MUSHONS 4001 - Honours Music Research Methodology

North Terrace Campus - Semester 1 - 2017

The primary purpose of the 6,000 word research paper is to provide preparation for postgraduate studies by research, whether in Composition, Classical Performance, Jazz Performance, Performance and Pedagogy, Musicology, Ethnomusicology, Music Education, Popular Music or Sonic Arts. Preparation of the research paper will be carried out under the supervision of the Honours Research Methodology Coordinator. Students are required to identify, articulate and investigate a research question relevant to one of the chosen specialisations listed above. There will be 12 research seminars in semester 1 in order to prepare students for this project. Students will be required to keep a weekly journal (2000 words weighted at 15%) documenting class discussion and including individual commentary. Students will be required to make class presentations on a regular basis as they prepare and construct the 6000 word research paper itself (weighted at 85%). Full-time and part-time students must undertake Honours Music Research Methodology as an unbroken sequence.

  • General Course Information
    Course Details
    Course Code MUSHONS 4001
    Course Honours Music Research Methodology
    Coordinating Unit Elder Conservatorium of Music
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Units 6
    Contact Up to 2 hours per week
    Available for Study Abroad and Exchange Y
    Prerequisites Successful completion of the B.Mus or a demonstrated equivalent or other relevant undergraduate degree
    Assumed Knowledge Commensurate with a strong result in the completion of level 3 of the degree of B.Mus or demonstrated equivalent (as appropriate)
    Restrictions Available to Bachelor of Music (Honours) students only
    Course Description The primary purpose of the 6,000 word research paper is to provide preparation for postgraduate studies by research, whether in Composition, Classical Performance, Jazz Performance, Performance and Pedagogy, Musicology, Ethnomusicology, Music Education, Popular Music or Sonic Arts. Preparation of the research paper will be carried out under the supervision of the Honours Research Methodology Coordinator. Students are required to identify, articulate and investigate a research question relevant to one of the chosen specialisations listed above. There will be 12 research seminars in semester 1 in order to prepare students for this project. Students will be required to keep a weekly journal (2000 words weighted at 15%) documenting class discussion and including individual commentary. Students will be required to make class presentations on a regular basis as they prepare and construct the 6000 word research paper itself (weighted at 85%). Full-time and part-time students must undertake Honours Music Research Methodology as an unbroken sequence.
    Course Staff

    Course Coordinator: Associate Professor Kimi Coaldrake

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes


    On successful completion of this course students will be able to:
     
    1.  To develop awareness of scholarly approaches to research
     
    2.  To formulate a topic and research question(s) relevant to the area of specialisation
     
    3.  To develop a suitable methodology to undertake the research

    4.  To prepare a research project (6000 words or equivalent)

    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1, 3, 4
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    2, 4
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    1, 2, 3, 4
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Through regular presentations and discussion weekly seminars allow for the exchange of ideas concerning research questions being posed by each student in relation to their chosen centre of interest. This is likely to relate to the particular musical works being explored in students’ minor and major recitals but might also encompass alternative areas of enquiry with which the student shows especially empathy. One to one supervisions allow for greater depth and detail to be explored.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    During the semester attendance at seminars, plus individual supervisions, plus 21 hours preparation per week (including 6 hours mandated reading, 7 hours writing work, 8 hours research), will result in approximately 24 hours workload per week. 24 hours workload is expected in Week 13, making a total workload of 312 hours.
    Learning Activities Summary
    Barr Smith and Elder Music Library Resources; Foundation for Honours – Preparing a Research Project; Preparing Research Questions; The Research Project Template for construction of the printed document; Preparing a Synopsis of the Project; Preparing a Working Title; Qualitative Research – achieving objectivity and refining the evidence; Regular reporting on progress achieved; Constructing a Log of Seminar Activities; Assessment of and reflection on the achievement of self and others.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment:

    6000 word Research Project 85%,                                Learning Objectives 1-4

    2000 word journal documenting seminar
    content throughout the semester & the
    relation of students’ own research to this content 15%   Learning Objectives 1, 2 and 3.
    Assessment Detail

    No information currently available.

    Submission

    No information currently available.

    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M11 (Honours Mark Scheme)
    GradeGrade reflects following criteria for allocation of gradeReported on Official Transcript
    Fail A mark between 1-49 F
    Third Class A mark between 50-59 3
    Second Class Div B A mark between 60-69 2B
    Second Class Div A A mark between 70-79 2A
    First Class A mark between 80-100 1
    Result Pending An interim result RP
    Continuing Continuing CN

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
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