Unit convenor and teaching staff |
Unit convenor and teaching staff
Convenor; Lecturer
Diane Hughes
Contact via 9850 2175
Y3A254
Appointments made via email
Tutor
Belinda Lemon McMahon
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
MUS205
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
Building on vocal abilities and understanding acquired in MUS205, this unit aims to provide students with technical and stylistic fluency at an intermediate level of vocal study. Creative approaches to repertoire and songwriting are introduced. In addition, the unit fosters the development of interpretive and performance skills appropriate to a variety of contemporary music genres. Students research contemporary popular music styles and are encouraged to pursue specific interests such as Musical Theatre, Blues, Jazz, Country, Pop, Rock and the singer-songwriter. This unit combines lectures/workshops and practical tutorials.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Late Submissions
Tasks above 10%. Students who submit late work without an approved Disruption to Studies extension will receive a penalty of 10% per day. This penalty does not apply for cases in which an application for Disruption to Studies is made and approved.
(Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html )
Informal and formal feedback in this unit is provided in several ways. Interactive lectures and exercises provide opportunities to test critical thinking and listening skill development; tutor and peer comments are other ways of receiving informal feedback throughout the session. Formal feedback is disseminated for all assessment tasks.
Name | Weighting | Hurdle | Due |
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Vocal exercises and program | 15% | No | 29/08/17; Week 5 |
Vocal Journal | 20% | No | 15/09/17; Week 7 |
Blues ensemble | 30% | No | 12/9/17 Rec; 10/10/17 Ref/Perf |
Individual Performance | 35% | No | 07/11/17-08/11/17; Week 13 |
Due: 29/08/17; Week 5
Weighting: 15%
Vocal exercises: In addition to their own researched and selected exercises, students will be required to sing exercises from the set MUS206 exercises and to use a loop station. Assessments of exercises will occur where possible within scheduled tutorial times. However, students may also be required to book an individual time for assessments outside those times.
Program: The vocal practice program should detail the individual practice routine devised by the student and include warm-ups, exercises for vocal development and cool-downs. The vocal program should include in-text references (e.g., to the researched and selected exercises) and demonstrate understanding of the vocal practice program, exercises and components. The vocal program must be typed and contain a reference list in APA style. Maximum of 300 words (including references).
Programs are to be submitted via Turnitin by 5:00PM on the due date.
Assessment criteria
Implementation (practical) and understanding (written) of vocal technique and stylistic integrity including:
Due: 15/09/17; Week 7
Weighting: 20%
This assessment begins in Week 1 and concludes in Week 7. It requires weekly reflection on individual progress in relation to the vocal program and unit content. This involves critical reflection (on individual progress) and on content (lectures, readings and tutorials), individual research and critical listening exercises when appropriate. Following the development of a vocal program (also the entry for Week 1), students are required to write progressive entries (maximum of 400 words each week). This word count should be divided as approximately 300 words for reflecting on weekly content (lectures, readings and tutorials) and your progress (practices and in relation to your program); 100 words should be for answering the weekly question/s discussed in lectures. Please head weekly entries as Week 1, Week 2 etc. Diligent sequential entries are required. The format of journals is left to each student, however please follow academic writing principles. Do not replicate MUS205 journal format. The journal is to include completed critical listening handouts from the weekly lectures. The journal entries must be typed, should include in-text references, discography and contain a reference list in APA style.
Journals are required to be submitted via Turnitin by 5:00PM on the due date.
Assessment criteria: Evidence of:
Due: 12/9/17 Rec; 10/10/17 Ref/Perf
Weighting: 30%
This assessment entails a group recording in the recording studio (12/9) and performance (10/10) of a 12 bar blues that, in addition to group sections, allows each student to sing a solo line or a 12 bar sequence, submit a critical reflection statement (maximum of 750 words) on the ensemble process and learning. Students are therefore required to prepare for and to actively participate weekly in tutorials, iLearn forums and additional rehearsals. Students are required to individually write lyrics to a group theme consistent with the blues style, and to collectively structure a melodic component and musical arrangement in tutorials. Students will be marked individually on their respective contributions including creating, recording, performing (20% weighting) and critically reflecting (10% weighting).
An iLearn forum will be set up for each group for ALL ensemble communication so as to effectively track the group process.
Each group is to keep a record of attendance of all practices held outside tutorial times. This is to be handed in with a stage plot at the time of the performance assessment.
A selection of instrumental backings is provided, however groups may also choose to provide their own simple musical accompaniment in a 12 bar blues format.
Ensemble assessments will occur where possible within the scheduled lecture time.
Written component: The reflection statement should include in-text references and demonstrate understanding of the blues style, blues vocal nuances, individual and group development. It should also contain the individual student lyrics (original contributions to lyrics) that may be referenced in the reflection. The reflection statement must contain in-text referencing and a reference list in APA style. A maximum of 750 words applies including the reference list.
Reflection statements are required to be submitted via Turnitin by 5:00PM on the same date as the performance (10/10).
Assessment criteria
Evidence of:
Due: 07/11/17-08/11/17; Week 13
Weighting: 35%
This assessment requires a solo performance of 2 contrasting songs, 2 spoken introductions to those songs and associated stagecraft. The songs are to be performed in front of an audience from memory. CD backings or musical accompaniment are to be provided by students. No melody, either sung or played, is to be heard in these recordings.
Students will be marked on their performance of two songs representative of two contemporary musical styles/genres. Students are required to discuss the style of their songs as introductions to each song (from memory), detailing the style and the vocal nuances they will perform that represent their chosen styles. Students have up to 10 minutes performance time (including song introductions and set-up time).
Assessment criteria
Evidence of:
Students will either be assigned assessment times during the scheduled lecture and tutorial times, or will be assigned additional assessment times during Week 13.
Technology used and required:
Recommended Text:
Peckham, A. (2006). Vocal Workouts for the Contemporary Singer. Boston, MA: Berklee Press.
Required readings are to be completed prioir to the lecture in the corresponding weeks:
Week 1
1. Journal Article: A History of Early Microphone Singing, 1925-1939: American Mainstream Popular Singing at the Advent of Electronic Microphone Amplification.
Author(s): Paula Lockheart
Source: Popular Music & Society. Fall 2003, Vol. 26 Issue 3, p367-385
Access: Library Database
Week 2
Sound of summer: Meet the new faces of nu folk, Independent, 10 July, 2010
2. Journal Article: Some Folk Singing of To-Day
Author(s): E. J. Moeran
Source: Journal of the English Folk Dance and Song Society, 1 December 1948, Vol.5(3), pp.152-154
Access: Library Database
3. Media Article: Sound of summer: Meet the new faces of nu folk, Independent, 10 July, 2010
Author(s): Nick Duerden
Source: http://www.independent.co.uk/arts-entertainment/music/features/sound-of-summer-meet-the-new-faces-of-nu-folk-2021011.html
Access: Internet
Week 3
4. Journal Article: Gospel and Blues Improvisation
Author(s): Richard Smallwood
Source: Music Educators Journal, Vol. 66, No. 5 (Jan., 1980), pp. 100-104
Access: Library Database
5. Journal Article: Improvisation for Vocal Jazz Ensembles
Author(s): Doug Anderson
Source: Music Educators Journal, Vol. 66, No. 5 (Jan., 1980), pp. 89-94
Access: Library Database
Week 4
6. Journal Article: 'Why do whites sing black?': The blues, whiteness, and early histories of rock
Author(s): M. Daley
Source: Popular Music And Society, 2003 Jun, Vol.26(2), pp.161-167 [Peer Reviewed Journal]
Access: Library Database
7. Journal Article: Crooning on the Fault Lines: Theorizing Jazz and Pop Vocal Singing Discourse in the Rock Era, 1955-1978
Author(s): Vincent Stephens
Source: American Music, Vol. 26, No. 2 (Summer, 2008), pp. 156-195
Access: Library Database
Week 5
8. Journal Article: It's only rock'n'roll (but he likes it)
Author(s): M. Roncevic
Source: Library Journal, 2007 Mar 1, Vol.132(4), pp.110-110
Access: Library Database
9. Journal Article: Elvis Rock'N'Roll's reluctant rebel
Author(s): Glen Jeansonne
Source: History Today, 2007, Vol.57(8)
Access: Library Database
Week 6
10. Journal Article: Michael Jackson and the Expressive Power of Voice-produced Sound
Author(s): Mats Johansson
Source: Popular Music and Society, Vol. 35, No. 2, May 2012, pp. 261–279
Access: Library Database
11. Journal Article: Narrative Paradigms, Musical Signifiers, and Form as Function in Country Music
Author(s): Jocelyn R. Neal
Source: Music Theory Spectrum, Vol. 29, No. 1 (Spring 2007), pp. 41-72
Access: Library Database
Week 7
12. Journal Article: The Beauty and the Beast Trope in Modern Musical Theatre
Author(s): Rebecca Warner
Source: Studies in Musical Theatre, 2015 Mar, Vol.9(1), pp.31-51
Access: Library Database
Week 1 |
Introduction and amplification/sound reinforcement workshop |
Week 2 | Folk |
Week 3 | Blues |
Week 4 | Jazz |
Week 5 | Rock’n’Roll to Rock |
Week 6 | Pop/Country |
Week 7 | Musical theatre |
Week 8 | Performing expectations and theories |
Week 9 | Blues ensemble performance |
Week 10 | Originality, the singer-songwriter and individuality |
Week 11 | Nuances and style |
Week 12 | Developing and performing song introductions |
Week 13 | Individual Performances |
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy_2016.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html
Disruption to Studies Policy (in effect until Dec 4th, 2017): http://www.mq.edu.au/policy/docs/disruption_studies/policy.html
Special Consideration Policy (in effect from Dec 4th, 2017): https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/special-consideration
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Late submissions
Assessments submitted or undertaken after the due or scheduled date without an approved disruption to studies application (Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy) will automatically be deducted 10% per day (weekends included).
MMCCS Session Re-mark Application http://www.mq.edu.au/pubstatic/public/download/?id=167914
Information is correct at the time of publication
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by:
Date | Description |
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01/10/2017 | This stipulated year in this Unit Guide has been updated from 2016 to 2017. |