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Unit outline_

BRSS2204: Horn 4 (Extended)

Semester 1, 2023 [Normal day] - Sydney

Students at this level will be working closely with their teachers to prepare performance for jury assessment. They will gain experience in preparing for a sustained performance and further develop their critical capacities in performance workshop. On completion of this unit students should be able to perform with sound technical competence, fluency and some interpretative distinctiveness.

Unit details and rules

Academic unit
Credit points 6
Prerequisites
? 
BRSS2203
Corequisites
? 
None
Prohibitions
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

No

Teaching staff

Coordinator Brad Lucas, bradley.lucas@sydney.edu.au
Tutor(s) Michael Wray, michael.wray@sydney.edu.au
Euan Harvey, euan.harvey@sydney.edu.au
Rachel Silver, rachel.silver@sydney.edu.au
Type Description Weight Due Length
Skills-based evaluation Jury Performance
Performance based assessment
30% Formal exam period 20-25 minutes
Outcomes assessed: LO1 LO8 LO6 LO4 LO3
Skills-based evaluation Performance workshop
Skills-based evaluation
10% Multiple weeks Minimum of one performance per semester
Outcomes assessed: LO1 LO8 LO6 LO4 LO3
Assignment Program Notes
Program notes for upcoming Jury Performance
10% Multiple weeks Minimum 500 words
Outcomes assessed: LO6 LO7 LO8
Small continuous assessment Teacher assessment
Skills-based evaluation
50% Ongoing Continuous throughout the semester
Outcomes assessed: LO1 LO8 LO7 LO6 LO5 LO4 LO3 LO2

Assessment summary

The student will be evaluated, based on performance and participation in individual lessons, group class, and other class activities, and assigned a score in each of three areas:

1) Absolute level. Compared against a benchmark of the expectations for a student on track to reach an internationally-competitive professional performing standard over the course of their degree, the level of proficiency which is demonstrated in performance situations.

2) Progress. The degree to which technical and musical proficiency has increased through the course of the semester.

3) Dedication. Attendance, participation, and responsiveness to instruction.

80% of the teacher mark will be determined by the one-one-one lessons and 20% will come from the instrumental class

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.

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
Multiple weeks Performance Workshop Performance (2 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8
Weekly Individual lessons One-to-one tuition (1 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8
Horn class Practical (2 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8

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 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

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. show progress in the consistent technical command of the instrument
  • LO2. show progress in the development of healthy, sustainable playing habits and a practice structure which will facilitate a lifetime of performing on the instrument
  • LO3. show progress in communicating to an audience in an expressive, creative, engaging manner
  • LO4. show increased confidence and maturity of stage presence in solo performance
  • LO5. show increased control, concentration and poise in playing orchestral auditions
  • LO6. show an increased understanding of the style and traditions associated with the repertoire studied
  • LO7. show an increased knowledge of the history of the instrument and its solo and orchestral repertoire, and familiarity with the current professional context
  • LO8. show improved skills in appropriately and constructively interacting and communicating with professional colleagues

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.

Assessment weighting has been clarified. Removal of the need to play by memory. Changes to the written assessment

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.