Outline

Overview

Jazz History 2 provides the student with a practical understanding of the Jazz styles developed, played and composed from the early 1930s to the late 1940s and the historical context in which it was created. The classes will be structured around the use of sound recordings, archival footage with group discussion/analysis and by practical application. Students will be expected to be able to recognise, write about and discuss the major musical contributors of this period and their music, the cultural and socio-economic influences upon and of this music. Aural examinations will be of the 'Blindfold Test' variety. Students will transcribe notable performances from recordings and will direct ensemble performances of these. A listening list, reading list, video links and audio examples will be provided.

Unit details and rules

Unit code	JAZZ1022
Academic unit	Jazz
Credit points	3
Prohibitions ?	None
Prerequisites ?	JAZZ1021
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Andrew Dickeson, andrew.dickeson@sydney.edu.au

Type	Description	Weight	Due	Length
Online task	Blindfold Test Canvas Listening Quizzes Weeks 5, 9 & 13	30%	Multiple weeks	30 minutes
Outcomes assessed:
Presentation	Early Feedback Task - Small in-class group collaboration Present research on the Week 3 Core Tracks. #earlyfeedbacktask	0%	Week 03	Variable
Outcomes assessed:
Presentation	Group Presentation Collaborative research presentation. Submit written component to Canvas	30%	Week 06 Due date: 26 Mar 2024 at 23:59	30- 35 minutes (approx)
Outcomes assessed:
Small continuous assessment	Weekly Research and In-Class Discussion Weekly research on allocated Core Tracks and in- class discussion.	40%	Weekly	2 hours in class + individual research
Outcomes assessed:
= group assignment ?

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

Group Presentation: Students will be divided into groups and will collaborate on a presentation on allocated artist/artists with allocated tracks. Presentations should include a general biography of the major artists/groups involved, the recording date/dates, personnel, any significant historical, social or cultural associations, along with an analysis of the allocated tracks - focusing on what students consider the most important, innovative and relevant aspects of the music, and the musical style of the artist/artists generally. The assignment is to be presented in class, of approximately 30 minutes duration. Presentations will happen during class time, opening up into further discussion as relevant. Students may use AI for research purposes, however, this must be cited.
Assessment criteria: Content of presentation is relevant and appropriate to the subject matter. Demonstrates evidence of effective collaboration. Demonstrates understanding of content, initiative in research, appropriate relevant language, correct spelling and grammar, evidence of independent thought, good referencing.
Weekly Research and Discussion on allocated Core Tracks: For each week students will be allocated a number of Core Tracks (available via Canvas). They will be provided with the Artist/Group and recording date for each track. For each week students will listen to and research the allocated tracks in advance - leading to a student-led discussion on each track, opening up into further discussion, analysis etc of the artists involved. Students are encouraged to take notes during this discussion, in preparation (spelling) for the Canvas Quiz assessments (see below). Research will follow this criteria:
Question 1 (Discographical)
What is the personnel and instrumentation on this track?
Question 2
Replace:(Musical)From your listening, what is distinctive about this track - what are its key musical features? How does it compare to the other Core Tracks for this week
Question 3
What is the form of this track? For example ABA/ AABA/ Through-composed/Thematic /Blues etc
Question 4 (Historical)
Based upon your research, what interests you, is important, innovative or significant about this artist/artists?

Question 5 (Sociological)
What have you discovered about the time and place of this recording that informs you of the social environment and context of which this music is a part.

Asssessment Criteria: Evidence of preparation in advance, depth and relevance of research, participation in in-class discussion.

Asssessment Criteria: depth and relevance of research, participation in in-class discussion.
Canvas "Blinfold Test" style quizzes. In Weeks 5, 9 and 12 students will undertake online Canvas Quizzes. These quizzes will be done during class time. Students will be played a selection of tracks drawn from the Core Tracks.They will identify these tracks aurally and answer questions on them. Questions will be based upon the weekly research criteria, as well as knowledge gained in the weekly class discussions.

Information for each assessment will also be posted on Canvas.

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	Demonstrates high level of initiative in research and reading; sophisticated critical analysis of evidence; high level engagement with theoretical issues, innovative use of reading/research material and impressive command of underlying debates and assumptions; properly documented and written with style, originality and precision.
Distinction	75 - 84	Demonstrates initiative in research and wide, appropriate reading; complex understanding of question and ability to critically review material in relation to underlying assumptions and values; analyses material in relation to empirical and theoretical contexts; properly documented; clear, well-developed structure and argument with some signs of literary style.
Credit	65 - 74	Evidence of broader understanding than pass level; offers synthesis with some critical evaluation of material; coherent argument using a range of relevant evidence; some evidence of independent thought, good referencing. A high credit (70-74) shows some evidence of ability to problematise and think conceptually.
Pass	50 - 64	Written work meets basic requirements in terms of reading/research; relevant material; tendency to descriptive summary rather than critical argument; makes a reasonable attempt to avoid paraphrasing; reasonably coherent structure; often has weaknesses in particular areas, especially in terms of narrow or underdeveloped treatment of question; acceptable documentation.
Fail	0 - 49	Work may fail for any or all of the following reasons: Unacceptable paraphrasing; irrelevance of content; poor spelling; poor presentation; grammar or structure so sloppy it cannot be understood; failure to demonstrate understanding of content; insufficient or overlong word length.

For more information see sydney.edu.au/students/guide-to-grades.

Group Presentation: Students will be divided into groups and will collaborate on a presentation on allocated artist/artists. Presentations should include a general biography of the major artists/groups involved, the recording date/dates, personnel, any significant historical, social or cultural associations, and an in-depth analysis of the allocated tracks and the musical style of the artist/artists generally. The assignment is to be presented in class, Covid regulations permitting) or, if online, as a video presentation of approximately 30 minutes duration. Presentations will happen during class time, opening up into further discussion as relevant.
Assessment criteria: Content of presentation is relevant and appropriate to the subject matter. Demonstrates evidence of effective collaboration. Demonstrates understanding of content, initiative in research, appropriate relevant language, correct spelling and grammar, evidence of independent thought, good referencing.
Weekly Research and Discussion on allocated Core Tracks: each week students will be allocated a number (approximately4) of Core Tracks (available via Canvas). They will be provided with the Artist and recording date for each track. For the following week's class they will research each track - leading to a student-led discussion on each track, opening up into further discussion, analysis etc of the artists involved. Students are encouraged to take noted during this discussion, in preparartion for the Canvas Quiz assessments (see below). Research will follow this criteria:
Question 1

What is the personnel and instrumentation on this track?

Question 2

In your listening, how is this track distinctive from the other 3 tracks in the listening for this week.

Question 3

What do you think is the form of this track? For example ABA/ AABA/ Through-composed/Thematic /Blues etc

Question 4

Based upon your research, what interests you, is important, innovative or significant about this artist?

Question 5

What have you discovered about the year and location of this recording that informs you of the social environment and context of which this music is a part.
Asssessment Criteria: depth and relevance of research, participation in in-class discussion.
Canvas "Blinfold Test" style quizzes. In Weeks 5, 9 and 13 students will complete online Canvas Quizzes. Students will be played a selection of tracks drawn from the Core Tracks.THey will identify these tracks aurally and anser questions on them. Questions will be based upon the weekly research criteria, as well as knowledge gained in the weekly class discussions.

Information for each assessment will also be posted on Canvas.

For more information see guide to grades.

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 Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

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 2023 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 2023. 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	Kansas City - Andy Kirk / Mary Lou Williams / Walter Page / Bennie Moten / Count Basie / Eddie Durham	Lecture (2 hr)
Week 02	Count Basie/Lester Young and their contemporaries	Lecture (2 hr)
Week 03	Saxophone Stylists	Lecture (2 hr)
Week 04	Piano Stylists	Lecture (2 hr)
Week 05	Iconic Jazz Vocalists	Lecture (2 hr)
Week 06	Group Presentations	Lecture (2 hr)
Week 07	Group Presentations	Lecture (2 hr)
Week 08	The Roots of Modern Jazz/Thelonious Monk/Charlie Christian	Lecture (2 hr)
Week 09	Charlie Parker and his contemporaries	Lecture (2 hr)
Week 11	Charlie Parker and his contemporaries.	Lecture (2 hr)
Week 12	Earl "Bud" Powell and his contemporaries	Lecture (2 hr)
Week 13	Dizzy Gillespie and his contemporaries	Lecture (2 hr)

Attendance and class requirements

Lecture recording: Lectures for this unit of study will be recorded and made available to students via the Learning Management System (LMS)
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.

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. Have a well rounded knowledge of the development of jazz from the mid 1930s- early 1950s - which will inform their performance skills and musicological knowledge.
LO2. Identify aurally the significant artists of this period in terms of style, technique, historical lineage, innovation etc.
LO3. Understand the varying styles of this era, and have an understanding of the social and cultural influences upon and of the music of this period.
LO4. Will be introduced to the music, contributions and history of some of the influential, important and under-recognised female artists of this era.

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.

Opening up more time for interaction & discussion in class time.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

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

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

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

JAZZ1022: Jazz History 2

Semester 1, 2024 [Normal day] - Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

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

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect