MUSGEN 3007 - Jazz Arranging
North Terrace Campus - Semester 2 - 2020
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General Course Information
Course Details
Course Code MUSGEN 3007 Course Jazz Arranging Coordinating Unit Elder Conservatorium of Music Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange Y Prerequisites MUSJAZZ 2101, MUSJAZZ 2102 Restrictions Available to BMus students only Assessment Voicing assignment 10%, Soli harmonisation assignment 15%, Trombone composition 15%, Voicing assignment - brass 10%, Voicing assignment - brass & saxophone 10%, String assignment 5%, Big band arrangement 35% Course Staff
Course Coordinator: Mr Lyndon Gray
Course coordinator: John Aué
Ofiice 8313 5138 mobile 0411 244 198
Contact email:john.aue@adelaide.edu.au
Main Music Office: Schulz Building, 9th Floor
8313 5995, 8313 4168
Course Timetable
The full timetable of all activities for this course can be accessed from .
Course component 1:
2 LECTURES
Duration: 2 H/WEEK
Enrolment capacity: 35
Quantity: 24 hours per semester
Course component 2:
TUTORIAL
Duration: 1 HR/WEEK
Enrolment capacity: 35
Quantity: 10 hours per semester
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Learning Outcomes
Course Learning Outcomes
The Course Learning Outcomes of this course:
1. Students are able to arrange for various instrumental combinations up to big band.
2. Students will have an advanced working knowledge of jazz arranging techniques.
3. Students will have gained a basic understanding of the principles of string writing.
4. Students will be able to create a full-length arrangement of a jazz standard for 5 saxes, 4 trumpets, 4 trombones and rhythm section.
5. Students will have the skill to accurately communicate musical ideas by means of a music notation program
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1-5 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1-5 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
5 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1-5 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
Not applicable Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
1-5 -
Learning Resources
Required Resources
Required Resources
‘Jazz Arranging Techniques’ by Gary Lindsay (www.lindsayjazz.com)
Recommended Resources
Sam Nestico, The Complete Arranger
Don Sebesky, The Contemporary Arranger
Rayburn Wright, Inside the Score
Bill Dobbins, Jazz arranging and Composing
Ted Pease and Ken Pullig, Modern Jazz Voicings (Berklee Press)
Dick Lowell and Ken Pullig,ss Arranging for Large Jazz Ensemble (Berklee Press)
Recordings of Count Basie, Thad Jones, Bob Brookmyer, Bill Holman, Gordon Goodwin, Gerry Mulligan, Bert Joris, Jim McNealy and
other big band arrangers and composers.
Online Learning
This Course Profile will be placed on MyUni together with assignments and other relevant Course information.
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Learning & Teaching Activities
Learning & Teaching Modes
Essential arranging topics are presented and explained within two weekly lectures of 1 hour duration. Application and further discussion of these topics occurs in weekly 1 hour tutorials, where assignments and exercises are also performed.Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
WORKLOAD
TOTAL HOURS:
2 x 1-hour lectures per week, 24 hours per semester
1 x 1-hour tutorial per week, 10 hours per semester
3 hours listening per week, 36 hours per semester
3 hours research per week, 36 hours per semester
50 hours in total for assignment preparation per semester
TOTAL: 156 hours per semester
Learning Activities Summary
Voicing saxophones and brass section. Soli saxophone writing. Tutorials for these. Techniques and analysis of big band arrangements. Writing the major big band arrangement. An overview of string and vocal group arranging.
Specific Course Requirements
NilSmall Group Discovery Experience
(1) Playing of students’ assignments: some students will play the assignments while the rest listen. Students and the lecturer discuss the played assignments as to what worked and what could be improved upon.
(2) Practical exercises of harmonic voicings in the keyboard lab, will help students to gain practical, hands-on, understanding of the material presented in class. There will be interaction between students and the lecturer by way of group discussion and individual attention given to students by the lecturer.
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Assessment
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
Assessments Task Task Type Weighting Learning Outcomes An 8-bar, 5-part soli harmonisation assignment Formative and summative 20% 1, 2, 4, 5 An 8-bar voicing assignment for 8 brass and 5 saxophones Formative and summative 20% 1, 2, 4, 5 A big band arrangement of approximately 100 bars in length Summative 60% 1, 2, 4, 5
Modified arrangements have been made to assessments and the details provided here reflect recent updates.
Assessment Task Weighting A 32-bar bebop arrangement/contrafact for 4-5 voices/horns 25% A 32-bar arrangement/contrafact for mixed ensemble at mid-High School level 25% A large ensemble arrangement of approximately 100 bars in length 50% Assessment Related Requirements
100% attendance is expected at tutorials. In this course, penalties apply for any absences which are not formally approved as
outlined in the Conservatorium’s Student Participation and Attendance Leave Guidelines (see following). Leave Application forms are available from the Music Office and can be downloaded from the Music website – see
Late assignment policy:
Assignments handed in after the due date will accrue a penalty of 5% off the given mark per day. However, extensions may be granted for medical or compassionate reasons or by arrangement with the lecturer in charge or the course coordinator prior to the due date.
Extensions without penalty are not granted under any other circumstances. In the case of illness this will require a medical certificate, and in the case of personal (non-medical) circumstances a letter of support from a University Student Counsellor. For further information, please refer to the following website:Assessment Detail
First assignment:
Five-part sax soli harmonisation: compose an 8-bar saxophone soli over a given chord sequence – 20% weighting.
Second assignment:
Voice a given melody for 8 brass and 5 saxophones – 20% weighting.
Major Assignment:
Arrange a standard jazz tune for big band (5 saxophones, 4 trumpets, 4 trombones and rhythm section). The arrangement should be between 72-100 bars in length. – 60% weighting.
Submission
Assignments are always due at the following week’s tutorial unless otherwise directed by the lecturer.
Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through .
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Student Feedback
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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