Outline

Overview

Jazz History 3 provides the student with a theoretical and practical understanding of the Jazz styles developed, played and composed from the mid-1940s onwards and the historical context in which it was created. The classes will be structured around the use of sound recordings, archival footage with lectures combined with group discussion/analysis. 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. A listening list, suggested reading and research resources, video links and audio examples will be provided.

Unit details and rules

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

Teaching staff

Coordinator	Kevin Hunt, kevin.hunt@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
In-person practical, skills, or performance task or test	Blindfold Test Canvas Listening Quizzes Weeks 5, 9 & 13 Blindfold Test style Canvas Listening Quizzes Weeks 5, 9 & 13 - in-class	30%	Multiple weeks	23mins - 25mins	AI prohibited
Outcomes assessed:
Contribution	Weekly at home research and In-Class Discussion Weekly at home research and In-Class Discussion	40%	Multiple weeks	Individual research + in class	AI allowed
Outcomes assessed:
Contribution	Early Feedback Task - Small in-class assessment Present research on the Week 3 Core Tracks. #earlyfeedbacktask	0%	Week 03	5mins	AI allowed
Outcomes assessed:
Presentation	Group Presentation Group Presentation. Submit presentation to Canvas in week 6. Present in class week 6 or 7.	30%	Week 06 Due date: 09 Sep 2025 at 23:59	Approximately 30 minutes	AI allowed
Outcomes assessed:
= hurdle task ? = 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

Information for each assessment will 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.

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.

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.

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

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 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
Learning outcomes

Responding to student feedback

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

NO INFORMATION ENTERED HERE YET

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

JAZZ2018: Jazz History 3

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