Overview
In this unit you will focus on skills and techniques for creating written arrangements for various medium to large music ensembles within the jazz and popular music idioms. You will also explore compositional techniques that will support these arrangements, combining elements of creativity and originality, as well as attention to technical, musical and aesthetic aspects of these arrangements.
Details
Pre-requisites or Co-requisites
Prerequisite: MUSC13406
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 2 - 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 Student evaluation data.
Request for more modern examples and more emphasis on creative application.
Include more modern examples into the learning resources on Moodle. Include more emphasis on the creative application of arranging concepts with a possible redesign of assessment items.
- Competently handle elements of harmony, melody, form and style through a variety of written assignments for medium to large music ensembles
- Develop elements of musical coherence, tension and resolution, as well as aesthetic sensibility through a variety of written assignments for medium to large music ensembles
- Present written music scores accurately using all notation conventions appropriate to the style
- Demonstrate creativity and originality in a variety of written assignments for medium to large music ensembles.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Written Assessment - 25% | ||||
| 2 - Written Assessment - 10% | ||||
| 3 - Written Assessment - 20% | ||||
| 4 - Written Assessment - 45% | ||||
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 - First Nations Knowledges | ||||
| 11 - 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 | 11 | |
| 1 - Written Assessment - 25% | |||||||||||
| 2 - Written Assessment - 10% | |||||||||||
| 3 - Written Assessment - 20% | |||||||||||
| 4 - Written Assessment - 45% | |||||||||||
Textbooks
Jazz Composition and Arranging in the Digital Age
- (2012)
- Authors: Sussman, R & Abene, M
- Oxford University Press
- New York New York , NY , USA
- Binding: Paperback
Additional Textbook Information
If you prefer to study with a paper copy, they are available at the CQUni Bookshop here: http://bookshop.cqu.edu.au (search on the Unit code). eBooks are available at the publisher's website.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Professional Music Notation Software (Sibelius recommended)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
d.reaston@cqu.edu.au
Week 1
Begin Date: 13 Jul 2020Module/Topic
Introduction/Overview
Module 1: Five-Part Voicings
Chapter
Sussman, R., & Abene, M. (2012). Jazz composition and arranging in the digital age. New York: Oxford University Press, USA. Chapter 16.
Events and Submissions/Topic
Week 2
Begin Date: 20 Jul 2020Module/Topic
Module 1: Five-Part Voicings
Chapter
Sussman, R., & Abene, M. (2012). Jazz composition and arranging in the digital age. New York: Oxford University Press, USA. Chapter 16.
Events and Submissions/Topic
Week 3
Begin Date: 27 Jul 2020Module/Topic
Module 1: Five-Part Voicings
Chapter
Sussman, R., & Abene, M. (2012). Jazz composition and arranging in the digital age. New York: Oxford University Press, USA. Chapter 16.
Events and Submissions/Topic
Week 4
Begin Date: 03 Aug 2020Module/Topic
Module 2: Writing for Vocalists and Orchestral Instruments
Chapter
Events and Submissions/Topic
Week 5
Begin Date: 10 Aug 2020Module/Topic
Module 2: Writing for Vocalists and Orchestral Instruments
Chapter
Events and Submissions/Topic
Vacation Week
Begin Date: 17 Aug 2020Module/Topic
Chapter
Events and Submissions/Topic
Week 6
Begin Date: 24 Aug 2020Module/Topic
Module 3: Writing Stylistically for the Rhythm Section
Chapter
Events and Submissions/Topic
Week 7
Begin Date: 31 Aug 2020Module/Topic
Module 3: Writing Stylistically for the Rhythm Section
Chapter
Events and Submissions/Topic
Week 8
Begin Date: 07 Sep 2020Module/Topic
Module 4: Six-Part Voicings
Chapter
Events and Submissions/Topic
Week 9
Begin Date: 14 Sep 2020Module/Topic
Module 5: Arrangement Sections and Planning
Chapter
Sussman, R., & Abene, M. (2012). Jazz composition and arranging in
the digital age. New York: Oxford University Press, USA. Chapter 17, 18
and 19.
Events and Submissions/Topic
Week 10
Begin Date: 21 Sep 2020Module/Topic
Module 5: Arrangement Sections and Planning
Chapter
Sussman, R., & Abene, M. (2012). Jazz composition and arranging in the digital age. New York: Oxford University Press, USA. Chapter 17, 18 and 19.
Events and Submissions/Topic
Week 11
Begin Date: 28 Sep 2020Module/Topic
Module 5: Arrangement Sections and Planning
Chapter
Sussman, R., & Abene, M. (2012). Jazz composition and arranging in the digital age. New York: Oxford University Press, USA. Chapter 17, 18 and 19.
Events and Submissions/Topic
Week 12
Begin Date: 05 Oct 2020Module/Topic
Module 5: Arrangement Sections and Planning
Chapter
Sussman, R., & Abene, M. (2012). Jazz composition and arranging in the digital age. New York: Oxford University Press, USA. Chapter 17, 18 and 19.
Events and Submissions/Topic
Review/Exam Week
Begin Date: 12 Oct 2020Module/Topic
Chapter
Events and Submissions/Topic
Exam Week
Begin Date: 19 Oct 2020Module/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 the 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, Dr David Reaston. Email: d.reaston@cqu.edu.au
1 Written Assessment
Five-Part Jazz Voicings
You will be required to:
- Supply five-part basic and modern jazz voicings for a variety of melodic situations
- Demonstrate knowledge of modern jazz harmony
Week 5 Monday (10 Aug 2020) 11:45 pm AEST
Week 7 Monday (31 Aug 2020)
Question 1
- Close-position voicings are correct (7%)
- Drop-2 voicings are correct (7%)
- Drop-3 voicings are correct (7%)
- Drop-2+4 voicings are correct (7%)
Question 2
- Close-position voicings are correct (7%)
- Drop-2 voicings are correct (7%)
- Drop-2+4 voicings are correct (7%)
Question 3
- Fourth voicings are correct (12%)
Question 4
- Cluster voicings are correct (12%)
Question 5
- Upper structure triad voicings are correct (12%)
Question 6
- Chord names have been answered correctly (15%)
- Competently handle elements of harmony, melody, form and style through a variety of written assignments for medium to large music ensembles
- Develop elements of musical coherence, tension and resolution, as well as aesthetic sensibility through a variety of written assignments for medium to large music ensembles
- Present written music scores accurately using all notation conventions appropriate to the style
- Demonstrate creativity and originality in a variety of written assignments for medium to large music ensembles.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
2 Written Assessment
Arranging and Transposition Tasks
You will be required to:
- Arrange a given melody for SATB choir and write a short essay (500 word maximum) explaining your process
- Create a piano reduction from a transposed score for six horns
- Create a string quartet accompaniment for a given melody
Week 7 Wednesday (2 Sept 2020) 11:45 pm AEST
Week 10 Wednesday (23 Sept 2020)
Question 1.a)
- Vocal writing is effective and stylistically appropriate (17%)
- All voices are in their correct range (5%)
- Arrangement displays coherence, balance and unity (5%)
- Harmony has been implemented correctly (12%)
- Discussion is considered, reflective, and complete (8%)
- Accuracy of spelling, punctuation and grammar; clarity of writing style (2%)
- Meeting delivery requirements (presentation, word count*, style guide) (1%)
- Piano reduction is correct and complete (20%)
Question 3
- Instrumental writing is effective and correct (15%)
- All parts are in their correct range (5%)
- Arrangement displays coherence, balance and unity (3%)
- Harmony has been implemented correctly (5%)
- Score presentation (2%)
*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.
- Competently handle elements of harmony, melody, form and style through a variety of written assignments for medium to large music ensembles
- Develop elements of musical coherence, tension and resolution, as well as aesthetic sensibility through a variety of written assignments for medium to large music ensembles
- Present written music scores accurately using all notation conventions appropriate to the style
- Demonstrate creativity and originality in a variety of written assignments for medium to large music ensembles.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
3 Written Assessment
Writing for Rhythm Section Instruments
You will be required to:
- Demonstrate knowledge of instrument ranges and characteristics
- Write for Rhythm Section instruments in a variety of styles
Week 10 Monday (21 Sept 2020) 11:45 pm AEST
Week 12 Wednesday (7 Oct 2020)
Question 1
- Piano part is written correctly and appropriate to the style (20%)
Question 2
- Guitar part is written correctly and appropriate to the style (10%)
- Bass part is written correctly and appropriate to the style (10%)
- Drum part is written correctly and appropriate to the style (10%)
Question 3
- Guitar part is written correctly and appropriate to the style (10%)
- Piano part is written correctly and appropriate to the style (15%)
- Bass part is written correctly and appropriate to the style (15%)
- Drum part is written correctly and appropriate to the style (10%)
- Competently handle elements of harmony, melody, form and style through a variety of written assignments for medium to large music ensembles
- Develop elements of musical coherence, tension and resolution, as well as aesthetic sensibility through a variety of written assignments for medium to large music ensembles
- Present written music scores accurately using all notation conventions appropriate to the style
- Demonstrate creativity and originality in a variety of written assignments for medium to large music ensembles.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
4 Written Assessment
Arrangement with Written Discussion
You are to produce an arrangement for one of the following ensembles:
- A medium-sized jazz ensemble consisting of six horns + rhythm section. For example: two trumpets, one alto sax, one tenor sax, one baritone sax, one trombone plus a rhythm section of piano, bass and drums (guitar optional).
- A medium-sized jazz ensemble consisting of one vocalist + four or five horns + rhythm section. For example: one vocalist, one trumpet, one alto sax, one tenor sax, one baritone sax, one trombone plus a rhythm section of piano, bass and drums (guitar optional).
- SATB Choir + rhythm section of piano, bass and drums (guitar optional). The soloist may either be for a vocalist or a rhythm section instrument with the remaining vocal parts providing background parts for solos.
- A medium-sized contemporary/pop ensemble consisting of one vocalist + strings + rhythm section of piano, bass and drums (guitar optional). The soloist may either be for a vocalist or a rhythm section instrument with the strings providing background parts for solos.
The arrangement will be of a piece of your choosing from a list provided on the Moodle website. The arrangement may be in any of the styles covered in this unit (MUSC13407) or in MUSC13406 Composition and Arranging 1.
The arrangement must include:
- A variety of standard and modern jazz voicings
- An introduction
- A statement of the melody
- A transition/kicker
- A solo section with background horn/string/vocal parts
- A shout chorus/soli (for jazz based arrangements) or composed ensemble section/interlude
- A coda/ending
In addition, you are to submit an 800 - 1000 word* discussion on your arrangement. Be sure to include:
- The process of taking the standard and arranging it
- An explanation of what kinds of voicings you used, and where and why you used them
- Your approach to writing your introduction and ending
- Your approach to writing your shout chorus/soli or composed ensemble section/interlude
- Your approach to writing background figures in the solo section
*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 Friday (16 Oct 2020) 11:45 pm AEST
Assessment to be returned at the end of the Term.
Arrangement
- Instrumental/Vocal writing is effective and correct (20%)
- Arrangement displays coherence and unity (15%)
- Arrangement displays a variety of voicings and textures (5%)
- Introduction is present and effective (5%)
- Statement of the melody is present and effective (5%)
- Transition/kicker is present and effective (5%)
- Solo section and background parts are present and effective (5%)
- Shout chorus/soli/composed ensemble section/interlude is present and effective (5%)
- Coda/Ending is present and effective (5%)
- The score is laid out in a professional manner (5%)
- Parts are laid out in a professional manner (5%)
Written Discussion
- Discussion is considered, reflective, and complete (15%)
- Accuracy of spelling, punctuation and grammar; clarity of writing style (2.5%)
- Meeting delivery requirements (presentation, word count*, style guide) (2.5%)
- Competently handle elements of harmony, melody, form and style through a variety of written assignments for medium to large music ensembles
- Develop elements of musical coherence, tension and resolution, as well as aesthetic sensibility through a variety of written assignments for medium to large music ensembles
- Present written music scores accurately using all notation conventions appropriate to the style
- Demonstrate creativity and originality in a variety of written assignments for medium to large music ensembles.
- Communication
- Problem Solving
- Critical Thinking
- 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?
