Outline

Overview

Consolidation and further development of concepts and skills introduced in Jazz Piano 3. Variations of the jazz standard repertoire are examined, and interpreted by reading lead sheets. Chord voicings are memorized. Australian jazz repertoire and jazz piano composition is explored.

Unit details and rules

Unit code	JAZZ2023
Academic unit	Jazz
Credit points	3
Prohibitions ?	None
Prerequisites ?	JAZZ2022
Corequisites ?	None
Assumed knowledge ?	Jazz quaver articulation. Chord tones. A knowledge of at least 6-8 jazz standards, and the ability to play these tunes from memory or from leadsheets, producing logical and creative harmonic voice leading. Ability to play the diatonic cycle harmony, 12 bar blues, ii V I progressions, and interpret voice leading from reading chord symbols on leadsheets.
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 various tasks for each piece of repertoire.	60%	Multiple weeks	15 minutes
Outcomes assessed:
Small test	Preliminary grading assessment Short grading assessment of progress with the exiting course materials.	10%	Week 03	7 minutes
Outcomes assessed:
Small test	Theory test Realise chord symbols, spot errors in notated chords, indicate chord-scales	15%	Week 08	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

Stella by Starlight (C major)

Version 1 – Rootless voicings (RH) and bass (LH)
Version 2 – Melody (RH) and rootless voicings (LH)
Version 3 – Drop 2 voicings (2H)
Version 4 – Colourful 5-note voicings (2H)

Freddie Freeloader (Bb major)

Version 1 – Voiced melody (RH) and walking bass (LH)
Version 2 – Voiced melody (2H)
Version 3 – Wynton Kelly’s solo chorus and own blues improvisation

But Beautiful (G major)

Version 1 – 4-part solo piano harmonisation
Version 2 – 5-part solo piano harmonisation

Triste (A major)

Version 1 – Rootless voicing with bossa nova rhythm (RH) and bossa nova bass line (LH)
Version 2 – Melody (RH) and rootless voicings (LH)
Version 3 – Melody voiced in 5 parts

Spirit Song (G minor)

Version 1 – Rootless voicings (RH) and bass (LH)
Version 2 – Melody (RH) and rootless voicings (LH)
Version 3 – Colourful 5-note voicings (2H)

Detailed information for each assessment can be found on Canvas.

Assessment criteria

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

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. Comprehensive grasp of theory concepts. Sophisticated critical analyses of weekly assigned listenings demonstrating high-level research engagement and originality. 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. 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. 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. 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. 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 sydney.edu.au/students/guide-to-grades.

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.

Weekly schedule

WK	Topic	Learning activity
Week 01	1. Recap of concepts from Jazz Piano 1, 2 & 3; 2. Revision of “A” and “B” rootless and drop 2 voicings; 3. Chord harmonisation & alteration principals on ‘Stella by Starlight’ in C major	Tutorial (1 hr)
Week 02	1. Revision of Stella By Starlight; 2. Introduction to five-note colourful two-handed voicings	Tutorial (1 hr)
Week 03	1. Preliminary grading assessment (10%); 2. Introduction to long-form rhythmic ‘comping & embellishment techniques	Tutorial (1 hr)
Week 04	1. ‘Freddie Freeloader’ in Bb major; 2. Introduction to walking bass; 3. More views of the blues: melodic improvisation concepts; 4. Wynton Kelly’s first solo chorus from Miles Davis’ Kind of Blue (1959)	Tutorial (1 hr)
Week 05	Revision of Stella by Starlight & Freddie Freeloader	Tutorial (1 hr)
Week 06	1. Revision of four-part solo piano harmonisation, and introduction to five-part harmonisation; 2. ‘But Beautiful’ in G major	Tutorial (1 hr)
Week 07	1. Revision of Bossa nova style; 2. Introduction to bossa nova piano accompaniment style w/ bass line; 3. Introduction to melody line harmonisation in five parts; 4. ‘Triste’ in A major	Tutorial (1 hr)
Week 08	1. Revision of Stella by Starlight, Freddie Freeloader, But Beautiful & Triste; 2. Theory test (15%)	Tutorial (1 hr)
Week 09	Bringing it all together: ‘Spirit Song’ in G minor	Tutorial (1 hr)
Week 10	In class rolling assessment period (Week 10-12)	Tutorial (1 hr)
Week 11	In class rolling assessment period (Week 10-12)	Tutorial (1 hr)
Week 12	In class rolling assessment period (Week 10-12)	Tutorial (1 hr)

Attendance and class requirements

Attendance: As per the Sydney Conservatorium of Music resolutions, http://sydney.edu.au/handbooks/conservatorium/rules/faculty_resolutions.shtml (Item 12): 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. construct a broad range of colourful 7th chords derived from the modes of the major scale and melodic minor scale, and the diminished scale, in both “A” and “B”, drop 2, and colourful 5-note two-handed form.
LO2. appraise a range of alternative harmonisations (extensions & alterations, etc) or parent scales that may be used when realising chord symbols, particularly on: 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. design an arrangement of a jazz standard from a lead sheet by applying a range of techniques: chord & bass, walking bass lines, voiced melodies, melody & rootless voicings, two-handed voicings.
LO4. illustrate a developed understanding of voice-leading between chord structures in harmonic progressions, and create rhythmic accompaniment or ‘comping that demonstrates a firm sense of a time and groove
LO5. analyze in 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. experiment with 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.

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

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

Media

Student links

About us

Connect

Current students

JAZZ2023: Jazz Piano 4

Semester 2, 2021 [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

Media

Student links

About us

Connect