Unit outline_

JAZZ1019: Jazz Harmony and Arranging 1

Semester 1, 2026 [Normal day] - Sydney

This unit explores the study of the harmony of standard jazz repertoire both from a theoretical angle and through the process of arranging for small jazz combos. Students will learn to understand and use basic harmonic rules and standard harmonic devices, diatonic progression and chord patterns.

Unit details and rules

Academic unit Jazz
Credit points 3
Prerequisites
? 
None
Corequisites
? 
None
Prohibitions
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Andrew Robertson, andrew.robertson@sydney.edu.au
The census date for this unit availability is 31 March 2026
Type Description Weight Due Length Use of AI
Practical skill Weekly homework assignments
Various homework tasks submitted over 5 weeks - 3% each
15% Multiple weeks n/a AI allowed
Outcomes assessed: LO1 LO2 LO3 LO4 LO5
In-person practical, skills, or performance task or test Early Feedback Task Early Feedback Task
Brief demonstration of progress - initial course content #earlyfeedbacktask
0% Week 02
Due date: 03 Feb 2026 at 23:59
15 minutes AI prohibited
Outcomes assessed: LO1 LO3 LO5
Creative work Week 7 (Mid-Semester) arranging assignment
32-36 bar piece from the 1st Year Repertoire List (on Canvas), arranged for 4 horns (Trumpet, Alto Sax, Tenor Sax and Trombone) for the complete form - no rhythm section component.
35% Week 07
Due date: 19 Apr 2026 at 23:59
n/a AI allowed
Outcomes assessed: LO1 LO2 LO3 LO4 LO5
Creative work End of semester assignment
Selecting a 32-36 bar piece from the 1st Year Repertoire List or 1st Year Vocal List, arrange a piece for 4 horns (Tpt, Alto Sax, Tenor Sax, Trombone) + rhythm section (Guitar, Piano, Bass, Drums) demonstrating skills in voicing.
50% Week 13
Due date: 31 May 2026 at 23:59
n/a AI allowed
Outcomes assessed: LO1 LO2 LO3 LO4 LO5 LO6
early feedback task = early feedback task ?

Early feedback task

This unit includes an early feedback task, designed to give you feedback prior to the census date for this unit. Details are provided in the Canvas site and your result will be recorded in your Marks page. It is important that you actively engage with this task so that the University can support you to be successful in this unit.

Assessment summary

  • Early Feedback Task
  • Weekly homework assignments: Homework assignments, due in various weeks, different topics based on content covered in class. There will be 5 weeks of homework tasks. They will be simple and short activities focusing on the learnings of that week’s class.
  • Mid-Semester arranging assignment: 32 bar small jazz band assignment.
  • End of semester assignment: The writing of a successful arrangement demonstrates the student’s knowledge of jazz harmony and arranging in the most immediate and direct way. This arrangement will demonstrate an overall
    grasp of both fundamentals and more advanced concepts in jazz harmony, and exhibit facility with the content covered in class.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

Assessment criteria for assessments in this unit of study can be found on Canvas in the appropriate folder.

 

Assessed work will be marked according to these criteria.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

  • Deduction of 5% of the maximum mark for each calendar day after the due date.
  • After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

WK Topic Learning activity Learning outcomes
Week 01 • Overview of course, assessments, and final arranging task • Diatonic harmony in major keys • Role of arranger vs composer • Score layout for 8-piece ensemble Lecture (1 hr) LO1 LO3
• Overview of course, assessments, and final arranging task • Diatonic harmony in major keys • Role of arranger vs composer • Score layout for 8-piece ensemble Tutorial (1 hr) LO1 LO3
Week 02 • Written vs sounding pitch • Practical ranges of trumpet, saxophones, trombone • Register considerations and balance Lecture (1 hr) LO3
• Written vs sounding pitch • Practical ranges of trumpet, saxophones, trombone • Register considerations and balance Tutorial (1 hr) LO3
Week 03 • Simple melody writing (4–8 bars) • Motivic development • Jazz articulation and phrasing conventions Lecture (1 hr) LO2 LO3 LO5
• Simple melody writing (4–8 bars) • Motivic development • Jazz articulation and phrasing conventions Tutorial (1 hr) LO2 LO3 LO5
Week 04 • Closed position voicings • Voice spacing rules • Harmonising melody in 4 parts Lecture (1 hr) LO1 LO2 LO3 LO4
• Closed position voicings • Voice spacing rules • Harmonising melody in 4 parts Tutorial (1 hr) LO1 LO2 LO3 LO4
Week 05 • Textural considerations • Horizontal vs vertical writing • Stepwise motion and contrary motion • Avoiding “block-chord syndrome” Lecture (1 hr) LO1 LO2 LO3 LO5
• Textural considerations • Horizontal vs vertical writing • Stepwise motion and contrary motion • Avoiding “block-chord syndrome” Tutorial (1 hr) LO1 LO2 LO3 LO5
Week 06 Notation conventions for: - Piano (grand staff vs slash notation) - Guitar (chord symbols, slashes) - Bass (walking bass notation) - Drums (lead sheet style notation) Lecture (1 hr) LO2 LO4
Notation conventions for: - Piano (grand staff vs slash notation) - Guitar (chord symbols, slashes) - Bass (walking bass notation) - Drums (lead sheet style notation) Tutorial (1 hr) LO2 LO4
Week 07 • Drop-2 concept and sound • Application in small ensemble contexts • Comparison with closed voicing Lecture (1 hr) LO1 LO2 LO3 LO6 LO4 LO5
• Drop-2 concept and sound • Application in small ensemble contexts • Comparison with closed voicing Tutorial (1 hr) LO1 LO2 LO3 LO6 LO4 LO5
Week 08 • Purpose and function of guide tones • Purpose and function of countermelodies • Register placement and rhythmic contrast Lecture (1 hr) LO1 LO2 LO3 LO4
• Purpose and function of guide tones • Purpose and function of countermelodies • Register placement and rhythmic contrast Tutorial (1 hr) LO1 LO2 LO3 LO4
Week 09 • Score setup and introduction to part formatting • Transposition tools • Fonts, spacing, and layout basics • Establishing templates Lecture (1 hr) LO2 LO4
• Score setup and introduction to part formatting • Transposition tools • Fonts, spacing, and layout basics • Establishing templates Tutorial (1 hr) LO2 LO4
Week 11 • AABA and ABAC forms • Sectional contrast and contour • Density and orchestration pacing Lecture (1 hr) LO1 LO2 LO3 LO6 LO4 LO5
• AABA and ABAC forms • Sectional contrast and contour • Density and orchestration pacing Tutorial (1 hr) LO1 LO2 LO3 LO6 LO4 LO5
Week 12 Workshop and draft review • Peer listening and critique • Common orchestration errors • Final revisions Lecture (1 hr) LO1 LO2 LO3 LO6 LO4 LO5
Workshop and draft review • Peer listening and critique • Common orchestration errors • Final revisions Tutorial (1 hr) LO1 LO2 LO3 LO6 LO4 LO5
Week 13 Performance of Week 12 assignments in class • Final Project: 32-bar jazz arrangement for 8-piece ensemble • Classroom performance of pieces: bring your instrument and we’ll perform our arrangements Lecture (1 hr) LO1 LO2 LO3 LO6 LO4 LO5
Performance of Week 12 assignments in class • Final Project: 32-bar jazz arrangement for 8-piece ensemble • Classroom performance of pieces: bring your instrument and we’ll perform our arrangements Tutorial (1 hr) LO1 LO2 LO3 LO6 LO4 LO5

Attendance and class requirements

Attendance: Students are expected to attend a minimum of 90% of timetabled activities for a unit of study, unless granted exemption by the Dean, Head of School or professor most concerned. The Dean, Head of School or professor most concerned may determine that a student fails a unit of study because of inadequate attendance. Alternatively, at their discretion, they may set additional assessment items where attendance is lower than 90%.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 3 credit point unit, this equates to roughly 60-75 hours of student effort in total.

Required readings

Not required reading however we will be using excerpts from all of the below texts, available from the library on 2-hour loan.

  • Nestico, Sammy – The Complete Arranger
  • Sebesky, Don – The Contemporary Arranger

  • Dobbins, Bill – Jazz Arranging and Composing

  • Lindsay, Gary – Jazz Arranging Techniques from Quartet to Big Band

  • Levine, Mark - The Jazz Piano Book

  • Levine, Mark - The Jazz Theory Book

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

  • LO1. Analyse jazz arrangements from a range of styles and eras
  • LO2. Write arrangements for small group jazz band in a range of styles
  • LO3. Demonstrate an understanding in diatonic jazz harmony and beginning arranging techniques for 8-piece jazz ensemble
  • LO4. Demonstrate an understanding of 'closed' and root position jazz voicing styles for 4 horns
  • LO5. Demonstrate an understanding of texture in jazz voicing, including: unison, duet (2 + 2) and 4-part harmony
  • LO6. Complete a smaller-sized arrangement for 8-piece jazz band to be performed in class.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1 Depth of disciplinary expertise

Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.

GQ2 Critical thinking and problem solving

Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.

GQ3 Oral and written communication

Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.

GQ4 Information and digital literacy

Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.

GQ5 Inventiveness

Generating novel ideas and solutions.

GQ6 Cultural competence

Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.

GQ7 Interdisciplinary effectiveness

Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.

GQ8 Integrated professional, ethical, and personal identity

An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.

GQ9 Influence

Engaging others in a process, idea or vision.

Outcome map

Learning outcomes Graduate qualities
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

This section outlines changes made to this unit following staff and student reviews.

Changes to number of assessments and weighting plus re-write of sequential learning program.

More information and resources are to be found on Canvas.

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

To help you understand common terms that we use at the University, we offer an online glossary.