Outline

Overview

In this unit the students will continue to develop specialist language skills required by singers, with the objective of students achieving a professional command of diction in the main languages of classical song repertoire. The focus in this unit is producing performance in song repertoire that results from a greater appreciation of the text-music relationship. On completion of this unit students should be able to further demonstrate correct delivery and expressive interpretation of the text.

Unit details and rules

Academic unit
Credit points	3
Prerequisites ?	VSAO3645
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Simon Lobelson, simon.lobelson@sydney.edu.au
Lecturer(s)	Anke Ryan, anke.ryan@sydney.edu.au
	Alan Hicks, alan.hicks@sydney.edu.au
	Simon Lobelson, simon.lobelson@sydney.edu.au

Type	Description	Weight	Due	Length
Skills-based evaluation	Video performance 1 in French, German, Italian The student performs and records the prepared repertoire for each language.	50%	Formal exam period	15 minutes
Outcomes assessed:
Creative assessment / demonstration	In-class presentation 1 French, German, Italian In-class presentation	40%	Multiple weeks	15 min
Outcomes assessed:
Creative assessment / demonstration	Class discussion Active classroom participation	10%	Ongoing	Ongoing
Outcomes assessed:

Assessment summary

Class discussion: The student will be assessed on contributions and in-class participation during classroom activities.
In-class presentation 1, 2 French, German, Italian: The student presents an art song in class, the tutor then works with the student and repeats the song with the applied new knowledge.
Video performances 1, 2 French, German, Italian: The student performs and records the prepared repertoire for each language and uploads the recording to Canvas for a final assessment. The due dates relate to the specific performance schedules and are available in the canvas module.

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 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
Multiple weeks	1. Develop advanced listening skills, 2. Assigned students perform, analyze and discuss in-class French songs in preparation for their voice lessons at an advanced level.	Lecture and tutorial (8 hr)
	1. Develop advanced listening skills, 2. Assigned students perform, analyze and discuss in-class German songs in preparation for their voice lessons at an advanced level.	Lecture and tutorial (8 hr)
	1. Develop advanced listening skills, 2. Assigned students perform, analyze and discuss in-class Italian songs in preparation for their voice lessons at an advanced level.	Lecture and tutorial (8 hr)

Attendance and class requirements

As per the Sydney Conservatorium of Music resolutions, http://sydney.edu.au/handbooks/conservatorium/rules/faculty_resolutions.sht m l (Item 11):

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%.

Lecture recording: Lectures for this unit of study will be recorded and made available to students via the Learning Management System (LMS)

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

Additional texts and materials will be handed out in class and made available on Canvas.

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. perform songs in class and concert practice, demonstrating an advanced understanding of French, German and Italian pronunciation in different musical periods
LO2. demonstrate correct interpretation based on the synergy between poetry, rhythm, dynamic differences and expression markings.
LO3. prepare individual German, Italian, and French repertoire for voice lessons, vocal performance classes, performance workshops, and voice lessons

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.

We are changing the format of the sessions as a response to the student survey. The class will be divided into two groups. Group 1 is involved in performance and ear training activities while group 2 attends to theoretical tasks and online quizzes. The activities of the groups will be swapped in the second hour of the seminar.

Additional information

The language order is structured as follows:

Weeks 1-4, French, lecturer: Simon Lobelson

Weeks 5-8, German, lecturer: Dr Anke Hoeppner-Ryan

Weeks 9-12, Italian, lecturer: Alan Hicks

You are responsible for sending your music at least two weeks in advance to the assigned accompanist.

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

Additional information

Additional information

Disclaimer

On this page

Useful links

VSAO3646: Diction for Performance 2

Semester 1, 2023 [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

Additional information

Additional information

Disclaimer

On this page

Useful links