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Unit outline_

MUED3031: Teaching Jazz in Secondary School

Semester 1, 2022 [Normal day] - Sydney

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

Academic unit Music Education
Credit points 3
Prerequisites
? 
None
Corequisites
? 
None
Prohibitions
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Jennifer Rowley, jennifer.rowley@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: LO1 LO5 LO4 LO3 LO2
Assignment Philosophy of instruction
Written assessment
20% Week 04 1000 words
Outcomes assessed: LO1 LO2
Assignment Written explanation of pedagogy and resources, and reflection on readings
Written assessment
30% Week 12 1000 words
Outcomes assessed: LO3 LO4

Assessment summary

  • Philosophy of instruction: Over the first three weeks of this unit, we will discuss the various ways in which jazz has been valued, the sorts of ideas jazz has been used to promote and the musical features that make jazz a uniquely expressive genre. In this assignment you will reflect on these discussions and develop an argument for why it is important to include jazz in school curriculums. Some consideration should be given to the unique learning outcomes the use of jazz can yield.
  • Written explanation of pedagogy and resources, and reflection on readings: In groups, students will lead a tutorial workshop involving the peer teaching of a selected jazz piece from the repertoire list. The workshop should reflect pedagogy modelled in tutorial sessions throughout semester.
  • 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.

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.

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 Roots or routes? Where did jazz come from and how should we listen to it? Lecture (2 hr) LO1 LO2
Week 02 Bebop revolution (or not) Lecture (2 hr) LO1 LO2
Week 03 Bridging music worlds Lecture (2 hr) LO1 LO2
Week 04 Improvisation and the solo; modal Jazz Lecture (2 hr) LO4 LO5
Week 05 The (Jazz) Blues Lecture (2 hr) LO4 LO5
Week 06 Standards and ballads Lecture (2 hr) LO4 LO5
Week 07 Swing, groove and walking bass Lecture (2 hr) LO4 LO5
Week 08 Jazz sounds Australian; a global Jazz perspective Lecture (2 hr) LO4 LO5
Week 09 Backbeat: fusion, funk, gospel, hip-hop, and current Jazz Lecture (2 hr) LO1 LO2
Week 10 Jazz goes to school Lecture (2 hr) LO4 LO5
Week 11 Student-led workshops Lecture (2 hr) LO3 LO4
Week 12 Student-led workshops Lecture (2 hr) LO3 LO4

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 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. 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. develop 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
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

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 • 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.