MUSGEN 2201 - Music Professional Development 2A
North Terrace Campus - Semester 1 - 2022
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General Course Information
Course Details
Course Code MUSGEN 2201 Course Music Professional Development 2A Coordinating Unit Elder Conservatorium of Music Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 8 hours per week depending on ensemble allocation Available for Study Abroad and Exchange Y Prerequisites Ensemble audition Corequisites Keyboard Musicianship requires: MUSCLASS 2200 in piano Assessment Assessment 1: Parts assessment or equivalent 40%, Assessment 2: Parts assessment or equivalent 60% Course Staff
Course Coordinator: Associate Professor Carl Crossin OAM
Course Timetable
The full timetable of all activities for this course can be accessed from .
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Learning Outcomes
Course Learning Outcomes
Upon successful completion of this course students will be able to:
- Demonstrate functional musical skills that display accuracy, fluency, advanced technical skill and a developing expressive sense in the ensemble context
- Exhibit effective practising strategies, rehearsal discipline, an understanding of the importance of active listening, responsiveness and teamwork which shows sensitivity to the performance of colleagues with evidence of effective working relationships
- Manifest a developing awareness of professional standards and expectations in ensemble music-making and related aspects
- Apply creative and innovative solutions collectively and personally
- Exhibit developing skills in rehearsal planning, management and ensemble leadership and direction
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) Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
1, 2 Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
3, 4 Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
2, 5 Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
3, 5 Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
2 Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
2, 4, 5 -
Learning Resources
Required Resources
All music for ensembles will be provided. -
Learning & Teaching Activities
Learning & Teaching Modes
- Each ensemble’s director (or activity co-ordinator) will plan and organise the repertoire to be studied by the ensemble and provide a rehearsal schedule that will enable students to be adequately prepared for each performance.
- Students may be expected to sight-read parts in some instances, and to listen to recordings of works being studied.
- Given that the essence of ensemble music making is the total interdependence of each individual musician on each other, there is an expectation of 100% attendance at all rehearsals and classes.
- Students will be placed in two ensembles/components, to be determined by the relevant Heads of Studies and/or conductor on the basis of ensemble auditions or other relevant selection criteria.
- The components for 2017 are: Accompanying, Brass Ensemble, Chamber Music, Chamber Orchestra, Chorale (SATB choir), Guitar Ensemble, Jazz Big band, Jazz Vocal Ensemble, Keyboard Musicianship, Latin Ensemble, Opera Preparation (Stagecraft & Theatre Skills), percussion Ensemble, Rhythm & Reading Ensemble, Rhythm Matters, Small Jazz Ensemble, Symphony Orchestra, Wind Orchestra, Words About Music
Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
The actual contact hours and workload will vary depending on the ensemble/activity within which each student is placed.
Each component will involve up to 48 hours of contact time for the semester. For ensembles this is usually expressed as 2 x 2 hours rehearsal per week for 12 weeks. In addition, students are expected to spend a minimum of 4 hours per week in private practice and preparation.
For non-ensemble based activities, each lecturer will inform students of the workload detail but typically involve up to 2 hours contact time per component with up to 5 hours of structured private learning per component.Learning Activities Summary
Schedules of rehearsals, performances and other activities will be provided by the staff member responsible for each ensemble or class. - Each ensemble’s director (or activity co-ordinator) will plan and organise the repertoire to be studied by the ensemble and provide a rehearsal schedule that will enable students to be adequately prepared for each performance.
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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
Assessment for each component varies according to the nature of the ensemble/activity.
In general however, each component will consist of two assessments as follows:
Assessment 1 – Individual parts assessment (for ensembles) or equivalent as applicable for other components (Weighting 40%)
Relevant learning Outcomes - 1, 2, 3, 4, 5
Assessment 2 – Individual parts assessment (for ensembles) or equivalent as applicable for other components (Weighting 60%)
Relevant learning Outcomes - 1, 2, 3, 4, 5
Conductors and lecturers will provide further assessment detail as relevant to each component.
Due to the current COVID-19 situation modified arrangements have been made to assessments to facilitate remote learning and teaching. Assessment details provided here reflect recent updates.
ECSO and ECWO
Practical assessment 1 – upload performed excerpts of rehearsed repertoire (40%)
Written assessment based on listening assignment (10%)
Practical assessment 2 – upload mock audition (50%)
Chorale & Bella Voce
Practical assessments – upload individually pre-recorded parts from repertoire (3 x 20% = 60%)
Written assessment based on directed listening assignment (40%)
Jazz Ensembles
Semester 1 will have activities split across Semester 1 and a 3-week Summer Intensive.
In semester 1 ensembles will meet online each week and work on sight-reading, rhythm exercises, group audio recording and group video recording projects.
In the summer intensive, groups will meet for daily rehearsals. Large ensembles will have directors for each session, small ensembles will have directors for two each sessions each week.
Assessment for both large and small ensemble:
40% of the semester grade will come from Semester 1 projects and online exams
60% of the semester grade will come from ensemble exams in the summer intensive.
Rhythm Matters
Assessment is the unchanged although there is now a video submission instead of a live final assessment.
Accompanying & Keyboard Musicianship
Assessments are unchanged.
Chamber Music
Assessment details provided below:
TASK 1
Choose ONE of the two works listed below
· Schubert Trout quintet D667 op 114
· Carl Nielsen Wind quintet in A major op 43
Listen to your chosen work on youtube. Consider the work specifically from a chamber music perspective and comment on aspects of the style of writing, and the way the composer utilises the instruments either singly or in combination.
Make observations about motivic interplay, choice of register etc and consider the implications of the writing in terms of ensemble, balance, blend, texture and structural features etc.
Use the IMSLP score provided to look at the work in detail and give examples, referencing the score to support your ideas.
(Word count 1500) Task 1 is due by COB on Friday May 15th (40%)
TASK 2
Design and curate a chamber music program based on a particular concept or theme of your own choosing. This theme should provide a connective thread that links the chosen works to each other in an imaginative way.
You will need to submit:
· A curated program of no less than 50 minutes and no more than 60 minutes duration
· A written outline of the theme or concept upon which the curated program is based. (minimum 200 words)
· Detailed original program notes that give insight into the chosen works, and that draw common links to the central theme of the program.
(Word count minimum 1750) Task 2 is due by COB on Friday June 12th (60%)
ECSO and ECWO
Practical assessment 1 – upload performed excerpts of rehearsed repertoire (40%)
Written assessment based on listening assignment (10%)
Practical assessment 2 – upload mock audition (50%)
Chorale & Bella Voce
Practical assessments – upload individually pre-recorded parts from repertoire (3 x 20% = 60%)
Written assessment based on directed listening assignment (40%)
Jazz Ensembles
Semester 1 will have activities split across Semester 1 and a 3-week Summer Intensive.
In semester 1 ensembles will meet online each week and work on sight-reading, rhythm exercises, group audio recording and group video recording projects.
In the summer intensive, groups will meet for daily rehearsals. Large ensembles will have directors for each session, small ensembles will have directors for two each sessions each week.
Assessment for both large and small ensemble:
40% of the semester grade will come from Semester 1 projects and online exams
60% of the semester grade will come from ensemble exams in the summer intensive.
Rhythm Matters
Assessment is the unchanged although there is now a video submission instead of a live final assessment.
Accompanying & Keyboard Musicianship
Assessments are unchanged.
Chamber Music
Assessment details provided below:
TASK 1
Choose ONE of the two works listed below
· Schubert Trout quintet D667 op 114
· Carl Nielsen Wind quintet in A major op 43
Listen to your chosen work on youtube. Consider the work specifically from a chamber music perspective and comment on aspects of the style of writing, and the way the composer utilises the instruments either singly or in combination.
Make observations about motivic interplay, choice of register etc and consider the implications of the writing in terms of ensemble, balance, blend, texture and structural features etc.
Use the IMSLP score provided to look at the work in detail and give examples, referencing the score to support your ideas.
(Word count 1500) Task 1 is due by COB on Friday May 15th (40%)
TASK 2
Design and curate a chamber music program based on a particular concept or theme of your own choosing. This theme should provide a connective thread that links the chosen works to each other in an imaginative way.
You will need to submit:
· A curated program of no less than 50 minutes and no more than 60 minutes duration
· A written outline of the theme or concept upon which the curated program is based. (minimum 200 words)
· Detailed original program notes that give insight into the chosen works, and that draw common links to the central theme of the program.
(Word count minimum 1750) Task 2 is due by COB on Friday June 12th (60%)
Assessment Related Requirements
Assessment 1 - Parts assessment: before week 6, students will be required to play their individual part or to play in a small group/section. Selections for assessment will be from works selected by the ensemble director from the repertoire being studied.
For non-ensemble components, an equivalent assessment to be undertaken before week 6.
Weighting - 40%.
Assessment 2 - Parts assessment: at end of semester. Students will be required to play their individual part or to play in a small group/section. Selections for assessment will be from works selected by the ensemble director from the repertoire being studied.
For non-ensemble components, an equivalent assessment to be undertaken at end of semester.Weighting - 60%.
Assessment Detail
No information currently available.
Submission
No information currently available.
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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Fraud Awareness
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