ENS 2004A - Jazz Big Band: Level 2 part 1
North Terrace Campus - Semester 1 - 2014
General Course Information
Course Code ENS 2004A Course Jazz Big Band: Level 2 part 1 Coordinating Unit Elder Conservatorium of Music Term Semester 1 Level Undergraduate Location/s North Terrace Campus Contact Up to 4 hours per week, plus additional sectionals & rehearsals prior to concerts Prerequisites Audition Incompatible ENS 2005A/B, ENS 2006A/B & 4557 (pre-2002) Restrictions Available to BMus, BMusEd & BMusSt students only Course Description Develops musicianship in the large ensemble context by focussing on the skills of reading, listening, stylistic interpretation, intonation, blend. Rehearsals and performances within the Big Band jazz tradition. Following auditions, students will be allocated to either Big Band One, Two or Three as appropriate.
Course Coordinator: Mr Dusty Cox
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes1. Develop musical performance skills in the context of jazz big band rehearsals and concerts that display accuracy, fluency, advanced technical skills and a mature expressive sense along with a strong conceptual and interpretative understanding of the chosen and prescribed works
2. Develop effective practising strategies which arise from independent, imaginative and creative approaches to problem solving including the use of contemporary technologies
3. Develop critical understanding of own and others’ musical performances in relation to the standards required for a professional career
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1, 3 An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 2 A proficiency in the appropriate use of contemporary technologies. 2 A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 1, 2 A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 1
Learning & Teaching Activities
Learning & Teaching ModesEnsemble practice, sectionals, individual practice and appropriate listening are inclusive to understanding large ensemble style and performance practice.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.In addition to the required contact hours, students are expected to prepare and practise all repertoire, other material assigned by their ensemble director for at least three hours per week.
Learning Activities SummaryRehearsals• Rehearsals are three hours per week over the full year; students are expected to be punctual and prepared for rehearsal, do not forget your music.• Students are expected to maintain 100% attendance. See below for penalties.• Students may apply for various forms of leave as per University and Elder Conservatorium policy, staff will determine which applications are accepted or refused.• Students are required to give ample notice to the Ensemble Director of impending leave and/or absences and students are required to engage an appropriate substitute in the ensemble.
Independent Practice• Students prepare and practise all repertoire and other material assigned by their Director for at least three hours per week.
Specific Course RequirementsStudents are expected to maintain 100% attendance.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
ASSESSMENT (Summative) Learning Objective/s Addressed Semester 1 Assessment breakdown Comprised of an ongoing Director’s mark (ongoing) 50% 1, 2, 3 Individual spot check of parts 25% 2 Section playing 25% 2, 3
Assessment Related RequirementsENSEMBLE PARTICIPATION AND ATTENDANCE EXPECTATIONS
For any ensemble to work at all, let alone successfully, every single member must be both committed and accountable. Unlike almost any other class within the Conservatorium, ensembles only succeed when all members are present, actively participating, and accountable to each other, to the conductor, and to the music.
This expectation to actively and positively participate in 100% of required rehearsals and performances is totally in keeping with several of the Graduate Attributes for the three undergraduate music programs. The Graduate Attributes most relevant to ensembles are:
- Sensitivity to others and the ability to function as part of a team.
- Commitment to excellence and the striving towards the highest possible personal and professional standards.
- A clear understanding of the professional world and the standards required for professional work.
The rationale for the Conservatorium’s Participation and Attendance Policy in relation to ensembles is simple and universal. It is derived from both professional practice and from the very nature of ensemble music-making itself.
Performance ensembles - symphony orchestras, wind orchestras, choirs, jazz ensembles et cetera - do not work successfully without the commitment and positive participation of every single member, irrespective of how skilled those individual members may be. Naturally, the vocal or instrumental skills of the individual members contribute greatly to the overall quality of the ensemble but it is the ‘working together’ which actually makes the ensemble function.
Your commitment to the ensemble involves the following three key aspects of ensemble discipline:
- your willingness to be musically and personally prepared for every rehearsal and performance. Being prepared means (a) having the appropriate music and a pencil at rehearsal and (b) spending some time during the previous week doing any personal work on the music that either the conductor has specified, or that you feel is necessary for to keep up with the general pace of the ensemble.
Being punctual actually means you should be in the rehearsal studio at least 10 minutes before the scheduled starting time and in place ready to play or sing approximately 5 minutes before the scheduled starting time. Principally, this allows you time to get mentally and physically ready for the rehearsal. The conductor should not have to gather the ensemble together into their places in order to begin rehearsal. Ideally, a rehearsal should be able to begin with a few words of welcome from the conductor, minimal instructions about which piece is being rehearsed first, and a downbeat.If the ensemble as a whole works well, everyone’s musical satisfaction is heightened; everyone benefits. Punctuality and good ensemble discipline not only enable the ensemble to function well and efficiently, they are signs of respect for colleagues, for the ensemble as a whole, for the conductor, and for the actual music-making at the core of your ensemble’s existence.At the Conservatorium, as in the professional world, punctuality means being in place, ready to rehearse well before the start time.
- positive participation made possible by regular, punctual attendance
Being focused means:(a) being musically and mentally engaged and ‘in the moment’ for the entire rehearsal or performance;(b) being attentive and responsive to the conductor’s verbal and gestural instructions at all times;(c) using a pencil (not a shared one either!) to record on the music all markings necessary for the effective retention of all relevant instructions by the conductor;(d) changing music when required, in an efficient, no-fuss manner;(e) being aware of, and responsive to, the ambience and momentum of the rehearsal as established by the conductor and by the music itself.In other words, you are expected to be totally professional in your relationship with your colleagues, the conductor and the music.
- a willingness to be focused in rehearsal and performance, and to consistently give your best
Student Participation and Attendance Leave Guidelines
All students enrolled in courses taught by the Elder Conservatorium of Music are expected to actively and positively participate in 100% of required rehearsals, workshops, classes, lectures, tutorials and performances. In courses where Participation & Attendance penalties apply (as defined in the Course Outline), any student who misses more than 40% of required classes will be ineligible for assessment in that course, irrespective of the amount of leave that has been formally approved.
The Conservatorium recognises that extenuating circumstances may occasionally affect a student’s ability to participate in a rehearsal, workshop, class, lecture, tutorial or performance. In such cases Leave may, upon application using this Leave form, be approved by the relevant staff member (this could be the Head of Studies, teacher, conductor, lecturer or course coordinator as appropriate).
Marks for large ensembles will include an ongoing mark for contribution to the ensemble by the Director (50%), an individual ‘spot-check’ of parts (25%) and sectional playing (25%).
Grades for your performance in this course will be awarded in accordance with the following scheme:
NOG (No Grade Associated) Grade Description CN Continuing
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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This section contains links to relevant assessment-related policies and guidelines - all university policies.
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