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Curricular information is subject to change
Students should be able to
- Outline a borad history of the evolution of blues and jazz in the twentieth century
-Identify particular styles of blues and jazz
-Connent on style in relation to particular pieces
-Identify individual instruments and musicians
Early rural blues
Urban blues
Early jazz/Dixieland
Big Band and Swing
Bebop
| Student Effort Type | Hours |
|---|---|
| Lectures | 24 |
| Seminar (or Webinar) | 12 |
| Specified Learning Activities | 100 |
| Autonomous Student Learning | 64 |
| Total | 200 |
Not applicable to this module.
| Description | Timing | Component Scale | % of Final Grade | ||
|---|---|---|---|---|---|
| Essay: Students will submit an end-of-semester essay on a topic agreed with the module coordinator. | Coursework (End of Trimester) | n/a | Graded | No | 50 |
| Class Test: Students will be tested on pieces of music listened to and discussed in class | Throughout the Trimester | n/a | Graded | No | 30 |
| Presentation: In-class presentation. | Throughout the Trimester | n/a | Graded | No | 20 |
| Resit In | Terminal Exam |
|---|---|
| Spring | No |
• Feedback individually to students, post-assessment
Aural examinations will be returned to students with an indicative grade. The final essay will be graded, and that grade added to the cumulative grades for the aural tests
| Name | Role |
|---|---|
| Ms Anika Babel | Tutor |