Creative practice based research results in a creative output such as a public recital, a portfolio of compositions, or an exploration of a practical aspect music technology. This creative output is based on a traditional research process that involved identifying a research question, undertaking a literature review (which may include audio-visual sources, notated music, etc), gathering and analysing data, and articulating the original contribution that the creative output makes. However, unlike a traditional text-based thesis, the process is implicit in the creative output and easily identifiable only to the researcher and a small number of highly-trained specialists. The purpose of the exegesis is for a clear articulation in words of this process.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

Upon successful completion of this course, students will have the knowledge and skills to:
1. articulate the creative ideas adopted and the creative ideas rejected in the preparation of their creative practice output
2. analyse and critique those  decisions, including through sophisticated use of appropriate theory and methodology
3. place those decisions in the context of the relevant intellectual tradition and explain the original contribution of the creative practice output; and
4. communicate their research process and its outcomes both orally and in writing.

Required Resources

Resources, including weekly readings and listening examples, will be made available via the course website.

Recommended Resources

Atchison, Claire. “Writing the Practice/Practice the Writing: Writing Challenges and Pedagogies for Creative Practice Supervisors and Researchers.” Educational Philosophy and Theory 47/12 (2015).

Barrett, Estelle and Barbara Bolt, Practice as Research: Approaches to Creative Arts Enquiry. London: Tauris, 2007.

Booth, Wayne C., Gregory G. Colomb and Joseph M. Williams. The Craft of Research. 3rd Edition. Chicago: University of Chicago Press, 2008.

Bowell, Tracy and Gary Kemp. Critical Thinking: A Concise Guide. London: Routledge, 2005.

Burke, Robert and Andrys Onsmanm eds., Perspectives on Artistic Research in Music. Lanham: Lexington, 2017.

Dogantan-Dack, Mine ed., Artistic Practice as Research in Music: Theory, Criticism, Practice. London: Routledge, 2015.

Haddon, Elizabeth and Pamela Burnard eds, Creative Teaching for Creative Learning in Higher Music Education

Herbert, Trevor. Music in Words: A Guide to Researching and Writing About Music. Oxford: Oxford University Press, 2009.

Ings, Welby. “The Authored Voice: Emerging Approaches to Exegesis Design in Creative Practice PhDs.” Educational Philosophy and Theory 47/12 (2015).

Lee, Sang-Hie, Scholarly Research for Musicians. London: Routledge, 2017.

Nelson, Robin. Practice as Research in the Arts: Principles, Protocols, Pedagogies, Resistances. New York: Palgrave Macmillan, 2013.

Ravelli, Louise, Brian Paltridge and Sue Starfield. Doctoral Writing in the Creative and Performing Arts. Faringdon: Libri, 2014.

Smith, Hazel and Roger T. Dean eds, Practice-led Research, Research-led Practice in the Creative Arts. Edinburgh: Edinburgh University Press, 2009.

Stevance, Sophie and Serge Lacasse, Research-Creation in Music and the Arts. London: Routledge, 2018.

Turabian, Kate L. A Manual for Writers of Research Papers, Theses, and Dissertations: Chicago Style for Students and Researchers. 7th Edition. Chicago: University of Chicago Press, 2007

Staff Feedback

Students will be given feedback in the following forms in this course:

Formal written feedback will be provided for Assessment Tasks 1, 2 and 3. Informal feedback, in verbal form, will be provided on Assessment task 4. Informal feedback, via consultation with the Course Convenor, is available throughout the semester.

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.

Other Information

Recycling of material

Recycling “is the submission for assessment of work which, wholly or in large part, has been previously presented by the same student for another assessment, either at the Australian National University or elsewhere” (Code of Practice for Student Academic Integrity https://policies.anu.edu.au/ppl/document/ANUP_000392, paragraph 2). Students may include material that has been submitted for assessment in this course in one of THES8105, MUSI8004 or MUSI8006. Student may include in the exegesis material submitted for assessment in MUSI8011 Creative Practice as Research if the following condition is met: a clear indication of the extent of the recycling is to be included in the first footnote.

Referencing requirements

Referencing and bibliographic entries should be formatted in Chicago Style. References should be provided in footnotes, not in-text references. References should be provided

wherever material from another source has been used. This includes:

• Direct quotations of the words of another writer
• The paraphrasing of the ideas of another writer
• Summaries of arguments presented by another writer

For details on the formatting of footnotes and bibliographic entries, consult the following:

The Chicago Manual of Style Online, “Chicago-Style Citation Quick Guide,” University of Chicago, 2007. http://www.chicagomanualofstyle.org/tools_citationguide.html

ANU Academic Skills and Learning Centre website: https://academicskills.anu.edu.au/

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Writing on Music: Purposes, Approaches and Audiences
2	Approaches to the Exegesis 1: Commentary and Context
3	Approaches to the Exegesis 2: A Combination Method
4	Structure and Planning; Literature Reviews
5	Techniques for Academic Presentations
6	Writing Workshop I
7	Oral Presentations	Task 1
8	Academic Writing I: Constructing and Supporting Arguments
9	Writing Workshop II
10	Academic Writing II: Referencing and Bibliographies
11	Writing Workshop III
12	Writing Workshop IV and submission	Task 2

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Oral Presentation	10 %	31/05/2019	12/06/2019	1,2,3,4
Written Exegesis	90 %	31/05/2019	12/06/2019	1,2,3,4

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:

• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Policy and General Information 
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website. Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, hard copies of all references included in the assessment item.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Assessment Task 1

Oral Presentation

You are to give a 10-15 minute oral presentation on creative practice research, undertaken for THES8105, MUSI8004 or MUSI8006. The presentation will be followed by 5 mins of questions.

Further details regarding this assessment task will be provided in the first weeks of semester.

Due Date: In class

Value: 10%

Presentation requirements: The presentation is to be given verbally, in person. You may choose to incorporate examples of aspects of your creative practice into your presentation.

Estimated return date: 2 weeks after submission.

Assessment Criteria:

This assessment task will be marked on the basis of:

• Demonstrated ability to draw on relevant theories and concepts in your discussion of your creative practice research project
• Development of cohesive, clear and substantiated arguments regarding your creative practice research project
• The quality of presentation delivery
• The ability to appropriately respond to questions and engage in discussion relating to your creative practice research project

Rubric

Criteria	HD [80-100]	D [70-79]	CR [60-69]	P [50-59]	N [0-49]
	Work of exceptional quality, which demonstrates comprehensive understanding of the subject matter, mastery of relevant skills, sophisticated or original critical and conceptual analysis, and outstanding quality in clarity, precision and presentation of work.	Work of superior quality, which demonstrates a thorough knowledge and understanding of the subject matter, proficiency in relevant skills, and analytical and conceptual ability of a high order.	Work of good quality, which displays a good understanding of the subject matter and a sound grasp of relevant skills.	Work of satisfactory quality, which displays an adequate understanding of most of the subject matter and a sufficient grasp of relevant skills.	Work which is incomplete or displays an inadequate understanding of the subject matter or an inadequate grasp of relevant skills.
Criteria 1 Demonstrated ability to draw on relevant theories and concepts in your discussion of your creative practice research project
Criteria 2 Development of cohesive, clear and substantiated arguments regarding your creative practice research project
Criteria 3 The quality of presentation delivery
Criteria 4 The ability to appropriately respond to questions and engage in discussion regarding theories and concepts relating to your creative practice research project

Assessment Task 2

Written Exegesis

You are to complete a 5000-word written exegesis on the creative practice research project undertaken for THES8105, MUSI8004 or MUSI8006.

Further details regarding this assessment task will be provided in the first weeks of semester.

Due Date:

Word limit: 5000 words

Value: 90%

Presentation requirements: Bibliography and footnotes to be formatted in Chicago style.

Estimated return date: Following formal School assessment of Honours project.

Assessment Criteria:

This assessment task will be marked on the basis of:

• Demonstrated ability to devise research questions appropriate to the project, and to situate these questions within appropriate intellectual discourses
• Demonstrated ability to effectively employ theories and methodologies of creative practice research as appropriate to the project
• Demonstrated ability to develop cohesive, clear and substantiated arguments regarding your creative practice research project
• Ability to effectively communicate the contribution of the project to research through creative practice
• The quality of academic writing and referencing

Rubric

Criteria	HD [90-100] / HD [80-89]	D [70-79]	CR [60-69]	P [50-59]	N [0-49]
	Work of exceptional quality demonstrating a high level of originality, and making a fundamental contribution to the field. There is very little the student could have done additionally or alternatively. The exegesis suggests outstanding potential for future research work. / Work of exceptional quality showing clear understanding of subject matter and appreciation of issues; well formulated; arguments sustained; relevant literature referenced; marked evidence of creative ability and originality; high level of intellectual work. The thesis suggests excellent potential for future research work.	Work of good quality showing strong grasp of subject matter and appreciation of dominant issues though not necessarily of the finer points; arguments clearly developed; relevant literature referenced; evidence of creative ability; solid intellectual work. The thesis suggests good potential for future research work.	Work of solid quality showing competent understanding of subject matter and appreciation of main issues though possibly with some lapses and inadequacies; arguments clearly developed and supported by references though possibly with minor red herrings and loose ends; some evidence of creative ability; well prepared and presented. The thesis suggests limited potential for future research work.	Range from a bare pass to a safe pass. Adequate, but lacking breadth and depth. Work generally has gaps. Frequently work of this grade takes a simple factual approach and does not attempt to interpret the findings. At the lower end, indicates a need for considerable effort to achieve improvement. The thesis suggests little potential for future research work.	Unsatisfactory. This grade characterises work that shows a lack of understanding of the topic. Inadequate in degree of relevance and/or completeness. The thesis does not suggest any potential for future research work.
Criteria 1 Demonstrated ability to devise research questions appropriate to the project, and to situate these questions within appropriate intellectual discourses
Criteria 2 Demonstrated ability to effectively employ theories and methodologies of creative practice research as appropriate to the project
Criteria 3 Demonstrated ability to develop cohesive, clear and substantiated arguments regarding your creative practice research project
Criteria 4 Ability to effectively communicate the contribution of the project to research through creative practice
Criteria 5 The quality of academic writing and referencing

Academic Integrity

Academic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with. The University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) as submission must be through Turnitin.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

Referencing Requirements

Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.

Returning Assignments

Assessment reports for the presentations will be returned to students within class. Marked exegeses will be returned electronically, following the completion of the School assessment process.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students