Outline

Overview

This unit allows students to further develop proficiency on one Chinese instrument in both small group and ensemble settings, and to continue to perform with the ensemble. Students will gain a deeper understanding of Chinese music by conducting an interview with a performer or composer of Chinese music, and by exploring selected readings concerning orchestraparticular themes relating to the repertoire under study.

Unit details and rules

Academic unit
Credit points	6
Prerequisites ?	PERF2604 or PERF2605
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Catherine Ingram, catherine.ingram@sydney.edu.au
Lecturer(s)	Lu Liu, lu.liu@sydney.edu.au
Tutor(s)	Nicholas Ng, nicholas.ng@sydney.edu.au
	Lei Hu, l.hu@sydney.edu.au
	Li Chloe Chung, chloe.chung@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Report or presentation on a Chinese music performer or composer (15%) Short written report or video essay	15%	Mid-semester break Due date: 08 Jun 2020 at 23:59	800 - 1000 words
Outcomes assessed:
Participation	Seminar tasks (25%) Seminar preparation and participation	25%	Ongoing	Ongoing in fortnightly seminars
Outcomes assessed:
Skills-based evaluation	Study of and ensemble performance on a traditional Chinese instrument (60%) Progress in learning one traditional Chinese instrument	60%	Ongoing	n/a
Outcomes assessed:

Assessment summary

Study of and ensemble performance on a traditional Chinese instrument (60%): Students are assessed on their progress in learning one chosen traditional Chinese instrument as demonstrated during the entire period of the Unit of Study, and will also be assessed on their participation in all scheduled ensemble performances during the semester. The fortnightly small tests conducted by your teacher also contribute to this assessment component. Failure to attend rehearsals and performances will be seen as failure to meet the requirements of the unit of study.
Seminar tasks and participation (25%): Comprised of a 10-15 minute presentation on the Chinese instrument you are learning, presented together by all section members (10%). The presentation should include a brief history of the instrument and any recent developments, some important playing techniques, its use in traditional ensembles and its current solo repertoire. You are encouraged to include some live performance and online videos. Be ready to respond to questions on your presentation. The remaining 15% is based on your participation in all seminars, and particularly 3 workshops. There is also a hurdle task based on your reading (multiple choice quiz in canvas).
Report or video essay on a Chinese music performer or composer (15%): Short report or video essay about someone who performs or composes Chinese music. The student must meet and interview the performer or composer to obtain the main information for the report. If you elect to present the information as a written report, it must be submitted via Turnitin. If you elect to present the information as a video essay, it must not simply be an edited version of your interview but should also include some analysis, and ideally musical excerpts.

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.

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
Week 01	Group lesson on one traditional Chinese instrument	Tutorial (1 hr)
Week 02	Group lesson on one traditional Chinese instrument	Tutorial (1 hr)
Week 03	Group lesson on one traditional Chinese instrument	Tutorial (1 hr)
Week 03	1. Introduction to the unit; 2. Preparing for Chinese musician interview and discussion of reading (Lau, Chapter 6)	Seminar (1 hr)
Week 04	Group lesson on one traditional Chinese instrument	Tutorial (1 hr)
Week 05	Group lesson on one traditional Chinese instrument	Tutorial (1 hr)
	1. Hurdle requirement: name the Chinese musician you will interview; 2. Preparing scores and notation for the first tutti rehearsal	Seminar (1 hr)
	Tutti rehearsal	Rehearsal (2 hr)
Week 06	Group lesson on one traditional Chinese instrument	Tutorial (1 hr)
Week 06	Tutti rehearsal	Rehearsal (2 hr)
Week 07	Group lesson on one traditional Chinese instrument	Tutorial (1 hr)
	1. Workshop 1; 2. Q&A on presentations on Chinese instruments; 3. Tips on writing a report on a Chinese musician, including how to research Chinese music online (introduction to Garland Encyclopedia of World Music, Google Scholar, CNKI and other search methods).	Seminar (1 hr)
	Tutti rehearsal	Rehearsal (2 hr)
Week 08	Group lesson on one traditional Chinese instrument	Tutorial (1 hr)
Week 08	Tutti rehearsal	Rehearsal (2 hr)
Week 09	Group lesson on one traditional Chinese instrument	Tutorial (1 hr)
	Presentations on individual Chinese instruments and their repertoire, for an audience of all the members of CME1 (in Room 2174, set-up presentations from 3:30pm).	Seminar (1 hr)
	Tutti rehearsal	Rehearsal (2 hr)
Week 10	Tutti rehearsal	Rehearsal (2 hr)
Week 11	Group lesson on one traditional Chinese instrument	Tutorial (1 hr)
	Workshop 2: Chinese folk song (guest: Associate Professor Hong Yan, Zhejiang Conservatory of Music and Visiting Research Fellow, Sydney Conservatorium of Music).	Seminar (1 hr)
	Tutti rehearsal	Rehearsal (2 hr)
Week 12	Group lesson on one traditional Chinese instrument	Tutorial (1 hr)
Week 12	Tutti rehearsal	Rehearsal (2 hr)
Week 13	Workshop 3	Seminar (1 hr)
	Tutti rehearsal	Rehearsal (2 hr)
	End of semester concert	Performance (2 hr)

Attendance and class requirements

Lecture recording: If required, please contact the coordinator well ahead of time.
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 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

“Chapter 6: Chinese Music Beyond China” (pp.141-162) from the set text: Music in China: Experiencing Music, Expressing Culture by Frederick Lau (Oxford & New York: Oxford University Press, 2008). Held on reserve in the Conservatorium library.

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. demonstrate improved musical performance skills and greater proficiency on one traditional Chinese instrument
LO2. exhibit advanced skills in playing the instrument with others in an ensemble context
LO3. demonstrate greater knowledge of the music and musical aesthetics of China, especially from a personal perspective through interviewing a Chinese music performer or composer
LO4. act and understand musical practices with greater awareness of musical diversity
LO5. demonstrate additional experience and skills in understanding and reflecting upon new musical experiences.

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.

In 2020, a quiz on the reading will be online for the first time, following discussion of the reading in class. Workshops within the seminars are also introduced, to better support student learning. We are also dealing with issues around scores and notation in a dedicated seminar in week 5. We have slightly revised assessment weightings and tasks to better reflect student effort in the unit.

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

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

PERF3606: Chinese Music Ensemble 3

Semester 1, 2020 [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

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect