Run by School of Arts, Culture and Language
30.000 Credits or 15.000 ECTS Credits
Organiser: Dr John Cunningham
Overall aims and purpose
The aims and objectives are:
- To enable students to develop the high-level thinking skills required to study music at Masters level.
- To explore a range of musical repertoire in significant depth.
- To explore a wide range of issues and debates of contemporary significance in music.
- To enable students to consider the links between different fields of musical enquiry and practice, and to benefit from these in their own works.
This module develops high-level skills of thinking about music that are crucial to Masters-level study in musicology, composition and performance. Through the prism of a range of musical repertoire, the module explores a selection of issues and debates of key relevance to advanced musical activity today, both within academia and beyond. It encourages each student – whether musicologist, composer or performer – to consider how their field of activity is directly informed by other fields, and to produce work in their specialised areas which reflects this interdependence. Indicative topics for discussion might include (in alphabetical order):
- audiences and institutions;
- authorship, individuality, and intellectual property;
- high brow vs. low brow;
- music and the digital world;
- music for children;
- music in theatre and film;
- musicologically-informed performance;
- nationalism and politics;
- questions of style;
- word-text relations.
(A– to A*) Work which demonstrates new insight into the module content and the ability to think in an original and conceptual manner, and which is expressed persuasively.
(C– to C+): Work which demonstrates an understanding of the module content and the ability to think in an informed and logical manner, and which is expressed coherently.
(B– to B+) Work which demonstrates mastery of the module content and the ability to think in a considered manner, and which is expressed with clarity and acuity.
On completion of this module, students will be able to express advanced ideas about music, and argue from their position.
On completion of this module, students will be able to develop informed ideas about music, built constructively on the ideas of others.
On completion of this module, students will be able to identify and profit from links between musicological enquiry and the practices of composition and performance.
20-minute presentation, potential but not necessarily including a creative or re-creative element. See module booklet for full instructions.
The final submission demonstrates an understanding of multiple modes of musical enquiry. It may be an essay (4500 words); a lecture-recital (45 mins); an original composition (6 mins + 1000 words commentary); solo performance (15 mins) + 1000 words contextual commentary). See module booklet for full instructions.
Teaching and Learning Strategy
In weeks 1, 3, 5, 7, 9, 11, 12 you are expected to attend a study skills workshop (90 mins each) focussed on training in academic integrity. This will take place online.
Two tutorials per student to a maximum of one hour with the module coordinator, to discuss the assessments and how to approach them. Depending on student numbers, slots will be allocated typically in Weeks 5, 11 and 12. Ahead of the tutorials you are expected to prepare a plan of how you are intending to approach the work.
One lecture of up to two hours, up to two hours in length, per week for 11 weeks.
Private study. Listening and reading tasks will be set in advance of each class.
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
Subject specific skills
- Musicianship skills – recognition, classification, contextualisation, reconstruction, exploration
- Re-creative skills – interpretation, innovation, versatility, and other skills relating to performance
- Creative skills – conception, elaboration, adaptation, presentation, collaboration, preservation
- Intellectual skills specific to Music – contextual knowledge, cultural awareness, critical understanding, repertoire knowledge, curiosity, analytical demonstration
- Technological skills – digital capture, digital expression, digital innovation
- Intellectual skills shared with other disciplines – research and exploration, reasoning and logic, understanding, critical judgement, assimilation and application
- Skills of communication and interaction – oral and written communication, public presentation, team-working and collaboration, awareness of professional protocols, sensitivity, ICT skills, etc.
- Skills of personal management – self-motivation, self-critical awareness, independence, entrepreneurship and employment skills, time management and reliability, organisation, etc.
- Enhanced powers of imagination and creativity (4.17)
Resource implications for students
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/wmp-4108.html
Cook, Nicholas, Music: A Very Short Introduction (Oxford: Oxford University Press, 2000).
Additional literature of relevance to each seminar topic will be identified on a weekly basis.