Outline

Overview

Consolidation and development of concepts and skills introduced in Jazz Piano 1. Applying A/B chord voicings and Drop 2 chord voicings to Jazz Standards.

Unit details and rules

Academic unit	Jazz
Credit points	3
Prerequisites ?	JAZZ1025
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	Jazz quaver articulation. Chord tones. Ability to play the diatonic cycle harmony, 12 bar blues and ii-V-I progressions.
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Steve Barry, steve.barry@sydney.edu.au

Type	Description	Weight	Due	Length
Small continuous assessment	Rolling final assessment (weeks 10-12) Rolling assessment of the tasks for each piece of repertoire, Week 10-12	65%	Multiple weeks	15 minutes
Outcomes assessed:
Small test	Preliminary grading assessment Repertoire skills demonstration	10%	Week 04	7 minutes
Outcomes assessed:
Participation	Theory test Realise chord symbols, spot errors in notated chords, indicate chord-scales	10%	Week 07	30 minutes
Outcomes assessed:
Online task	Weekly listenings and commentary Give a brief critical commentary about a jazz recording (100-150 words).	15%	Weekly	10 minutes
Outcomes assessed:

Assessment summary

Perdido (D major & Bb major)

Version 1 – Chords (RH) and bass (LH)
Version 2 – Melody (RH) and rootless voicings (LH)
Version 3 – Drop 2 voicings (2H)
Version 4 – Improvisation (RH) and rootless voicings (LH)

Diatonic cycle – colourful voicings (C major)

Version 1 – Close position voicings (RH) and bass (LH)
Version 1 – Drop 2 voicings (2H)

Autumn Leaves (G minor & E minor)

Play the A & B voicings of each mode of the G melodic minor scale
Version 1 – Chords (RH) and bass (LH)
Version 2 – Melody (RH) and rootless voicings (LH)
Version 3 – Drop 2 voicings (2H)

Pent Up House (G major)

Version 1 – Chords (RH) and bass (LH)
Version 2 – Melody (RH) and rootless voicings (LH)
Version 2.1 – Improvisation (RH) and rootless voicings (LH)
Version 3 [Advanced] – Melody & drop 2 voicings arrangement

Bebop/6th diminished scales (C major & G minor)

Version 1: Play both scales in 4-note close position voicings, 1 octave.
Version 2 [Advanced]: Play both scales in 4-note close position voicings, 1 octave, drop 2.

Summertime (A minor)

Version 1 – Melody (RH) and chords (LH) – standard arrangement with Barry Harris b6 scale
Version 2 – Melody (RH) and chords (LH) – original aria arrangement
Version 3 [Advanced] – Melody voiced in drop 2 style (2H

Detailed information for each assessment can be found on Canvas.

Assessment criteria

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

Result name	Mark range	Description
High distinction	85 - 100	Comprehensive and outstanding technical control and musical integrity in relation to developmental expectations. Musical individuality consistently projected to create a persuasive personal representation of the work. Performance flair indicative of soloist standard. A mark of 95 or above indicates extraordinary technical virtuosity and musical artistry.
Distinction	75 - 84	Excellent technical, musical and stylistic achievement. Consistently coherent and expressive performance. Some personal interpretation of the work suggesting soloist potential.
Credit	65 - 74	Confident technique with evidence of solid musicality and some stylistic achievement. Occasional lapses indicative of unresolved technical, artistic and/or stylistic issues. Projects potential for further development.
Pass	50 - 64	Satisfactory level of preparation and musical engagement. Some inconsistencies in musicianship, style and/or technique. Musical imagination and overall performance sense developing though some insecurity in this area.
Fail	0 - 49	Unsatisfactory technical achievement and/or unsatisfactory level of musical and artistic engagement. Limitations may be of such a scale and consistency as to call into question the student’s future direction in the programme.

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 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.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

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.

Weekly schedule

WK	Topic	Learning activity
Week 01	1. Introduction to A and B chord voicings; 2. Introduction to colourful chord voicings of the major scale; 3. Perdido in Bb major and D major	Block teaching (1 hr)
Week 02	Revision of Perdidio	Block teaching (1 hr)
Week 03	1. Autumn Leaves in G minor and E minor; 2. Introduction to the harmonic and melodic minor scales and associated chord voicings	Tutorial (1 hr)
Week 04	Revision of Perdidio and Autumn Leaves	Tutorial (1 hr)
Week 05	1. Pent Up House in G major and Eb major; 2. Introduction to voicing melodic lines using A/B and drop 2 techniques	Tutorial (1 hr)
Week 06	Revision of Perdidio, Autumn Leaves and Pent Up House	Tutorial (1 hr)
Week 07	1. Summertime in A minor; 2. Introduction to Barry Harris majb6 and minb6 scales and bebop scales	Tutorial (1 hr)
Week 08	1. Introduction to applying A and B voicings to create arrangements of an own choice tune; 2. Revision of Perdidio, Autumn Leaves and Pent Up House	Tutorial (1 hr)
Week 09	In class rolling assessment period (week 9-13)	Tutorial (1 hr)
Week 10	In class rolling assessment period (week 9-13)	Tutorial (1 hr)
Week 11	In class rolling assessment period (week 9-13)	Tutorial (1 hr)
Week 12	In class rolling assessment period (week 9-13)	Tutorial (1 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.

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. identify and construct (from printed score or from memory) the extended/colourful 7th chords derived from the modes of the major scale, including: maj6/9, min9, dominant 9 and 13 and some altered dominant chords, min9(b5) or half-diminished 9, and diminished 7
LO2. name and compare some basic alternative voicings and parent scales that may be used when harmonising or re-harmonising: 1. tonic major and minor chords (I chords); 2. minor and half-diminished (or min7(b5) chords (ii7 chords); and 3. dominant 7 chords (V7 chords)
LO3. name and describe some uses for the chords derived harmonic minor scale
LO4. describe and apply drop 2 voicing technique to ii-V-I and diatonic cycle chord progressions
LO5. illustrate a basic understanding of voice-leading between consecutive chord structures and in harmonic progressions
LO6. describe in basic detail some aspects of recorded jazz music, and identify a small number of relevant techniques employed by the performing musicians that may be in turn used to inform one's own practice and arrangements
LO7. utilise the resources presented in this course to inform further private practice and study of (or improvisation or composition with) jazz piano and jazz harmony.

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.

Course formatting & fonts unified and updated. Additional resources were added, and some scores were edited based on student feedback.

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

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

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

JAZZ1026: Jazz Piano 2

Semester 2, 2020 [Normal day] - Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

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