MUSICOL 3002 - Music Research 3

North Terrace Campus - Semester 2 - 2016

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)
    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)
    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
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    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
  • 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.

    No information currently available.

    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
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