Director: Professor Nicolette Fraillon, BMus Melb
The musician of the future needs to be truly excellent as a performer, composer, communicator; extremely resourceful, adaptable, and imaginative (in order to find, keep and/or create employment); very versatile, with a broad-ranging, well informed musical knowledge; familiar with the music profession in a variety of forms; skilled in working with other people, engaging with people from within the profession, and liaising with the wider community.
The School of Music's new curriculum is designed to meet these challenges, empowering its students to fulfil their promise, offering inspirational teaching, coaching and directing; flexibility in study programs; wide-ranging contact with professional musicians; extensive performance opportunities; high quality facilities and a lively and supportive study environment.
Students are encouraged to extend their cultural horizons and, above all, to think, and develop artistic independence and integrity. The School of Music has always focused on performance and on the practical application of knowledge. The School offers an enormous variety of ensembles, preparing students for many aspects of professional life. These include Solo Performance; Symphony Orchestra; Chamber Orchestra; Opera; Chamber Music; Big Band; Jazz Vocal Group; Jazz Ensembles; Interactive Performance with Computers; Brass Ensemble; Percussion Ensemble; Wind Ensembles; Contemporary Music Ensemble; World Music Ensemble and Masterclasses.
Composers, musicologists, theorists and music education students (University of Canberra) work in a dynamic environment in which performance, composition and research in music inform and stimulate each other. The Australian Centre for Arts and Technology provides an exciting, interactive environment in which students can explore the artistic use of computers at the cutting edge of new technologies. Students also have access to the full range of programs across the ANU through which they can broaden and contextualise their learning in music. The national collections and research facilities of the major cultural institutions, including the National Library of Australia, the National Gallery of Australia, ScreenSound Australia and the Australian Institute of Aboriginal and Torres Strait Islander Studies, provide a rich resource for students.
It is the performance focus of the School of Music Brass Department that distinguishes it as providing dynamic and exciting professional tuition and developing musically informed and technically assured brass musicians. It provides intensive education and opportunities in all genres: solo, chamber and orchestral. Brass students enhance their skills through regular participation in a variety of brass ensembles and sectionals. This focus on ensemble playing has resulted in the School's graduates being in demand throughout Australia and overseas. Currently five members of the brass section of the Sydney Symphony Orchestra are recent School of Music graduates; other graduates are in the Tasmanian, Queensland, West Australian and Adelaide Symphony Orchestras. Many also enjoy successful careers overseas. The teaching staff include two full-time members of the Sydney Symphony Orchestra. The Brass Department has a strong commitment to nurturing each student to their full potential, encouraging performance in a range of situations and professional engagements as part of each student's development. The Department promotes a vibrant, demanding, but supportive and collaborative environment, in which students are encouraged to support each other.
The Composition program is unique in Australia, in that it places equal emphasis on instrumental/vocal composition and computer based music composition. All composers at the School have the opportunity to have their music performed -- at least one chamber music work each year -- and take the initiative to arrange other performances. The philosophy of the Department is to facilitate each student's artistic development and their own compositional voice. Over the program, students work through an increasingly complex range of compositional tasks and a variety of approaches in a range of mediums, using repertoire studies, analysis, and workshops on individual compositions as the main tools in learning. The goal is to complete a folio that includes both instrumental and vocal composition and electroacoustic works which together demonstrate a readiness to contribute as professional composers or as creative individuals in the music industry. Studies in computer music are undertaken at the Australian Centre for the Arts and Technology (ACAT). In addition to developing skills and knowledge in a range of up-to-date technologies, this component of study is oriented toward the artistic use of computers and emphasises live performance and presentation. For composition students the excellent facilities and resources available in the national cultural institutions stimulate research and generate creative collaborations.
The Guitar Department enjoys a national and international reputation as one of Australia's leading guitar schools. It aims for the highest standards, with the focus primarily on the joy of music-making as well as the acquisition of the skills and knowledge needed to communicate the beauty of music to an audience. To achieve this, the study of a wide range of solo repertoire from the Renaissance to the present day is emphasised in every year of the Bachelor of Music program. Students realise the important link between individual practice and public performance through giving regular concerts and performances. Ensemble playing is also an important part of each program, with weekly rehearsals and public performances. The Department, as the home of the ensemble Guitar Trek, is the centre of much innovative guitar activity, especially in the area of newly commissioned works and repertoire development.
Students will become part of a lively and creative atmosphere which aims to nurture and develop their musical individuality. At the same time they learn the highly specialised skills and develop the enduring motivation necessary for long term success as professional musicians.
Jazz Department programs and teaching methods focus on the individual and teaches with realistic vocational goals in mind and each student's career objectives are carefully nurtured and brought into focus. The program supports students' performance objectives through a blend of performance, composition, and academic programs that allow for an individually tailored educational experience. Throughout their time with the Department students are guided by a nationally acclaimed faculty of experienced performers and educators. The Department performs regularly at major jazz festivals with its four premier ensembles, The Big Band, The Vocal Group, The Recording Ensemble and The Commercial Ensemble, and maintains a high profile in the local community with club, function, and charity performances. Students may alternatively choose to focus on arranging and composition in the fourth year of the program.
The Department has wide ranging responsibility for the curriculum in all areas relating to music language and techniques, critical thought, musicology and classroom music pedagogy. All students are given a thorough grounding in theoretical concepts and musical vocabulary through the development of aural, reading and analytical skills, and are provided with a variety of conceptual approaches and contexts in which to place and interpret musical repertoire. The skills developed by the students range from traditional approaches to musicology, through current and topical theories of musical understanding, to technological skills appropriate to musicians of the twenty-first century. Students are taught largely in small groups emphasising interaction, communication and active learning. It is our goal to awaken students' curiosity, to develop their thirst for knowledge and the skills to acquire it, to broaden students' perspectives on music and to deepen their understanding so that they can apply their skills and knowledge to their areas of special interest. The Department offers Principal Studies in Musicology and in Music Language and Techniques. Musicology encompasses a full range of approaches to the historical study of music within Western culture and the study of traditional music in other cultures. It is especially characterised by a focus on Australian music, with access to the major archival holdings and to staff within national cultural institutions in Canberra. Students are encouraged to develop independent research skills whilst working collaboratively in group research projects. For many years the School has maintained an outstanding program in aural/music theory, with a particular emphasis upon the Jersild and Kodaly methodologies and a range of other music analytical methods. Students' individual aural and theoretical development is enhanced by a study of these methods as applied to a broad range of musical literature. The Department also offers programs to students in other Faculties, including an Honours program in Musicology through the Faculty of Arts. Some programs may also undertaken as non-Award study.
The percussion students hail from all points within Australia as well as Asia and New Zealand. Studying percussion at the School of Music involves total immersion into the full spectrum of percussion through an emphasis on developing the individual percussionist as a chamber and solo musician. Students study the full range of orchestral repertoire as well as contemporary percussion ensemble, world music and current trends. The percussion program resides within the School of Music with purpose built facilities for practice and performance. In addition to a complete range of traditional western percussion instruments, the percussion department is the custodian of a set of West African Ewe and Ashanti drums, a complete Javanese Gamelan and a collection of South Indian and Asian percussion instruments. The CSM Library archives an extensive collection of solo and ensemble repertoire written exclusively for percussion. Students have full access to the latest technology in the research of percussion performance practice. The CSM percussion ensemble presents the rich and diverse repertoire written exclusively for percussion. CSM percussion students and ensembles regularly perform national broadcasts for ABC Classic FM as well as many public performances in Australia and overseas.
School of Music percussionists lead the way as members in both ABC and overseas orchestras performing in the world's leading percussion ensembles, in the studio and in the pit.
The Piano Department offers talented young students a stimulating and exciting study program incorporating all the skills necessary to pursue a career as a pianist in the 21st century. The staff have established and maintain international profiles as solo performers and accompanists. We are dedicated to ensuring that our students aspire to the highest professional standards. The Department encourages open communication and the development of each student's artistic awareness and critical capacities. In later years students may diversify their interest from solo piano performance into areas of specialisation such as early keyboard performance (fortepiano), chamber music or accompaniment. Current students and graduates have been successful in many competitions including the ABC Quest, the ABC Instrumental and Vocal Competition, the International Youth Music Festival Virtuosi of the Year 2000 in St. Petersburg, and have participated in competitions in Austria, Spain and Italy. Graduates have been accepted into further studies at many prestigious overseas institutions. Students from many overseas countries choose to study at the Canberra School of Music, including Hong Kong, The People's Republic of China, Taiwan, Thailand, Korea and Japan, recognising its international standing.
The String Department seeks to nurture students who demonstrate a love of playing. Such students, having fulfilled the requirements of a university qualification, will go on to enter the profession, anywhere, as highly skilled musicians. The teaching philosophy of the String Department is idealistic: staff seek to elicit from the student unique and personal, as well as orthodox, playing potential, to reinforce curiosity, and to encourage self-motivation rather than obedience to `authority'. The Department believes that fulfilling employment as a musician is most likely attainable for one who achieves a superior quality of work, that quality permeating movement, tone and accuracy, as well as the various elements of artistry. The String Department is committed to providing enhanced learning opportunities via the interaction between teacher and individual student, through a focus on effective rehearsal and practice techniques, through staff feedback to all students in Departmental contexts (performance classes, tutorials, soirees), and through ensemble activities and concert opportunities. There is considerable emphasis upon chamber music, and the Department encourages students to participate in events outside the School such as the Canberra International Chamber Music Festival and the Australian Festival of Chamber Music (Townsville). Orchestral training also plays a vital part in the education of string students, and the School's orchestral program includes experience in symphonic, operatic and chamber orchestral repertoire. Interested tertiary students can also gain valuable experience in string pedagogy by working in string classes with children as assistants to the teaching staff. More advanced students also audition for the Canberra Symphony Orchestra and in this context have the opportunity to work alongside staff and other professional musicians.
The Voice Department is recognised at a national and international level for the outstanding qualities of its graduates. It has established a reputation for producing fine singers who are readily accepted into the profession as soloists or chorus with Opera Australia and with leading voice pedagogues overseas. Its talented and inspiring teachers have produced an enviable record of prize winners of major competitions both in Australia and overseas. The Department actively assists students in the development of career opportunities on completion of their program. Voice students enjoy all the advantages of studying at a School which offers individual attention, and many varied performance opportunities, including opera, vocal ensemble and recital and concert repertoires. The Department presents one major operatic production each year, in which all students are involved in some capacity. European languages and theatre studies, including movement, historical dance, fencing and drama form part of the program of study. Allowance is made within the program for those students who do not have an extensive musical background and who require time to develop their music literacy and aural skills. Students are in demand for choral and stage roles in the ACT and interstate, and are encouraged to undertake professional engagements as part of their development.
The Woodwind Department has attained its considerable reputation through the Australian and international achievements of its teaching faculty. Each member of the faculty is in demand as a performer, in addition to their commitment to excellence from their students. Applications from prospective students are received from throughout Australia and from abroad, and over half of the woodwind students have come to Canberra specifically to be involved in the specialised study program and the lively environment at the School of Music. The Department endeavours to ensure that each student musician is thoroughly trained on their instrument and will achieve a high degree of musical maturity. It is a firm principle of the Department that a student, once accepted, will be prepared for a useful and productive place in the music profession, in addition to completing their University qualification. In addition to a strong emphasis on the learning and performing of recital programs, concertos, and chamber music, students also receive a thorough grounding in orchestral repertoire and techniques. Throughout their program, students are encouraged to take advantage of the many performance opportunities available both within Canberra and interstate.
The School of Music is situated within the grounds of the Australian National University. The existing facilities at the School of Music and ACAT include Llewellyn Hall; ANU Arts Centre Theatre ; A variety of recital venues; Professional recording and broadcast facilities; Purpose-built teaching studios and lecture rooms; Practice rooms equipped with pianos; Specialist Music Library; Audio Studio -- MIDI controllable equipment, software and soundfile manipulation with facilities for multi-track analog and digital recording; Video Studio -- animation post-production studio, broadcast standard U-Matic high Band Edit suite and digital video editing facilities; Student Computers that can be accessed through NITA and ANU libraries; E-mail accounts which are issued on enrolment.
The School of Music presents a large and varied program of public concerts each year. These include performances by faculty members, lunchtime and Sunday concert series, performances and masterclasses by visiting artists, concerts by the School's ensembles, and an annual opera production. The Canberra Wind Soloists and Guitar Trek are resident staff ensembles. The staff have international and national profiles and are regularly in demand as performers, guest speakers, composers and researchers. In addition to the School's concert program, Llewellyn Hall is the venue for a large number of performances by visiting artists and ensembles each year. These include the Australian Chamber Orchestra, Musica Viva and the Canberra Symphony Orchestra. The School also runs an extensive pre-tertiary program providing access to music education for students from as young as 5 all the way through to preparatory programs for university entry. Mature age students and the general public may access the School's tertiary programs through non-award enrolment in approved programs and through public lectures.
The Friends of the Canberra School of Music is a membership organisation made up of music lovers who support the activities of the staff and students at the School. For a modest subscription the members enjoy a number of benefits including regular newsletters and concession ticket prices to CSM performances. Since 1980 the Friends have awarded an annual Friends Prize, awarded overseas Travelling Fellowships to faculty members, funded visiting artists, commissioned several works, provided funds for students to give performances interstate and sponsored numerous concerts at the School. Enquiries and applications for membership should be directed to:
The Secretary
Friends of the Canberra School of Music
GPO Box 804
Canberra ACT 2601
Bachelor of Music -- Three-year Degree
Bachelor of Music -- Four-year Specialist Degree
Bachelor of Music (Performance)
Bachelor of Music (Composition)
Bachelor of Music (Musicology)
Bachelor of Music (Music Language and Techniques)
Students initially enrol in the three-year degree but at the end of the second or the third year may apply to transfer into the four-year degree. The four-year program offers further specialisation and may be taken at Pass or Honours level.
In exceptional cases, students may be permitted to undertake two of these specialisations simultaneously.
The objectives are outlined in the Bachelor of Music (Specialist) program orders.
Applications for the Honours degree will normally be provisionally considered in October and May each year for students enrolled in Principal Study 3. Candidates from other institutions apply to be admitted by direct ANU undergraduate application. Application should be made on the Honours Application Form available from NITA Student Services by the due date, except in circumstances as approved by the Director (for example, consideration of students on approved overseas study or exchange). The process of development of the application is spelt out in separate guidelines which accompany the application form, and in the questions incorporated in the form.
Students are admitted in the first instance to the three year Bachelor of Music Degree (with the exception of students transferring into later years from another institution). Conditions for transfer to the four year Bachelor of Music (Specialist) Degree at Pass or Honours level are described below.
The programs develop independent and creative thought in students; a high degree of technical skill in a chosen field; comprehensive knowledge of the musicians' craft and an ability to apply this as part of the creative process; an understanding of music and of the musical profession as an integral part of world culture.
The programs are structured around three key learning areas in music Music Performance and/or Composition; Critical Thought; Music Language and Techniques.
The Bachelor of Music program offers Principal Studies in the following:
Performance is available in Brass, Harp, Piano, Guitar, Percussion, Strings, Woodwind, and Voice. Intensive individual tuition, extensive ensemble experience and many public performance opportunities provide a strong practical focus and allow for a high degree of technical development and artistic exploration. Weekly one or two hour individual lessons; orchestra, opera, chamber music; specialist ensembles such as brass or contemporary music ensemble; performance classes, concert practice and accompaniment workshop all create a rich milieu in which the student will find varied opportunities to develop their performance skills with a view to the pursuit of a professional performing career.
Composition studies incorporate composition for instrumental and vocal genres, and electroacoustic composition. This discipline emphasises individuality of thought, style and creativity, a thorough grounding in compositional techniques and design structures and an ability to apply these in a diverse range of repertoire and contemporary music settings.
Jazz studies include both Performance and Jazz Arranging and Composition, emphasising the ability to improvise, express and communicate artistic ideas. Individual tuition, extensive ensemble experience in large and small groups, and public performances expose students to a diverse range of traditional and contemporary jazz idioms.
Musicology explores a wide range of approaches to music scholarship within European and other cultural traditions, with an emphasis upon research in an Australian context. In addition to traditional methods and approaches to musicological research, problem solving, critical reasoning and the ability to analyse, criticise, evaluate and interpret a wide range of music from score, sound and other sources are fundamental research skills developed in this program.
Music Language and Techniques emphasises the ability to understand and apply musical language theoretically and aurally, in a range of practical situations and in different historical, cultural and stylistic contexts. It can also develop skills relevant to the use of musical materials in the classroom.
The curriculum is organised according to a coherent methodology rather than by a prescribed syllabus of required knowledge. The aim is to contextualise learning and to deepen the student's understanding and ability to apply, analyse, synthesise and evaluate knowledge in many different music contexts. The organisation takes the form of a three year cyclic thematic plan. There are four six week thematic blocks per year.
There are several types of delivery within each of the key learning areas. In individual performance, composition, aural training and jazz performance (eg. skills for improvisation), where time for systematic sequential development of physical skills and artistic growth is essential, learning will primarily take place through weekly lessons and classes in year long programs.
Other parts of the program allow intensive, immersion style teaching and learning, structured around the thematic blocks, rather than the weekly lecture/tutorial type of delivery. Each six week block is normally organised in three phases:
(1) keynote lectures, master classes, films demonstrations and workshops by staff and visiting artists and lecturers
(2) supervised student project work in small groups or individual research.
(3) intensive rehearsal blocks and student presentations of many kinds.
Student project work will be closely related as far as possible to ìrealî outcomes that mirror the type of activities found in the musical profession (eg performance, composition, recording publication, electronic presentations, text based and audio-visual programs, sound recordings, articles, arts management, archival documentation etc.)
Each student will be assigned two mentors, the Principal Study teacher/supervisor and a program mentor, who together track and guide the student across all areas of learning, and through the entire program, and guide students in the processes of managing their learning. Throughout the year students will receive verbal and written feedback on their project activities from the staff responsible for each area of the program, and the mentors will assist students in reflecting on their overall program.
Graded results will be provided at the end of each of the three key learning area programs, and in the jazz Integrated Studies courses. The grade will reflect the level of achievement in tasks such as recitals, examinations and projects. Self-reflection, regular critical feedback from staff and peers, and informative evaluation by staff rather than summative assessment are central. Assessment will take account of the student's demonstrated level of increasing competence, the level of complexity with which they undertake and participate in tasks, as well as the final standard of achievement.
Guidelines and criteria for assessment in each learning area as approved by the Academic Committee, will be provided to the student at the commencement of the program and are subject to the normal consultative methods and approaches. Students should ensure that they receive copies of these for each program in which they are enrolled.
Intending applicants should refer to the university's Handbook for details
To be admitted to the program, a candidate must comply with the Institute of the Arts Undergraduate Admissions Rules.
The following majors are available in the Bachelor of Music:
Performance, Jazz, Composition, Musicology, Music Language and Techniques
The instruments available in the Bachelor of Music are Bassoon, Cello, Clarinet, Double Bass, Flute, Guitar, Harp, French Horn, Jazz Arranging & Composition, Jazz Bass, Jazz Bass Guitar, Jazz Clarinet, Jazz Drums, Jazz Flute, Jazz Guitar, Jazz Piano, Jazz Saxophone, Jazz Trombone, Jazz Trumpet, Jazz Violin, Jazz Voice, Oboe, Percussion, Piano, Piccolo, Trombone, Trumpet, Tuba, Viola, Violin, Voice.
In order to complete the program, a candidate must accumulate 144 units and successfully complete:
A Major in Performance (excluding Voice)
a) Principal Studies 1, 2 and 3 in one instrument from the List of Classes (72 units);
b) Complementary Studies -- Critical Thought 1, 2, and 3 (24 units):
c) Complementary Studies -- Music Language and Techniques 1, 2 and 3 (24 units):
d) Continuing Aural (Classical) from the List of Additional Studies Courses (unless exempted) (4 units);
e) A combination of Additional Studies from the List of Additional Studies Courses and/or approved courses from outside the School of Music (20 units), or 24 units if exempted from Continuing Aural (Classical).
B Major in Performance (Voice)
a) Principal Studies 1, 2 and 3 in voice from the List of Classes (72 units);
b) Complementary Studies -- Critical Thought 1, 2, and 3 (24 units):
c) Complementary Studies -- Music Language and Techniques 1, 2 and 3 (24 units):
d) Integrated Studies-European Language for Singers 1, 2 and 3, and Integrated Studies -- Theatre Studies 1, 2 and 3 (24 units).
a) Principal Study 1, 2 and 3 in one jazz instrument from the List of Classes (72 units);
b) Complementary Studies -- Critical Thought Jazz 1, 2, 3 (12 units):
c) Complementary Studies -- Music Language and Techniques Jazz 1, 2, and 3 (24 units):
d) Continuing Aural (Jazz) from the List of Additional Studies Courses (unless exempted) (2 units);
e) Integrated Studies -- Improvisation 1, 2 and 3 and Integrated Studies -- Jazz Arranging and Composition 1 and 2 (20 units)
f) A combination of Additional Studies courses from the List of Additional Studies Courses and/or approved courses from outside the School of Music (14 units), or 16 units if exempted from Continuing Aural (Jazz).
a) Principal Study 1, 2 and 3 in Composition (72 units);
b) Complementary Studies -- Critical Thought 1, 2 and 3 (24 units):
c) Complementary Studies -- Music Language and Techniques 1, 2 and 3 (24 units):
d) Continuing Aural (Classical) from the List of Additional Studies Courses (unless exempted) (4 units);
e) A combination of Additional Studies courses from the List of Additional Studies Courses and/or or approved courses from outside the School of Music (20 units), or 24 units if exempted from Continuing Aural (Classical).
a) Principal Study 1, 2 and 3 in Musicology (72 units);
b) As a Complementary Study either:-Complementary Studies -- Instrumental Studies 1, 2 and 3 in one instrument or Complementary Studies-Composition Studies 1, 2 and 3 (24 units): Or: courses from outside the School of Music as a sequenced major (unless otherwise approved by the Academic Committee) (36 units)
c) Complementary Studies -- Music Language and Techniques 1, 2 and 3 (24 units):
d) Continuing Aural (Classical) from the List of Additional Studies Courses (unless exempted) (4 units);
e) If undertaking Complementary Studies courses under (b) above: A combination of Additional Studies courses from the List of Additional Studies Courses and/or approved courses from outside the School of Music (20 units), or 24 units if exempted from Continuing Aural (Classical);
If undertaking courses from outside the School of Music under (b) above: a combination of Additional Studies courses from the List of Additional Studies Courses, and/or or approved courses from outside the School of Music (8 units) or 12 units if exempted from Continuing Aural (Classical).
F Major in Music Language and Techniques
a) Principal Study 1, 2 and 3 in Music Language and Techniques (72 units);
b) Complementary Studies -- Critical Thought 1, 2 and 3 (24 units):
c) As a Complementary Study Either: Complementary Studies -- Instrumental Studies 1, 2 and 3 in one instrument or Complementary Studies-Composition Studies 1, 2 and 3 (24 units): Or: courses from outside the School of Music as a sequenced major (unless otherwise approved by the Academic Committee) (36 units):
d) Continuing Aural (Classical) from the List of Additional Studies Courses (unless exempted) (4 units);
f) If undertaking Complementary Studies units under (c) above: A combination of Additional Studies courses from the List of Additional Studies Courses, and/or approved courses from outside the School of Music (20 units), or 24 units if exempted from Continuing Aural (Classical);
e) If undertaking courses from outside the School of Music under (c) above: a combination of Additional Studies courses from the List of Additional Studies Courses, and/or or approved courses from outside the School of Music (8 units) or 12 units if exempted from Continuing Aural (Classical).
6. PROGRAM TRANSFER TO BACHELOR OF MUSIC (SPECIALIST) DEGREE
Candidates wishing to undertake a program transfer from the Bachelor of Music 3 year Pass degree to the 4 year Bachelor of Music (Specialist) degree should seek the formal approval of the Director, in consultation with their teacher and Head of Department, prior to re-enrolment at the end of Year 2 or Year 3, indicating whether they are intending to undertake the program at Pass or Honours level, pending Academic Committee approval.
Candidates will then develop a Pass or Honours proposal in consultation with their Head of Department, the Musicology Department and relevant academic staff. Candidates wishing to enter the Honours stream must formally apply in Semester 2 of Year 3 for the approval of the School of Music Academic Committee, based on the recommendation of the School of Music Honours Committee. Application procedures for Honours are detailed in the Admission Requirements section of the Handbook.
If a candidate successfully completes all the courses prescribed in the first year of the program order, the Director may, in consultation with the relevant Heads of Department, approve the candidate enrolling, in a subsequent year, in fewer courses than prescribed for that year in the order. Only in exceptional circumstances may a candidate seek the permission of the Academic Committee to undertake a part-time enrolment within the first year of the program.
With the permission of the Deputy Director, a candidate may enrol in a course at another institution or undertake other approved work.
If a candidate has successfully completed all courses prescribed for the first year of the program, a candidate may apply to the Academic Committee on the appropriate form to take leave of absence for a period not exceeding 12 months, stating reasons. This must occur on or before the HECS census date of that semester. Only in exceptional circumstances may a candidate seek the permission of the Academic Committee to take leave of absence for a period of time within the first year of the program.
If a candidate wishes to take leave up to a period of one month, they must apply on the appropriate form. The Director or Deputy Director may, on the recommendation of the Head of Department, grant leave to a candidate for periods of not more than one month. If the period is no greater than one week, a Head of Department may approve the leave.
Applicants should refer to the university's Handbook for details
To be admitted to the any of the programs at Pass level, a candidate must have:
completed two years of the Bachelor of Music program, including the unit Principal Study 2 in the relevant Discipline, normally at the level of Credit or above;
must normally have successfully completed 144 units of the 3 year Bachelor of Music, including the courses Principal Study 2 in the relevant Discipline, normally at the level of Credit, and Principal Study 3 in the relevant Discipline, normally at the level of Credit;
hold an equivalent 3 year degree from another institution approved by the School of Music Academic Committee;
comply with the Institute of the Arts Undergraduate Admission Orders.
To be admitted to a course at Honours level, a candidate must have:
successfully completed the 3 year Bachelor of Music to the value of 144 units, including the units Principal Study 2 in the relevant Discipline, normally at the level of Credit, and Principal Study 3 in the relevant Discipline, normally at the level of High Distinction and at least a Credit average in Complementary Studies and Integrated Studies in Year 3 (In exceptional circumstances, the Academic Committee may approve a candidate who has accumulated 136 or more units towards the Bachelor of Music);
hold an equivalent 3 year degree from another institution approved by the School of Music Academic Committee;
have their Individual Research Honours Proposal approved by the Bachelor of Music Academic Committee.
The following majors are available in the Bachelor of Music (Specialist Degrees):
Performance, Jazz, Composition, Musicology, Music Language and Techniques.
The following classes are available in the courses Principal Study 4 and Principal Study Hons:
Performance (bassoon, cello, clarinet, double bass, flute, guitar, harp, horn, oboe, percussion, piano, trombone, trumpet, tuba, viola, violin, voice, jazz bass, jazz drums, jazz flute, jazz guitar, jazz piano, jazz saxophone, jazz trombone, jazz trumpet, jazz violin, jazz voice); Accompaniment, Composition (instrumental/vocal), Composition (electroacoustic), Composition (instrumental/vocal/electroacoustic), Jazz Performance, Jazz Arranging and Composition, Musicology, Music Language Techniques, Orchestral Studies, Pedagogy (instrumental)
The programs may be undertaken at the level of pass or honours.
In order to complete the program, a candidate must accumulate 192 units, and successfully complete:
a) the course Principal Study 4 in one class from the List of Classes (30 units);
b) either: a Directed Individual Project (18 units) or: a combination of Additional Studies courses approved by the Undergraduate Course Coordinator in consultation with student's mentors and/or approved courses from within or outside the School of Music (18 units).
a) the course Principal Study Hons in one class from the List of Classes (36 units);
c) the course Individual Research Hons in an area as approved by the Director in consultation with the Chair of the Honours Committee and the student's mentors (12 units).
As well as their Principal Study 4 (30 units) candidates undertake:
Either: a Directed Individual Project (18 units) related to their specific area of interest designed to develop particular career skills, subject to appropriate supervision being available. This may include a professional experience program in an outside organisation, developing and managing an extended performance project, a pedagogy or a community outreach project, or an extended piece of work
Or: a combination of additional studies course to the value of 18 units.
The Honours degree builds on an already achieved high level achievement. Objectives are:
The candidate will develop a highly focused individual Principal Study Hons program (36 units) , and also an Individual Research Project (12 units) integral to their specialisation, in consultation with their teacher and supervisors. The proposal should include a proposed mode of delivery e.g. lecture recital, special performance project, broadcast or recording, sub thesis, analysis, edition, CD Rom etc.
Except with the approval of the Academic Committee, a candidate may not attempt an honours course for a second time. A candidate who fails to qualify for the Honours degree may be admitted to the equivalent Pass degree. A candidate whose progress at the end of the first semester of the Honours year is considered by the Bachelor of Music Honours Committee not to be of Honours standard will be transferred to the Year 4 of the equivalent Pass degree.
Except with the approval of the Academic Committee, a candidate must undertake all the requirements of the program in the one year.
With the permission of the Deputy Director, a candidate may enrol in a course at another institution or undertake other approved work.
A candidate may apply to the Academic Committee on the appropriate form for leave of absence of not more than 12 months, stating reasons. This must occur on or before the HECS census date of that semester.
A candidate must apply for leave (up to a period of one month) on the appropriate form. The Director or Deputy Director may, on the recommendation of the Head of Department, grant leave to a candidate for periods of not more than one month. If the period is no greater than one week, a Head of Department may approve the leave.
With successful completion of 3 years, students may graduate with a three year Pass degree
Students wishing to complete a 4-year Specialist degree must complete the above 3-year Pass degree and also complete Year 4 at either Pass or Honours
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OR a combination of approved Additional Study Courses and/or approved courses from outside the School of Music, to the value of 18 units |
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With successful completion of 3 years, students may graduate with a three year Pass degree
Students wishing to complete a 4-year Specialist degree must complete the above 3-year Pass degree and also complete Year 4 at either Pass or Honours
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OR a combination of approved Additional Study Courses and/or approved courses from outside the School of Music, to the value of |
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With successful completion of 3 years, students may graduate with a three year Pass degree
Students wishing to complete a 4-year Specialist degree must complete the above 3-year Pass degree and also complete Year 4 at either Pass or Honours
|
OR a combination of approved Additional Study Courses and/or approved courses from outside the School of Music, to the value of 18 units |
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With successful completion of 3 years, students may graduate with a three year Pass degree
Students wishing to complete a 4-year Specialist degree must complete the above 3-year Pass degree and also complete Year 4 at either Pass or Honours
With successful completion of 3 years, students may graduate with a three year Pass degree
Students wishing to complete a 4-year Specialist degree must complete the above 3-year Pass degree and also complete Year 4 at either Pass or Honours
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OR a combination of approved Additional Study Courses and/or approved courses from outside the School of Music, to the value of 18 units |
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With successful completion of 3 years, students may graduate with a three year Pass degree
Students wishing to complete a 4-year Specialist degree must complete the above 3-year Pass degree and also complete Year 4 at either Pass or Honours
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OR a combination of approved Additional Study Courses and/or approved courses from outside the School of Music, to the value of 18 units |
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Students may wish to vary their patterns of enrolment in Additional Studies, but must complete 16 units over 3 years |
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Bachelor of Education course codes and unit values will be advised to students by the University of Canberra. Unit values quoted here are the ANU equivalent
Bachelor of Education course codes and unit values will be advised to students by the University of Canberra.
Bachelor of Education course codes and unit values will be advised to students by the University of Canberra. Unit values quoted here are the ANU equivalent
Offered First and Second Semester
Individual lessons -- normally one hour per week; ensemble -- average five hours per week, or equivalent in intensive sessions; performance activities -- average 3.5 hours per week over 26 weeks.
Prerequisite: audition/interview
Performance develops each student's technical skill in their discipline, and challenge and extend their artistic understanding and creativity. Study of an instrument/voice is undertaken in individual lessons, performance and technical classes, and concert practice activities, with the student's technical and musical proficiency developed and a range of repertoire of diverse styles and historical periods is explored. This study is strongly sequenced according to the needs and abilities of each individual, and the discipline-specific demands. Participation in a range of ensembles is integral. This augments the development of the student's musical, social, organisational and critical skills, and provides experience in a range of potential fields of professional musical activity. These ensemble activities, where possible, will focus on repertoire that relates to the thematic cycle of the total curriculum, placing the repertoire in its historical, social and cultural context.
Performance fosters a thorough technical foundation in the discipline; Repertoire and stylistic knowledge; The ability to express and communicate artistic ideas and intentions; The ability to perform confidently in public; Independence and problem solving; Self reliance in practice; Critical reflection on personal musical expression; Self motivation and organisation, resourcefulness and initiative; Management of physical demands and an ability to meet practical requirements and deadlines.
A graded result reflects the level of achievement in technical assessments and recitals. Regular monitored participation in all relevant performance activities, lessons and ensembles, forms a prerequisite to assessment in this program. Assessment requirements and criteria vary according to the nature of the discipline. Guidelines for these will be given to students at the beginning of each year. Whilst at the end of the year an overall grade is awarded, emphasis is placed on regular critical feedback and formative evaluation by staff.
Offered First and Second Semester
Individual lessons -- normally one hour per week; ensemble -- average five hours per week, or equivalent in intensive sessions; performance activities -- average 3.5 hours per week over 26 weeks.
Performance develops each student's technical skill in their discipline, and challenge and extend their artistic understanding and creativity. Study of an instrument/voice is undertaken in individual lessons, performance and technical classes, and concert practice activities, with the student's technical and musical proficiency developed and a range of repertoire of diverse styles and historical periods is explored. This study is strongly sequenced according to the needs and abilities of each individual, and the discipline-specific demands. Participation in a range of ensembles is integral. This augments the development of the student's musical, social, organisational and critical skills, and provides experience in a range of potential fields of professional musical activity. These ensemble activities, where possible, will focus on repertoire that relates to the thematic cycle of the total curriculum, placing the repertoire in its historical, social and cultural context.
Performance fosters a thorough technical foundation in the discipline; Repertoire and stylistic knowledge; The ability to express and communicate artistic ideas and intentions; The ability to perform confidently in public; Independence and problem solving; Self reliance in practice; Critical reflection on personal musical expression; Self motivation and organisation, resourcefulness and initiative; Management of physical demands and an ability to meet practical requirements and deadlines.
A graded result reflects the level of achievement in technical assessments and recitals. Regular monitored participation in all relevant performance activities, lessons and ensembles, forms a prerequisite to assessment in this program. Assessment requirements and criteria vary according to the nature of the discipline. Guidelines for these will be given to students at the beginning of each year. Whilst at the end of the year an overall grade is awarded, emphasis is placed on regular critical feedback and formative evaluation by staff.
Offered First and Second Semester
Individual lessons -- two hours per week; ensemble -- average five hours per week, or equivalent in intensive sessions; performance activities -- average 3.5 hours per week over 26 weeks.
Performance develops each student's technical skill in their discipline, and challenge and extend their artistic understanding and creativity. Study of an instrument/voice is undertaken in individual lessons, performance and technical classes, and concert practice activities, with the student's technical and musical proficiency developed and a range of repertoire of diverse styles and historical periods is explored. This study is strongly sequenced according to the needs and abilities of each individual, and the discipline-specific demands. Participation in a range of ensembles is integral. This augments the development of the student's musical, social, organisational and critical skills, and provides experience in a range of potential fields of professional musical activity. These ensemble activities, where possible, will focus on repertoire that relates to the thematic cycle of the total curriculum, placing the repertoire in its historical, social and cultural context.
Performance fosters a thorough technical foundation in the discipline; Repertoire and stylistic knowledge; The ability to express and communicate artistic ideas and intentions; The ability to perform confidently in public; Independence and problem solving; Self reliance in practice; Critical reflection on personal musical expression; Self motivation and organisation, resourcefulness and initiative; Management of physical demands and an ability to meet practical requirements and deadlines.
A graded result reflects the level of achievement in technical assessments and recitals. Regular monitored participation in all relevant performance activities, lessons and ensembles, forms a prerequisite to assessment in this program. Assessment requirements and criteria vary according to the nature of the discipline. Guidelines for these will be given to students at the beginning of each year. Whilst at the end of the year an overall grade is awarded, emphasis is placed on regular critical feedback and formative evaluation by staff.
Offered First and Second Semester
Individual lessons -- one hour per week; ensemble -- average five hours per week, or equivalent in intensive sessions; performance activities -- average 3.5 hours per week over 26 weeks.
Prerequisite: MUSM3116 at the level of credit or above.
Performance develops each student's technical skill in their discipline, and challenge and extend their artistic understanding and creativity. Study of an instrument/voice is undertaken in individual lessons, performance and technical classes, and concert practice activities, with the student's technical and musical proficiency developed and a range of repertoire of diverse styles and historical periods is explored. This study is strongly sequenced according to the needs and abilities of each individual, and the discipline-specific demands. Participation in a range of ensembles is integral. This augments the development of the student's musical, social, organisational and critical skills, and provides experience in a range of potential fields of professional musical activity. These ensemble activities, where possible, will focus on repertoire that relates to the thematic cycle of the total curriculum, placing the repertoire in its historical, social and cultural context.
Performance fosters a thorough technical foundation in the discipline; Repertoire and stylistic knowledge; The ability to express and communicate artistic ideas and intentions; The ability to perform confidently in public; Independence and problem solving; Self reliance in practice; Critical reflection on personal musical expression; Self motivation and organisation, resourcefulness and initiative; Management of physical demands and an ability to meet practical requirements and deadlines.
A graded result reflects the level of achievement in technical assessments and recitals. Regular monitored participation in all relevant performance activities, lessons and ensembles, forms a prerequisite to assessment in this program. Assessment requirements and criteria vary according to the nature of the discipline. Guidelines for these will be given to students at the beginning of each year. Whilst at the end of the year an overall grade is awarded, emphasis is placed on regular critical feedback and formative evaluation by staff.
Offered First and Second Semester
Individual lessons -- normally two hours per week; ensemble -- average five hours per week, or equivalent in intensive sessions; performance activities -- average 3.5 hours per week over 26 weeks.
Prerequisite: MUSM3116 at the level of high distinction, or by audition/interview from another institution.
Students are expected to develop a highly focused program in cosultation with their teacher/supervisor.
A graded result reflects the level of achievement in technical assessments and recitals. Regular monitored participation in all relevant performance activities, lessons and ensembles, forms a prerequisite to assessment in this program. Assessment requirements and criteria vary according to the nature of the discipline. Guidelines for these will be given to students at the beginning of each year. Whilst at the end of the year an overall grade is awarded, emphasis is placed on regular critical feedback and formative evaluation by staff.
Offered First and Second Semester
Composition seminar and individual supervision -- average three hours per week. Computer laboratory classes and supervision -- average three hours per week.
Composition develops each student's technical knowledge and craft in instrumental and vocal composition and electroacoustic composition, and to challenge and extend their artistic understanding and creativity. It promotes the development of the student's creativity in a range of instrumental, vocal and electroacoustic styles, genres, approaches and idioms. This is undertaken in the first three years in two equally weighted strands. In the Specialist fourth year students may specialise in either Instrumental and Vocal Composition, or Electroacoustic Composition, or a combination of both at pass or honours level.
The student will analyse theories, structures, methods, approaches and techniques in a range of twentieth century styles and in a range of instrumental and vocal repertoire. This allows systematic development of understanding and application of knowledge in the development of their own musical works. The study of instrumentation and orchestration, with reference to scores from a range of historical periods, informs the techniques required for a composer to function in the complexities of the profession. Consideration of the history of ideas as expressed in literature, the visual and the performing arts, both within European and other traditions, is encouraged to further the students' range of conceptual and aesthetic understanding.
This introduces the students to the range of digital/analog technologies available for sound and image manipulation and generation of musical data at both the micro and macro compositional levels. Students are systematically introduced to the tools, techniques and concepts necessary to function as composers in a contemporary setting. This includes an understanding of acoustic phenomena, computer programming, and a theoretical and practical understanding of the techniques of sound synthesis, sampling, sequencing and editing, design and digital control, MIDI and SMPTE specifications and their use in studio and real-time environments.
Composition fosters a thorough technical foundation in the two strands; Knowledge of and an ability to apply techniques derived from a diverse range of repertoire; Understanding of abstract structures; Aesthetic awareness; The ability to express and communicate artistic ideas and intentions; The ability to speak and write about music confidently; Independence of thought; Critical reflection on personal musical expression; Self motivation and organisation, resourcefulness and initiative; Ability to meet the practical requirements of the profession.
A graded result reflects the level of achievement in class work, and a folio of works, (including original works, analyses, orchestrations) as appropriate to the discipline. Academic progress to the next year level is dependent upon at least a pass result in both strands of the program. Satisfactory participation in composition seminar forms a prerequisite to graded assessment. The assessment requirements and criteria for evaluation in musical composition will be defined in guidelines for both strands given to students at the beginning of each year. Emphasis will be placed on regular critical feedback and formative evaluation by staff.
Offered First and Second Semester
Composition seminar and individual supervision -- average three hours per week. Computer laboratory classes and supervision -- average three hours per week.
Composition develops each student's technical knowledge and craft in instrumental and vocal composition and electroacoustic composition, and to challenge and extend their artistic understanding and creativity. It promotes the development of the student's creativity in a range of instrumental, vocal and electroacoustic styles, genres, approaches and idioms. This is undertaken in the first three years in two equally weighted strands. In the Specialist fourth year students may specialise in either Instrumental and Vocal Composition, or Electroacoustic Composition, or a combination of both at pass or honours level.
The student will analyse theories, structures, methods, approaches and techniques in a range of twentieth century styles and in a range of instrumental and vocal repertoire. This allows systematic development of understanding and application of knowledge in the development of their own musical works. The study of instrumentation and orchestration, with reference to scores from a range of historical periods, informs the techniques required for a composer to function in the complexities of the profession. Consideration of the history of ideas as expressed in literature, the visual and the performing arts, both within European and other traditions, is encouraged to further the students' range of conceptual and aesthetic understanding.
This introduces the students to the range of digital/analog technologies available for sound and image manipulation and generation of musical data at both the micro and macro compositional levels. Students are systematically introduced to the tools, techniques and concepts necessary to function as composers in a contemporary setting. This includes an understanding of acoustic phenomena, computer programming, and a theoretical and practical understanding of the techniques of sound synthesis, sampling, sequencing and editing, design and digital control, MIDI and SMPTE specifications and their use in studio and real-time environments. Composition fosters a thorough technical foundation in the two strands; Knowledge of and an ability to apply techniques derived from a diverse range of repertoire; Understanding of abstract structures; Aesthetic awareness; The ability to express and communicate artistic ideas and intentions;The ability to speak and write about music confidently; Independence of thought; Critical reflection on personal musical expression; Self motivation and organisation, resourcefulness and initiative; Ability to meet the practical requirements of the profession.
A graded result reflects the level of achievement in class work, and a folio of works, (including original works, analyses, orchestrations) as appropriate to the discipline. Academic progress to the next year level is dependent upon at least a pass result in both strands of the program. Satisfactory participation in composition seminar forms a prerequisite to graded assessment. The assessment requirements and criteria for evaluation in musical composition will be defined in guidelines for both strands given to students at the beginning of each year. Emphasis will be placed on regular critical feedback and formative evaluation by staff.
Offered First and Second Semester
Composition seminar and individual supervision -- average three hours per week. Computer laboratory classes and supervision -- average three hours per week.
Composition develops each student's technical knowledge and craft in instrumental and vocal composition and electroacoustic composition, and to challenge and extend their artistic understanding and creativity. It promotes the development of the student's creativity in a range of instrumental, vocal and electroacoustic styles, genres, approaches and idioms. This is undertaken in the first three years in two equally weighted strands. In the Specialist fourth year students may specialise in either Instrumental and Vocal Composition, or Electroacoustic Composition, or a combination of both at pass or honours level.
The student will analyse theories, structures, methods, approaches and techniques in a range of twentieth century styles and in a range of instrumental and vocal repertoire. This allows systematic development of understanding and application of knowledge in the development of their own musical works. The study of instrumentation and orchestration, with reference to scores from a range of historical periods, informs the techniques required for a composer to function in the complexities of the profession. Consideration of the history of ideas as expressed in literature, the visual and the performing arts, both within European and other traditions, is encouraged to further the students' range of conceptual and aesthetic understanding.
This introduces the students to the range of digital/analog technologies available for sound and image manipulation and generation of musical data at both the micro and macro compositional levels. Students are systematically introduced to the tools, techniques and concepts necessary to function as composers in a contemporary setting. This includes an understanding of acoustic phenomena, computer programming, and a theoretical and practical understanding of the techniques of sound synthesis, sampling, sequencing and editing, design and digital control, MIDI and SMPTE specifications and their use in studio and real-time environments. Composition fosters a thorough technical foundation in the two strands; Knowledge of and an ability to apply techniques derived from a diverse range of repertoire; Understanding of abstract structures; Aesthetic awareness; The ability to express and communicate artistic ideas and intentions;The ability to speak and write about music confidently; Independence of thought; Critical reflection on personal musical expression; Self motivation and organisation, resourcefulness and initiative; Ability to meet the practical requirements of the profession.
A graded result reflects the level of achievement in class work, and a folio of works, (including original works, analyses, orchestrations) as appropriate to the discipline. Academic progress to the next year level is dependent upon at least a pass result in both strands of the program. Satisfactory participation in composition seminar forms a prerequisite to graded assessment. The assessment requirements and criteria for evaluation in musical composition will be defined in guidelines for both strands given to students at the beginning of each year. Emphasis will be placed on regular critical feedback and formative evaluation by staff.
Offered First and Second Semester
Composition seminar and individual supervision -- average three hours per week. Computer laboratory classes and supervision -- average three hours per week. Plus a variety of contact hours, depending on the specialisation strand.
Prerequisite: MUSM3116 at level of credit or above.
Composition develops each student's technical knowledge and craft in instrumental and vocal composition and electroacoustic composition, and to challenge and extend their artistic understanding and creativity. It promotes the development of the student's creativity in a range of instrumental, vocal and electroacoustic styles, genres, approaches and idioms. This is undertaken in the first three years in two equally weighted strands. In the Specialist fourth year students may specialise in either Instrumental and Vocal Composition, or Electroacoustic Composition, or a combination of both at pass or honours level.
The student will analyse theories, structures, methods, approaches and techniques in a range of twentieth century styles and in a range of instrumental and vocal repertoire. This allows systematic development of understanding and application of knowledge in the development of their own musical works. The study of instrumentation and orchestration, with reference to scores from a range of historical periods, informs the techniques required for a composer to function in the complexities of the profession. Consideration of the history of ideas as expressed in literature, the visual and the performing arts, both within European and other traditions, is encouraged to further the students' range of conceptual and aesthetic understanding.
This introduces the students to the range of digital/analog technologies available for sound and image manipulation and generation of musical data at both the micro and macro compositional levels. Students are systematically introduced to the tools, techniques and concepts necessary to function as composers in a contemporary setting. This includes an understanding of acoustic phenomena, computer programming, and a theoretical and practical understanding of the techniques of sound synthesis, sampling, sequencing and editing, design and digital control, MIDI and SMPTE specifications and their use in studio and real-time environments.
Composition fosters a thorough technical foundation in the two strands; Knowledge of and an ability to apply techniques derived from a diverse range of repertoire; Understanding of abstract structures; Aesthetic awareness; The ability to express and communicate artistic ideas and intentions;The ability to speak and write about music confidently; Independence of thought; Critical reflection on personal musical expression; Self motivation and organisation, resourcefulness and initiative; Ability to meet the practical requirements of the profession.
A graded result reflects the level of achievement in class work, and a folio of works, (including original works, analyses, orchestrations) as appropriate to the discipline. Academic progress to the next year level is dependent upon at least a pass result in both strands of the program. Satisfactory participation in composition seminar forms a prerequisite to graded assessment. The assessment requirements and criteria for evaluation in musical composition will be defined in guidelines for both strands given to students at the beginning of each year. Emphasis will be placed on regular critical feedback and formative evaluation by staff.
Offered First and Second Semester
Composition seminar and individual supervision -- average three hours per week. Computer laboratory classes and supervision -- average three hours per week plus a variety of contact hours depending on the specialisation strand.
Prerequisite: MUSM3116 at level of high distinction or by audition/interview from another institution.
Composition develops each student's technical knowledge and craft in instrumental and vocal composition and electroacoustic composition, and to challenge and extend their artistic understanding and creativity. It promotes the development of the student's creativity in a range of instrumental, vocal and electroacoustic styles, genres, approaches and idioms. This is undertaken in the first three years in two equally weighted strands. In the Specialist fourth year students may specialise in either Instrumental and Vocal Composition, or Electroacoustic Composition, or a combination of both at pass or honours level.
The student will analyse theories, structures, methods, approaches and techniques in a range of twentieth century styles and in a range of instrumental and vocal repertoire. This allows systematic development of understanding and application of knowledge in the development of their own musical works. The study of instrumentation and orchestration, with reference to scores from a range of historical periods, informs the techniques required for a composer to function in the complexities of the profession. Consideration of the history of ideas as expressed in literature, the visual and the performing arts, both within European and other traditions, is encouraged to further the students' range of conceptual and aesthetic understanding.
This introduces the students to the range of digital/analog technologies available for sound and image manipulation and generation of musical data at both the micro and macro compositional levels. Students are systematically introduced to the tools, techniques and concepts necessary to function as composers in a contemporary setting. This includes an understanding of acoustic phenomena, computer programming, and a theoretical and practical understanding of the techniques of sound synthesis, sampling, sequencing and editing, design and digital control, MIDI and SMPTE specifications and their use in studio and real-time environments. Composition fosters a thorough technical foundation in the two strands; Knowledge of and an ability to apply techniques derived from a diverse range of repertoire; Understanding of abstract structures; Aesthetic awareness; The ability to express and communicate artistic ideas and intentions;The ability to speak and write about music confidently; Independence of thought; Critical reflection on personal musical expression; Self motivation and organisation, resourcefulness and initiative; Ability to meet the practical requirements of the profession. Students are expected to develop a highly focused program in consulatation with their teacher/supervisor.
A graded result reflects the level of achievement in class work, and a folio of works, (including original works, analyses, orchestrations) as appropriate to the discipline. Academic progress to the next year level is dependent upon at least a pass result in both strands of the program. Satisfactory participation in composition seminar forms a prerequisite to graded assessment. The assessment requirements and criteria for evaluation in musical composition will be defined in guidelines for both strands given to students at the beginning of each year. Emphasis will be placed on regular critical feedback and formative evaluation by staff.
Offered First and Second Semester
Individual lessons -- one hour per week; ensemble varies according to the discipline. Performance activities average four hours per week.
Prerequisite: audition/interview
Jazz develops each student's technical skill in their discipline and challenge and extend their artistic understanding and creativity, informed by contemporary practice. Study of an instrument/voice is undertaken in individual lessons, performance and technical classes, and concert practice activities. Students develop technical and musical proficiency as well as exploring a range of repertoire of diverse styles and historical periods in jazz. This program of study is strongly sequenced according to the needs and ability of each individual, and the discipline-specific demands. Afro-American and Afro-Cuban, Vocal Group and Recording Ensemble and Third Stream. In the third year, students may replace some participation in ensembles with composition for the ensembles. In the fourth year, students may specialise in jazz either from a performing, or from an arranging and compositional perspective. Students specialising in Arranging and Composition will substitute performance lessons with supervised composition studies in a variety of idioms. Ensemble participation for these students may be replaced by composing and arranging for a range of ensembles.
Jazz fosters a thorough technical foundation in the discipline; Repertoire and stylistic knowledge;The ability to express and communicate artistic ideas and invention;The ability to perform confidently in public; Independence and problem solving; Self reliance in practice; Critical reflection on personal musical expression; Self motivation and organisation, resourcefulness and initiative; Creativity; Management of physical demands; Ability to meet practical requirements and deadlines.
A graded result reflects the level of achievement in technical assessments and recitals (and, where relevant, folio of compositions and arrangements for ensembles). Regular monitored participation in all relevant performance activities, lessons and ensembles, as appropriate to the discipline, forms a prerequisite to assessment. Assessment requirements and criteria will vary according to the nature of the discipline. Guidelines for these and for required ensemble participation, recital and examination requirements will be given to students at the beginning of each year. Whilst at the end of the year an overall grade is awarded, emphasis is placed on regular critical feedback and formative evaluation by staff, both within departments and across the school.
Offered First and Second Semester
Individual lessons -- one hour per week; ensemble varies according to the discipline. Performance activities average four hours per week.
Jazz develops each student's technical skill in their discipline and challenge and extend their artistic understanding and creativity, informed by contemporary practice. Study of an instrument/voice is undertaken in individual lessons, performance and technical classes, and concert practice activities. Students develop technical and musical proficiency as well as exploring a range of repertoire of diverse styles and historical periods in jazz. This program of study is strongly sequenced according to the needs and ability of each individual, and the discipline-specific demands. Afro-American and Afro-Cuban, Vocal Group and Recording Ensemble and Third Stream. In the third year, students may replace some participation in ensembles with composition for the ensembles. In the fourth year, students may specialise in jazz either from a performing, or from an arranging and compositional perspective. Students specialising in Arranging and Composition will substitute performance lessons with supervised composition studies in a variety of idioms. Ensemble participation for these students may be replaced by composing and arranging for a range of ensembles. Jazz fosters a thorough technical foundation in the discipline; Repertoire and stylistic knowledge;The ability to express and communicate artistic ideas and invention;The ability to perform confidently in public; Independence and problem solving; Self reliance in practice; Critical reflection on personal musical expression; Self motivation and organisation, resourcefulness and initiative; Creativity; Management of physical demands; Ability to meet practical requirements and deadlines.
A graded result reflects the level of achievement in technical assessments and recitals (and, where relevant, folio of compositions and arrangements for ensembles). Regular monitored participation in all relevant performance activities, lessons and ensembles, as appropriate to the discipline, forms a prerequisite to assessment. Assessment requirements and criteria will vary according to the nature of the discipline. Guidelines for these and for required ensemble participation, recital and examination requirements will be given to students at the beginning of each year. Whilst at the end of the year an overall grade is awarded, emphasis is placed on regular critical feedback and formative evaluation by staff, both within departments and across the school.
Offered First and Second Semester
Individual lessons -- one hour per week; ensemble varies according to the discipline. Performance activities average four hours per week.
Jazz develops each student's technical skill in their discipline and challenge and extend their artistic understanding and creativity, informed by contemporary practice. Study of an instrument/voice is undertaken in individual lessons, performance and technical classes, and concert practice activities. Students develop technical and musical proficiency as well as exploring a range of repertoire of diverse styles and historical periods in jazz. This program of study is strongly sequenced according to the needs and ability of each individual, and the discipline-specific demands. Afro-American and Afro-Cuban, Vocal Group and Recording Ensemble and Third Stream. In the third year, students may replace some participation in ensembles with composition for the ensembles. In the fourth year, students may specialise in jazz either from a performing, or from an arranging and compositional perspective. Students specialising in Arranging and Composition will substitute performance lessons with supervised composition studies in a variety of idioms. Ensemble participation for these students may be replaced by composing and arranging for a range of ensembles. Jazz fosters a thorough technical foundation in the discipline; Repertoire and stylistic knowledge;The ability to express and communicate artistic ideas and invention;The ability to perform confidently in public; Independence and problem solving; Self reliance in practice; Critical reflection on personal musical expression; Self motivation and organisation, resourcefulness and initiative; Creativity; Management of physical demands; Ability to meet practical requirements and deadlines.
A graded result reflects the level of achievement in technical assessments and recitals (and, where relevant, folio of compositions and arrangements for ensembles). Regular monitored participation in all relevant performance activities, lessons and ensembles, as appropriate to the discipline, forms a prerequisite to assessment. Assessment requirements and criteria will vary according to the nature of the discipline. Guidelines for these and for required ensemble participation, recital and examination requirements will be given to students at the beginning of each year. Whilst at the end of the year an overall grade is awarded, emphasis is placed on regular critical feedback and formative evaluation by staff, both within departments and across the school.
Offered First and Second Semester
Individual lessons -- one hour per week or equivalent supervised composition; ensemble varies according to the discipline. Performance activities average four hours per week.
Prerequisite: MUSM3116 at level of credit or above
Jazz develops each student's technical skill in their discipline and challenge and extend their artistic understanding and creativity, informed by contemporary practice. Study of an instrument/voice is undertaken in individual lessons, performance and technical classes, and concert practice activities. Students develop technical and musical proficiency as well as exploring a range of repertoire of diverse styles and historical periods in jazz. This program of study is strongly sequenced according to the needs and ability of each individual, and the discipline-specific demands. Afro-American and Afro-Cuban, Vocal Group and Recording Ensemble and Third Stream. In the third year, students may replace some participation in ensembles with composition for the ensembles. In the fourth year, students may specialise in jazz either from a performing, or from an arranging and compositional perspective. Students specialising in Arranging and Composition will substitute performance lessons with supervised composition studies in a variety of idioms. Ensemble participation for these students may be replaced by composing and arranging for a range of ensembles. Jazz fosters a thorough technical foundation in the discipline; Repertoire and stylistic knowledge;The ability to express and communicate artistic ideas and invention;The ability to perform confidently in public; Independence and problem solving; Self reliance in practice; Critical reflection on personal musical expression; Self motivation and organisation, resourcefulness and initiative; Creativity; Management of physical demands; Ability to meet practical requirements and deadlines.
A graded result reflects the level of achievement in technical assessments and recitals (and, where relevant, folio of compositions and arrangements for ensembles). Regular monitored participation in all relevant performance activities, lessons and ensembles, as appropriate to the discipline, forms a prerequisite to assessment. Assessment requirements and criteria will vary according to the nature of the discipline. Guidelines for these and for required ensemble participation, recital and examination requirements will be given to students at the beginning of each year. Whilst at the end of the year an overall grade is awarded, emphasis is placed on regular critical feedback and formative evaluation by staff, both within departments and across the school.
Offered First and Second Semester
Individual lessons -- one hour per week; ensemble varies according to the discipline. Performance activities average four hours per week.
Prerequisite: MUSM3116 at level of high distinction or by audition/interview
In the fourth year, students may specialise in jazz either from a performing, or from an arranging and compositional perspective. Students specialising in Arranging and Composition will substitute performance lessons with supervised composition studies in a variety of idioms. Students are expected to develop a highly focussed program in consulatation with their teacher/supervisor.
A graded result reflects the level of achievement in technical assessments and recitals (and, where relevant, folio of compositions and arrangements for ensembles). Regular monitored participation in all relevant performance activities, lessons and ensembles, as appropriate to the discipline, forms a prerequisite to assessment. Assessment requirements and criteria will vary according to the nature of the discipline. Guidelines for these and for required ensemble participation, recital and examination requirements will be given to students at the beginning of each year. Whilst at the end of the year an overall grade is awarded, emphasis is placed on regular critical feedback and formative evaluation by staff, both within departments and across the school.
Offered First and Second Semester
Seminar -- two hours per week. Project work -- six hours per week.
Musicology develops the student's ability to research and explore scholarly ideas in music, examining music as cultural and aesthetic practice in historical, contemporary and cross-cultural contexts. It introduces the student to the materials, critical, historical and oral sources, conceptual approaches and disciplines of musical research and scholarship. It deepens the student's understanding of the historical, social and cultural contexts in which music has developed and is practised. The student is challenged to address issues, practices and methods relating to criticism, style and analysis, artistic interpretation, history, bibliography, biography, archival research, cultural theory, field work and cross-cultural knowledge. The student will develop the vocabulary and tools for speaking and writing critically about the rich traditions of music inherited from European and other traditions, and learn to use, synthesise and evaluate primary sources, with an emphasis upon Australian resources. Over a three year cycle of thematically integrated learning, a variety of concepts, approaches, methodologies and skills are introduced to allow student learning to be progressively extended and consolidated. Musicology fosters research skills and an ability to develop and apply various methodologies appropriate to the subject; Problem solving, strategic thinking and critical reasoning; Ability to analyse, criticise, evaluate and interpret music from score, sound and other sources;Ability to use, synthesise and evaluate primary source materials related to music; Self-reliance and confidence in the ability to communicate effectively in the written and spoken word and through the new technologies; An understanding of the relationship between history, analysis and criticism; Cross-cultural understanding; A questioning and open-minded attitude; Sensitivity to ethical and conceptual issues involved in the musical process; Ability to meet practical requirements and deadlines.
A graded result reflects the level of achievement, academic participation and the increasing level of complexity and expertise with which students undertake project and seminar work. The assessment requirements and criteria for evaluation will be defined in guidelines handed out at the beginning of each year. The supervisor will ensure that every student undertakes a meaningful and balanced range of project activities and tasks across all aspects of the broad fields of musicology. Emphasis will be placed on regular critical feedback and formative evaluation.
Offered First and Second Semester
Seminar -- two hours per week. Project work -- six hours per week.
Musicology develops the student's ability to research and explore scholarly ideas in music, examining music as cultural and aesthetic practice in historical, contemporary and cross-cultural contexts. It introduces the student to the materials, critical, historical and oral sources, conceptual approaches and disciplines of musical research and scholarship. It deepens the student's understanding of the historical, social and cultural contexts in which music has developed and is practised. The student is challenged to address issues, practices and methods relating to criticism, style and analysis, artistic interpretation, history, bibliography, biography, archival research, cultural theory, field work and cross-cultural knowledge. The student will develop the vocabulary and tools for speaking and writing critically about the rich traditions of music inherited from European and other traditions, and learn to use, synthesise and evaluate primary sources, with an emphasis upon Australian resources. Over a three year cycle of thematically integrated learning, a variety of concepts, approaches, methodologies and skills are introduced to allow student learning to be progressively extended and consolidated. Musicology fosters research skills and an ability to develop and apply various methodologies appropriate to the subject; Problem solving, strategic thinking and critical reasoning; Ability to analyse, criticise, evaluate and interpret music from score, sound and other sources; Ability to use, synthesise and evaluate primary source materials related to music; Self-reliance and confidence in the ability to communicate effectively in the written and spoken word and through the new technologies; An understanding of the relationship between history, analysis and criticism; Cross-cultural understanding; A questioning and open-minded attitude; Sensitivity to ethical and conceptual issues involved in the musical process; Ability to meet practical requirements and deadlines.
A graded result reflects the level of achievement, academic participation and the increasing level of complexity and expertise with which students undertake project and seminar work. The assessment requirements and criteria for evaluation will be defined in guidelines handed out at the beginning of each year. The supervisor will ensure that every student undertakes a meaningful and balanced range of project activities and tasks across all aspects of the broad fields of musicology. Emphasis will be placed on regular critical feedback and formative evaluation.
Offered First and Second Semester
Seminar -- two hours per week. Project work -- six hours per week.
Musicology develops the student's ability to research and explore scholarly ideas in music, examining music as cultural and aesthetic practice in historical, contemporary and cross-cultural contexts. It introduces the student to the materials, critical, historical and oral sources, conceptual approaches and disciplines of musical research and scholarship. It deepens the student's understanding of the historical, social and cultural contexts in which music has developed and is practised. The student is challenged to address issues, practices and methods relating to criticism, style and analysis, artistic interpretation, history, bibliography, biography, archival research, cultural theory, field work and cross-cultural knowledge. The student will develop the vocabulary and tools for speaking and writing critically about the rich traditions of music inherited from European and other traditions, and learn to use, synthesise and evaluate primary sources, with an emphasis upon Australian resources. Over a three year cycle of thematically integrated learning, a variety of concepts, approaches, methodologies and skills are introduced to allow student learning to be progressively extended and consolidated. Musicology fosters research skills and an ability to develop and apply various methodologies appropriate to the subject; Problem solving, strategic thinking and critical reasoning; Ability to analyse, criticise, evaluate and interpret music from score, sound and other sources; Ability to use, synthesise and evaluate primary source materials related to music; Self-reliance and confidence in the ability to communicate effectively in the written and spoken word and through the new technologies; An understanding of the relationship between history, analysis and criticism; Cross-cultural understanding; A questioning and open-minded attitude; Sensitivity to ethical and conceptual issues involved in the musical process; Ability to meet practical requirements and deadlines.
A graded result reflects the level of achievement, academic participation and the increasing level of complexity and expertise with which students undertake project and seminar work. The assessment requirements and criteria for evaluation will be defined in guidelines handed out at the beginning of each year. The supervisor will ensure that every student undertakes a meaningful and balanced range of project activities and tasks across all aspects of the broad fields of musicology. Emphasis will be placed on regular critical feedback and formative evaluation.
Offered First and Second Semester
Seminar -- two hours per week. Project work -- six hours per week.
Prerequisite: MUSM3116 at level of credit or above.
Musicology develops the student's ability to research and explore scholarly ideas in music, examining music as cultural and aesthetic practice in historical, contemporary and cross-cultural contexts. It introduces the student to the materials, critical, historical and oral sources, conceptual approaches and disciplines of musical research and scholarship. It deepens the student's understanding of the historical, social and cultural contexts in which music has developed and is practised. The student is challenged to address issues, practices and methods relating to criticism, style and analysis, artistic interpretation, history, bibliography, biography, archival research, cultural theory, field work and cross-cultural knowledge. The student will develop the vocabulary and tools for speaking and writing critically about the rich traditions of music inherited from European and other traditions, and learn to use, synthesise and evaluate primary sources, with an emphasis upon Australian resources. Over a three year cycle of thematically integrated learning, a variety of concepts, approaches, methodologies and skills are introduced to allow student learning to be progressively extended and consolidated. Musicology fosters research skills and an ability to develop and apply various methodologies appropriate to the subject; Problem solving, strategic thinking and critical reasoning; Ability to analyse, criticise, evaluate and interpret music from score, sound and other sources;Ability to use, synthesise and evaluate primary source materials related to music; Self-reliance and confidence in the ability to communicate effectively in the written and spoken word and through the new technologies; An understanding of the relationship between history, analysis and criticism; Cross-cultural understanding; A questioning and open-minded attitude; Sensitivity to ethical and conceptual issues involved in the musical process; Ability to meet practical requirements and deadlines.
A graded result reflects the level of achievement, academic participation and the increasing level of complexity and expertise with which students undertake project and seminar work. The assessment requirements and criteria for evaluation will be defined in guidelines handed out at the beginning of each year. The supervisor will ensure that every student undertakes a meaningful and balanced range of project activities and tasks across all aspects of the broad fields of musicology. Emphasis will be placed on regular critical feedback and formative evaluation.
Offered First and Second Semester
Seminar -- two hours per week. Project work -- six hours per week.
Prerequisite: MUSM3116 at level of high distinction of by audition/interview from another institution.
Students are expected to develop a highly focussed program in consultation with their teacher/supervisor.
A graded result reflects the level of achievement, academic participation and the increasing level of complexity and expertise with which students undertake project and seminar work. The assessment requirements and criteria for evaluation will be defined in guidelines handed out at the beginning of each year. The supervisor will ensure that every student undertakes a meaningful and balanced range of project activities and tasks across all aspects of the broad fields of musicology. Emphasis will be placed on regular critical feedback and formative evaluation.
Offered First and Second Semester
Seminar -- two hours per week. Project work -- eight hours per week.
Music Language and Techniques develops the student's command of specialist musical language, from aural and theoretical perspectives, as found in a range of musical genres, styles, forms and contexts. It introduces the student to the materials, techniques, theoretical principles and conceptual and structural approaches of music. It deepens the student's understanding, both aurally and theoretically, of notation, rhythm, melody, harmony, counterpoint and voice leading, tonalities, structure, timbre, sonority and extended techniques. Students develop their inner hearing and critical listening skills to a high level. Students are expected to be able to apply their knowledge of Music Language and Techniques in a range of practical situations, including performance, transcription, editing, arranging and orchestration, jazz, research and pedagogy. Musical analysis, using a variety of tools and methodologies, will lead to greater depth of understanding across a wide range of repertoire, representing different stylistic, historical and cultural contexts. Over a three year cycle of thematically integrated learning, a variety of concepts, approaches, methodologies and skills is introduced in which students' learning is progressively extended and consolidated. Music Language and Techniques fosters An understanding of the way musical language (vocabulary, grammar, structure, rhetoric) functions in different stylistic idioms and across historical and cultural contexts; Skills in applying musical language, theoretically and aurally, in a range of practical situations; Self-reliance and confidence in the ability to read, analyse and interpret musical scores and sound; Inner hearing and critical listening skills; Creative use of musical language; Ability to use different methodologies appropriate to the subject; Ability to meet practical requirements and deadlines.
A graded result reflects the level of achievement, academic participation and the increasing level of complexity and expertise with which students undertake project and seminar work. The assessment requirements and criteria for evaluation in music language and techniques will be defined in guidelines handed out at the beginning of each year. The supervisor will ensure that every student undertakes a meaningful and balanced range of project activities and tasks and seminar work across all aspects of music language, techniques and craft, both from aural and theoretical perspectives. Emphasis will be placed on regular critical feedback and formative evaluation rather than graded marks for each component of study.
Offered First and Second Semester
Seminar -- two hours per week. Project work -- eight hours per week.
Music Language and Techniques develops the student's command of specialist musical language, from aural and theoretical perspectives, as found in a range of musical genres, styles, forms and contexts. It introduces the student to the materials, techniques, theoretical principles and conceptual and structural approaches of music. It deepens the student's understanding, both aurally and theoretically, of notation, rhythm, melody, harmony, counterpoint and voice leading, tonalities, structure, timbre, sonority and extended techniques. Students develop their inner hearing and critical listening skills to a high level. Students are expected to be able to apply their knowledge of Music Language and Techniques in a range of practical situations, including performance, transcription, editing, arranging and orchestration, jazz, research and pedagogy. Musical analysis, using a variety of tools and methodologies, will lead to greater depth of understanding across a wide range of repertoire, representing different stylistic, historical and cultural contexts. Over a three year cycle of thematically integrated learning, a variety of concepts, approaches, methodologies and skills is introduced in which students' learning is progressively extended and consolidated. Music Language and Techniques fosters An understanding of the way musical language (vocabulary, grammar, structure, rhetoric) functions in different stylistic idioms and across historical and cultural contexts; Skills in applying musical language, theoretically and aurally, in a range of practical situations; Self-reliance and confidence in the ability to read, analyse and interpret musical scores and sound; Inner hearing and critical listening skills; Creative use of musical language; Ability to use different methodologies appropriate to the subject; Ability to meet practical requirements and deadlines.
A graded result reflects the level of achievement, academic participation and the increasing level of complexity and expertise with which students undertake project and seminar work. The assessment requirements and criteria for evaluation in music language and techniques will be defined in guidelines handed out at the beginning of each year. The supervisor will ensure that every student undertakes a meaningful and balanced range of project activities and tasks and seminar work across all aspects of music language, techniques and craft, both from aural and theoretical perspectives. Emphasis will be placed on regular critical feedback and formative evaluation rather than graded marks for each component of study.
Offered First and Second Semester
Seminar -- two hours per week. Project work -- eight hours per week.
Music Language and Techniques develops the student's command of specialist musical language, from aural and theoretical perspectives, as found in a range of musical genres, styles, forms and contexts. It introduces the student to the materials, techniques, theoretical principles and conceptual and structural approaches of music. It deepens the student's understanding, both aurally and theoretically, of notation, rhythm, melody, harmony, counterpoint and voice leading, tonalities, structure, timbre, sonority and extended techniques. Students develop their inner hearing and critical listening skills to a high level. Students are expected to be able to apply their knowledge of Music Language and Techniques in a range of practical situations, including performance, transcription, editing, arranging and orchestration, jazz, research and pedagogy. Musical analysis, using a variety of tools and methodologies, will lead to greater depth of understanding across a wide range of repertoire, representing different stylistic, historical and cultural contexts. Over a three year cycle of thematically integrated learning, a variety of concepts, approaches, methodologies and skills is introduced in which students' learning is progressively extended and consolidated. Music Language and Techniques fosters An understanding of the way musical language (vocabulary, grammar, structure, rhetoric) functions in different stylistic idioms and across historical and cultural contexts; Skills in applying musical language, theoretically and aurally, in a range of practical situations; Self-reliance and confidence in the ability to read, analyse and interpret musical scores and sound; Inner hearing and critical listening skills; Creative use of musical language; Ability to use different methodologies appropriate to the subject; Ability to meet practical requirements and deadlines.
A graded result reflects the level of achievement, academic participation and the increasing level of complexity and expertise with which students undertake project and seminar work. The assessment requirements and criteria for evaluation in music language and techniques will be defined in guidelines handed out at the beginning of each year. The supervisor will ensure that every student undertakes a meaningful and balanced range of project activities and tasks and seminar work across all aspects of music language, techniques and craft, both from aural and theoretical perspectives. Emphasis will be placed on regular critical feedback and formative evaluation rather than graded marks for each component of study.
Offered First and Second Semester
Seminar -- two hours per week. Project work -- eight hours per week.
Prerequisite: MUSM3116 at level of credit or above.
Music Language and Techniques develops the student's command of specialist musical language, from aural and theoretical perspectives, as found in a range of musical genres, styles, forms and contexts. It introduces the student to the materials, techniques, theoretical principles and conceptual and structural approaches of music. It deepens the student's understanding, both aurally and theoretically, of notation, rhythm, melody, harmony, counterpoint and voice leading, tonalities, structure, timbre, sonority and extended techniques. Students develop their inner hearing and critical listening skills to a high level. Students are expected to be able to apply their knowledge of Music Language and Techniques in a range of practical situations, including performance, transcription, editing, arranging and orchestration, jazz, research and pedagogy. Musical analysis, using a variety of tools and methodologies, will lead to greater depth of understanding across a wide range of repertoire, representing different stylistic, historical and cultural contexts. Over a three year cycle of thematically integrated learning, a variety of concepts, approaches, methodologies and skills is introduced in which students' learning is progressively extended and consolidated.
Music Language and Techniques fosters An understanding of the way musical language (vocabulary, grammar, structure, rhetoric) functions in different stylistic idioms and across historical and cultural contexts; Skills in applying musical language, theoretically and aurally, in a range of practical situations; Self-reliance and confidence in the ability to read, analyse and interpret musical scores and sound; Inner hearing and critical listening skills; Creative use of musical language; Ability to use different methodologies appropriate to the subject; Ability to meet practical requirements and deadlines
A graded result reflects the level of achievement, academic participation and the increasing level of complexity and expertise with which students undertake project and seminar work. The assessment requirements and criteria for evaluation in music language and techniques will be defined in guidelines handed out at the beginning of each year. The supervisor will ensure that every student undertakes a meaningful and balanced range of project activities and tasks and seminar work across all aspects of music language, techniques and craft, both from aural and theoretical perspectives. Emphasis will be placed on regular critical feedback and formative evaluation rather than graded marks for each component of study.
Offered First and Second Semester
Seminar -- two hours per week. Project work -- eight hours per week.
Prerequisite: MUSM3116 at level of high distinction or by audition/interview from another institution.
Students are expected to develop a highly focussed program in consultation with their teacher/supervisor.
A graded result reflects the level of achievement, academic participation and the increasing level of complexity and expertise with which students undertake project and seminar work. The assessment requirements and criteria for evaluation in music language and techniques will be defined in guidelines handed out at the beginning of each year. The supervisor will ensure that every student undertakes a meaningful and balanced range of project activities and tasks and seminar work across all aspects of music language, techniques and craft, both from aural and theoretical perspectives. Emphasis will be placed on regular critical feedback and formative evaluation rather than graded marks for each component of study.
Offered First and Second Semester
Critical Thought develops the student's ability to formulate ideas, informed by historical and contemporary cultural concepts and practice, and to research, analyse, discuss and critically reflect on music. It deepens the student's understanding of the historical, social and cultural contexts in which music has developed and is practised. In considering past and present musical practice, the student is introduced to issues of criticism, analysis, history, interpretation and cross-cultural understanding. Through the three year thematic cycle of integrated learning, a variety of concepts, approaches, methodologies and skills is introduced in which student learning is progressively extended and consolidated. Critical Thought fosters research skills and an ability to apply various methodologies appropriate to the subject; Problem solving and critical reasoning; Self-reliance and confidence in the ability to communicate effectively in the written and spoken word; Ability to analyse, criticise, evaluate and interpret music from score, sound and other sources; An understanding of the relationship between history, analysis and criticism; Cross-cultural understanding; A questioning and open-minded attitude; A sensitivity to ethical and conceptual issues involved in the musical process; Ability to meet practical requirements and deadlines.
A graded result reflects the level of achievement, participation, and the increasing level of complexity and expertise with which students undertake project work. Staff mentors will ensure that every student undertakes a balanced program of project activities. Emphasis will be placed on regular critical feedback and formative evaluation by staff rather than graded marks for each project activity.
Offered First and Second Semester
Critical Thought develops the student's ability to formulate ideas, informed by historical and contemporary cultural concepts and practice, and to research, analyse, discuss and critically reflect on music. It deepens the student's understanding of the historical, social and cultural contexts in which music has developed and is practised. In considering past and present musical practice, the student is introduced to issues of criticism, analysis, history, interpretation and cross-cultural understanding. Through the three year thematic cycle of integrated learning, a variety of concepts, approaches, methodologies and skills is introduced in which student learning is progressively extended and consolidated.
Critical Thought fosters research skills and an ability to apply various methodologies appropriate to the subject; Problem solving and critical reasoning; Self-reliance and confidence in the ability to communicate effectively in the written and spoken word; Ability to analyse, criticise, evaluate and interpret music from score, sound and other sources; An understanding of the relationship between history, analysis and criticism; Cross-cultural understanding; A questioning and open-minded attitude; A sensitivity to ethical and conceptual issues involved in the musical process; Ability to meet practical requirements and deadlines.
A graded result reflects the level of achievement, participation, and the increasing level of complexity and expertise with which students undertake project work. Staff mentors will ensure that every student undertakes a balanced program of project activities. Emphasis will be placed on regular critical feedback and formative evaluation by staff rather than graded marks for each project activity.
Offered First and Second Semester
Critical Thought develops the student's ability to formulate ideas, informed by historical and contemporary cultural concepts and practice, and to research, analyse, discuss and critically reflect on music. It deepens the student's understanding of the historical, social and cultural contexts in which music has developed and is practised. In considering past and present musical practice, the student is introduced to issues of criticism, analysis, history, interpretation and cross-cultural understanding. Through the three year thematic cycle of integrated learning, a variety of concepts, approaches, methodologies and skills is introduced in which student learning is progressively extended and consolidated. Critical Thought fosters research skills and an ability to apply various methodologies appropriate to the subject; Problem solving and critical reasoning; Self-reliance and confidence in the ability to communicate effectively in the written and spoken word; Ability to analyse, criticise, evaluate and interpret music from score, sound and other sources; An understanding of the relationship between history, analysis and criticism; Cross-cultural understanding; A questioning and open-minded attitude; A sensitivity to ethical and conceptual issues involved in the musical process; Ability to meet practical requirements and deadlines.
A graded result reflects the level of achievement, participation, and the increasing level of complexity and expertise with which students undertake project work. Staff mentors will ensure that every student undertakes a balanced program of project activities. Emphasis will be placed on regular critical feedback and formative evaluation by staff rather than graded marks for each project activity.
Offered First and Second Semester
Critical Thought, Jazz develops the student's ability to formulate their musical ideas, informed by historical and contemporary cultural and stylistic concepts and practice, and to research, analyse, discuss and critically reflect on music. It deepens the student's understanding of jazz and the historical, social and cultural contexts which affected its development. In considering past and present musical practice, the student is introduced to issues of criticism, analysis, history, interpretation and cross-cultural understanding. Over a three year program of study, a variety of concepts, approaches, methodologies and skills are introduced in which student learning is progressively extended and consolidated. In the first year, students will undertake the fundamentals of style and analysis. In the second year, students further develop their critical skills and knowledge in the context of jazz history. In the third year, students develop their critical skills by participating in projects and by undertaking individual research.
Critical Thought, Jazz fosters self-reliance and confidence in the ability to communicate effectively through the written and spoken word; Ability to analyse, criticise, evaluate and interpret music from score, sound and other sources; An understanding of the methodologies in history, analysis and criticism; Cross-cultural understanding; Research skills; Problem solving and critical reasoning; An open-minded attitude to musical invention; A sensitivity to ethical and conceptual issues involved in the musical process; Ability to meet practical requirements and deadlines.
A graded result reflects the student's level of achievement in the prescribed program of study, taking into account academic effort, commitment and progress. In the third year, students are expected to demonstrate the capacity to undertake increasingly complex tasks independently. Emphasis will be placed on regular critical feedback and formative evaluation by staff. The assessment requirements and criteria for evaluation will be defined in guidelines handed out at the beginning of each year.
Offered First and Second Semester
Critical Thought, Jazz develops the student's ability to formulate their musical ideas, informed by historical and contemporary cultural and stylistic concepts and practice, and to research, analyse, discuss and critically reflect on music. It deepens the student's understanding of jazz and the historical, social and cultural contexts which affected its development. In considering past and present musical practice, the student is introduced to issues of criticism, analysis, history, interpretation and cross-cultural understanding. Over a three year program of study, a variety of concepts, approaches, methodologies and skills are introduced in which student learning is progressively extended and consolidated. In the first year, students will undertake the fundamentals of style and analysis. In the second year, students further develop their critical skills and knowledge in the context of jazz history. In the third year, students develop their critical skills by participating in projects and by undertaking individual research.
Critical Thought, Jazz fosters self-reliance and confidence in the ability to communicate effectively through the written and spoken word; Ability to analyse, criticise, evaluate and interpret music from score, sound and other sources; An understanding of the methodologies in history, analysis and criticism; Cross-cultural understanding; Research skills; Problem solving and critical reasoning; An open-minded attitude to musical invention; A sensitivity to ethical and conceptual issues involved in the musical process; Ability to meet practical requirements and deadlines.
A graded result reflects the student's level of achievement in the prescribed program of study, taking into account academic effort, commitment and progress. In the third year, students are expected to demonstrate the capacity to undertake increasingly complex tasks independently. Emphasis will be placed on regular critical feedback and formative evaluation by staff. The assessment requirements and criteria for evaluation will be defined in guidelines handed out at the beginning of each year.
Offered First and Second Semester
Critical Thought, Jazz develops the student's ability to formulate their musical ideas, informed by historical and contemporary cultural and stylistic concepts and practice, and to research, analyse, discuss and critically reflect on music. It deepens the student's understanding of jazz and the historical, social and cultural contexts which affected its development. In considering past and present musical practice, the student is introduced to issues of criticism, analysis, history, interpretation and cross-cultural understanding. Over a three year program of study, a variety of concepts, approaches, methodologies and skills are introduced in which student learning is progressively extended and consolidated. In the first year, students will undertake the fundamentals of style and analysis. In the second year, students further develop their critical skills and knowledge in the context of jazz history. In the third year, students develop their critical skills by participating in projects and by undertaking individual research.
Critical Thought, Jazz fosters self-reliance and confidence in the ability to communicate effectively through the written and spoken word; Ability to analyse, criticise, evaluate and interpret music from score, sound and other sources; An understanding of the methodologies in history, analysis and criticism; Cross-cultural understanding; Research skills; Problem solving and critical reasoning; An open-minded attitude to musical invention; A sensitivity to ethical and conceptual issues involved in the musical process; Ability to meet practical requirements and deadlines.
A graded result reflects the student's level of achievement in the prescribed program of study, taking into account academic effort, commitment and progress. In the third year, students are expected to demonstrate the capacity to undertake increasingly complex tasks independently. Emphasis will be placed on regular critical feedback and formative evaluation by staff. The assessment requirements and criteria for evaluation will be defined in guidelines handed out at the beginning of each year.
Offered First and Second Semester
Prerequisite: audition/interview
Instrumental Studies aims to develop the student's skills and abilities on an instrument/voice. Study of an instrument/voice is undertaken in individual tuition and in associated practical activities as relevant to the discipline and appropriate to the student's level of technical facility. The study encourages the development of technical and musical proficiency as well as allowing the exploration of a diverse range of repertoire. This program of study is sequenced, according to individual ability and discipline-specific demands. Participation in a range of ensembles is not mandatory or assessed but is possible depending on the student's level of ability.
Instrumental Studies fosters technical progress in the discipline, to facilitate the application of instrumental/vocal skills in a range of practical situations; Repertoire and stylistic knowledge; The ability to express and communicate artistic ideas and intentions; Critical reflection on personal musical expression; Self motivation; Ability to meet practical requirements and deadlines.
Assessment requirements and criteria vary according to the demands of the instrumental discipline. These will be defined in guidelines distributed to students at the beginning of each year. Students will be measured according to their increasing level of achievement in the above capabilities.
Offered First and Second Semester
Instrumental Studies aims to develop the student's skills and abilities on an instrument/voice. Study of an instrument/voice is undertaken in individual tuition and in associated practical activities as relevant to the discipline and appropriate to the student's level of technical facility. The study encourages the development of technical and musical proficiency as well as allowing the exploration of a diverse range of repertoire. This program of study is sequenced, according to individual ability and discipline-specific demands. Participation in a range of ensembles is not mandatory or assessed but is possible depending on the student's level of ability.
Instrumental Studies fosters technical progress in the discipline, to facilitate the application of instrumental/vocal skills in a range of practical situations; Repertoire and stylistic knowledge; The ability to express and communicate artistic ideas and intentions; Critical reflection on personal musical expression; Self motivation; Ability to meet practical requirements and deadlines.
Assessment requirements and criteria vary according to the demands of the instrumental discipline. These will be defined in guidelines distributed to students at the beginning of each year. Students will be measured according to their increasing level of achievement in the above capabilities.
Offered First and Second Semester
Instrumental Studies aims to develop the student's skills and abilities on an instrument/voice. Study of an instrument/voice is undertaken in individual tuition and in associated practical activities as relevant to the discipline and appropriate to the student's level of technical facility. The study encourages the development of technical and musical proficiency as well as allowing the exploration of a diverse range of repertoire. This program of study is sequenced, according to individual ability and discipline-specific demands. Participation in a range of ensembles is not mandatory or assessed but is possible depending on the student's level of ability.
Instrumental Studies fosters technical progress in the discipline, to facilitate the application of instrumental/vocal skills in a range of practical situations; Repertoire and stylistic knowledge; The ability to express and communicate artistic ideas and intentions; Critical reflection on personal musical expression; Self motivation; Ability to meet practical requirements and deadlines.
Assessment requirements and criteria vary according to the demands of the instrumental discipline. These will be defined in guidelines distributed to students at the beginning of each year. Students will be measured according to their increasing level of achievement in the above capabilities.
Offered First and Second Semester
Average one to two hours per week
Composition provides the student with an understanding of either the theories and practices of instrumental and vocal writing within a twentieth century context or the fundamentals of electroacoustic composition.It encourages development of the student's creativity, and technical knowledge of:
The student will analyse theories, structures, methods, approaches and techniques in a range of twentieth century styles and in a range of instrumental and vocal repertoire. This allows systematic development of understanding and application of knowledge in the development of their own musical works.
This introduces the student to the range of digital/analog technologies available for sound and image manipulation and generation of musical data. Students are introduced to the tools, techniques and concepts necessary to function as composers in a contemporary setting. This includes an understanding of acoustic phenomena, the fundamentals of computer music, including MIDI and SMPTE specifications and digital sampling, sequencing and editing and a practical understanding of their use in studio and real-time environments.
Composition fosters a proficient technical foundation in either instrumental and vocal, or electroacoustic media; Knowledge of and an ability to apply techniques as appropriate; An understanding of abstract structures; Aesthetic awareness; The ability to express and communicate artistic ideas and intentions; Critical reflection on personal musical expression; Ability to meet practical requirements and deadlines.
A graded result reflects the level of achievement in a folio of works and their participation in classes, taking into account academic effort, commitment and progress. Emphasis will be placed on regular critical feedback and formative evaluation by staff rather than graded marks for each component. The assessment requirements and criteria for evaluation will be defined in guidelines handed out at the beginning of each year.
Offered First and Second Semester
Average one to two hours per week
Composition provides the student with an understanding of either the theories and practices of instrumental and vocal writing within a twentieth century context or the fundamentals of electroacoustic composition.It encourages development of the student's creativity, and technical knowledge of:
The student will analyse theories, structures, methods, approaches and techniques in a range of twentieth century styles and in a range of instrumental and vocal repertoire. This allows systematic development of understanding and application of knowledge in the development of their own musical works.
This introduces the student to the range of digital/analog technologies available for sound and image manipulation and generation of musical data. Students are introduced to the tools, techniques and concepts necessary to function as composers in a contemporary setting. This includes an understanding of acoustic phenomena, the fundamentals of computer music, including MIDI and SMPTE specifications and digital sampling, sequencing and editing and a practical understanding of their use in studio and real-time environments.
Composition fosters a proficient technical foundation in either instrumental and vocal, or electroacoustic media; Knowledge of and an ability to apply techniques as appropriate; An understanding of abstract structures; Aesthetic awareness; The ability to express and communicate artistic ideas and intentions; Critical reflection on personal musical expression; Ability to meet practical requirements and deadlines.
A graded result reflects the level of achievement in a folio of works and their participation in classes, taking into account academic effort, commitment and progress. Emphasis will be placed on regular critical feedback and formative evaluation by staff rather than graded marks for each component. The assessment requirements and criteria for evaluation will be defined in guidelines handed out at the beginning of each year.
Offered First and Second Semester
Average one to two hours per week
Composition provides the student with an understanding of either the theories and practices of instrumental and vocal writing within a twentieth century context or the fundamentals of electroacoustic composition.It encourages development of the student's creativity, and technical knowledge of:
The student will analyse theories, structures, methods, approaches and techniques in a range of twentieth century styles and in a range of instrumental and vocal repertoire. This allows systematic development of understanding and application of knowledge in the development of their own musical works.
This introduces the student to the range of digital/analog technologies available for sound and image manipulation and generation of musical data. Students are introduced to the tools, techniques and concepts necessary to function as composers in a contemporary setting. This includes an understanding of acoustic phenomena, the fundamentals of computer music, including MIDI and SMPTE specifications and digital sampling, sequencing and editing and a practical understanding of their use in studio and real-time environments.
Composition fosters a proficient technical foundation in either instrumental and vocal, or electroacoustic media; Knowledge of and an ability to apply techniques as appropriate; An understanding of abstract structures; Aesthetic awareness; The ability to express and communicate artistic ideas and intentions; Critical reflection on personal musical expression; Ability to meet practical requirements and deadlines.
A graded result reflects the level of achievement in a folio of works and their participation in classes, taking into account academic effort, commitment and progress. Emphasis will be placed on regular critical feedback and formative evaluation by staff rather than graded marks for each component. The assessment requirements and criteria for evaluation will be defined in guidelines handed out at the beginning of each year.
Offered First and Second Semester
Project work -- average two hours per week; aural training (lecture, tutorial) average three hours per week.
Music Language and Techniques develops the student's command of specialist musical language, as found in a range of musical genres, styles, forms and contexts, and to develop aural skills and awareness. It deepens the student's understanding of the elements of notation, rhythm, melody, harmony, counterpoint and voice leading, tonalities, structure, timbre, sonority and extended techniques. These are studied from aural, practical and theoretical perspectives. There is a strong emphasis upon developing the student's inner hearing, aural awareness and skills in listening, reading, notating and analysing. Aural and theoretical skills are applied to a wide range of literature and material. Through the three year thematic cycle of integrated learning, a variety of concepts, approaches, methodologies and skills are introduced in which student learning is progressively extended and consolidated in a planned fashion.
Music Language and Techniques fosters an understanding of the way musical language functions in different stylistic contexts; Skills in applying musical language; Self-reliance and confidence in the ability to read, analyse and interpret musical scores; Inner hearing and critical listening skills; A high level of aural skills applied in a range of practical situations; Creative use of musical language in all its variations; Ability to meet practical requirements and deadlines.
A graded result reflects the level of achievement and participation, and the increasing level of complexity and expertise with which students undertake project work. Staff mentors will ensure that every student undertakes a balanced program of project activities. Emphasis will be placed on regular critical feedback and formative evaluation by staff. The assessment requirements and criteria for evaluation will be defined in guidelines handed out at the beginning of each year.
In the first two years, students must pass both the aural and theoretical strands to achieve a pass in the program. Students are expected to achieve a minimum exit standard in aural, but flexibility is provided for students to achieve this over two or three years, in recognition of the differences in prior development and learning.
Offered First and Second Semester
Project work -- average two hours per week; aural training (lecture, tutorial) average three hours per week.
Music Language and Techniques develops the student's command of specialist musical language, as found in a range of musical genres, styles, forms and contexts, and to develop aural skills and awareness. It deepens the student's understanding of the elements of notation, rhythm, melody, harmony, counterpoint and voice leading, tonalities, structure, timbre, sonority and extended techniques. These are studied from aural, practical and theoretical perspectives. There is a strong emphasis upon developing the student's inner hearing, aural awareness and skills in listening, reading, notating and analysing. Aural and theoretical skills are applied to a wide range of literature and material. Through the three year thematic cycle of integrated learning, a variety of concepts, approaches, methodologies and skills are introduced in which student learning is progressively extended and consolidated in a planned fashion.
Music Language and Techniques fosters an understanding of the way musical language functions in different stylistic contexts; Skills in applying musical language; Self-reliance and confidence in the ability to read, analyse and interpret musical scores; Inner hearing and critical listening skills; A high level of aural skills applied in a range of practical situations; Creative use of musical language in all its variations; Ability to meet practical requirements and deadlines.
A graded result reflects the level of achievement and participation, and the increasing level of complexity and expertise with which students undertake project work. Staff mentors will ensure that every student undertakes a balanced program of project activities. Emphasis will be placed on regular critical feedback and formative evaluation by staff. The assessment requirements and criteria for evaluation will be defined in guidelines handed out at the beginning of each year.
In the first two years, students must pass both the aural and theoretical strands to achieve a pass in the program. Students are expected to achieve a minimum exit standard in aural, but flexibility is provided for students to achieve this over two or three years, in recognition of the differences in prior development and learning.
Offered First and Second Semester
Project work -- average two hours per week; aural training (lecture, tutorial) average three hours per week.
Music Language and Techniques develops the student's command of specialist musical language, as found in a range of musical genres, styles, forms and contexts, and to develop aural skills and awareness. It deepens the student's understanding of the elements of notation, rhythm, melody, harmony, counterpoint and voice leading, tonalities, structure, timbre, sonority and extended techniques. These are studied from aural, practical and theoretical perspectives. There is a strong emphasis upon developing the student's inner hearing, aural awareness and skills in listening, reading, notating and analysing. Aural and theoretical skills are applied to a wide range of literature and material. Through the three year thematic cycle of integrated learning, a variety of concepts, approaches, methodologies and skills are introduced in which student learning is progressively extended and consolidated in a planned fashion.
Music Language and Techniques fosters an understanding of the way musical language functions in different stylistic contexts; Skills in applying musical language; Self-reliance and confidence in the ability to read, analyse and interpret musical scores; Inner hearing and critical listening skills; A high level of aural skills applied in a range of practical situations; Creative use of musical language in all its variations; Ability to meet practical requirements and deadlines.
A graded result reflects the level of achievement and participation, and the increasing level of complexity and expertise with which students undertake project work. Staff mentors will ensure that every student undertakes a balanced program of project activities. Emphasis will be placed on regular critical feedback and formative evaluation by staff. The assessment requirements and criteria for evaluation will be defined in guidelines handed out at the beginning of each year.
In the first two years, students must pass both the aural and theoretical strands to achieve a pass in the program. Students are expected to achieve a minimum exit standard in aural, but flexibility is provided for students to achieve this over two or three years, in recognition of the differences in prior development and learning.
Offered First and Second Semester
Music Language and Techniques, Jazz develops the student's command of specialist musical language as found in a range of musical genres, styles, forms and contexts, to develop aural skills and awareness, and writing skills. It deepens the student's understanding of the elements of notation, rhythm, melody, harmony, counterpoint and voice leading, tonalities and structure. These are studied from aural, practical and theoretical perspectives. There is a strong emphasis upon developing the student's aural awareness and skills in applying the harmonic language of jazz within a range of contexts. Aural and theoretical skills are applied to a wide range of literature and material. A variety of concepts, approaches, methodologies and skills are introduced in which student learning is progressively extended and consolidated. The third year has a focus on the application of theoretical, arranging/compositional tools and techniques to the creative writing process.
Music Language and Techniques, Jazz fosters an understanding of the way jazz language (vocabulary, grammar, structure) functions in different stylistic and ensemble contexts; Skills in applying musical language; Self-reliance and confidence in the ability to read, analyse and construct music in the jazz idiom; Critical listening skills; A high level of aural skills applied in a progress and level of expertise, including the student's capacity to undertake increasingly complex tasks. Emphasis will be placed on regular critical feedback and formative evaluation by staff rather than graded marks for each component. The assessment requirements and criteria for evaluation will be defined in guidelines handed out at the beginning of each year. In the first two years, students must pass both the aural and theoretical strands to achieve a pass in the program. Students are expected to achieve a minimum exit standard in aural, but flexibility is provided for students to achieve this over two or three years, in recognition of the differences in prior development and learning.
Offered First and Second Semester
Music Language and Techniques, Jazz develops the student's command of specialist musical language as found in a range of musical genres, styles, forms and contexts, to develop aural skills and awareness, and writing skills. It deepens the student's understanding of the elements of notation, rhythm, melody, harmony, counterpoint and voice leading, tonalities and structure. These are studied from aural, practical and theoretical perspectives. There is a strong emphasis upon developing the student's aural awareness and skills in applying the harmonic language of jazz within a range of contexts. Aural and theoretical skills are applied to a wide range of literature and material. A variety of concepts, approaches, methodologies and skills are introduced in which student learning is progressively extended and consolidated. The third year has a focus on the application of theoretical, arranging/compositional tools and techniques to the creative writing process.
Music Language and Techniques, Jazz fosters an understanding of the way jazz language (vocabulary, grammar, structure) functions in different stylistic and ensemble contexts; Skills in applying musical language; Self-reliance and confidence in the ability to read, analyse and construct music in the jazz idiom; Critical listening skills; A high level of aural skills applied in a progress and level of expertise, including the student's capacity to undertake increasingly complex tasks. Emphasis will be placed on regular critical feedback and formative evaluation by staff rather than graded marks for each component. The assessment requirements and criteria for evaluation will be defined in guidelines handed out at the beginning of each year. In the first two years, students must pass both the aural and theoretical strands to achieve a pass in the program. Students are expected to achieve a minimum exit standard in aural, but flexibility is provided for students to achieve this over two or three years, in recognition of the differences in prior development and learning.
Offered First and Second Semester
Music Language and Techniques, Jazz develops the student's command of specialist musical language as found in a range of musical genres, styles, forms and contexts, to develop aural skills and awareness, and writing skills. It deepens the student's understanding of the elements of notation, rhythm, melody, harmony, counterpoint and voice leading, tonalities and structure. These are studied from aural, practical and theoretical perspectives. There is a strong emphasis upon developing the student's aural awareness and skills in applying the harmonic language of jazz within a range of contexts. Aural and theoretical skills are applied to a wide range of literature and material. A variety of concepts, approaches, methodologies and skills are introduced in which student learning is progressively extended and consolidated. The third year has a focus on the application of theoretical, arranging/compositional tools and techniques to the creative writing process.
Music Language and Techniques, Jazz fosters an understanding of the way jazz language (vocabulary, grammar, structure) functions in different stylistic and ensemble contexts; Skills in applying musical language; Self-reliance and confidence in the ability to read, analyse and construct music in the jazz idiom; Critical listening skills; A high level of aural skills applied in a progress and level of expertise, including the student's capacity to undertake increasingly complex tasks. Emphasis will be placed on regular critical feedback and formative evaluation by staff rather than graded marks for each component. The assessment requirements and criteria for evaluation will be defined in guidelines handed out at the beginning of each year. In the first two years, students must pass both the aural and theoretical strands to achieve a pass in the program. Students are expected to achieve a minimum exit standard in aural, but flexibility is provided for students to achieve this over two or three years, in recognition of the differences in prior development and learning.
Offered First and Second Semester
European Languages for Singers develops the student's command of the special skills required in vocal performance in German, Italian and French. The study of language is integral to vocal development and the ability to communicate and express music through the voice. A knowledge of European languages, including phonetics and the identification of sounds particular to a language, is fundamental to correct pronunciation in vocal performance. A range of listening, speaking, grammatical and transcription exercises will introduce the sound system, syntax, vocabulary and grammar necessary for a basic understanding of the meaning and delivery of texts and libretti in German, Italian and French.
European Languages for Singers develops the capacity to hear and understand vocal texts in German, French and Italian languages; The ability effectively to pronounce and communicate sung German, French and Italian texts.
Pass/fail on the basis of participation, 80% attendance and progress, with emphasis on regular critical feedback and formative evaluation. Propgress will be measured according to an increasing capacity to understand, speak and sing texts in each of the program languages. Guidelines and criteria for assessment will be distributed at the beginning of each year.
Offered First and Second Semester
European Languages for Singers develops the student's command of the special skills required in vocal performance in German, Italian and French. The study of language is integral to vocal development and the ability to communicate and express music through the voice. A knowledge of European languages, including phonetics and the identification of sounds particular to a language, is fundamental to correct pronunciation in vocal performance. A range of listening, speaking, grammatical and transcription exercises will introduce the sound system, syntax, vocabulary and grammar necessary for a basic understanding of the meaning and delivery of texts and libretti in German, Italian and French.
European Languages for Singers develops the capacity to hear and understand vocal texts in German, French and Italian languages; The ability effectively to pronounce and communicate sung German, French and Italian texts.
Pass/fail on the basis of participation, 80% attendance and progress, with emphasis on regular critical feedback and formative evaluation. Propgress will be measured according to an increasing capacity to understand, speak and sing texts in each of the program languages. Guidelines and criteria for assessment will be distributed at the beginning of each year.
Offered First and Second Semester
European Languages for Singers develops the student's command of the special skills required in vocal performance in German, Italian and French. The study of language is integral to vocal development and the ability to communicate and express music through the voice. A knowledge of European languages, including phonetics and the identification of sounds particular to a language, is fundamental to correct pronunciation in vocal performance. A range of listening, speaking, grammatical and transcription exercises will introduce the sound system, syntax, vocabulary and grammar necessary for a basic understanding of the meaning and delivery of texts and libretti in German, Italian and French.
European Languages for Singers develops the capacity to hear and understand vocal texts in German, French and Italian languages; The ability effectively to pronounce and communicate sung German, French and Italian texts.
Pass/fail on the basis of participation, 80% attendance and progress, with emphasis on regular critical feedback and formative evaluation. Propgress will be measured according to an increasing capacity to understand, speak and sing texts in each of the program languages. Guidelines and criteria for assessment will be distributed at the beginning of each year.
Offered First and Second Semester
European Languages for Singers develops the student's command of the special skills required in vocal performance in German, Italian and French. The study of language is integral to vocal development and the ability to communicate and express music through the voice. A knowledge of European languages, including phonetics and the identification of sounds particular to a language, is fundamental to correct pronunciation in vocal performance. A range of listening, speaking, grammatical and transcription exercises will introduce the sound system, syntax, vocabulary and grammar necessary for a basic understanding of the meaning and delivery of texts and libretti in German, Italian and French.
European Languages for Singers develops the capacity to hear and understand vocal texts in German, French and Italian languages; The ability effectively to pronounce and communicate sung German, French and Italian texts.
Pass/fail on the basis of participation, 80% attendance and progress, with emphasis on regular critical feedback and formative evaluation. Propgress will be measured according to an increasing capacity to understand, speak and sing texts in each of the program languages. Guidelines and criteria for assessment will be distributed at the beginning of each year.
Offered First and Second Semester
Drama -- average two hours per week; fencing and dance -- average two hours per week.
Theatre Studies develops the student's awareness of human movement, through drama, dance and fencing, and to introduce students to the disciplines involved in the art of performance on stage. Physical awareness, body flexibility and strength, co-ordination and discipline are designed to build confidence in dance and movement whilst singing. Students are introduced to stage performance skills, aimed at developing technical understanding and skills in mime, speech, improvisation, historical gesture, and fencing, together with the development of roles and characterisation. These elements of stage presentation underpin student participation in the operatic production undertaken as part of the Principal Study.
Theatre Studies develops the capacity to move freely and with confidence whilst performing a vocal line; Technical foundation in stage presentation; The art of characterisation; An understanding of gesture, including historical contexts; Application of skills to specific dramatic problems; Mental and physical skills necessary for performance.
Pass/fail. Students are evaluated on the basis of participation, attendance and progress; there is an 80% attendance requirement. Emphasis will be placed on regular critical feedback and formative evaluation by staff. Student progress will be measured over the program according to increasing capacity to move freely and act confidently. Students must meet the attendance requirements for each component of the program (drama/movement and fencing) in order to be eligible for assessment.
Offered First and Second Semester
Drama -- average two hours per week; fencing and dance -- average two hours per week.
Theatre Studies develops the student's awareness of human movement, through drama, dance and fencing, and to introduce students to the disciplines involved in the art of performance on stage. Physical awareness, body flexibility and strength, co-ordination and discipline are designed to build confidence in dance and movement whilst singing. Students are introduced to stage performance skills, aimed at developing technical understanding and skills in mime, speech, improvisation, historical gesture, and fencing, together with the development of roles and characterisation. These elements of stage presentation underpin student participation in the operatic production undertaken as part of the Principal Study.
Theatre Studies develops the capacity to move freely and with confidence whilst performing a vocal line; Technical foundation in stage presentation; The art of characterisation; An understanding of gesture, including historical contexts; Application of skills to specific dramatic problems; Mental and physical skills necessary for performance.
Pass/fail. Students are evaluated on the basis of participation, attendance and progress; there is an 80% attendance requirement. Emphasis will be placed on regular critical feedback and formative evaluation by staff. Student progress will be measured over the program according to increasing capacity to move freely and act confidently. Students must meet the attendance requirements for each component of the program (drama/movement and fencing) in order to be eligible for assessment.
Offered First and Second Semester
Drama -- average two hours per week; fencing and dance -- average two hours per week.
Theatre Studies develops the student's awareness of human movement, through drama, dance and fencing, and to introduce students to the disciplines involved in the art of performance on stage. Physical awareness, body flexibility and strength, co-ordination and discipline are designed to build confidence in dance and movement whilst singing. Students are introduced to stage performance skills, aimed at developing technical understanding and skills in mime, speech, improvisation, historical gesture, and fencing, together with the development of roles and characterisation. These elements of stage presentation underpin student participation in the operatic production undertaken as part of the Principal Study.
Theatre Studies develops the capacity to move freely and with confidence whilst performing a vocal line; Technical foundation in stage presentation; The art of characterisation; An understanding of gesture, including historical contexts; Application of skills to specific dramatic problems; Mental and physical skills necessary for performance.
Pass/fail. Students are evaluated on the basis of participation, attendance and progress; there is an 80% attendance requirement. Emphasis will be placed on regular critical feedback and formative evaluation by staff. Student progress will be measured over the program according to increasing capacity to move freely and act confidently. Students must meet the attendance requirements for each component of the program (drama/movement and fencing) in order to be eligible for assessment.
Jazz students undertake Integrated Studies in two disciplines in the first two years and in one discipline in the third year of the program.
Offered First and Second Semester
Jazz Improvisation develops the student's practical ability in improvisation, informed by theoretical, historical, cultural and stylistic concepts. It deepens the student's understanding of structure within improvised music and the historical and cultural contexts which affected its development. Emphasis is placed upon developing the student's melodic and rhythmic skills as well as their ability accurately to transcribe and analyse music from sound recordings. Throughout three years of study, a variety of concepts, approaches, methodologies and skills are introduced through which student learning is progressively extended and consolidated. With the permission of the relevant Heads of Department, voice students and drummers may elect to replace Improvisation in one semester of second and third years with respectively two semesters of Theatre Studies or Tuned Percussion studies. This will be accredited as part of this Integrated Study.
Improvisation fosters self-reliance and confidence in the ability to communicate effectively through improvisation; An understanding of the methodologies of improvisation and transcription; Ability to evaluate and analyse improvised music both in sound and from the score; An open-minded attitude to musical invention.
A graded result reflects the level of achievement and participation taking into account academic effort, commitment, progress and level of expertise, including the student's capacity to undertake increasing complex tasks. Emphasis will be placed on regular critical feedback and formative evaluation. The assessment requirements and criteria for evaluation will be defined in guidelines handed out at the beginning of each year.
Offered First and Second Semester
Jazz Improvisation develops the student's practical ability in improvisation, informed by theoretical, historical, cultural and stylistic concepts. It deepens the student's understanding of structure within improvised music and the historical and cultural contexts which affected its development. Emphasis is placed upon developing the student's melodic and rhythmic skills as well as their ability accurately to transcribe and analyse music from sound recordings. Throughout three years of study, a variety of concepts, approaches, methodologies and skills are introduced through which student learning is progressively extended and consolidated. With the permission of the relevant Heads of Department, voice students and drummers may elect to replace Improvisation in one semester of second and third years with respectively two semesters of Theatre Studies or Tuned Percussion studies. This will be accredited as part of this Integrated Study.
Improvisation fosters self-reliance and confidence in the ability to communicate effectively through improvisation; An understanding of the methodologies of improvisation and transcription; Ability to evaluate and analyse improvised music both in sound and from the score; An open-minded attitude to musical invention.
A graded result reflects the level of achievement and participation taking into account academic effort, commitment, progress and level of expertise, including the student's capacity to undertake increasing complex tasks. Emphasis will be placed on regular critical feedback and formative evaluation. The assessment requirements and criteria for evaluation will be defined in guidelines handed out at the beginning of each year
Offered First and Second Semester
Jazz Improvisation develops the student's practical ability in improvisation, informed by theoretical, historical, cultural and stylistic concepts. It deepens the student's understanding of structure within improvised music and the historical and cultural contexts which affected its development. Emphasis is placed upon developing the student's melodic and rhythmic skills as well as their ability accurately to transcribe and analyse music from sound recordings. Throughout three years of study, a variety of concepts, approaches, methodologies and skills are introduced through which student learning is progressively extended and consolidated. With the permission of the relevant Heads of Department, voice students and drummers may elect to replace Improvisation in one semester of second and third years with respectively two semesters of Theatre Studies or Tuned Percussion studies. This will be accredited as part of this Integrated Study.
Improvisation fosters self-reliance and confidence in the ability to communicate effectively through improvisation; An understanding of the methodologies of improvisation and transcription; Ability to evaluate and analyse improvised music both in sound and from the score; An open-minded attitude to musical invention.
A graded result reflects the level of achievement and participation taking into account academic effort, commitment, progress and level of expertise, including the student's capacity to undertake increasing complex tasks. Emphasis will be placed on regular critical feedback and formative evaluation. The assessment requirements and criteria for evaluation will be defined in guidelines handed out at the beginning of each year.
Offered First and Second Semester
Jazz Arranging and Composition introduces the student to a variety of writing techniques and approaches in a variety of styles and ensemble settings. It deepens the student's understanding of the elements of notation, structure, orchestration and style in the creative writing process. These are studied from practical and theoretical perspectives. There is a strong emphasis upon developing the student's skills in applying the written language of jazz within a range of contexts. A variety of concepts, approaches, methodologies and skills are introduced through which student learning is progressively extended and consolidated.
Jazz Arranging and Composition fosters an understanding of the specifics of notation, structure and invention; An understanding of the principles of timbre, sonority and scoring in different instrumental/vocal combinations; Skills in applying arranging and compositional techniques in different instrumental/vocal settings; Creative use of musical language.
A graded result reflects the level of achievement and participation, taking into account academic effort, commitment and progress and level of expertise including the student's capacity to undertake increasingly complex tasks. Emphasis will be placed on regular critical feedback and formative evaluation by staff. The assessment requirements and criteria for evaluation will be defined in guidelines handed out at the beginning of each year.
Offered First and Second Semester
Jazz Arranging and Composition introduces the student to a variety of writing techniques and approaches in a variety of styles and ensemble settings.
It deepens the student's understanding of the elements of notation, structure, orchestration and style in the creative writing process. These are studied from practical and theoretical perspectives. There is a strong emphasis upon developing the student's skills in applying the written language of jazz within a range of contexts. A variety of concepts, approaches, methodologies and skills are introduced through which student learning is progressively extended and consolidated.
Jazz Arranging and Composition fosters an understanding of the specifics of notation, structure and invention; An understanding of the principles of timbre, sonority and scoring in different instrumental/vocal combinations; Skills in applying arranging and compositional techniques in different instrumental/vocal settings; Creative use of musical language.
A graded result reflects the level of achievement and participation, taking into account academic effort, commitment and progress and level of expertise including the student's capacity to undertake increasingly complex tasks. Emphasis will be placed on regular critical feedback and formative evaluation by staff. The assessment requirements and criteria for evaluation will be defined in guidelines handed out at the beginning of each year.
Offered First and Second Semester
Prerequisite: MUSM3116 at level of credit or above
A focussed program related to a student's specific area of interest, designed to develop particular career skills (subject to appropriate supervision being available). It may include a professional experience program in an outside organisation, developing and managing an extended performance project, a pedagogy or a community outreach project, or an extended piece of written work.
Offered First and Second Semester
Prerequisite: MUSM3116 at level of high distinction or by audition/interview from another institution.
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Authenticity, Identity and Technology: The Poetics and Politica of Arts Performance in Asia |
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Please note: The assessment requirements and criteria for evaluation will be defined in guidelines provided at the beginning of the course. Students must ensure that they receive a copy. Emphasis is placed on regular critical feedback and formulative evaluation by staff rather than graded marks for each component.
# These courses may be taken as Additional Studies where they do not constitute a part of the Principal Study.
Students should refer to the course outline for the relevant Complementary Study or Integrated Study (European Language for Singers, Theatre Studies) when they are undertaking such a course as an Additional Study.
Students undertake open-class tutorials where performances are discussed by supervisors and students.
Prerequisites: Only for students not undertaking a piano major.
Accompaniment introduces the student to the role of the associate artist. It deepens the student's understanding of the role of the associate artist through gaining familiarity with a range of vocal repertoire and string, brass and woodwind duo repertoire. There is a strong emphasis upon developing the student's skills in rehearsal techniques and sight reading, as well as developing an understanding of musical partnership.
Accompaniment fosters Musical attributes necessary to accompanying another artist; Enhanced sight reading facility; An understanding of the role of the accompanist in a range of repertoire contexts.
Advanced Jazz Composition furthers the student's knowledge of compositional techniques used in a variety of contemporary jazz styles. It gives students insight into the techniques of advanced jazz composition through the study of form, structure, melody writing, bitonality, counterpoint and orchestration in contemporary, post-bop and modal styles. Advanced Jazz Composition fosters knowledge and understanding of the techniques of composition in a range of jazz styles; Skills in applying more advanced jazz compositional tools and processes.
Offered First and Second Semester
Prerequisites: Completion of complementary studies -- Music, Language and Techniques at Distinction or High Distinction level.
Advanced Aural (Classical) extends the student's ability to hear and apply concepts of musical language.
It extends the student's inner hearing, aural awareness and skills in listening and notating music through sight-singing, sight-reading, dictation and aural analysis. It aims to deepen the student's understanding of more complex musical vocabulary and structures, and of advanced harmonic, rhythmic, and melodic concepts. There is a strong emphasis on the application of these concepts to real music. Advanced Aural (Classical) fosters a deeper understanding of the way musical language functions in different stylistic contexts; Skills in applying aural concepts and skills in a range of practical situations and musical repertoire; Self-reliance and confidence in the ability to read and aurally analyse music; Further development of inner hearing and critical listening skills.
Offered First or Second Semester
Prerequisites: Complementary Studies -- Music, Languages and Techniques Jazz at Distinction or High Distinction level.
Advanced Aural (Jazz) aims to extend the student's ability to hear and apply concepts of the musical language used in jazz. It extends the student's inner hearing, aural awareness and skills in listening and notating music. It aims to deepen the student's understanding of more complex musical vocabulary and structures, and of advanced harmonic, rhythmic, and melodic concepts. There is a strong emphasis on the application of these concepts in improvisation and transcription. Advanced Aural (Jazz) fosters an understanding of the way jazz language functions in different stylistic contexts; Self-reliance and confidence in the ability to read, analyse and construct music in the jazz idiom; Critical listening skills; A high level of aural skills applied in a range of practical situations.
Arts Management develops knowledge and skills necessary for a successful professional music career. Arts Management deepens students' understanding of the music industry (including contracts, financial management, CD production, insurance, health and safety, and copyright). It provides opportunities for students to develop practical skills in managing and promoting music events, concerts, recordings and tours, and aims to enhance students' ability to communicate with the public. Arts Management fosters skills in communication and presentation; Entrepreneurial skills and experience; Knowledge of the requirements and demands of the profession/industry; Independence and self-motivation towards developing and sustaining a career in music.
Prerequisites: Introduction to Asian Performing Arts: Performance, Genres and Intercultural Translation
To focus on theoretical debates concerning the construction of the performance genres studied in the first semester. Study will focus on four topics: authenticity, identity, polity and technology. Government policies in choosing and directing the development of certain genres, popularisation and commercialisation of certain genres, and the role of technologies in mediatisation of performing arts will be examined together with debates on authenticity and identity. The course will examine questions such as: how are our identities relevant to certain genres of performing arts? What is a nation or an ethnic group? In what sense can we `own' a certain artistic tradition? What do we know of the past and what claims can its performing arts make on our lives? Weekly participation in performance laboratory sessions will be a feature of the course leading to an end-of-semester public performance.
Students undertake sectional rehearsals, full rehearsals, recording experiences, performances, and presentations of student arrangements and compositions as required and rostered.
Big Band provides as complete an experience as possible of Big Band styles. It deepens the student's understanding of performance, arranging and interpretation in a large jazz ensemble. Big Band fosters an understanding of Big Band styles and traditions; Skills in performing in a large ensemble; Increased facility in sight reading; Critical reflection on arrangements for Big Band.
Students undertake weekly rehearsals (average of two hours per week) and performances arranged by the Department.
Prerequisites: not for brass majors
Brass Ensemble introduces the student to brass repertoire and performance contexts encountered in the profession. It deepens the student's understanding of playing in a variety of brass ensemble contexts, develops skills in rehearsal techniques and professional discipline, and familiarises the student with a broad range of brass repertoire. Brass Ensemble fosters knowledge of brass ensemble and orchestral repertoire; Skills in rehearsal techniques, including those for the rehearsal of contemporary music;The ability to perform confidently in a group situation; Listening skills; Ability to meet practical requirements and deadlines.
Students undertake rehearsals as required in preparation for supervised tutorials and performances, as directed by appointed tutors for each chamber music group.
Prerequisites: only for students not undertaking Chamber Music in their Pricipal Study
Chamber Music provides the student with the opportunity to become familiar with the chamber music repertoire and the responsibilities and disciplines encountered in the profession. It deepens the student's sense of the musical understanding involved in the performance of chamber music, with an emphasis on repertoire and stylistic knowledge. Chamber Music fosters the development of the musical understanding necessary for the performance of chamber music; Skills in rehearsal techniques and planning, including those for the rehearsal of new music; The ability to perform confidently and cooperatively in public in a small ensemble; Management of physical demands; Ability to meet practical requirements and deadlines; Listening skills.
Students are required to attend not less than eight supervised tutorials, grouped intensively or spread over the year, culminating in performance. A graded result reflects the level of achievement and participation, taking into account academic effort, commitment and progress, including the student's capacity and level of expertise to undertake increasingly complex tasks.
Students undertake rehearsals (average of two hours per week) and additional rehearsals as required for a minimum of three performances as arranged during the year. Choral Studies may be undertaken through participation in a choral group outside the School, subject to the approval of the Deputy Director.
Prerequisite: audition/interview
Choral Studies provides students with experience of major works of the choral repertoire. It deepens the student's understanding of the repertoire, and broadens the student's musical experience. There is a strong emphasis upon developing the student's skills in choral singing. Choral Studies fosters familiarity with choral repertoire from a variety of historical periods and styles; The development of a broad musical experience; Skills in pre-pitching, rhythmic discipline, articulation, singing in a range of languages, the art of listening and tuning; Experience in working with a range of conductors.
Students attend Vocal Workshop and undertake rehearsals for an operatic production (average of two hours per week).
Prerequisite: audition/interview
Chorrepetition develops skills in vocal coaching and rehearsal accompaniment. It deepens the student's understanding of the role of the Chorrepetiteur. Chorrepetition fosters familiarity with operatic piano reductions and opera libretti; Skills in accompanying production rehearsals and coaching individual singers and ensembles; The development of awareness of the relationship between pit and stage.
A weekly one-hour lecture and a one-hour tutorial in S1 and a two hour seminar each week in S2.
Prerequisites: Interview with Head of ACAT.
The following course is offered in conjunction with ACAT
Syllabus: To gain an understanding of the structure and organisation of a computer, and an introduction to computer programming techniques, an introduction to mainframe and micro computers; Basic terminology and architecture; Operating systems; Computer languages and compilers; An overview of the use of computers for musical composition, computer graphics and animation, and analysis; An introduction to the C programming language; Introduction to appropriate environments for sound and/or MIDI manipulation.
Proposed Assessment: Assignments as directed by the lecturer -- 100%.
Students undertake class instruction (average of one hour per week) plus relevant practical conducting experience.
Conducting provides the student with an awareness of the techniques of orchestral, choral and ensemble conducting. It deepens the student's understanding of the role of conductor. There is a strong emphasis upon developing practical techniques and experience. Conducting fosters an understanding of the role of the conductor; The development of the practical techniques in ensemble, choral and orchestral conducting; Skills in preparation, techniques and rehearsal procedures.
Students undertake rehearsals and performances, and the study and discussion of works (one hour per week).
Contemporary Music Ensemble provides students with the opportunity to perform experimental and important twentieth century repertoire. It allows the student to study, from a performance perspective, historically important works of the twentieth century, and deepens the student's understanding of current trends in contemporary music. Contemporary Music Ensemble fosters opportunities to perform the major historical repertoire of the twentieth century; Knowledge of the current worldwide trends in contemporary music; Skills in improvisation, extended techniques, analysis and interpretation; Knowledge of the relationship between world music and contemporary music; A working relationship with the CSM composition program.
Offered First and Second Semester
Aural training is delivered in weekly lectures and tutorials (two to three hours per week).
Prerequisites: Compulsory, unless a student has successfully completed complementary studies -- Music, Language and Techniques 2
Continuing Aural (Classical) further develop the student's awareness in harmony, counterpoint, melody and rhythm. It furthers the student's inner hearing, aural awareness and skills in listening and notating music through sight-singing, sight-reading, and dictation. It aims to deepen the student's understanding of musical vocabulary and structures including poly-rhythms, shifting meters and tonal/atonal melody lines.
Continuing Aural (Classical) fosters an understanding of the way musical language functions in different stylistic contexts; Self-reliance and confidence in the ability to read, analyse and interpret musical scores; Inner hearing and critical listening skills; A high level of aural skills applied in a range of practical situations.
Offered First or Second Semester
Students undertake classes weekly (average of two hours per week).
Prerequisites: Compulsory, unless a student has successfully completed Complementary Studies Music Language and Techniques 2.
Continuing Aural (Jazz) further develops the student's aural awareness and skills in the musical language used in jazz. It furthers the student's inner hearing, aural awareness and skills in listening and notating music. It aims to deepen the student's understanding of and ability to apply more harmonic, rhythmic, and melodic concepts in a range of jazz contexts. Continuing Aural (Jazz) fosters an understanding of the way jazz language functions in different stylistic contexts; Self-reliance and confidence in the ability to read, analyse and construct music in the jazz idiom; Critical listening skills; A high level of aural skills applied in a range of practical situations.
Students undertake a weekly class workshop (average of two hours per week).
Film Scoring introduces students to the relationship of music to the visual image. It enables students to plan, time, compose and orchestrate music for dramatic and documentary films and television programs. It emphasises the psychological implications of applying music to film and provides students with a knowledge of the mechanics of synchronisation. Film Scoring fosters skills in analysing film scores; Skills in scoring techniques such as click tracks and picture recording; Skills in sound-film synchronisation and timing procedures; An understanding of the relationship of music to the visual image.
Prerequisites: The satisfactory completion of Jazz Keyboard or at the tutor's discretion.
Introduces students to practical aspects of computer based applications relevant to the needs of the contemporary musician. It involves the study and application of computer scoring and copying using Finale software; Available sounds and their program locations in general Midi sound generating devices; Computer sequencing using midi keyboard and sequencing software as an aid to composition and arranging.
Offered First or Second Semester
Half an hour per week over 26 weeks per year.
Prerequisites: audition/interview
Instrumental Studies aims to develop the student's skills and abilities on an instrument/voice. Study of an instrument/voice is undertaken in individual tuition and in associated practical activities as relevant to the discipline and appropriate to the student's level of technical facility. The study encourages the development of technical and musical proficiency as well as allowing the exploration of a diverse range of repertoire. This program of study is sequenced, according to individual ability and discipline-specific demands. Participation in a range of ensembles is not mandatory or assessed but is possible depending on the student's level of ability. Instrumental Studies fosters technical progress in the discipline, to facilitate the application of instrumental/vocal skills in a range of practical situations; Repertoire and stylistic knowledge; The ability to express and communicate artistic ideas and intentions; Critical reflection on personal musical expression; Self motivation; Ability to meet practical requirements and deadlines.
Assessment requirements and criteria vary according to the demands of the instrumental discipline. These will be defined in guidelines distributed to students at the beginning of each year. Students will be measured according to their increasing level of achievement in the above capabilities.
Offered First or Second Semester
Half an hour per week over 26 weeks per year.
Instrumental Studies aims to develop the student's skills and abilities on an instrument/voice. Study of an instrument/voice is undertaken in individual tuition and in associated practical activities as relevant to the discipline and appropriate to the student's level of technical facility. The study encourages the development of technical and musical proficiency as well as allowing the exploration of a diverse range of repertoire. This program of study is sequenced, according to individual ability and discipline-specific demands. Participation in a range of ensembles is not mandatory or assessed but is possible depending on the student's level of ability. Instrumental Studies fosters technical progress in the discipline, to facilitate the application of instrumental/vocal skills in a range of practical situations; Repertoire and stylistic knowledge; The ability to express and communicate artistic ideas and intentions; Critical reflection on personal musical expression; Self motivation; Ability to meet practical requirements and deadlines.
Assessment requirements and criteria vary according to the demands of the instrumental discipline. These will be defined in guidelines distributed to students at the beginning of each year. Students will be measured according to their increasing level of achievement in the above capabilities.
Offered First or Second Semester
Half an hour per week over 26 weeks per year.
Instrumental Studies aims to develop the student's skills and abilities on an instrument/voice. Study of an instrument/voice is undertaken in individual tuition and in associated practical activities as relevant to the discipline and appropriate to the student's level of technical facility. The study encourages the development of technical and musical proficiency as well as allowing the exploration of a diverse range of repertoire. This program of study is sequenced, according to individual ability and discipline-specific demands. Participation in a range of ensembles is not mandatory or assessed but is possible depending on the student's level of ability. Instrumental Studies fosters technical progress in the discipline, to facilitate the application of instrumental/vocal skills in a range of practical situations; Repertoire and stylistic knowledge; The ability to express and communicate artistic ideas and intentions; Critical reflection on personal musical expression; Self motivation; Ability to meet practical requirements and deadlines.
Assessment requirements and criteria vary according to the demands of the instrumental discipline. These will be defined in guidelines distributed to students at the beginning of each year. Students will be measured according to their increasing level of achievement in the above capabilities.
Offered in conjunction with ACAT and the School of Art. More detailed course outlines of four different levels of Interactive Multimedia are listed in the Canberra School of Art course outlines. Students should also consult with the Head of ACAT or the Head of Photomedia.
To develop skills and conceptual understanding necessary to produce and electronically publish interactive multimedia. Interactive Multimedia introduces students to electronic publishing in a web/CD ROM environment, to embedding dynamic content (animation, audio, video), to using a range of software for creating content, and basic programming principles sufficient to allow the student to understand interactive and non-linear possibilities.This course fosters skills and knowledge of the electronic environment; Conceptual understanding of the principles of electronic publishing of interactive multimedia; Conceptual understanding of interactive and non-linear functionality; Practical skills for authoring interactive multimedia.
Prerequisites: One year of tertiary Asian language study or equivalent; or any later year NITA course; or any later year course from the Faculty of Arts.
Offered in conjunction with the Faculty of Asian Studies. This course is inclusive of World Music ensemble.
Introduces students to issues in the study of Asian performance and a representative sample of Asian performance genres as well as the cultural aesthetics that inform them. Case studies and `experiences' of attending or performing particular genres in the performance laboratory will be discussed and analysed in the context of intercultural translation. This will include issues such as: What is `performance'? How do we read, understand and experience performances from other cultures? How do we translate performances? What are issues of inter-cultural performances? It is planned to include lectures and workshops by visiting artists as well as by lecturers in NITA, FAS and the Faculty of Arts. The semester will conclude with a public performance by students based on their work in the performance laboratory.
Prerequisites: interview with Head of ACAT
This course is offered in conjunction with ACAT
To gain an understanding of the MIDI (Music Instrument Digital Interface) and SMPTE specifications and their use in studio and realtime environments. Analysis of the MIDI specification including using MIDI to control synthesis and sampling equipment; realtime performance considerations; MIDI merging and filtering; MIDI time code; SMPTE time code
Prerequisites: not for Jazz majors
Jazz Analysis familiarises the student with the techniques used in the analysis of jazz composition and improvisation. It deepens the student's understanding of the process of analysis and its application to jazz, through the study of form, chord/scale analysis, melody construction, counterpoint and improvisational devices. Jazz Analysis fosters familiarity with the techniques of jazz analysis; Skills in transcribing and analysing recorded examples of jazz.
Offered First and Second Semester
Prerequisites: not for Jazz Keyboard students
Jazz Keyboard develops a knowledge of and facility for the keyboard (for non-keyboard students). It provides students with a facility which enables them to use the keyboard as a tool in composition, arranging and improvisation. This includes applications in jazz harmony, scales and chord voicings, melodic harmonisation, comping and realising chords at sight.
Jazz Keyboard fosters a technical facility at the keyboard; An ability to use the keyboard as a tool in jazz composition, arranging and improvisation.
Prerequisites: not for Jazz majors
Jazz Styles familiarises the student with the musical styles contained within the standard and contemporary jazz repertoire. It furthers the student's knowledge of the variety of styles of the standard and contemporary jazz repertoire. There is a strong emphasis upon developing the student's ability to identify each style.
Jazz Styles fosters an awareness of the different musical jazz styles; An understanding of the features of each style; Skills in identifying a variety of jazz styles through critical listening.
Prerequisites: Not for Jazz Vocal majors. By audition/interview.
This course aims to present the basics of singing technique and to familiarize the student with standard jazz vocal repertoire. It will typically look at the rudiments of pitching, breath control, phrasing and diction as they apply to singing in the jazz idiom. Other topics covered include working within and ensemble and microphone and PA technique. Standard jazz works by Porter, Jobim, Ellington and Davis will be studied and performed in class.
Students undertake a weekly rehearsal, and additional rehearsals/performances as required.
Prerequisites: By audition/interview.
Jazz Vocal Group provides students with the opportunity to experience jazz ensemble singing. It deepens the student's understanding of the style and repertoire of the jazz vocal ensemble. There is a strong emphasis upon developing the internalisation of jazz concept and feel. Jazz Vocal Group fosters the development of skills in vocal improvisation in a wide variety of styles; Skills in ensemble singing, and sight-singing; An awareness of jazz concept and feel; The ability to perform confidently in a vocal ensemble.
Prerequisites: not for Piano majors
Keyboard Musicianship develops practical and applied skills and techniques at the keyboard. It provides students with skills in sight reading, keyboard harmony, transposition, score reading, improvisation, choral and vocal score reading, figured bass and rhythmic coordination. Keyboard Musicianship fosters an understanding of the structure of music, as applied at the keyboard; Increased facility in the learning of complex music; A knowledge of the skills required as a repetiteur and accompanist; Improvisatory skills and harmonic invention.
A graded result reflects the level of achievement and participation, taking into account academic effort, commitment and progress, including the student's capacity and level of expertise to undertake increasingly complex tasks. Students may extend these skills through a second year of study if satisfactory progress is demonstrated.
Prerequisite: by audition/interview
Large Ensemble Arranging furthers students' knowledge of arranging techniques as applied to Big Band and other large ensembles. It provides students with insight into arranging techniques for large ensembles in traditional and contemporary jazz styles. Large Ensemble Arranging fosters an understanding of the practical requirements of writing for a large ensemble; Knowledge and skills in arranging for large jazz ensemble; Familiarity with the arranging styles of selected jazz artists.
Students undertaking an orchestral instrument will be required to participate, as rostered, in the major performance activities scheduled in the year's thematic program (see Calendar). Additionally, there will be a program of orchestral development through rehearsals, section rehearsals and tutorials scheduled within the weekly timetable, through which students will develop their knowledge of repertoire and of the qualities and skills required in orchestral playing.
Prerequisites: not for performance majors
Orchestra mirrors the professional orchestral experience through intensive rehearsal and performance and sectional rehearsals and tutorials. It provides students of orchestral instruments with skills and experience reflecting professional orchestral practice, and a knowledge of repertoire, orchestral techniques and discipline encountered in the profession. Orchestra fosters an understanding of the demands of the professional orchestra; Knowledge of orchestral repertoire and ensemble playing techniques; The ability to perform confidently in public in large ensemble; Management of physical demands of orchestral playing; Ability to meet practical requirements, deadlines and professional discipline.
Prerequisites: audition/interview
Percussion Ensemble provides the opportunity to become familiar with the repertoire for percussion ensemble. It deepens the student's understanding of the role of the performer in a percussion ensemble. It introduces students to the rich and diverse repertoire written exclusively for percussion. Percussion Ensemble develops skills in the techniques of rehearsal and performance in ensemble contexts; develops familiarity with percussion ensemble repertoire, including contemporary repertoire; enhances listening and communication skills in performing situations; encourages creativity and fosters confidence in performing in a group.
Prerequisites: Approval of instrument teacher or Head of department. No previous experience of signal processing is required although basic computer skills would be preferred.
A course for performance students wishing to develop a familiarity with live audio computer processing for instrumental performance and improvisation. It develops an understanding of current digital signal processing techniques in the context of instrumental performance; Develops an awareness of the aesthetic issues of technology based performance; Produces a work for instrument and real-time computer processing; Basics of microphone usage for instrumental performance; Basic improvisation techniques with respect to live electronics; Basics of signal processing and control of signal processes in performance.
Students undertake lectures/workshops and recording/mixdown sessions as appropriate. These may be delivered weekly or in intensive blocks (average of two hours per week).
Recording Techniques introduces students to the recording environment. It allows the student to become familiar with recording equipment, procedures and techniques, and to gain an awareness of the music recording and editing process. Recording Techniques fosters skills in the use of recording equipment such as microphones; recording consoles; loudspeakers; signal processing and noise reduction devices; and magnetic tape and tape recorders (stereo and multitrack); An understanding of studio/live recording, mixdown techniques and CD production; The application of knowledge of acoustics.
Students undertake rehearsals and professional engagements as directed by the Head of Department.
Small Jazz Commercial Ensemble aims to provide students with experience of commercial music at concert level. Small Jazz Commercial Ensemble deepens the student's understanding of the profession of music in a commercial context. Small Jazz Commercial Ensemble aims to foster an understanding of the discipline of music as a commercial activity; Familiarity with a range of repertoire, including rock, funk, Afro-Cuban and other dance styles; The ability to manage practical requirements and deadlines.
Small Jazz Recording Ensemble provides students with experience of performance in the recording studio environment. It deepens the students understanding of the profession of music in the recording context.
Small Jazz Recording Ensemble fosters an understanding of the particulars of studio performance; Familiarity with a range of contemporary jazz repertoire; Reading and ensemble skills fostered through performance of original compositions.
Students undertake workshops and a production (average of three hours per week), in addition to an Occupational Health and Safety Workshop.
Stage Setting and Lighting develops awareness of the functional and artistic aspects of stage setting and stage lighting. It allows the student to study and discuss current practices to implement them in a professional context. Stage Setting and Lighting fosters the development of technical skills; Awareness of occupational health and safety issues and of stage etiquette; An understanding of the integration of lighting and musical performance.
World Music Ensemble develops the various instrumental and vocal techniques required for playing the diverse range of instruments in world musics. It deepens the student's understanding of the musics of Australia and the Torres Strait, the Pacific Islands, Asia, Africa, Latin America, the Caribbean and Eastern Mediterranean, through performance and composition. World Music Ensemble fosters skills in performance techniques of other cultures; An understanding of music in its cultural context; An inter-cultural understanding through practical experience of playing and singing music from oral cultures; An understanding of the fusion of world musics as currently used in contemporary music.
A one hour lecture, a one hour tutorial and one hour-long workshop each week.
A study of music of different world traditions, in both their traditional and contemporary contexts, and an exploration of the fusion of world musics as currently used in contemporary music. This course explores musical ideas, styles and techniques as well as ideas about music as practised in various cultures and includes a theoretical introduction to the principles and practices of the anthropology of music, and focuses on the relationships between music and other aspects of culture. Different traditions are studied through selected repertoire from a variety of cultures, especially indigenous Australian, Native American, African, and South Pacific. Students also participate in a weekly workshop that develops their inter-cultural understanding through the experience of playing and singing music from other cultures.
One major written assignment and tutorial presentations and tests by agreement with the lecturer.
A one-hour lecture, a one-hour tutorial and a one-hour workshop each week.
Prerequisites: World Musics A.
A further study of music of different world traditions, in both their traditional and contemporary contexts, and a further exploration of the fusion of world musics as currently used in contemporary music. This course explores musical ideas, styles and techniques as well as ideas about music as practised in various cultures and focuses on developing understanding through a more detailed analysis of the structures and styles of music of different traditional and contemporary musics, including such aspects as the fundamentals of linear and polyphonic music, rhythmic organisation, vocal and instrumental styles, relevant scales and modes, ornamentation, performance styles. It also considers ethical and musical dimensions of cultural preservation, transformation and fusion. The literature of different traditions is studied, in modules, through selected repertoire from a wide variety of cultures, including Australian indigenous musics, African/ American musics, Eastern Mediterranean and Asian and Pacific cultures. Students also participate in a weekly workshop which develops their inter-cultural understanding through the experience of playing and singing music from oral cultures.
One major written assignment, tutorial presentations and tests as agreed with the lecturer.
1 hour lecture, 1 hour tutorial, 1 hour workshop each week.
Syllabus: A study of music in Aboriginal society, in both traditional tribal and contemporary contexts. Although this study of music in its social context will examine some technical aspects of Aboriginal music, the course has a broadly humanistic perspective and may be studied without musical prerequisites. The study will examine the relationship of music to spiritual beliefs, ceremonies, social structures, dance and art, in music of the Aborigines from Central Australia and Arnhem Land, and will examine issues relating to changing contexts in Aboriginal society. Students also participate in a weekly workshop, which develops their intercultural understanding through the experience of playing and singing music from oral cultures.
A one-hour lecture, a one-hour tutorial and a one hour workshop per week.
A study of music in selected Asian cultures. Although the study will examine both the social context and technical aspects of music in Asian cultures, the program has a broad humanistic perspective and may be studied without musical prerequisites. Within a comparative approach to music of different Asian cultures, there will be a focus upon the relationship of music to religion, dance, literature and rituals within one specific Asian culture. The course will include a systematic, historical and ethnographic survey of the principles of ethnomusicology, its prominent writers and theories. Students also participate in a weekly workshop which develops their inter-cultural understanding through the experience of playing and singing music from oral cultures.
Proposed Assessment: As below, or as agreed at the first meeting.