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Unit of study_

MCGY2005: Aural Perception 4

Semester 1, 2020 [Normal day] - Sydney

Materials studied include more complex chromatic tonal harmony, atonal melodic and harmonic materials, and more complex rhythmic materials including irregular and mixed metres.

Unit details and rules

Unit code MCGY2005
Academic unit
Credit points 3
Prohibitions
? 
None
Prerequisites
? 
MCGY2004
Corequisites
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Brett Mullins, brett.mullins@sydney.edu.au
Tutor(s) Karen Lemon, karen.lemon@sydney.edu.au
Brett Mullins, brett.mullins@sydney.edu.au
Type Description Weight Due Length
Final exam Final lab exam
Final written exam assessing transcription skills.
30% Formal exam period 1 hour
Outcomes assessed: LO1 LO3 LO4
Skills-based evaluation Solfege examination
10 minute individual examination of sight singing skills.
25% Formal exam period 10 minutes
Outcomes assessed: LO2
In-semester test Mid Semester Test
In-class Test on material covered in class in the first half of semester.
15% Week 06 1 hour
Outcomes assessed: LO1 LO3
Participation group assignment The Con Sings (Special Projects Week)
A directed sight-singing session using skills and concepts developed in AP
0% Week 10 n/a
Outcomes assessed: LO2 LO4 LO3
Small continuous assessment Lab homework (weekly)
Transcription exercises and reflective annotation set weekly by lab tutor.
15% Weekly n/a
Outcomes assessed: LO1 LO4 LO3
Small continuous assessment Solfege class assessment (weekly)
Singing and rhythmic performance tasks as set by solfege tutor each week.
15% Weekly n/a
Outcomes assessed: LO2 LO4
group assignment = group assignment ?

Assessment summary

  • Weekly lab homework: Lab homework consists mainly of dictation exercises found in the Listening section at the end of most chapters of the Manual for Ear Training and Sight Singing, and from the AP4 supplement which will be distributed in class at the beginning of semester, though other exercises may also be set. Reflective annotation is a required component in addition to transcription. Specific exercises will be assigned each week by your tutor.
  • Mid-Semester Test: An in-class test that assesses transcription skills based on material covered in the first half of the semester. The format will be similar to, though shorter than, the final lab exam.
  • Final lab exam: The final lab exam for this unit of study is a 1-hour music dictation exam in which students will be required to listen to and transcribe melodies, chord progressions and repertoire excerpts. This is a timed exam, with playings and silences spaced out evenly over the duration of the hour.
  • Solfege class assessments: Each week your solfege tutor will assign a series of musical exercises for you to prepare. These will be examined viva voce in class. Exercises may include chord progressions sung in letter names or solfa, performing rhythm examples including conducting, and melodies sung in solfa or letter-names. Other sorts of singing exercises may also be assigned at your tutor’s discretion.
  • Solfege examination: Each student takes an individual face-to-face test with an examiner during exam week. An online sign-up process offering a range of test times will be posted in the last week of classes. It is your responsibility to sign up for a test at a time which does not conflict with your scheduled written exams, and to attend at the time for which you signed up.

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 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.

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 Ch 59; 74 Mixed Metre (Simple-Simple); Pitch Patterns (M/m2nds, P4ths, P5ths) Tutorial (2 hr) LO1 LO2 LO3 LO4
Week 02 Non-Triadic Chords Tutorial (2 hr) LO1 LO2 LO3 LO4
Week 03 Ch 76; Mixed metre (Compound-Compound); Tritones Tutorial (2 hr) LO1 LO2 LO3 LO4
Week 04 Atonal Sight Singing; Mixed Metre: Simple-Compound, Compound-Simple Tutorial (2 hr) LO1 LO2 LO3 LO4
Week 05 Lab: Review and Prepare for Mid-semester Test Tutorial (2 hr) LO1 LO2 LO3 LO4
Week 06 Lab: Mid-Semester Test Tutorial (2 hr) LO1 LO2 LO3 LO4
Week 07 Augmented 6th Chords; Non-triadic Chord Series Tutorial (2 hr) LO1 LO2 LO3 LO4
Week 08 Ch 73; Additive Metre Tutorial (2 hr) LO1 LO2 LO3 LO4
Week 09 Atonal Melodic Dictation Tutorial (2 hr) LO1 LO2 LO3 LO4
Week 10 The Con Sings: Special Projects Week Tutorial (2 hr) LO2
Week 11 Atonal melodic Dictation Tutorial (2 hr) LO1 LO2 LO3 LO4
Week 12 Consolidation of all topics to date Tutorial (2 hr) LO1 LO2 LO3 LO4
Week 13 Final revision and preparation for exams. 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%.

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.

Required readings

Required Texts:

  • Textbook: Gary S. Karpinski, Manual for Ear Training and Sight Singing. New York: Norton, 2007.
  • Textbook: Gary S. Karpinski and Richard Kram, Anthology for Sight Singing. New York: Norton, 2007.

Students are also required to bring an A4 manuscript book to weekly lab classes.

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. Accurately notate the pitch, rhythm and harmony of music sound examples that use this vocabulary, to the standard set out in relevant units of the course textbook and materials.
  • LO2. Accurately vocalise the pitch, rhythm and harmony of notated music examples that use the specified vocabulary, using solmisation syllables where appropriate.
  • LO3. Analyse Western art music repertoire examples from a foundational knowledge of eighteenth and nineteenth century Western tonal practice and twentieth century post-tonal practice
  • LO4. Evaluate and refine transcription and sight singing strategies through discussion and reflective annotation.

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
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

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

The previous "Transcription Assignment" task has been removed in favour of an in class mid-semester test. Student feedback indicated the transcription assignment was of questionable value, and offered less effective means of useful 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.