Outline

Overview

Jazz History 1 introduces the origins and early development of jazz, tracing its roots in African American musical traditions, blues, ragtime, brass bands, spirituals, minstrelsy, popular song, and New Orleans cultural life. The unit follows the emergence of early jazz styles through the 1920s, including collective improvisation, solo virtuosity, recording, dance culture, and the growth of jazz as a national and international music. It then examines the swing era, big band practices, key artists, and social contexts leading up to the late 1930s and the advent of bebop.

Unit details and rules

Academic unit	Jazz
Credit points	3
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	Students enrolling in this unit are expected to have strong overall music skills including notation, reading, aural skills, music research and analysis and jazz performance (excluding non-jazz students)
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Phillip Slater, phillip.slater@sydney.edu.au

Assessment

The census date for this unit availability is 31 August 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Written work	Written Assignment Written assignment in response to a set essay question.	50%	Formal exam period Due date: 20 Nov 2026 at 23:59	1500 words	AI allowed
Outcomes assessed:
Out-of-class quiz	Early Feedback Task Multiple Choice Quiz	10%	Week 03 Due date: 21 Aug 2026 at 23:59	30 minutes	AI allowed
Outcomes assessed:
Written work	Reflective Listening Response Written reflective response to listening	40%	Week 09 Due date: 09 Oct 2026 at 23:59	1200 words	AI allowed
Outcomes assessed:
= 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, Reflective Listening Response, & Written Assignment

Assessment criteria

The following assessment criteria are used for written work in this unit of study:

Result name	Mark range	Description
High distinction	85 - 100	The work responds fully and insightfully to the assessment task and demonstrates advanced, accurate and nuanced understanding of the relevant music, historical contexts and scholarly debates. It develops a sustained and persuasive argument supported by carefully selected evidence from recordings, close listening, historical sources and relevant scholarship. Musical observations are precise and are effectively connected to broader cultural, social, theoretical or historiographical questions. Sources are critically evaluated and synthesised rather than merely reported. The work demonstrates substantial independent thought and may offer an original or especially illuminating interpretation. It is clearly structured, written with precision and appropriately documented using the required citation system.
Distinction	75 - 84	The work responds thoroughly to the assessment task and demonstrates strong and accurate understanding of the relevant music, historical contexts and scholarly debates. It presents a well-developed argument supported by appropriate musical, historical and scholarly evidence. Listening observations and contextual material are effectively connected, and the work critically examines relevant assumptions, interpretations or debates. Research is broad and appropriate, and sources are generally well integrated. The writing is clear and logically organised, with accurate and consistent referencing. Minor gaps or inconsistencies do not substantially weaken the argument.
Credit	65 - 74	The work provides a sound and relevant response to the assessment task and demonstrates good understanding of the principal musical and historical issues. It develops a coherent argument and uses a suitable range of listening, historical or scholarly evidence. The work moves beyond description and includes some critical evaluation, synthesis or independent interpretation, although these may be uneven or insufficiently developed. Connections between musical detail and broader historical or cultural contexts are generally apparent. The structure is clear, sources are appropriately acknowledged and referencing is mostly accurate.
Pass	50 - 64	The work addresses the main requirements of the assessment task and demonstrates a basic but generally accurate understanding of the topic. It identifies relevant musical, historical or contextual material but relies substantially on description or summary rather than sustained analysis. An argument or central position may be present but is limited, uneven or insufficiently supported. Engagement with recordings, readings or other evidence meets the minimum expectations but may be narrow, generalised or poorly integrated. The work has an understandable structure and acknowledges sources, although expression, organisation or referencing may contain inconsistencies. These weaknesses do not prevent the work from demonstrating the essential learning outcomes.
Fail	0 - 49	The work does not adequately meet the requirements of the assessment task or demonstrate the essential learning outcomes. It may contain substantial historical or musical inaccuracies, serious misunderstandings, irrelevant material or insufficient engagement with the required recordings, readings or research. It may lack a coherent argument or provide claims with little appropriate evidence. Problems with organisation, expression, citation or presentation may substantially impede meaning. Work that is incomplete or significantly non-compliant may also fail when there is insufficient evidence that the relevant learning outcomes have been achieved. Academic-integrity concerns, including unattributed borrowing, patchwriting or inappropriate use of sources, are handled under the relevant academic-integrity procedures. Word-limit requirements and any associated penalties are applied separately according to the assessment instructions and university policy.

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.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

5% per day

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.

Learning support

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

Weekly schedule

WK	Topic	Learning activity
Week 01	Early recording and the invention of "Jazz"	Lecture (1 hr)
Week 02	Origins and musical pathways 1: ragtime, military marches, concert brass bands, European dance music, and concert music.	Lecture (1 hr)
Week 03	Origins and musical pathways: African cultural continuities and diasporic practices, blues, the church & gospel practices, ring shout & Congo Square, and migration.	Lecture (1 hr)
Week 04	New Orleans musical ecology	Lecture (1 hr)
Week 05	Louis Armstrong and the emergence of the soloist	Lecture (1 hr)
Week 06	Chicago style Hot Jazz	Lecture (1 hr)
Week 07	Harlem Stride and the Harlem Renaissance	Lecture (1 hr)
Week 09	Ellington and orchestral jazz	Lecture (1 hr)
Week 11	Big Bands and Swing culture	Lecture (1 hr)
Week 12	Kansas City, riffs, and Territory Bands.	Lecture (1 hr)
Week 12	Small group jazz, swing and jazz vocalisms	Lecture (1 hr)
Week 13	Early jazz and global approaches	Lecture (1 hr)
Weekly	Tutorials following the lecture each week	Tutorial (12 hr)

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

General Jazz History Readings:

The Routledge companion to jazz and gender (2023). (J. Reddan, M. Herzig, & M. Kahr, Eds.). Routledge

DeVeaux, S. (1991). Constructing the Jazz Tradition: Jazz Historiography. Black American Literature Forum, 25(Literature of Jazz Issue), 525-560.

DeVeaux, S., & Giddens, G. (2009). Jazz. Norton & Company.

Gioia, T. (2021). The History of Jazz (Third ed.). Oxford University Press. https://doi.org/10.1093/oso/9780190087210.001.0001

Hersch, C. (2007). Subversive Sounds: Race and the Birth of Jazz in New Orleans. The University of Chicago Press.

Lott, E. (2013). Love and theft: Blackface minstrelsy and the American working class. Oxford University Press.

Ogren, K. J. (1989). The Jazz Revolution: Twenties America and the meaning of jazz. Oxford University Press.

Porter, E. (2002). What is this thing called jazz? African American Musicians as Artists, Critics, and Activists. University of California Press

Radano, R. (2003). Lying up a nation: Race and Black music. University of Chicago Press.

Schuller, G. (1968). Early jazz: Its roots and musical development Oxford University Press

Schuller, G. (1989). The Swing Era: The development of jazz 1930-1945. Oxford University Press.

Shipton, A. (2007). A new history of jazz (2nd ed.). Continuum

Giddens, G. (1998). Visions of jazz: The first century. Oxford University Press.

Whiteoak, J., & Johnson, B. (2003). Australian Jazz History: A comprehensive overview JazzChord. https://static1.squarespace.com/static/58bf64e6c534a5e3ac61401d/t/5bfd2800b8a0459156029eb8/1543317526147/WhiteoakJohnsonJazzAComprehensiveOverview.pdf

Learning outcomes

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.

Outcomes
Graduate qualities

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

LO1. Demonstrate knowledge of the historical and cultural contexts that shaped the origins and early development of jazz.
LO2. Identify, describe and evaluate significant stylistic features of blues, ragtime, early jazz, stride, swing, and big band music.
LO3. Apply appropriate music terms and concepts when discussing rhythm, form, instrumentation, improvisation, timbre, and ensemble practice.
LO4. Engage in respectful and responsible inquiry about early jazz practices, artists, recordings, and histories, including the use of academic citation practices.
LO5. Effectively create critical and historically informed ideas about jazz in speech and writing.

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
Learning outcomes

Responding to student feedback

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

Feedback is valuable and has a meaningful impact on the design of the course.

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.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

JAZZ1021: Jazz History 1

Semester 2, 2026 [Normal day] - Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links