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Unit of study_

JAZZ2018: Jazz History 3

Semester 2, 2023 [Normal day] - Sydney

Jazz History 3 provides the student with a practical understanding of the Jazz styles developed, played and composed from the mid-1940s through to 1960 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 JAZZ2018
Academic unit Jazz
Credit points 3
Assumed knowledge


Available to study abroad and exchange students


Teaching staff

Coordinator Andrew Dickeson,
Type Description Weight Due Length
Online task Blindfold Test Canvas Listening Quizzes Weeks 5, 9 & 13
Blindfold Test style Canvas Listening Quizzes Weeks 5, 9 & 13
30% Multiple weeks 30 minutes
Outcomes assessed: LO1 LO2 LO3 LO4
Small continuous assessment Weekly at home research and In-Class Discussion
Weekly at home research and In-Class Discussion
40% Multiple weeks Individual research + 2 hours in class
Outcomes assessed: LO1 LO2 LO3 LO4
Assignment group assignment Group Assignment
Group Presentation
30% Week 06
Due date: 05 Sep 2023 at 23:59
Approximately 30 minutes.
Outcomes assessed: LO1 LO2 LO3 LO4
group assignment = group assignment ?

Assessment summary

  • Group Written Assignment: Students will be divided into groups and will collaborate on an in class presentation on allocated artist/artists (if Covid restrictions necessitate this will become a video presentation). 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 analysis of the imortant, unique aspects of the allocated tracks and the musical style of the artist/artists generally. The assignment is to be of approximately 30 minutes duration. Presentations will be done 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: 40%
  • Each week students will be allocated a number of Core Tracks (available in Resources via the UoS homepage on Canvas). Students 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/groups involved. Students are encouraged to take notes during this discussion, in preparation for the Canvas Quiz assessments (see below). Audio of each week will be posted in Canvas.
  • Research will follow this criteria:
  • Question 1
    What is the personnel, the composer, instrumentation (and arranger where applicable) on this track?
    Question 2
    In your listening, what is significant about this track - how is it distinctive from the other tracks in the listening for this week?
    Question 3
    What 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?


  • Assessment Criteria: depth and relevance of weekly research AND participation in weekly in-class discussion.


  • Canvas "Blinfold Test" style quizzes: 30% 
  • 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 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


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.


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.


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.


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.


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


  • Assessment type and category: creative assessment/demonstration 30%
  • Each student will provide a complete transcription, with rhythm section parts, transpositions as relevant, of a tune of their own choice – chosen from the jazz history to listening tracks these are located in the jazz history to dropbox folder
  • Transcriptions are to be of all instruments on the chosen recording – Melody, accompaniments, rhythm section etc.
  • Rhythm section parts must represent what is actually played on the recording – and not just a set of chord changes etc.
  • Accurate bass-lines as played on the recording, and any particular particular rhythmic/harmonic devices employed by the rhythm section should be provided.
  • The minimum requirement for this assessment is the first melody chorus (or choruses if more than one chorus of melody played) along with any introductions etc.
  • Students should also provide a set of solo “blowing” changes where appropriate.
  • For the sake of the performance it may be useful to provide a written ending – this is not compulsory.
  • At their own discretion students may elect to transcribe more material – solos etc.
  • Students are expected to form ensembles well in advance and to rehearse outside of class time.
  • Transcriptions will be performed and recorded in class.
  • This assessment will be assessed on the accuracy a written part, understanding of the repertoire involved, evidence of preparation and rehearsal, and ability ability to conceive and direct a historically accurate performance.

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.

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.

WK Topic Learning activity Learning outcomes
Week 01 Lecture/tutorial The leaders of Progressive Jazz (1) Lecture and tutorial (2 hr) LO1 LO2 LO3 LO4
Week 02 lecture/tutorial The leaders of Progressive Jazz (2) Lecture and tutorial (2 hr) LO1 LO2 LO3 LO4
Week 03 lecture/tutorial Miles Davis part 1 Lecture and tutorial (2 hr) LO1 LO2 LO3 LO4
Week 04 lecture/tutorial The legacy of Young, Hawkins, Berry and Parker - new directions in improvisation. Lecture and tutorial (2 hr) LO1 LO2 LO3 LO4
Week 05 The Hard Bop Revolution Lecture and tutorial (2 hr) LO1 LO2 LO3 LO4
Week 06 Student Presentations Presentation (2 hr) LO1 LO2 LO3 LO4
Week 07 Student Presentations Presentation (2 hr) LO1 LO2 LO3 LO4
Week 08 Miles Davis part 2 Lecture and tutorial (2 hr) LO1 LO2 LO3 LO4
Week 09 Miles Davis part 2 Moving into Ornette Coleman Lecture and tutorial (2 hr) LO1 LO2 LO3
Week 11 lecture/tutorial Max Roach and Charles Mingus. Progressive Jazz and Civil Rights. Moving into John Coltrane part 1. Lecture and tutorial (2 hr) LO1 LO2 LO3 LO4
Week 12 John Coltrane part 2 moving into Post Coltrane and Ornette Lecture and tutorial (2 hr) LO1 LO2 LO3 LO4
Week 13 Post Coltrane and Ornette Moving into Soul Jazz - the organ tradition. Lecture and tutorial (2 hr) LO1 LO2 LO3 LO4

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%.
  • Due to COVID-19, this information is subject to change and in class attendance may be substituted for online activities. Please always refer to your timetable and information on Canvas.

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 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. demonstrate a well rounded knowledge of the development of jazz from the late 1940s onwards.
  • LO2. understand the styles, sounds, and cultural influences of and upon the jazz music and significant musicians of this period, and be able to recognise them aurally
  • LO3. will have a thorough understanding of the varying styles of this era, and 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

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



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