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Unit outline_

MUSC2654: Popular Music

Semester 2, 2024 [Normal day] - Camperdown/Darlington, Sydney

How did early American blues and country music develop in tandem How was punk different in the US, the UK and Australia What are the origins of the DJ culture This unit of study presents a thematic overview of a wide variety of styles, movements and spectacles. It examines major genres of popular music, their stylistic features and historical antecedents as well as modes of reception and the role of popular music in everyday life. No formal music training is necessary.

Unit details and rules

Academic unit Analysis, History and Cultural Studies
Credit points 6
Prerequisites
? 
None
Corequisites
? 
None
Prohibitions
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Charles Fairchild, charles.fairchild@sydney.edu.au
Lecturer(s) Charles Fairchild, charles.fairchild@sydney.edu.au
The census date for this unit availability is 2 September 2024
Type Description Weight Due Length
Assignment Final Essay
You will write an analytical essay on a topic of your choice.
30% Formal exam period
Due date: 08 Nov 2024 at 23:59

Closing date: 22 Nov 2024
3000 words
Outcomes assessed: LO1 LO4 LO5
Participation Class Participation
Attending class and contributing to discussion.
10% Multiple weeks 24 hours of attendance in total
Outcomes assessed: LO3 LO6 LO4
Presentation 3 Listening Tests
You will answer several questions on music presented in class.
20% Multiple weeks N/A
Outcomes assessed: LO6
Assignment Critical Analysis: Covers
You will be required to complete a 1000 word analysis of music.
20% Week 03
Due date: 16 Aug 2024 at 23:59

Closing date: 30 Aug 2024
1000 words
Outcomes assessed: LO1 LO2
Assignment Critical Analysis: Traditions
An analysis of music from a specific tradition of practice.
20% Week 08
Due date: 20 Sep 2024 at 23:59

Closing date: 04 Oct 2024
1000 words
Outcomes assessed: LO2 LO5 LO4

Assessment summary

The Final Essay

The essay is the major component of assessment for this unit of study. The aim of the essay is to have you demonstrate your ability to synthesize ideas from the readings and use them to analyse specific forms of popular music. You will be assessed in three areas:

  1. your ability to analyse a tradition of musical practice and identify how it relates to its social context;
  2. your ability to present an understanding of how the music ‘works’ as music, that is, as organized sounds presumably created for a reason; and
  3. your ability to present a specific and clear argument, main thesis or research question and use it to structure your essay and contextualise your evidence.

You will be required to submit an essay proposal which will be about 200 words long. In your proposal, you need to explain what your essay will be about, what types of evidence you plan to use to support the arguments you plan to make and what you imagine your conclusions might be. The main goal is for you to establish specific goals and explain the means you will use to reach them. Later, you will be required to submit an abstract for your essay, which is a short distillation of the main points of your essay. You will also be required to include an annotated bibliography of three to five of your most important sources.

            Your essay should be about 3000 words in length. References and footnotes will be required, but will not be included in the word count. Your essay should follow the standard format of academic essays. You should begin with a problem or question that you will answer in your essay. The body of your paper should present the evidence and analysis you will use to support your answer to the question or problem you have presented. You will need to properly cite sources for your evidence.

Music Analysis

You will be required to complete two 1000 word analyses of music from the class lists. You will be required to analyse these songs using the methods we have been using in class. The goal of the first analysis will be to compare the original version of a song and a cover version of it. The goal of the second will be to explain how the expressive materials used in the song you choose to analyse is related to the tradition and context in which these songs were created. In each case, the primary way in which we will be addressing the techniques and ideas appropriate to the analysis of popular music will be in tutorials.

Listening Test

You will answer several questions about music presented in class.

Assessment criteria

Assessment Criteria for Written Work.

• High Distinction (85%+): Work of exceptional standard.

Written work demonstrates initiative and ingenuity in research and reading, pointed and critical analysis of material, innovative interpretation of evidence, develops abstract or theoretical arguments on the strength of detailed research and interpretation. Properly documented; writing characterised by creativity, style, and precision.

• Distinction (75-84%): Work of a superior standard.

Written work demonstrates initiative in research and reading, complex understanding and original analysis of subject matter and its context; makes good attempt to ‘get behind’ the evidence and engage with its underlying assumptions, shows critical understanding of the principles and values underlying the unit of study. Properly documented; writing characterised by style, clarity, and some creativity.

• High Credit (70-74%): Highly competent work.

Evidence of extensive reading and initiative in research, sound grasp of subject matter and appreciation of key issues and context. Engages critically and creatively with evidence, and attempts an analytical evaluation of material. Some evidence of ability to think theoretically as well as empirically. Well written and documented.

• Low Credit (65-69%): Competent work.

Written work contains evidence of comprehensive reading, offers synthesis and critical evaluation of material on its own terms, takes a position in relation to various interpretations. In addition, it shows some extra spark of insight or analysis. Demonstrates a coherent and sustainable argument, some evidence of independent thought.

• High Pass (60-64%): Work has considerable merit.

Written work contains evidence of a broad and reasonably accurate command of the subject matter and some sense of its broader significance, offers synthesis and some evaluation of material, demonstrates an effort to go beyond the essential reading, contains clear focus on the principal issues, understanding of relevant arguments and diverse interpretations, and a coherent argument grounded in relevant evidence, though there may be some weaknesses of clarity or structure. Articulate, properly documented.

• Medium Pass (55-59%): Work of a satisfactory standard.

Written work meets basic requirements in terms of reading and research, and demonstrates a reasonable understanding of subject matter. Offers a synthesis of relevant material and shows a genuine effort to avoid paraphrasing, has a logical and comprehensible structure and acceptable documentation, and attempts to present an argument.

• Low Pass (50-54%): Work of an acceptable standard.

Written work contains evidence of minimal reading and some understanding of subject matter, offers descriptive summary of material; makes an attempt to organise material logically and comprehensibly and to provide scholarly documentation. There may be gaps in some areas.

• Fail (50% and Below): Work not of an acceptable standard.

Work may fail for any or all of the following reasons: unacceptable levels of paraphrasing and quotation; irrelevance of content; presentation, grammar or structure so sloppy it cannot be understood; submitted very late without extension.

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:

(1) It is expected that unless an application for Special Consideration has been approved, students will submit all assessment for a unit of study on the due date specified. If the assessment is completed or submitted within the period of extension, no academic penalty will be applied to that piece of assessment. (2) If an extension is either not sought, not granted or is granted but work is submitted after the extended due date, the late submission of assessment will result in an academic penalty as follows: (3) For every calendar day up to and including ten calendar days after the due date, a penalty of 5% of the maximum awardable marks will be applied to late work. (4) The penalty will be calculated by first marking the work, and then subtracting 5% of the maximum awardable mark for each calendar day after the due date. (5) For work submitted more than ten calendar days after the due date a mark of zero will be awarded. The marker may elect to, but is not required to, provide feedback on such work.

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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.

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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.

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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.

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WK Topic Learning activity Learning outcomes
Week 01 How can we analyse popular music without ruining it? Lecture and tutorial (2 hr) LO1
Week 02 What are we actually, literally hearing? Lecture and tutorial (2 hr) LO1 LO2
Week 03 The Origins of Most Contemporary Popular Music I: ‘Race’ Music in the American Southeast. Lecture and tutorial (2 hr) LO1 LO2 LO3
Week 04 The Origins of Most Contemporary Popular Music II: From ‘Hillbillys’ to Hank Williams. Lecture and tutorial (2 hr) LO2 LO3 LO4
Week 05 The Origins of Most Contemporary Popular Music III: Rhythm & Blues and the Rise of Rock ‘n’ Roll. Lecture and tutorial (2 hr) LO2 LO3
Week 06 The Schmaltz - Orchestral Pop in the 50s and 60s. Lecture and tutorial (2 hr) LO2 LO3 LO4 LO5
Week 07 Soul Goes Big in Chicago and Detroit in the 50s and 60s. Lecture and tutorial (2 hr) LO2 LO3 LO4 LO6
Week 08 Punk From Detroit to New York to London in the 70s. Lecture and tutorial (2 hr) LO3 LO4 LO6
Week 09 Punk and After in Australia and New Zealand in the 70s and 80s. Lecture and tutorial (2 hr) LO3 LO4 LO5 LO6
Week 10 Punk After ‘Punk’: Washington D.C. in the 80s and 90s. Lecture and tutorial (2 hr) LO3 LO4 LO6
Week 11 The (Re)Birth of Electronic Dance Music. Lecture and tutorial (2 hr) LO2 LO3 LO6
Week 12 Two Turntables and a microphone. Lecture and tutorial (2 hr) LO4 LO5 LO6

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.

Required readings

**There are required readings every week. There is a song list every week. These are the basis for the entire class.

--

Week 1–August 2: How can we analyse popular music without ruining it?

Reading

1.) Gracyk, Theodore. Excerpts from Rhythm and Noise: An Aesthetics of Rock. Durham, N.C.: Duke University Press, 1996.

Songs of the Week:   

1.) ‘Gin and Juice’ (Snoop Dog and Dr Dre, 1993; The Gourds, 2001)

2.) ‘Airbag’ (Radiohead, 1997; Easy Star All-Stars, 2006)

3.) ‘Smells Like Teen Spirit’ (Nirvana, 1991; Tori Amos, 1992), ‘Bootylicious’ (Destiny’s Child, 2002), ‘Smells Like Booty’ (2Many DJs, 2002)

4.) ‘Accentuate the Positive’ (Johnny Mercer, 1944; Perry Como, 1958)

Week 2–August 9: What makes a song a song?

Reading

2.) Gracyk, Theodore. Excerpts from Rhythm and Noise: An Aesthetics of Rock. Durham, N.C.: Duke University Press, 1996.

Songs of the Week:

1.) ‘Columbus Stockade’ (J.E. Mariner and Band, 1959; Tarbox Ramblers, 2000)

2.) ‘I Still Haven’t Found What I’m Looking For’ (U2, 1987; The Sensitive New Age Cowpersons, 2000)

3.) ‘Money (That’s What I Want)’ (Barrett Strong, 1959; The Flying Lizards, 1979)

4.) ‘Tainted Love’ (Gloria Jones, 1964; Soft Cell, 1981)

• Tute Focus:  How do make concepts like ‘ontologically thick’ and ‘medium’ or ‘autographic’ and ‘allographic’ useful in understanding popular music?

Cluster 2: History

Week 3–August 16: The Origins of Most Contemporary Popular Music I: ‘Race’ Music in the American Southeast.

Readings

3.) Palmer, Robert. ‘Beginnings.’ In Deep Blues. London: Macmillan, 1982. 

4.) Waterman, C. and Starr, L. ‘St. Louis Blues: Race Records and Hillbilly Music.’ In American Popular Music: From Minstrelsy to MTV. Oxford: Oxford University Press, 2003.

Film Excerpts:             ‘American Roots Music,’ ‘Bluesland.’

Songs of the Week:

1.) ‘Backwater Blues’ (Bessie Smith, 1927)

2.) ‘Sink ‘Em Low’ (Bessie Jones and Group, 1960)

3.) ‘T’aint Nobody’s Business’ (Frank Stokes, 1928)

4.) ‘Judge Harsh Blues’ (Furry Lewis, 1928)

5.) ‘Statesboro Blues’ (Blind Willie McTell, 1930)

6.) ‘From Four ‘Till Late’ (Robert Johnson, 1937)

7.) ‘Catfish Blues’ (Robert Petway, 1941)

8.) ‘The Lemon Song’ (Led Zeppelin, 1969)

9.) ‘300 M.P.H. Torrential Outpour Blues’ (The White Stripes, 2007)

• Tute Focus:  What are the key expressive and performative elements of the blues? 

Week 4– August 23: The Origins of Most Contemporary Popular Music II: From ‘Hillbillys’ to Hank Williams. 

Reading

5.) Miller, Karl. ‘Race Records and Old Time Music.’ In Segregating Sound: Inventing Folk and Pop Music in the Age of Jim Crow. Durham, N.C.: Duke University Press.

Film Excerpts:             ‘American Roots Music’ and ‘Honky Tonk Blues’

Songs of the Week:

1.) ‘Last Words of Copernicus’ (Alabama Sacred Harp Singers, 1960)

2.) ‘Can the Circle Be Unbroken,’ ‘Gospel Ship,’ ‘Wildwood Flower’ (The Carter Family, 1935, 1935, 1928)

3.) ‘My Bucket’s Got a Hole In It,’ ‘I’m So Lonesome I Could Cry,’ ‘Settin’ the Woods on Fire.’ (Hank Williams, 1949, 1949, 1952)

5.) ‘Honky Tonk Merry Go Round’ (Patsy Cline, 1955)

4.) ‘Above and Beyond’ (Buck Owens, 1960)

6.) ‘Good As Gold’ (Sarah Shook and the Disarmers, 2015)

• Tute Focus:  What are the key expressive elements of country music? What makes this musical tradition both distinct from and similar to the blues? 

Week 5– August 30: The Origins of Most Contemporary Popular Music III: Rhythm & Blues and the Rise of Rock ‘n’ Roll.

Readings

6.) Zak, Albin. (2010) '''Hail! Hail! Rock and Roll."' In Zak, A., I Don't Sound Like Nobody: Remaking Music in 1950s America. Ann Arbor, Mi.: University of Michigan Press, 170-203.

7.) Palmer, Robert. ‘Whole Lotta Shakin’ Goin’ On.’ In Rock and Roll: An Unruly History. New York: Harmony Books, 1995.

Film Excerpt:               ‘Elvis in the 50s’ 

Songs of the Week:

1.) ‘Drunk’ (Jimmy Liggins, 1953)

2.) ‘Mess Around' (Ray Charles, 1957)

3.) ‘That’s All Right’ (Arthur Crudup, 1946; Elvis Presley, 1954)

4.) ‘Hound Dog’ (Big Mama Thornton, 1952; Elvis Presley, 1956)

5.) ‘Smokestack Lightnin’ and ‘Ain’t Superstitious’ (Howlin’ Wolf, 1956, 1961) 

6.) ‘Dance With Me Georgie’ (The Bobbettes, 1961)

7.) ‘Lonely Boy’ (The Black Keys, 2011)

• Tute Focus:  What musical forms and gestures link rhythm and blues to rock ‘n’ roll?

Week 6– Sept. 6: The Schmaltz and Orchestral Pop of the 50s and 60s.

Readings

8.) Keightley, Keir. ‘Music for Middlebrows: Defining the Easy Listening Era, 1946-1966.’ American Music, 26(3), 309-335, 2008. 

9.) Petkoff and Mustazza. Excerpts from The Frank Sinatra Reader. New York: Oxford University Press, 1997.

Film Excerpt:               Scott Walker: 21st Century Man

Songs of the Week:

1.) ‘In the Wee Small Hours of the Morning’ (Frank Sinatra, 1954)

2.) 'What'll I Do?' (Johnny Mathis, 1957)

3.) ‘Faded Love’ (Patsy Cline, 1963) 

4.) ‘Turn Out the Moon’ (The Walker Brothers, 1967)

5.) 'We've Only Just Begun' (The Carpenters, 1970)

6.) ‘In the Darkest Place’ (Elvis Costello, 1999)

• Tute Focus:  What musical forms and gestures define so-called ‘easy listening’?

Week 7– Sept. 13: Soul Goes Big in Chicago and Detroit in the 50s and 60s.

Readings

10.) Kempton, Arthur. ‘Family Values.’ In Boogaloo: The Quintessence of American Popular Music. Ann Arbor: University of Michigan Press, 2005. 

11.) Smith, Suzanne. ‘Afro-American Music without Apology’ from Dancing in the Street: Motown and the Cultural Politics of Detroit. Cambridge, Mass.: Harvard University Press, 1999. 

Film Excerpt:               ‘Sam Cooke: Legend.’ 

Songs of the Week:

1.) ‘Touch the Hem of His Garment’ (The Soul Stirrers, 1956)

2.) ‘Shake’ (Sam Cooke, 1964)

3.) ‘Nowhere to Run’ (Martha and Vandellas, 1965)

4.) ‘Tracks of My Tears’ (Smokey Robinson and the Miracles, 1965) 

5.) ‘Reach Out I’ll Be There’ (The Four Tops, 1966)

6.) ‘Chained and Bound’ (Alfreda Brockington, 1969) 

7.) ‘Back to Black’ (Amy Winehouse, 2006)

• Tute Focus:  How are Chicago Soul and Motown the music of both segregation and integration? 

Cluster 3: Ideals

Week 8– Sept. 20: Punk Before ‘Punk’ from Detroit to New York to London in the 70s.

Readings

12.) Hasted, Nick. ‘Search and Destroy.’ From Uncut

13.) Gendron, Bernard. ‘Punk Before Punk’ and ‘The First Wave.’ In Between Monmartre and the Mudd Club. Chicago: University of Chicago Press, 2002.

Film Excerpts:             ‘Punk: Attitude’ and 'The Filth and the Fury’

Songs of the Week:   

1.) ‘I Wanna Be Your Dog’ (The Stooges, 1969)

2.) ‘Kick Out the Jams’ (The MC5, 1969)

3.) ‘Run, Run, Run,’ ‘I Can’t Stand It’ (Velvet Underground, 1967, 1969)

4.) ‘Anarchy in the UK,’ ‘God Save the Queen’ (Sex Pistols, 1979, 1979)

• Tute Focus:  Why does early ‘punk’ sound the way it does? Why did the Sex Pistols become so influential?

Week 9–Oct. 4: Punk and After in Australia and New Zealand in the 70s and 80s.

Readings

14.) ‘In Love With Those Times: Flying Nun and the Dunedin Sound’ from Stylus Magazine

15.) Stafford, Andrew. ‘Know Your Product’ and ‘The Most Primitive Band in the World.’ In Pig City: From The Saints to Savage Garden. St Lucia, Qld.: University of Queensland Press, 2004.

Film Excerpts:             ‘Long Way to the Top,' 'Heavenly Pop Hits'.

Songs of the Week:

1.) ‘I’m Stranded,’ ‘Know Your Product’ (The Saints, 1977, 1978) 

2.) ‘I’ll Only See You Alone Again,’ ‘Part Past Part Fiction’ (The Chills, 1987, 1990)

3.) ‘Made Up in Blue,’ ‘It’s a Lie’ (The Bats, 1986, 1990)

• Tute Focus:  How can we link the values of early punk to the scenes in Brisbane and Dunedin? 

Week 10–READING WEEK (NO CLASS)

Week 11–Oct. 18: Punk After ‘Punk’ in the 80s and 90s.

Readings

16.) Anderson, Mark, and Jenkins, Mark. ‘Merchandise.’ In Dance of Days: Two Decades of Punk in the Nation’s Capital. Brooklyn, NY: Akashic Books, 2003.

Film Excerpts:             ‘Instrument’, ‘Salad Days.’

Songs of the Week:

1.) ‘N-Sub Ulysses’ (Nation of Ulysses, 1992)

2.) ‘Facet Squared,’ ‘Do You Like Me’ (Fugazi, 1993, 1995)

3.) ‘Violet’ (Hole, 1994)

• Tute Focus:  How is D.C. punk both representative and unrepresentative of the way punk evolved into the 90s?

Cluster 4: Technique

Week 12–Oct. 25: The (Re)Birth of Electronic Dance Music.

Reading

17.) Butler, Mark. ‘The History and Creation of Electronic Dance Music.’ In Unlocking the Groove: Rhythm, Meter, and Musical Design in Electronic Dance Music. Bloomington: Indiana University Press, 2006. 

Film Excerpt:               

Songs of the Week:

1.) ‘Papa Was a Rollin’ Stone’ (The Temptations, 1972)

2.) ‘Ten Percent’ (Double Exposure, Walter Gibbons remix, 1976)

3.) ‘I Feel Love’ (Donna Summer and Giorgio Moroder, 1977)

4.) ‘Pump Up the Volume’ (M.A.R.R.S, 1987)

5.) ‘Tranzister’ (Kevin Saunderson, 1988)

6.) ‘One More Time’ (Daft Punk, 2000)

• Tute Focus:    How did electronic dance music develop aesthetically before and after the ‘death’ of disco (ca. 1980)? 

Week 13–Nov. 1: Two Turntables and a microphone.

Readings

18.) Chang, Jeff. Excerpt from Can’t Stop, Won’t Stop: A History of the Hip Hop Generation. New York: St. Martin’s Press, 2005.

Film excerpt:               ‘Scratch.’

Songs of the Week:   

1.) ‘The Message’ (Grandmaster Flash and the Furious Five, 1982)

2.) 'Respiration' (Blackstar, 1998) 

3.) ‘How Much a Dollar Cost’ (Kendrick Lamar, 2015)

• Tute Focus:       How can we link the two most musically important aspects of hip hop, lyrical flow and rhythmic flow, to one another analytically? 

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. Students will learn and use very general key terms in the analysis of popular music.
  • LO2. Students will learn to listen to specific examples of recorded popular music and identify characteristic musical gestures of particular traditions of musical practice.
  • LO3. Students will use written and filmed historical materials and link these to their analysis of specific traditions of popular music.
  • LO4. Students will compare distinct, but related traditions of musical practice.
  • LO5. Students will produce their own historical and analytical writing of traditions of popular music.
  • LO6. Students will respond analytically to listening examples.

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.

N/A

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