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Unit outline_

JAZZ1020: Jazz Harmony and Arranging 2

Semester 2, 2020 [Normal day] - Sydney

In this unit voicing techniques for two to four horns stressing the most effective registers, harmonisation of passing tones, clusters and other techniques will be introduced. The harmonic techniques explored are used as the theoretical basis for Jazz Improvisation.

Unit details and rules

Academic unit Jazz
Credit points 3
Prerequisites
? 
JAZZ1019
Corequisites
? 
None
Prohibitions
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Andrew Robertson, andrew.robertson@sydney.edu.au
Type Description Weight Due Length
Assignment Weekly homework assignments
Small tasks extending class work
10% Multiple weeks 2 hours
Outcomes assessed: LO1 LO2 LO3 LO4 LO5
Assignment 2 larger arranging assignments
2 arrangements focusing on different styles and concepts. 20% for each
40% Multiple weeks 10 hours
Outcomes assessed: LO1 LO2 LO3 LO4 LO5
Assignment End of semester assignment
Summation of the Semester's work
30% Week 11 20 hours
Outcomes assessed: LO1 LO2 LO3 LO4 LO5
Small test End of semester class test
Summary of Semester 2 work
20% Week 12 2 hours
Outcomes assessed: LO2 LO5 LO4 LO3

Assessment summary

  • Weekly Homework Assignments: Homework Assignments, due in various weeks, different topics based on content covered in class. There will be 5 weeks of homework tasks, each worth 2%. They will be simple and short activities focusing on the learnings of that week’s class.
  • 2 Larger Arranging Assignments: Two larger assignments throughout the semester delivered in Week 2 (due Week 5); Week 5  (due Week 9). Each assignment will be worth 20% and is designed to build skills toward the final larger assignment.
  • End of Semester assignment: Extended small jazz band (8 piece) arrangement with duration between 3-5 minutes, including introduction and ending/coda with full score and transposed, engraved parts. The writing of a successful arrangement demonstrates the student’s knowledge of jazz harmony and arranging in the most immediate and direct way. This arrangement will demonstrate an overall grasp of both fundamentals and more advanced concepts in jazz harmony, and exhibit facility with the content covered in class.
  • End of Semester Class Test: Summary test of all work covered across Semester 2.

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.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

As per University of Sydney guidelines

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
Week 01 Review of Semester 1 We’ll review the arranging skills and information from Semester 1; including: • Creating guide tone lines • Diatonic harmony questions • Simple closed and open voicing • Instrument transposition Also review Semester 1 exam going through all questions/concerns/queries. Developing Counterlines Expanding on the ideas from Semester 1 of counterlines. We’ll expand this idea and discuss how counterlines can embellish a melody without detracting from it. Online class (2 hr) LO1 LO2 LO3 LO4 LO5
Week 02 Exploring Colours Using instrumental colours is a key element to successful arranging. We’ll explore how certain instruments work well together and some don’t. In addition we’ll begin to understand how certain ranges of instruments create different effects when blended with other instruments. This includes use of mutes on brass, writing in specific ranges of the front line instruments. Online class (2 hr) LO1 LO2 LO3 LO4 LO5
Week 03 Music of Latin America and it’s influence in Jazz and Jazz Arranging The study of the music from this continent is a lifelong one, however we will begin looking at the principle rhythms of the region that have directly impacted jazz. Initially we’ll look at the most commonly used styles of ‘Latin-American’ music: • Salsa; • Son-Montuno; • Bossanova; • Samba Online class (2 hr) LO1 LO2 LO3 LO4 LO5
Week 04 Writing for the Rhythm Section ala Latin style! We will again look at the Latin-American rhythms from last week and how they can be implemented onto the rhythm section parts. We will study further how writing for each of these instruments has it’s own challenges. Online class (2 hr) LO1 LO2 LO3 LO4 LO5
Week 05 Extended harmonies This week will look at extended harmonies including: - #5 and b5 - #9 and b9 - 11 - 13 We will explore how to voice these chords effectively with only 4 parts. Online class (2 hr) LO1 LO2 LO3 LO4 LO5
Week 06 Arranging Up Tempo pieces (Bebop and Beyond!) This week we will explore the differences in writing for up tempo pieces – for both horn sections and rhythm sections. Elements we’ll explore include: • less use of harmony and more unison • solo lines with group backings • when and where to use closed and open voicings and do they each have a ‘speed’ • 2 feel and ‘4 on the floor’ feels for the rhythm section • Comping patterns for Piano/Guitar at faster speeds Online class (2 hr) LO1 LO2 LO3 LO4 LO5
Week 07 Introductions and Codas When arranging any piece we need a way to musically get in and out of the piece. Introductions and Codas are your key to doing this, but what goes into an effective Intro or Coda. We’ll look at making use of melodic, rhythmic, harmonic and motific elements from a piece to create Intros and Codas. Online class (2 hr) LO1 LO2 LO3 LO4 LO5
Week 08 Non-Standard Voicing We have looked at standard 4 note voicing in both open and closed position. This week we will look at non-standard voicing including cluster voicing and 4th voicings Multi-Week Assignment Review We will spend approximately 30-45 mins working on your multi-week assignment. I will assist with questions, problems etc. and help you to get the process moving along. Online class (2 hr) LO1 LO2 LO3 LO4 LO5
Week 09 Score Analysis We will spend some time working through the score of the Marty Paich arrangement of ‘Love Me Or Leave Me’ that you transcribed 4 bars from earlier in the semester. Marty Paich was a master arranger of small and large jazz ensembles, as well as orchestral and vocal/choir writing in the post WWII era. We can learn a lot by examining the methods he used, as displayed in this chart. Online class (2 hr) LO1 LO2 LO3 LO4 LO5
Week 10 Semester Summary We’ll do this over the following 2 weeks in preparation for the final class test in Week 12. This is your opportunity to ask and discuss anything from our work during the semester. Online class (2 hr) LO1 LO2 LO3 LO4 LO5
Week 11 Multi-Week Assignment Review We will spend approximately 30-45 minutes working on your multi-week assignment. Semester Summary This is your opportunity to ask and discuss anything from our work during the semester in preparation for the end of Semester assignment and exam. Online class (2 hr) LO1 LO2 LO3 LO4 LO5
Week 12 End of semester class test. Summary of all work across Semester 2, 2020 Online class (2 hr) LO1 LO2 LO3 LO4 LO5

Attendance and class requirements

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

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. demonstrate knowledge of fundamental jazz harmonic principles through improvisation in a coherent way
  • LO2. analyse jazz arrangements from a range of styles and eras
  • LO3. write arrangements for small group jazz band in a number of styles
  • LO4. be fluent in diatonic jazz harmony and small group arranging techniques
  • LO5. complete a smaller-sized arrangement for small group jazz band to be performed in class.

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.

NO INFORMATION ENTERED HERE YET

Disclaimer

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