Outline

Overview

Students will explore repertoire appropriate to their individual development, with an emphasis on the development of technical skills, musical expression, diction/language and communication. In lessons, vocal performance class and performance workshop, students apply these skills in performance and while reflecting on their own and peers' work. On completion of this unit students should be able to demonstrate technical, musical, musical, diction/language and performance skills that will prepare their vocal studies at higher levels.

Unit details and rules

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

Teaching staff

Coordinator	Rowena Cowley, rowena.cowley@sydney.edu.au
Lecturer(s)	Barry Ryan, barry.ryan@sydney.edu.au
	Rowena Cowley, rowena.cowley@sydney.edu.au
	Anke Ryan, anke.ryan@sydney.edu.au
	Donna Balson, donna.balson@sydney.edu.au
	Robyn Wells, robyn.wells@sydney.edu.au
	Simon Lobelson, simon.lobelson@sydney.edu.au
	Taryn Fiebig, taryn.fiebig@sydney.edu.au
	Narelle Yeo, narelle.yeo@sydney.edu.au
	Maree Ryan, maree.ryan@sydney.edu.au
Tutor(s)	Donna Balson, donna.balson@sydney.edu.au

Type	Description	Weight	Due	Length
Creative assessment / demonstration	Performance workshop (classical voice); Ensemble performance workshop (music theatre) Performance and attendance, for classical voice and music theatre	0%	Multiple weeks	Performance as scheduled
Outcomes assessed:
Creative assessment / demonstration	Teacher assessment/vocal performance class (classical voice); Teacher assessment/Ensemble performance workshop (music theatre) Performance, preparation, in-class discussion	100%	Ongoing	Ongoing
Outcomes assessed:
Skills-based evaluation	Formative Assessment In-class establishment of technical, artistic goals and practice methods	0%	Week 03 Due date: 11 Mar 2022 at 23:00 Closing date: 11 Mar 2022	Weeks 1-3
Outcomes assessed:
= hurdle task ?

Assessment summary

Formative assessment: In classical voice, teachers and students work together in the first three weeks of semester to establish technical, artistic and practice expectations and goals for the semester as outlined in individual Learning Contracts. Assessment is pass/fail.
Formative assessment: In music theatre, teachers and students work together in the first three weeks of semester to establish technical and artistic expectations and goals for the semester. These are outlined in individual Learning Contracts and influence the progression rubric for the semester. Assessment is pass/fail.
Teacher assessment/Vocal performance class: In voice lessons, students are assessed on technical, musical, textual, stylistic and interpretive progress, as well as effective practice and performance preparation, according to agreed learning goals. In vocal performance class (classical voice) or in studio class (music theatre), students are assessed on at least two performances per semester, and on their ability to engage an audience, critically reflect on their own and peers’ performance, problem solve and develop an individual artistic voice in varying languages (classical voice only) and musical styles. In classical voice, repertoire is chosen by teacher and student, with reference to voice and opera repertoire guidelines. In music theatre, repertoire is chosen according to the weekly call sheet, in consultation with faculty.
Performance workshop: In classical voice, students are assessed on two performances of approximately 6 minutes per semester and given written feedback by the staff panel. Attendance at all performance seminars is mandatory. Assessment is pass/fail.
Ensemble performance workshop: In music theatre, students are assessed twice per semester for their ensemble and solo performances, with written feedback.

Detailed information for each assessment in both Classical Voice and Musical Theatre can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

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.

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
Multiple weeks	Performance workshop (classical voice) or Ensemble performance workshop (music theatre)	Practical (1 hr)
Weekly	Voice lessons	One-to-one tuition (1 hr)
Weekly	Vocal performance class (classical voice) or studio class (music theatre)	Workshop (1 hr)

Attendance and class requirements

Attendance: As per the Sydney Conservatorium of Music resolutions, http://sydney.edu.au/handbooks/ conservatorium/rules/faculty_resolutions.shtml (Item 12): Full (100 per cent) and punctual attendance is a requirement in all activities where students have a role as active participants in the class or activity. Active participation includes situations where the student's contribution is to perform, rehearse or direct rehearsals in a small or large ensemble, or to give seminar and tutorial papers or presentations or undertake assessment tasks. Active participation also includes all one-to-one studio teaching and supervision. Except in cases of illness or misadventure, failure to attend activities or classes where a student is an active participant will be seen as failure to meet the requirements of the unit of study.
Due to COVID-19, this information is subject to change and in class attendance may be substituted for online activities. Please always refer to your timetable and information on Canvas.

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

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 progressive understanding and application of healthy/efficient technique according to your style/genre
LO2. integrate technical co-ordinations with language, diction and communication (classical voice) and acting (music theatre) in repertoire performance
LO3. prepare and perform individually recommended repertoire with individuality and imagination
LO4. demonstrate thorough lesson/performance warm-up, use of lesson recordings, note-taking, progressive musical/poetic/communication/performance preparation (classical voice) and musical/dramatic/movement/poetic/performance preparation (music theatre)
LO5. research musical and poetic structures, the contribution of pianistic and/or orchestral writing and musical style in a wide range of repertoire and styles
LO6. demonstrate the ability to communicate in character, descriptive and narrative songs, carefully chosen arias and other appropriate repertoire
LO7. refine verbal and non-verbal communication skills for engagement with audiences in varying performance situations
LO8. critically reflect on own and peers’ performances with courtesy to and collegiality for all
LO9. show engagement with published procedures and communication through canvas, the vocal division handbook (for classical singers) or the music theatre handbook (for music theatre singers).

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.

This unit of study outline has been amended to include criteria for Music Theatre singers since last offered. No changes for Classical Singers have been made.

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

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

VSAO1611: Voice 1

Semester 1, 2022 [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

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