MUSGEN 2001 - From Elvis to YouTube II
North Terrace Campus - Semester 1 - 2021
General Course Information
Course Code MUSGEN 2001 Course From Elvis to YouTube II Coordinating Unit Elder Conservatorium of Music Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange Y Incompatible GENMUS 1001, GENMUS 2030, MUSGEN 1003, MUSPMACT 2611, MUSPMACT 2612, MUSST 1000A Assumed Knowledge Ability to play an instrument or read music is not required for this course Course Description A survey of popular music of the Rock era. This course considers the stylistic, socio-cultural, economic, and technological aspects of popular music. Greatest attention is given to the stylistic evolution of popular music from the late 1950s (birth of Rock and Roll) through the end of the century (end of the `Golden Age of Recording?). Genres covered include Rhythm and Blues, Rock and Roll, Folk Rock, Country, The Beatles/British Invasion, Motown and Soul, Progressive Rock, Metal, Funk, Disco, Punk, Rap/Hip-Hop, Grunge, Alternative, Electronic Dance Music, Avant-Garde Rock and Mainstream Pop. The first part of the course looks at the precursors of Rock-era music including Anglo-American Folk and early Blues. The latter part of the course samples artists and styles in the digital era of the past two decades, with emphasis on the impact that changes in technology and business practices have had on both the creation and consumption of popular music.
Course Coordinator: Mr Steven Knopoff
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesOn successful completion of this course students will be able to:
1. Understand and appreciate the historical, socio-cultural, and music-stylistic trends of English language popular music of the rock era, as well as of selected earlier popular forms which contributed to the development of music of the Rock era
2. Recognise the aural, textual and visual components of a substantial representative number of styles and specific songs of this period
3. Demonstrate aural awareness and critical listening skills through assigned- and in-class listening
4. Understand the intrinsically linked cultural, technological, and economic underpinnings of popular music
5. Demonstrate music research skills and confidence in written communication
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, 2, 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, 3, 4, 5 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
5 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1, 3, 4, 5 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
1, 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
Required ResourcesRequired Textbook: Covach, John and Andrew Flory. 2018. What's That Sound: An Introduction to Rock and Its History. New York: W. W. Norton. 5th ed.
Additional Required Resources:
*Required Listening: Approximately 80 songs comprise the required listening for this course. These are available as streaming (downloadable) audio in the MyUni course
*Several info sheets containing information not in the textbook and a select number of lecture slides will be available in the MyUni course
*Basic Elements of Popular Music': a list of basic music-technical terms/definitions that all students should learn will be available in the MyUni course
Recommended ResourcesA wealth of relevant material including journals, reference materials, and online sound and video resources, are available via the University Library's Music Database page: http://libguides.adelaide.edu.au/music/databases
Online LearningMyUni will be used to provide details of lecture and seminar content, set readings, and assignment instructions, as well as for assignment submission and announcements
Learning & Teaching Activities
Learning & Teaching ModesLectures will cover and explore the range of topics as set out in the Course Outline. Spoken word delivery will be supported by a large number of A/V exhibits.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.In addition to the 3 contact hours per week, it is anticipated that students would spend 6-8 hours per week in reviewing lecture notes, preparing the assigned readings and assigned listening, undertaking suggested readings and listening, revising for exams, and researching and writing the course essay.
Learning Activities SummaryThe following schedule is indicative of the topics in this course. Some topics and ordering of topics may vary.
Introduction to the Course; Introduction to Musical Terms; 'Four Themes' for Studying Rock Era Popular Music
The World Before Rock 'n' Roll (19th c. - 1920s)
The World Before Rock 'n' Roll (1920s-1950s)
Rock 'n' Roll (mid-late 1950s)
The Early Sixties: The Demise of Rock-'n'-Roll and the Promise of Soul (Girl Groups, Dance Music, and the Rise of the Pop/Rock Producer)
Folk Music Revivalists; The Beach Boys and the Beatles in the early Sixties; Beatlemania and the 'British Invasion'
American responses to the 'British Invasion'
Folk Rock in the mid-1960s; Dylan, the Beatles and ‘Serious’ Pop Song Lyrics of the mid-Sixties
Motown Pop and Southern Soul Music in the 1960s
California Counter-Culture and the Evolution of Psychedelic Rock in the 1960s
British Psychedelic Rock; Rock Festivals; Blues-Rock
Singer-Songwriters; Progressive Country and the Development of Country-Rock in the late Sixties/early Seventies; The Growing influence of Rock Music on the Popular Mainstream in the 1970s
British Heavy Metal, Progressive Rock, and Glam in the early Seventies
Black Pop, Reggae, Funk and Disco in the Seventies
Punk and New Wave in the late 1970s; Indie Bands and Post-Punk Legacy of the 1980s
1980s Digital Technology, MTV, and the Popular Mainstream
Rap and Hip Hop in the 1970s-80s and beyond; Grunge, Metal and other Alternative Styles in the 1980s
Alternative Styles of the 1990s
Pop (not Rock) in the 1960s-70s; The Avant-Garde in Rock and Pop 1960s-80s
1980s Electronica and later trends in electronic dance and pop
Popular Music in the Early 21st Century: Trends in Technology, Commerce, and Consumption
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
ASSESSMENT TASK TASK TYPE WEIGHTING COURSE LEARNING OUTCOME(S) Exam 1 Formative and Summative 20% 1, 2, 3, 4 Course Essay Summative 40% 1, 2, 3, 4, 5 Exam 2 Summative 40% 1, 2, 3, 4
Assessment DetailExam #1, Given in Week 5, 40 mins in duration, will assess material from the lectures, assigned readings and assigned listening as presented during the first 5 weeks of the course.
Students will research and write a 1700-2200 word essay which addresses one of three given topics and which involves comparing the work of two artists/groups of the student's choosing.
Exam #2, Given during class time in Week 13, 80 mins in duration, will mostly assess material from the lectures, assigned readings and assigned listening as presented during the final 7 weeks of the course. A small portion of questions will require recall of material from the first part of the course.
SubmissionWritten assignments should be submitted electronically as .pdf via MyUni, by 5:00 p.m. on the due date.
Late assignment policy:
Late written assignments will be accepted to a maximum of 7 days late with a late penalty of 2 marks per calendar day applied.
Formal Approval Required for Extensions on Assignments or Exams: Extensions on assessments may be granted for
medical, compassionate or other extenuating circumstances, but only upon timely submission and approval of the University's 'Application for Replacement Examination or Assessment Extension' form, which is available at:
Student should complete the form, obtain any medical or other required signatures, and submit as hard copy or scanned .pdf to the course coordinator (firstname.lastname@example.org). The extension request will be considered by both the course coordinator and the Faculty of Arts office, with student notified of the result.
Students will receive feedback on their assessment tasks.
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.
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.
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This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
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- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
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- Student Experience of Learning and Teaching Policy
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