MUSICOL 3002 - Music Research 3

North Terrace Campus - Semester 2 - 2015

This course develops knowledge and techniques relating to researching music in all its manifestations and the scholarly presentation of research outcomes. It lays the foundations for the further pursuit of advanced research projects in Honours and other postgraduate research degrees.

  • General Course Information
    Course Details
    Course Code MUSICOL 3002
    Course Music Research 3
    Coordinating Unit Elder Conservatorium of Music
    Term Semester 2
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 2 hours
    Available for Study Abroad and Exchange Y
    Assessment Program notes 20%, Res proj topic proposal 15%, Oral presentation 15%, Essay 50%
    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
    1. To demonstrate critical interpretation of music scholarship as relevant to both the theoretical and practical aspects of music and music-making
    2. To understand the processes involved in the design, development and implementation of a research project and appropriately employ text, performance, composition or a combination of formats to document the outcomes
    1. To have confidence in the communication of research outcomes, whether delivered through oral, written, performance, composition or other media, employing appropriate professional standards
    2. To understand the key theoretical and practical issues in music and apply them more broadly in professional life
    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)
    Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1, 2, 3, 4
    The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 1, 2
    An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 2, 3, 4
    Skills of a high order in interpersonal understanding, teamwork and communication. 3, 4
    A proficiency in the appropriate use of contemporary technologies. 1, 2, 3
    A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 1, 2, 3, 4
    A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 4
    An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 1, 2, 3, 4
  • Learning Resources
    Required Resources
    The readings for the course have been compiled into a Reader. The Reader is available to purchase from the Copy Centre located in Hughes, Level 1.  
    Recommended Resources
    Oxford Music Online is a portal that enables searching in Grove Music Online and other Oxford reference content in the one location. Students can access Oxford Music Online which houses Grove music online through the link on the Elder Music Library website at: 
    Online Learning
    Course documents, including the Course Profile and assignments will be available on MyUni.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    The major focus of this course is to gain a further understanding of the conceptual and practical components of different approaches within music disciplines. It provides training in methodologies and essential skills for conducting music research and communicating research outcomes whether these are text -based or creative artifacts with exegesis/commentary.

    Seminars explore approaches to music research by examining case studies with different theoretical and practical perspectives to develop a further understanding of methodologies available to the researcher as well as broadening knowledge of music and music-making more generally. The case studies are drawn from classical, jazz and traditional cultural practice. They employ different media including scores, audio-visual and printed resources as well as live performance. The seminar mode of learning enables students to gain first-hand experience of these areas through problem-solving exercises and discussion. Feedback during seminars and formative assessments assist the student to understand and advance their skills associated with their chosen specialisation in the degree program. In this way, students of with different pathways through the music program can be supported to gain develop different academic literacies that apply not only to academic study but to the broader profession.

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

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

    In addition to the 2 contact hours per week, it is anticipated that students would spend 6-8 hours per week in preparing for seminars, preparing assignments and undertaking required readings.
    Learning Activities Summary
    Seminars with mandated reading relating to methodologies and case studies in music and music-making in and across specialisations.

    Workshops to understand the planning and development of research projects and the principles of ethical research.

    Seminars to develop skills and critically evaluate writing styles for different purposes e.g. Program Notes, research proposals. writing about one’s own music (exegetical writing).

    Student presentations for advancing skills in communicating knowledge about music
  • 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
    Students select and develop a Research project that draws on issues and methods from case studies to examine an area of personal musical interest. It may be based on analysis, fieldwork, library research or a combination of these methods. The topic should ask a question to allow analysis and critical assessment of materials with careful argument and interpretation rather than general description.

    Assignment 1 is formative and develops practical applications of research skills that are relevant for all musicians.

    Assignments 2 and 3 are formative, providing students with feedback and guidance on their research projects design and development early in the semester.

    Assignment 4 is the final essay for the research and is summative of the entire course. Students implement their Research project under the close supervision of the Coordinator that draws on issues and methods from case studies to examine an area of personal musical interest. It may be based on analysis, fieldwork, library research or a combination of these methods. The topic is designed to ask a question to allow analysis and critical assessment of materials with careful evaluation of sources, presentation of an argument and interpretation of materials. Students negotiate with the coordinator regarding the type of submission according to their chosen specialisation to permit experience in the thesis submission formats associated with Music’s Honours and Postgraduate programs.

    Assessment Task Due Value Learning Objectives
    Assignment 1
    Program Notes
    Week 4 20% 1, 3, 4
    Assignment 2 Research Project Topic Proposal Week 7 15% 1, 2,3,4
    Assignment 3 Oral Presentation Presentations in seminars in Weeks 9, 10, 11 and 12. 15% 1, 3
    Assignment 4 Research Essay Week 13 50% 1,2 3, 4
    Assessment Related Requirements
    Participation: Active and positive participation in 100% of seminars and workshops is expected.
    Students will need to seek approval from the Course Coordinator for any absences as per the Conservatorium Participation & Attendance Guidelines (see )
    Leave applications or medical certificates should be submitted to the Coordinator or a 5% penalty will apply.
    Assessment Detail
    Further details will be provided at the start of the semester.
    The assignments are to be submitted (signed in) at the Elder Conservatorium office, level 2, Schulz Building, by 12 noon on the due date.

    Late assignment policy:
    Extensions are only granted when supporting documentation can be provided and then, and only then, by arrangement with the course lecturer prior to the due date and time. Extensions will not be granted under any other circumstance. Assessed work that is submitted late (after the due date and time) will not be examined for assessment or feedback.

    In the case of illness this will require a medical certificate, and in the case of personal (non-medical) circumstances you will need a letter of support from a University Student Counsellor. For further information please refer to the following website:

    Students will receive feedback on their assessment tasks. The Test may be taken again if students wish to improve their mark. The assignment will be returned within two weeks of the submission date. The marked examination and essay will be returned after the examination period. Aural Class lecturers will return marked assessment tasks to students.

    The assignments must be submitted with the relevant cover sheet which will be provided. Your work may not be marked if the cover sheet is not completed and attached. All students must sign the declaration regarding plagiarism and collusion, and work cannot be assessed without this.

    For full details consult the University of Adelaide’s Statement and Definition of Plagiarism and Related Forms of Cheating <<  >>

    Plagiarism is the using of another person’s ideas, designs, words or works without appropriate acknowledgement.

    Collusion occurs when another person assists in the production of an assignment without the express requirement, knowledge or consent of the assessor.

    Consequences of plagiarism and collusion
    The penalties associated with plagiarism and collusion reflect the seriousness of the University of Adelaide’s commitment to academic integrity. Penalties may include the student being required to revise and resubmit the work in question, receiving a zero result for the work, failing the course, or expulsion from the course.  
    Course Grading

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

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    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 ( 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
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.