Musicianship Year Three
Unit details for Semester Two
Unit of Study - Musicianship 302
The following applies to Year Three Bachelor of Music students.
|Unit Name||Musicianship 302: 20th-Century Harmonic Innovations|
|Unit Code||MUSHIP 302|
|Unit Description||In this Unit students will:
• Explore harmonic and theoretical innovations from the 20th Century including Serialism, Impressionism and Jazz.
• Present a capstone assessment demonstrating advanced and diverse skills in applying theoretical concepts to music analysis and creation
|Award(s)||Bachelor of Music|
|Unit Duration||1 Semester (12 weeks)|
|Year Level||Year 3, Semester 2|
|Unit Coordinator||Dr Matthew Field|
|Teaching Staff||Dr Matthew Field|
|Pre/Co-requisites||A pass in MUSHIP 301|
|Credit Points||15 credit points|
|Mode of Delivery||x Face to face
x E-learning (online)
o Ontensive/block mode (where the unit or a face to face component is delivered in a block)
x Distance/independent learning (un-timetabled)
o Fast track
|Student Workload |
Delivery/ Contact Hours
|Number of timetabled hours per week
• Live Lecture Theory – 1 hour
• Live Lecture Aural – 1 hour
• Tutorial – 1 hour
• Personal Study recommended - 8 hours
Total hours per week - 11 hours
|Resource Requirements||• Computing resource requirements
• Fast and reliable internet connection
• Cloud Software
• Technical Help
|Resources Provided||• Moodle (included with registration)
• Noteflight (embedded into Moodle)
• Ear Master Pro (Cloud) [login provided]
• Moodle Quizzes (embedded into Moodle)
• Library resources (see prescribed or recommended texts below)
In Musicianship 302 students will explore innovations in music theory from the 20th Century. They will also present a capstone folio demonstrating command of theoretical and aural skills that equip them for professional workforce engagement in diverse and complex musical environments.
On successful completion of this unit, students are expected to be able to:
- Demonstrate command of advanced and 20th Century harmonic concepts.
- Demonstrate command of extensive melody and counterpoint writing including advanced structure, devices, modulation and form.
- Demonstrate advanced ability in complex rhythms and time signatures.
- Apply theoretical and aural skills to craft a selection of contrasting examples for diverse audiences.
- Evaluate music in their repertoire or in popular use regarding how various musical concepts are applied and communicate this in a clear manner.
- Develop, research, identify and evaluate advanced melodic and harmonic devices in diverse musical genres and styles, through collaboration, exploration and creative practice.
|Explore 20th Century theoretical innovations. Serialism, Impressionism, Jazz.
• Use class time to collaborate, discuss & workshop ideas and students’ work.
• Revise areas as necessary.
• Students present to class on the progress of one of their works explaining their decisions and taking questions.
• Students make final presentation on Capstone folio explaining their decisions and taking questions from students and the Lecturer.
|• Drill all interval recognition and singing for speed and accuracy.
• Drill all chord and inversion recognition for speed and accuracy.
• Drill all scale recognition for speed and accuracy.
• Drill chord progression recognition including all devices learnt.
• Complex multi-part melody dictations.
• Sight-sing and play parts of students’ Capstone folio work.
|Assessment Type||When assessed||Weighting|
(% of total unit marks)
|Learning Outcomes Assessed|
| Assessment 1a|
Type: Active Learning
The Active Learning 3 assessment gauges the students’ active participation in the class and ‘non-graded’ coursework. These activities are not individually graded rather a student will gain a mark based on the evidence of their active participation with the class.
The student will receive an Active Learning mark based on a combination of:
• Completion of practice activities
• Weekly activities as set
• Engagement with the teacher
• Attendance online or live (including watching training videos)
• Forum posts
|Week 1 - 7||3%||1, 2, 3, 4, 5, 6|
|Assessment 1b |
Type: Capstone Folio
The Capstone Folio involves creating a series of works that allow the student to demonstrate technical and theoretical expertise in diverse and creative ways. The exact composition of the folios will vary by student as they will be permitted to construct the series of exercises based on their interests, while still demonstrating diversity.
The Capstone Folio requires demonstration of ‘substantial’ work combining a great diversity of the harmonic, counterpoint and technical skills studied, presented in contrasting styles and for diverse musical groupings. These do not need to be full compositions but may be treated as excerpts. Types of work may include:
• Write a contemporary song and present in lead sheet form with chords
• Write a work for string quartet -Write a set of variations
Set a verse to music and arrange for 4-part choir
• Write a song for a specific instrument with piano accompaniment if appropriate
• Embellish and complete a given work in contrasting styles
• Construct music for a movie scene
• Write a showtune -other as may be agreed
|Week 12||60%||1, 2, 3, 4, 5, 6|
|Assessment 1c |
Type: Active Learning
The Active Learning 4 assessment shares the same assessment criteria as Assessment 1a (Active Learning 3). See above for details.
|Week 14||10%||1, 2, 3, 4, 5, 6|
|Assessment 1d |
Type: Capstone Presentation
The student will present their whole Capstone folio or parts thereof as required by the Lecturer. Students will discuss in professional detail their various artistic and harmonic decisions giving reference to where they have used specific devices and whether their usage conforms with historical practice or diverges from it.
The presenter is to intelligently answer questions related to their work from the Lecturer, and where appropriate from students. The presenter should take this opportunity to expound upon their knowledge and skills to demonstrate a professional understanding of the subject matter and highlight their skill in implementing various devices.
|Week 14||20%||1, 2, 3, 4, 5, 6|
Prescribed and recommended readings:
Online Resources (books/video)
A subscription to Oxford Music Online and to Grove Music Online which includes:
- The Grove Dictionary of American Music (2nd ed.).
- The New Grove Dictionary of Jazz (2nd ed.).
- The New Grove Dictionary of Music and Musicians (2nd ed.).
- The New Grove Dictionary of Opera.
- The Oxford Companion to Music.
- The Oxford Dictionary of Music (2nd ed.).
Plus updated content bibliographies, specially-commissioned articles only available online.
A subscription to JSTOR Journals and books
A subscription to Lynda.com video tutorials
Marvin, E. & Clendinning, J. (2016). The Musician’s Guide to Theory and Analysis, (3rd ed.). New York, NY: W. W. Norton & Co.
Evans, J. (2014). Exploring Theory with Practica Musica. http://agm-elearning.mywisenet.com.au/mod/url/view.php?id=13497 [login required], Ars Nova
Field, M. (2015). Music Foundations [Video series]. http://agm-elearning.mywisenet.com.au/course/view.php?id=172#section-4 [login required]
Grybaitis, G., Forscutt, C., Leckie, A., Norton, B. (2006). Theory of Music Textbook for All Levels. Melbourne, Australia: AGME
Murphy, P., Phillips, J., Marvin, E,. Clendinning, J. (2016). The Musicians Guide to Aural Skills, (3rd ed.). New York, NY: W. W. Norton & Co.
|#||Course Learning Outcomes|
On completion of the course the student should be able to demonstrate:
|Unit Learning Outcomes||Assessments|
|1||A broad knowledge of the applied, theoretical and historical basis of the discipline||1, 2, 3, 4, 5, 6||2a, 2b, 2c, 2d|
|2||A depth of disciplinary knowledge in a professionally applicable specialisation||1, 2, 3, 4, 5, 6||2a, 2b, 2c, 2d|
|3||An understanding of the processes of musical scholarship and research||5, 6||2a, 2c|
|4||The ability to work both independently and collaboratively in diverse and complex musical settings||5, 6||2a, 2b, 2c, 2d|
|5||Effective written, verbal and interpersonal communication skills||1, 2, 3, 4, 6||2a, 2b, 2c, 2d|
|6||Critical thinking and analytical skills appropriate to a range of contexts including further study||4, 5, 6||2a, 2c, 2d|
|7||The ability to apply specific musical skills to a wide range of professional contexts||1, 2, 3, 4, 5, 6||2a, 2b, 2c, 2d|
|8||The capacity to apply technological and creative solutions to contemporary musical practices||1, 2, 3, 4, 5, 6||2a, 2b, 2c, 2d|
|9||The ability to incorporate knowledge from the business and legal fields to a portfolio career in the music profession.|
Successful completion of this unit will contribute to the attainment of the following graduate attributes:
|Unit Learning Outcomes||Course Learning Outcomes||Assessments|
|1||Deep disciplinary knowledge||1, 2, 3, 4, 5, 6||1, 2||2a, 2b, 2c, 2d|
|2||The ability to apply knowledge and skills in innovative ways||1, 2, 3, 4||5, 7||2a, 2b, 2c, 2d|
|3||A commitment to lifelong learning||5, 6||4, 5, 6, 7||2a, 2c|
|4||Effective communication skills for diverse contexts||4||4, 5, 7||2a, 2c|
|5||The capacity to work independently and collaboratively||4, 6||4||2a, 2b, 2c, 2d|