Outline

Overview

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

Academic unit
Credit points	3
Prerequisites ?	MCGY2004
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Brett Mullins, brett.mullins@sydney.edu.au
Tutor(s)	Elizabeth Scott, elizabeth.r.scott@sydney.edu.au
	Brett Mullins, brett.mullins@sydney.edu.au
	Karen Lemon, karen.lemon@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Lab homework (weekly) Transcription exercises and reflective annotation set weekly by lab tutor.	20%	-	n/a
Outcomes assessed:
Final exam (Open book)	Final lab exam Final written exam assessing transcription and analytic skills.	30%	Formal exam period	1.5 hours
Outcomes assessed:
Skills-based evaluation	Solfege examination 10 minute individual exam, in person or online as circumstances permit.	30%	Formal exam period	10 minutes
Outcomes assessed:
Small continuous assessment	Solfege class assessment (weekly) Singing and rhythmic performance tasks as set by solfege tutor each week.	20%	Weekly	n/a
Outcomes assessed:
= Type C final exam ?

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 made available via Canvas, 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.
Final lab exam (online): The final lab exam for this unit of study is a 1.5 hour music dictation exam in which students will be required to listen to, transcribe, and identify features of melodies, rhythms, chords, chord progressions and repertoire excerpts.
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. This exam may be conducted in person on campus if circumstances permit, otherwise it will be conducted online. 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 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.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

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	Ch 60 The Neapolitan Sixth Chord; Ch 75 Mixed Metre (Simple-Simple); Pitch Patterns (M/m2nds, P4ths, P5ths)	Tutorial (2 hr)
Week 02	Non-Triadic Chords (lab); Mixed Metre (Compound-compound)	Tutorial (2 hr)
Week 03	Ch 77 Some Non Diatonic Pitch Collections; Tritones	Tutorial (2 hr)
Week 04	Atonal Sight Singing; Mixed Metre: Simple-Compound, Compound-Simple	Tutorial (2 hr)
Week 05	Review and Consolidation to Date	Tutorial (2 hr)
Week 06	Lab: Ch 74 Fragments of Tonality; Non-triadic Chord Series	Tutorial (2 hr)
Week 07	Augmented 6th Chords	Tutorial (2 hr)
Week 08	Additive Metre	Tutorial (2 hr)
Week 09	Atonal/Post-Tonal Melodic Dictation	Tutorial (2 hr)
Week 10	Atonal/Post-Tonal Melodic Dictation continued	Tutorial (2 hr)
Week 11	Consolidation to date	Tutorial (2 hr)
Week 12	Final revision and preparation for exams.	Tutorial (2 hr)

Attendance and class requirements

Attendance: Due to online delivery of the course, attendance requirements have changed substantially. Please note that in solfège classes, students are required to be present for live assessments online via zoom as required variously by the tutor.

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 – Second Edition. New York: Norton, 2017.
Textbook: Gary S. Karpinski and Richard Kram, Anthology for Sight Singing – Second Edition. New York: Norton, 2017.

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

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. 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
Learning outcomes

Responding to student feedback

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

No further change

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

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

MCGY2005: Aural Perception 4

Semester 2, 2020 [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

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links