JAZZ10015 - History of Jazz 1
Term 1 - 2017


All details in this unit profile for JAZZ10015 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

Overview

This unit introduces students to the history and cultural development of jazz music from its nineteenth-century origins in ragtime and blues through early jazz and swing. It focuses on prominent musicians, composers and repertoire, including the sociological and political events that influenced musical trends in jazz from the late 1800s to the 1930s.

Details

Career Level Undergraduate
Unit Level Level 2
Credit Points 6
Student Contribution Band 1
Fraction of Full-Time Student Load 0.125

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Offerings

Term 1 - 2017
  • Distance
  • Mackay

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Go to Moodle

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Assessment Overview

Assessment Task Weighting
1. Written Assessment 15%
2. Written Assessment 15%
3. Written Assessment 30%
4. In-class Test(s) 40%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Procedures for more details of interim results and final grades.

All University policies are available on the IMPortal.

You may wish to view these policies:

  • Grades and Results Procedure
  • Assessment Policy and Procedure (Higher Education Coursework)
  • Review of Grade Procedure
  • Academic Misconduct Procedure
  • Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
  • Monitoring Academic Progress (MAP) Policy and Procedure – International Students
  • Refund and Excess Payments (Credit Balances) Policy and Procedure
  • Student Feedback – Compliments and Complaints Policy and Procedure
  • Acceptable Use of Information and Communications Technology Facilities and Devices Policy and Procedure

This list is not an exhaustive list of all University policies. The full list of University policies are available on the IMPortal.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Feedback Source Recommendation
Students valued the online tutorials for FLEX students. Personal communication and course evaluations Continue offering these tutorials.
Students commented positively regarding the Moodle site design and its ease of use. Course evaluations Further refinement of the Moodle site for future offerings will occur to ensure the high standard of this course and continued ease of use in this course.
On successful completion of this unit, you will be able to:
  1. Demonstrate knowledge of the musical repertoire studied and of its stylistic features, social and historical background, and chronological placement in the development of jazz. This knowledge will be based strongly on aural as well as written sources.
  2. Demonstrate an understanding of musical and historical concepts through coherent presentation of information in research assignments, analysis and examinations.
  3. Demonstrate an ability to comprehensively analyse a musical work through identification of form, style and primary compositional elements.
  4. Demonstrate appropriate use of primary and secondary sources, including pertinent exemplification/illustration, selection of relevant data, complete and accurate documentation of sources used, correct use of language in written presentations.

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4
1 - Written Assessment
2 - Written Assessment  
3 - Written Assessment    
4 - In-class Test(s)        

Alignment of Graduate Attributes to Learning Outcomes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4
1. Communication
2. Problem Solving    
3. Critical Thinking      
4. Information Literacy    
5. Team Work        
6. Information Technology Competence    
7. Cross Cultural Competence    
8. Ethical practice      

Alignment of Assessment Tasks to Graduate Attributes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8
1 - Written Assessment  
2 - Written Assessment  
3 - Written Assessment  
4 - In-class Test(s)        

Prescribed Textbooks

Jazz - A History
Author/s: Tirro, F Year: 1993
Edition: 2nd edn Publisher: W W Norton & Co
City: New York State: NY
Country: USA
Jazz Styles History and Analysis
Author/s: Gridley, M Year: 2011
Edition: 11th edn Publisher: Pearson Higher Ed USA
City: Upper Saddle River State: NJ
Country: USA
View textbooks at the CQUniversity Bookshop

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
All submissions for this unit must use the American Psychological Association (APA) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorJason Smyth-Tomkins (j.smyth-tomkins@cqu.edu.au)
Note: Check the Term-Specific section for any additional contact information provided by the teaching team
Week Begin Date Module/Topic Chapter Events and Submissions
Week 1 06-03-2017

Topic 1: The Elements of Jazz

Jazz Styles - History and Analysis: Chapter 1, 2 and 3

Week 2 13-03-2017

Topic 1: The Elements of Jazz

Jazz Styles - History and Analysis: Chapter 1, 2 and 3

Week 3 20-03-2017

Topic 2: Jazz Origins (1800 - 1900)

Jazz Styles - History and Analysis: Chapter 4

JAZZ - A History: Chapter 1, 2 & 3

Week 4 27-03-2017

Topic 2: Jazz Origins (1800 - 1900)

Jazz Styles - History and Analysis: Chapter 4

JAZZ - A History: Chapter 1, 2 & 3

Week 5 03-04-2017

Topic 2: Jazz Origins (1800 - 1900)

Jazz Styles - History and Analysis: Chapter 4

JAZZ - A History: Chapter 1, 2 & 3

Vacation Week 10-04-2017


Minor Research Assignment 1 Due Monday (10 Apr 17) 11:45 PM AEST
Week 6 17-04-2017

Topic 3: Early Jazz (1895 - 1920)

Jazz Styles - History and Analysis: Chapter 5

JAZZ - A History: Chapter 4 & 5

Week 7 24-04-2017

Topic 3: Early Jazz (1895 - 1920)

Jazz Styles - History and Analysis: Chapter 5

JAZZ - A History: Chapter 4 & 5


Week 8 01-05-2017

Topic 3: Early Jazz (1895 - 1920)

Jazz Styles - History and Analysis: Chapter 5

JAZZ - A History: Chapter 4 & 5

Minor Research Assignment 2 Due Tuesday (02 May 17) 11:45 PM AEST
Week 9 08-05-2017

Topic 4: Swing - The Golden Age of Jazz (1920 - 1945)

Jazz Styles - History and Analysis: Chapter 6 - 9

JAZZ - A History: Chapter 6

Week 10 15-05-2017

Topic 4: Swing - The Golden Age of Jazz (1920 - 1945)

Jazz Styles - History and Analysis: Chapter 6 - 9

JAZZ - A History: Chapter 6


Week 11 22-05-2017

Topic 4: Swing - The Golden Age of Jazz (1920 - 1945)

Jazz Styles - History and Analysis: Chapter 6 - 9

JAZZ - A History: Chapter 6

Week 12 29-05-2017

Revision

Major Research Assignment Due Friday (02 Jun 17) 11:45 PM AEST
Review/Exam Week 05-06-2017
Exam Week 12-06-2017
In-class test (History and Listening) Due Friday (16 Jun 17) 05:00 PM AEST

1 Written Assessment

Assessment Title Minor Research Assignment 1
Task Description

Students are required to submit 2 minor research assignments during the term focused on aspects of jazz history between the early origins of jazz and the swing era. For this assessment item, choose one (out of those listed below) of the short essay topics relating to Origins of Jazz, Early Jazz and Swing and provide a 1000 - 1500 word written response to each chosen topic.

Topic 1
Describe how jazz began. What pre-existing cultures influenced jazz? In what way did these traits contribute to form jazz? Give specific examples.

Topic 2
The history of African Americans is largely the story of their struggle for freedom and equality. Discuss how this impacted on early jazz and swing, and cite the musicians and groups that helped to bridge the gap between the races.

Topic 3
New Orleans was fertile ground for the birthplace of jazz at the turn of the century. What type of city was it and what elements contributed to the flourishing of this new music?

Topic 4
How did dixieland differ from the blues? How did it differ from ragtime? What made it popular? Include instrumentation and the type of interaction between the various players. Why did the American public eventually lose interest in Dixieland?

Topic 5
In the swing (big band) era, jazz was popular music. While the instrumentalists dominated there were a number of important vocalists. Discuss the main artists and the role of the vocalist in the swing era.

Topic 6
The timing in America was right for the growth of swing. What was it about swing that made it popular to Americans? What were the performance opportunities for swing and how did this help spread its growth?

Assignment presentation:
• Use 12 point Times New Roman font
• 1.5 spacing for the body of the assignment
• You may use sub-headings to organise your assignment clearly
• You may refer to Youtube clips to demonstrate aspects of your discussion and reference appropriately
• Include in-text references
• Include a comprehensive reference list in APA style (6th Edition)
• All excerpts from URLs for music scores or recorded examples should include an in-text reference, and full details included in the Reference List.

Assessment Due Date Vacation Week Monday (10-Apr-2017) 11:45 PM AEST
Return Date to Students Week 7
Weighting 15%
Assessment Criteria

10% - Appropriateness of introduction & conclusion
10% - Quality of structure and organisation of sections
20% - Relevance of content
20% - Ability to write in a clear and coherent manner
20% - Accuracy of spelling, vocabulary and grammatical structure
10% - Depth of research and evidence of wide reading
10% - Accuracy of reference list and in-text referencing

Referencing Style American Psychological Association (APA)
Submission Online

Submit through course Moodle website

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Demonstrate knowledge of the musical repertoire studied and of its stylistic features, social and historical background, and chronological placement in the development of jazz. This knowledge will be based strongly on aural as well as written sources.

2. Demonstrate an understanding of musical and historical concepts through coherent presentation of information in research assignments, analysis and examinations.

3. Demonstrate an ability to comprehensively analyse a musical work through identification of form, style and primary compositional elements.

4. Demonstrate appropriate use of primary and secondary sources, including pertinent exemplification/illustration, selection of relevant data, complete and accurate documentation of sources used, correct use of language in written presentations.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

6. Information Technology Competence

7. Cross Cultural Competence

8. Ethical practice



2 Written Assessment

Assessment Title Minor Research Assignment 2
Task Description

Students are required to submit 2 minor research assignments during the term focused on aspects of jazz history between the early origins of jazz and the swing era. Choose one (out of those listed below) of the short essay topics relating to Origins of Jazz, Early Jazz and Swing and provide a 1000 - 1500 word written response to each chosen topic.

Topic 1
Describe how jazz began. What pre-existing cultures influenced jazz? In what way did these traits contribute to form jazz? Give specific examples.

Topic 2
The history of African Americans is largely the story of their struggle for freedom and equality. Discuss how this impacted on early jazz and swing, and cite the musicians and groups that helped to bridge the gap between the races.

Topic 3

New Orleans was fertile ground for the birthplace of jazz at the turn of the century. What type of city was it and what elements contributed to the flourishing of this new music?

Topic 4
How did dixieland differ from the blues? How did it differ from ragtime? What made it popular? Include instrumentation and the type of interaction between the various players. Why did the American public eventually lose interest in Dixieland?

Topic 5
In the swing (big band) era, jazz was popular music. While the instrumentalists dominated there were a number of important vocalists. Discuss the main artists and the role of the vocalist in the swing era.

Topic 6
The timing in America was right for the growth of swing. What was it about swing that made it popular to Americans? What were the performance opportunities for swing and how did this help spread its growth?

Assignment presentation:
• Use 12 point Times New Roman font
• 1.5 spacing for the body of the assignment
• You may use sub-headings to organise your assignment clearly
• You may refer to Youtube clips to demonstrate aspects of your discussion and reference appropriately
• Include in-text references
• Include a comprehensive reference list in APA style (6th Edition)
• All excerpts from URLs for music scores or recorded examples should include an in-text reference, and full details included in the Reference List.


Assessment Due Date Week 8 Tuesday (02-May-2017) 11:45 PM AEST
Return Date to Students Week 10
Weighting 15%
Assessment Criteria

10% - Appropriateness of introduction & conclusion
10% - Quality of structure and organisation of sections
20% - Relevance of content
20% - Ability to write in a clear and coherent manner
20% - Accuracy of spelling, vocabulary and grammatical structure
10% - Depth of research and evidence of wide reading
10% - Accuracy of reference list and in-text referencing


Referencing Style American Psychological Association (APA)
Submission Online

Submit through course Moodle website

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Demonstrate knowledge of the musical repertoire studied and of its stylistic features, social and historical background, and chronological placement in the development of jazz. This knowledge will be based strongly on aural as well as written sources.

2. Demonstrate an understanding of musical and historical concepts through coherent presentation of information in research assignments, analysis and examinations.

4. Demonstrate appropriate use of primary and secondary sources, including pertinent exemplification/illustration, selection of relevant data, complete and accurate documentation of sources used, correct use of language in written presentations.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

6. Information Technology Competence

7. Cross Cultural Competence

8. Ethical practice



3 Written Assessment

Assessment Title Major Research Assignment
Task Description

For this assessment task students are required to write a 2000 - 2500 word written assignment. In completing this task, choose one of the following topics.

Topic 1
The Count Basie Orchestra were very influential in defining the rhythm section sound. Discuss the individual members of this rhythm section (Count Basie, Freddie Green, Walter Page and Papa Joe Jones) and the contribution each of these musicians made to the development of the big band rhythm section.

Topic 2
The Duke Ellington Orchestra is one the most important bands in the history of jazz. Discuss its significance, outlining the main players of the ensemble and their contribution. Include a brief biographical introduction to Duke Ellington and a discussion of his compositional and arranging practises.

Topic 3
Throughout history, jazz has had a close link with dance. Discuss this relationship prior to the bebop movement of 1945. Include important venues, bands, musicians, dancers and dances. Also discuss major American historical events that impacted upon this relationship.

Assignment presentation:
• Use 12 point Times New Roman font
• 1.5 spacing for the body of the assignment
• You may use sub-headings to organise your assignment clearly
• You may refer to Youtube clips to demonstrate aspects of your discussion and reference appropriately
• Include in-text references
• Include a comprehensive reference list in APA style (6th Edition)
• All excerpts from URLs for music scores or recorded examples should include an in-text reference, and full details included in the Reference List.

Assessment Due Date Week 12 Friday (02-Jun-2017) 11:45 PM AEST
Return Date to Students End of term
Weighting 30%
Assessment Criteria

10% - Appropriateness of introduction & conclusion
10% - Quality of structure and organisation of sections
20% - Relevance of content
20% - Ability to write in a clear and coherent manner
20% - Accuracy of spelling, vocabulary and grammatical structure
10% - Depth of research and evidence of wide reading
10% - Accuracy of reference list and in-text referencing

Referencing Style American Psychological Association (APA)
Submission Online

Submit through course Moodle website

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Demonstrate knowledge of the musical repertoire studied and of its stylistic features, social and historical background, and chronological placement in the development of jazz. This knowledge will be based strongly on aural as well as written sources.

2. Demonstrate an understanding of musical and historical concepts through coherent presentation of information in research assignments, analysis and examinations.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

6. Information Technology Competence

7. Cross Cultural Competence

8. Ethical practice



4 In-class Test(s)

Assessment Title In-class test (History and Listening)
Task Description

This assessment item involves students undertaking an in-class test that examines the students' knowledge of the historical content presented in this unit.

  1. MKY: Class test schedules will be posted on the Moodle unit website.
  2. Distance students may sit their in-class test (Assessment Task 4) on campus (in Mackay) or may nominate an invigilator in their local location. Please see the Moodle site for further information.
Assessment Due Date Exam Week Friday (16-Jun-2017) 05:00 PM AEST
Return Date to Students End of term
Weighting 40%
Assessment Criteria

Students are assessed on the accuracy of their responses to questions presented in the in-class test.

Referencing Style American Psychological Association (APA)
Submission Hard copy

Class tests schedules will be posted on the Moodle website. Distance students must supply the name and address of an invigilator to the Unit Coordinator (Jason Smyth-Tomkins) by the end of Week 5.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy




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