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

Assessment

The census date for this unit availability is 1 September 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Contribution	Collaboration & Discussion Participation in group practice work and inclass listening discussions.	10%	Ongoing	Ongoing throughout semester	AI allowed
Outcomes assessed:
Performance	Individual Assessment 2: Video Submission Students submit a solo piano performance of their choices of repertoire from across Modules 1-4, demonstrating their progress with developing their Jazz Piano skills throughout the semester.	40%	STUVAC Due date: 14 Nov 2025 at 23:59 Closing date: 21 Nov 2025	Up to 10 minutes	AI allowed
Outcomes assessed:
In-person practical, skills, or performance task or test	Early Feedback Task: Preliminary grading assessment Students present a brief demonstration of progress on the Module 1 content, in a 1-1 setting with the class tutor. #earlyfeedbacktask	10%	Week 03	5-7 minutes	AI prohibited
Outcomes assessed:
In-person practical, skills, or performance task or test	Individual Assessment 1 Students are assessed on their choice of repertoire from Modules 1, 2, 3 or 4, and on personal skill goals outlined by the the class tutor.	10%	Week 09	5-7 minutes	AI prohibited
Outcomes assessed:
In-person practical, skills, or performance task or test	Duo Micro-Recital Students work with a peer assigned by the class tutor to present a duo performance, formulated from in-class (and optional out-of class) rehearsal and feedback.	30%	Week 13	5-10 minutes per duo.	AI prohibited
Outcomes assessed:
= group assignment ? = 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

See above and the unit Canvas page for a full outline of assessments requirements.

Assessment criteria

Result name	Mark range	Description
High distinction	85 - 100	Outstanding accuracy and attention to detail in realisations of repertoire tasks. Stylistic flair and creative excellence in melodic improvisation and rhythmic invention when comping. Exceptionally collaborative and supportive approach in group performance tasks. Comprehensive grasp of theory concepts. Sophisticated critical analyses of assigned listenings demonstrating high-level research engagement and originality of thought. Skill development throughout the semester (in performance & theory) indicative of a highly diligent and interrogative work ethic.
Distinction	75 - 84	Excellent accuracy and attention to detail in realisations of repertoire tasks. Demonstrates some stylistic flair and creative engagement with melodic improvisation and rhythmic invention when comping. Highly collaborative and supportive approach in group performance tasks. Firm grasp of theory concepts. Detailed critical analyses of weekly assigned listenings indicative of good research initiative. Skill development throughout the semester (in performance & theory) indicative of a diligent and inquisitive work ethic.
Credit	65 - 74	Fair accuracy and attention to detail in realisations of repertoire tasks, some inconsistencies in tempo or technical control. Basic comprehension of stylistic considerations, and some attempt at engagement with melodic improvisation and comping. Collaborative and supportive approach in group performance tasks. Good grasp of theory concepts, though with some insecurity in this area. Satisfactory analyses of weekly assigned listenings, some evidence of original thought. Skill development throughout the semester (in performance & theory) indicative of adequate preparation, suggests some lack of diligence in practice of materials.
Pass	50 - 64	Faltering realisations of repertoire tasks, a number of inconsistencies in tempo or technical control. Limited comprehension of stylistic considerations, and little attempt at melodic improvisation or rhythmic invention when ‘comping. Somewhat collaborative and supportive in group performance tasks, with evidence of limited preparation. Basic grasp of theory concepts, a number of gaps in knowledge. Bare minimum analysis of weekly assigned listenings, some deficiencies in academic rigor. Skill development throughout the semester (in performance & theory) indicative of inadequate preparation.
Fail	0 - 49	Unsatisfactory realisations of repertoire tasks, many inconsistencies in tempo or technical control. Minimal or no comprehension of stylistic considerations, and no attempt at melodic improvisation or rhythmic invention when ‘comping. Group performances lack evidence of collaboration and support. Inadequate grasp of theory concepts. Lacking or incomplete analysis of weekly assigned listenings. Skill development throughout the semester (in performance & theory) indicative of poor preparation.

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:

Late submission of non-in-class activities that have not been covered by special consideration will incur a 5% per date grade penalty.

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	• Module 1: Bebop • Revision of Jazz Piano 1 and the 5 types of 7th chords • Introduction to bebop style and piano accompaniment • Repertoire options: Pent Up House, Afternoon in Paris, Au Privave, Steeplechase, Groovin’ High	Tutorial (1 hr)
Week 02	• Bebop continued: melodic strategies and two-handed voicings for ensemble accompaniment	Tutorial (1 hr)
Week 03	• Early feedback task: Initial 1-1 assessment and goal-setting exercise (10%)	Tutorial (1 hr)
Week 04	• Module 2: Afro-Cuban style • Introduction to clave, montuno and tumbao • Repertoire options: Alonzo (Hewitt/Tjader)	Tutorial (1 hr)
Week 05	• Afro-Cuban continued: stylistic variants	Tutorial (1 hr)
Week 06	• Module 3: Hard Bop • Repertoire options: The Preacher (Silver), Cantaloupe Island (Hancock), Jody Grind (Silver), The Sidewinder (Morgan)	Tutorial (1 hr)
Week 07	• Hard Bop continued	Tutorial (1 hr)
Week 08	• Module 4: Intro to Ballads & Solo Piano • Four-part harmonisation • Case study: Summertime (Gershwin) • Block chords, harmonic minor and the b6 diminished scale	Tutorial (1 hr)
Week 09	• Mid-Semester Assessment: Short student-led assessment on learning progress with the unit repertoire (10%)	Tutorial (1 hr)
Week 10	Special projects week (no class)	Tutorial (1 hr)
Week 11	• Revision, extras, duo practice and 1-1 feedback	Tutorial (1 hr)
Week 12	• Revision, extras, duo practice and 1-1 feedback	Tutorial (1 hr)
Week 13	• Duo Micro-Recitals (30%)	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 basic 7th chords derived from the modes of the major scale, including: maj7, min7, dominant 7, min7(b5) or half-diminished 7, and diminished 7.
LO2. name and utilise a range of scales in melodic improvisation in Bebop, Afro-Cuban, Hard-Bop and Tin-Pan Alley performance styles.
LO3. employ a small number of basic techniques of arranging music at the piano from a lead sheet (i.e. chord & bass, melody & chord).
LO4. illustrate a basic understanding of voice-leading between consecutive chord structures and in harmonic progressions
LO5. 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
LO6. 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.

Updates to assessment framework using new 2025 model.

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

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

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, 2025 [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

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links