MUSGEN 3007 - Jazz Arranging

North Terrace Campus - Semester 2 - 2019

The course will cover advanced techniques of textural and harmonic procedures in arranging for medium to large jazz ensembles. Topics will include: voicing saxes and brass in fourths, 'drop 2', 'drop 3', 'drop 2 and 4', 'clusters', 'spread voicings', melodic embellishment, re-harmonisation, melodic subdivision, the 5-part saxophone soli style, voicing 8 brass and effectively combining saxophones with brass, score analysis and study of styles of contemporary arrangers & composers. The basic principles of string writing will also be covered. Students will be required to create a big band arrangement for their major assignment, toward the end of the semester. To assist hands-on practical learning, tutorials will often be conducted in the keyboard laboratory. Small assignments will be also be played and discussed during tutorials with a view to develop accuracy of musical communication, language and style. The major assignment will be played and recorded by Big Band 1 if time permits. Alternatively, students may have their arrangements played and recorded by big bands in the community.

  • General Course Information
    Course Details
    Course Code MUSGEN 3007
    Course Jazz Arranging
    Coordinating Unit Elder Conservatorium of Music
    Term Semester 2
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Available for Study Abroad and Exchange Y
    Prerequisites MUSJAZZ 2101, MUSJAZZ 2102
    Restrictions Available to BMus students only
    Course Description The course will cover advanced techniques of textural and harmonic procedures in arranging for medium to large jazz ensembles. Topics will include: voicing saxes and brass in fourths, 'drop 2', 'drop 3', 'drop 2 and 4', 'clusters', 'spread voicings', melodic embellishment, re-harmonisation, melodic subdivision, the 5-part saxophone soli style, voicing 8 brass and effectively combining saxophones with brass, score analysis and study of styles of contemporary arrangers & composers. The basic principles of string writing will also be covered. Students will be required to create a big band arrangement for their major assignment, toward the end of the semester. To assist hands-on practical learning, tutorials will often be conducted in the keyboard laboratory. Small assignments will be also be played and discussed during tutorials with a view to develop accuracy of musical communication, language and style. The major assignment will be played and recorded by Big Band 1 if time permits. Alternatively, students may have their arrangements played and recorded by big bands in the community.
    Course Staff

    Course Coordinator: Mr John Aue




    Course coordinator: John Aué

    Ofiice 8313 5138 mobile 0411 244 198
    Contact email:john.aue@adelaide.edu.au

     
    Main Music Office: Schulz Building, 9th Floor
     
    8313 5995, 8313 4168

     


     

     



    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.






    Course component 1:
    2 LECTURES
    Duration: 2 H/WEEK
    Enrolment capacity: 35
    Quantity: 24 hours per semester




    Course component 2:
    TUTORIAL
    Duration: 1 HR/WEEK
    Enrolment capacity: 35
    Quantity: 10 hours per semester




  • Learning Outcomes
    Course Learning Outcomes
    The Course Learning Outcomes of this course:

    1. Students are  able to arrange  for various instrumental combinations up to big band.

    2. Students will have an advanced working knowledge of jazz arranging techniques.

    3. Students will have gained a basic understanding of the principles of string writing.

    4. Students will be able to create a full-length arrangement of a jazz standard for 5 saxes, 4 trumpets, 4 trombones and rhythm section.

    5. Students will have the skill to accurately communicate musical ideas by means of a music notation program










    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)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1-5
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    1-5
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    5
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    1-5
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • Able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    Not applicable
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    1-5
  • Learning Resources
    Required Resources


    Required Resources 

    ‘Jazz Arranging Techniques’ by Gary Lindsay (www.lindsayjazz.com)


    Recommended Resources


    Sam Nestico, The Complete Arranger

    Don Sebesky, The Contemporary Arranger

    Rayburn Wright, Inside the Score

    Bill Dobbins, Jazz arranging and Composing

    Ted Pease and Ken Pullig, Modern Jazz Voicings (Berklee Press)

    Dick Lowell and Ken Pullig,ss Arranging for Large Jazz Ensemble (Berklee Press)

    Recordings of Count Basie, Thad Jones, Bob Brookmyer, Bill Holman, Gordon Goodwin, Gerry Mulligan, Bert Joris, Jim McNealy and
    other big band arrangers and composers.

    Online Learning


    This Course Profile will be placed on MyUni together with assignments and other relevant Course information.

     

  • Learning & Teaching Activities
    Learning & Teaching Modes
    Essential arranging topics are presented and explained within two weekly lectures of 1 hour duration. Application and further discussion of these topics occurs in weekly 1 hour tutorials, where assignments and exercises are also performed.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.






    WORKLOAD

    TOTAL HOURS:

    2 x 1-hour lectures per week, 24 hours per semester

    1 x 1-hour tutorial per week, 10 hours per semester

    3 hours listening per week, 36 hours per semester

    3 hours research per week, 36 hours per semester

    50 hours in total for assignment preparation per semester

    TOTAL: 156 hours per semester




    Learning Activities Summary


    Voicing saxophones and brass section. Soli saxophone writing. Tutorials for these. Techniques and analysis of big band arrangements. Writing the major big band arrangement. An overview of string and vocal group arranging.

    Specific Course Requirements
    Nil
    Small Group Discovery Experience

    (1) Playing of students’ assignments: some students will play the assignments while the rest listen. Students and the lecturer discuss the played assignments as to what worked and what could be improved upon.

    (2) Practical exercises of harmonic voicings in the keyboard lab, will help students to gain practical, hands-on, understanding of the material presented in class. There will be interaction between students and the lecturer by way of group discussion and individual attention given to students by the lecturer.

  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
                                                                                               
     Assessments Task                                                                        Task Type                          Weighting                     Learning Outcomes                 
    An 8-bar,  5-part soli harmonisation assignment Formative and summative  20% 1, 2, 4, 5
    An 8-bar voicing assignment for 8 brass and 5 saxophones Formative and summative  20% 1, 2, 4, 5
    A big band arrangement of approximately 100 bars in length Summative 60% 1, 2, 4, 5









    Assessment Related Requirements



    100% attendance is expected at tutorials. In this course, penalties apply for any absences which are not formally approved as
    outlined in the Conservatorium’s Student Participation and Attendance Leave Guidelines (see following). Leave Application forms are available from the Music Office and can be downloaded from the Music website – see
    http://music.adelaide.edu.au/current/handbook/Student_Leave_Form_2014.pdf

    Late assignment policy:
    Assignments handed in after the due date will accrue a penalty of 5% off the given mark per day. However, extensions may be granted for medical or compassionate reasons or by arrangement with the lecturer in charge or the course coordinator prior to the due date.
    Extensions without penalty are not granted under any other circumstances. In the case of illness this will require a medical certificate, and in the case of personal (non-medical) circumstances a letter of support from a University Student Counsellor. For further information, please refer to the following website: http://www.adelaide.edu.au/counselling_centre/


    Assessment Detail
    First assignment:
    Five-part sax soli harmonisation: compose an 8-bar saxophone soli over a given chord sequence – 20% weighting.

    Second assignment:
    Voice a given melody for 8 brass and 5 saxophones – 20% weighting.

    Major Assignment:
    Arrange a standard jazz tune for big band (5 saxophones, 4 trumpets, 4 trombones and rhythm section). The arrangement should be between 72-100 bars in length. – 60% weighting.

     

    Submission


    Assignments are always due at the following week’s tutorial unless otherwise directed by the lecturer.

    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    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.

  • Student Feedback

    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.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

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