) must use 12 point Times New Roman font; (2) must use 1.5 spacing for the body of the assignment; and (3) may use sub-headings to organise your assignment clearly Must adhere to the CQUniversity APA Style Guide.
Week 4 Friday (31 Mar 2017) 11:45 pm AEST
Monday (17 Apr 2017)
- Demonstrates knowledge of instrument ranges and characteristics (10%)
- Knowledge and Implementation of standard jazz voicings for the melodic fragments (30%)
- Demonstrates knowledge of the most common uses of standard jazz voicings and their application (5%)
- Demonstrates knowledge of voice leading (5%)
- Application of a variety of reharmonization techniques in given task (10%)
- Appropriate and creative use of reharmonization techniques in given task (20%)
- Appropriate and coherent Roman numeral analysis of reharmonization (5%)
- Clear communication of process (10%)
- Accuracy of spelling, punctuation and grammar; clarity of writing style (2%)
- Meeting delivery requirements (presentation, word count, style guide) (3%)
- Develop your speciality music composition and arranging skills for small ensembles through the various written assignments for various groupings of instruments.
- Demonstrate your competent handling of the materials of composition and arranging, including harmony, melody, form and style through a variety of written assignments relating to composition and arranging.
- Demonstrate your competent handling of the aesthetics of composition and arranging including coherence, development, tension and resolution, structure and form and content and concept in your written assignments.
- Develop your notational skills in the various genres, styles and instrumental and ensemble configurations covered by the unit through the various written assignments in this unit.
- Explore your creativity and originality in the various composition and arranging tasks set for this unit.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
2 Written Assessment
You are to create a 32-bar composition (lead sheet including chords and melody) in a jazz/swing style.
The form of the composition should be one of the following:
- AABA
- ABAC
- AB (16 bars each)
You may be guided by pre-existing harmonic structures, however you should strive to be as original as possible with your chord progression and melody. To insure your chord progression is appropriate to the jazz tradition, include:
- II-V-I progressions
- At least one key change or strong tonicisation
- At least one secondary dominant chord
- At least one altered chord
Ensure the melody and harmony are well-integrated.
You do not need to write lyrics for this composition, however if it helps you in your writing process, then you are more than welcome to include them.
Analysis and written discussion
In addition, you will be required to provide a harmonic and melodic analysis of the melody and chord progression, and a 300 - 500 word discussion of your compositional process including any challenges faced along the way.
- Harmonic Analysis: Provide a Roman numeral analysis of the changes. Be sure to label key changes or tonicisations, secondary dominant chords and any altered chords.
- Melodic Analysis: Label each note of the melody as it relates to each of the chord changes. Be sure to label diatonic passing tones and chromatic passing tones.
Assessment submission and presentation
You must submit:
- A lead sheet of your original composition as a (.pdf). This is to be created on a music notation program (e.g. Sibelius).
- A harmonic analysis of your composition as a (.pdf). This may be created on a music notation program or by hand and scanned.
- A melodic analysis of your composition as a (.pdf). This may be created with a music notation program or by hand and scanned.
- A 300 - 500 word commentary of your compositional process as a Microsoft Word Document (.docx) which (1) must use 12 point Times New Roman font; (2) must use 1.5 spacing for the body of the assignment; and (3) may use sub-headings to organise your assignment clearly Must adhere to the CQUniversity APA Style Guide.
Week 7 Monday (24 Apr 2017) 11:45 pm AEST
Monday (8 May 2017)
- Chord changes are appropriate to the genre (20%)
- Melody is well-implemented within the chord changes (20%)
- Implementation of II-V-I progressions (2%)
- Implementation of at key shifts (2%)
- Implementation of secondary dominant harmony (2%)
- Implementation of at altered harmony (2%)
- Style is adhered to in terms of melody (12%)
Analysis and written discussion
- Harmonic analysis is accurate and complete (10%)
- Melodic analysis is accurate and complete (10%)
- Discussion of compositional process (15%)
- Accuracy of spelling, punctuation and grammar; clarity of writing style (2%)
- Meeting delivery requirements (presentation, word count, style guide) (3%)
- Develop your speciality music composition and arranging skills for small ensembles through the various written assignments for various groupings of instruments.
- Demonstrate your competent handling of the materials of composition and arranging, including harmony, melody, form and style through a variety of written assignments relating to composition and arranging.
- Demonstrate your competent handling of the aesthetics of composition and arranging including coherence, development, tension and resolution, structure and form and content and concept in your written assignments.
- Develop your notational skills in the various genres, styles and instrumental and ensemble configurations covered by the unit through the various written assignments in this unit.
- Explore your creativity and originality in the various composition and arranging tasks set for this unit.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
3 Written Assessment
Arrangement for small jazz ensemble and written discussion
You are to produce an arrangement of your composition from the previous assessment for a small jazz ensemble (3 – 4 horns + rhythm section). You may alter your composition based on feedback from the previous assessment, but not so much that it's a new piece.
The arrangement must include:
- A variety of standard jazz voicings
- An introduction
- A statement of the melody
- A transition/kicker
- A solo section with background parts
- A shout chorus or soli section
- Rhythmic comping
- A restatement of the melody demonstrating different arranging techniques to the original statement
- At least one modulation - either integrated into the harmonic structure or more broadly applied to a section
- A coda
An example of an arrangement for 3-4 horns could include trumpet, alto and/or tenor saxophone and trombone.
In addition, you are to submit a 500 - 800 word discussion on your arrangement.
Be sure to include:
- The process of taking the composition and arranging it
- An explanation what kinds of voicings you used where and why you used them
- Your approach to writing your introduction and ending
- Your approach to writing your shout chorus/soli section
- Your approach to writing background figures
Assessment submission and presentation
You must submit:
- A score of your arrangement as a PDF (.pdf) and a Sibelius file (.sib).
- Individual parts of your arrangement as (.pdf)'s. They are to be created on a music notation program (e.g. Sibelius).
- A 500 - 800 word discussion of your arrangement as a Microsoft Word Document (.docx) which (1) must use 12 point Times New Roman font; (2) must use 1.5 spacing for the body of the assignment; and (3) may use sub-headings to organise your assignment clearly Must adhere to the CQUniversity APA Style Guide.
Review/Exam Week Monday (5 June 2017) 11:45 pm AEST
Assessment will be returned at the end of term
- Instrumental writing is effective and correct (20%)
- Arrangement displays coherence and unity (20%)
- All required sections are present and clearly marked (10%)
- All required arrangement devices are present and clearly marked (10%)
- Arrangement displays a variety of standard jazz voicings (5%)
- The score is laid out in a professional manner (5%)
- Parts are laid out in a professional manner (5%)
- Discussion is considered, reflective, and complete (15%)
- Accuracy of spelling, punctuation and grammar; clarity of writing style (5%)
- Meeting delivery requirements (presentation, word count, style guide) (5%)
- Demonstrate your competent handling of the materials of composition and arranging, including harmony, melody, form and style through a variety of written assignments relating to composition and arranging.
- Develop your notational skills in the various genres, styles and instrumental and ensemble configurations covered by the unit through the various written assignments in this unit.
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
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?
