Outline

Overview

This unit of study provides students with an overview of the development of jazz from its earliest stages to the present and from its origins in New Orleans to its contemporary expressions in Australia, Europe and elsewhere. An understanding of key stylistic and technical aspects of jazz will be undertaken through immersion in jazz-related skills of listening and transcription as well as idiomatic improvisation, which are developed progressively through weekly workshops.The unit is designed for students in the BMus(MusEd) degree program for whom it is a core requirement. Bringing an instrument to weekly sessions is mandatory - pianists should acquire a melodia for the unit.

Unit details and rules

Unit code	MUED3031
Academic unit	Music Education
Credit points	3
Prohibitions ?	None
Prerequisites ?	None
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Adrian Lim-Klumpes, adrian.limklumpes@sydney.edu.au
Guest lecturer(s)	Virna Sanzone, virna.sanzone@sydney.edu.au
Guest lecturer(s)	Chloe Kim, chloe.kim@sydney.edu.au
Lecturer(s)	Adrian Lim-Klumpes, adrian.limklumpes@sydney.edu.au

Type	Description	Weight	Due	Length
Presentation	Peer teaching improvisation workshop with score and resources Individual presentation	50%	Multiple weeks	10-15 minutes
Outcomes assessed:
Assignment	Incorporating Jazz in a Stage 5 Elective Music Class Written assessment and video	50%	Week 05 Due date: 24 Mar 2024 at 23:59	1000 words Part A; 1-2 mins Part B
Outcomes assessed:
= hurdle task ?

Assessment summary

PART A: Essay
Identify and select jazz and/or jazz-related repertoire for inclusion in a Stage 5 lesson sequence. Discuss the music’s context and its relevance to the diverse needs and interests of Stage 5 students. Identify supplementary aural and technical activities related to this repertoire for a broad range of learners. Justify your choices in relation to the NSW Stage 5 Elective Course. You must refer to at least two specific works, reference at least two scholarly texts on jazz (i.e. peer-reviewed journal articles, library books) and the 7-10 Music Syllabus. The marking criteria for PART A are as follows: (Total 35% weighting)
PART B: Video Recording
Using one of the repertoire selections from Part A, record a 1 minute improvisation on the harmonic progression or riff structures of the composition.
VIDEO REQUIREMENTS: Use a backing track of a rhythm section (Bass, Drums, Piano/Guitar chords). Select a stylistic tempo. Have no other lead instruments in the backing track. The marking criteria for PART B are as follows: (total weighting = 15%). Your instrument and face must be clearly visible in the recording
Peer teaching improvisation workshop with score and resources: Students will submit a written explanation of the learning intentions of their workshop and how the resources and repertoire will help to
achieve this.
Workshops will take place in class Week11&12 (9 and 16 May). A complete set of all scores and supplementary material must be submitted by 11:59pm on Wednesday 8 May (Week 11), even if presenting in Week 12

Detailed information for each assessment can be found 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.

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.

Support for students

The Support for Students Policy 2023 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 2023. 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	Introduction to Jazz and Improvisation	Lecture (2 hr)
Week 02	Jazz in context	Lecture (2 hr)
Week 03	The (Jazz) Blues	Lecture (2 hr)
Week 04	Jazz in the curriculum	Lecture (2 hr)
Week 05	Jazz vocals in context	Lecture (2 hr)
Week 06	Jazz rhythms and drumming in context	Lecture (2 hr)
Week 07	Repertoire: swing and ballads	Lecture (2 hr)
Week 08	Repertoire: fusion, funk, gospel, hip-hop, RnB and current Jazz	Lecture (2 hr)
Week 11	Student-led workshops	Lecture (2 hr)
Week 12	Student-led workshops	Lecture (2 hr)
Week 13	Advanced jazz in schools	Lecture (2 hr)

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

Please see the Canvas site for and consult the unit lecturers for information regarding the weekly readings.

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. understand many of the key concepts and processes operating in jazz music, including improvisation, solo, swing, groove, walking bass, thematic composition, ballad, standard, rhythm changes, additive metres, modal jazz, and free jazz
LO2. (critically) engage with canonical U.S. and some Australian jazz repertoire items and innovations
LO3. identify creative strategies for including Jazz in school learning and teaching programs
LO4. develop knowledge, skills, and resources to successfully deliver meaningful teaching and learning sequences involving jazz music and improvisation
LO5. perform some jazz repertoire competently and confidently.

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.

As a result of student feedback from the last time this unit of study was run, the following changes were made: • We have streamlined and focussed the unit of study content and included more in-class sessions where practical teaching approaches will be investigated, including using specialist casual academics • We have modified the assessment schedule to bring it in line with the work load commensurate with a 3 credit point unit of study. • We have modified content to be more appropriate for training teachers who may have limited genre-competence in the subject area of Jazz

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

Support for students

Weekly schedule

Weekly schedule

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

Media

Student links

About us

Connect

Current students

MUED3031: Teaching Jazz in Secondary School

Semester 1, 2024 [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

Support for students

Weekly schedule

Weekly schedule

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

Media

Student links

About us

Connect