MUSGEN 3011 - Music, Health and Wellbeing A

North Terrace Campus - Semester 1 - 2020

This course provides an overview of the range of benefits that music can offer to the community. Students will gain an understanding of how music programmes in hospitals, nursing homes and schools utilise the unique qualities of music to improve quality of life and general wellbeing for all age groups, from premature babies to the elderly. Recent advances in neuroscience continue to expand our understanding of how music affects the human brain and body. Students will become familiar with ongoing research projects focused on the use of music to alleviate symptoms associated with behavioural disabilities and brain diseases, such as Alzheimer's disease and Parkinson's disease. Other topics covered include: music and healthy ageing; music and language development; music and memory; music and early childhood development; music and autism; music and emotional wellbeing and music in the hospital setting. In addition to its health benefits, music also has a valuable role to play in creating community cohesion. The course examines the impact of various participatory music programmes that aim to benefit children from low socio-economic areas; young offenders and prison inmates, and refugee populations.

  • General Course Information
    Course Details
    Course Code MUSGEN 3011
    Course Music, Health and Wellbeing A
    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
    Assumed Knowledge Practical experience with music; interest in music's role in the community and benefits for health.
    Course Description This course provides an overview of the range of benefits that music can offer to the community. Students will gain an understanding of how music programmes in hospitals, nursing homes and schools utilise the unique qualities of music to improve quality of life and general wellbeing for all age groups, from premature babies to the elderly.
    Recent advances in neuroscience continue to expand our understanding of how music affects the human brain and body. Students will become familiar with ongoing research projects focused on the use of music to alleviate symptoms associated with behavioural disabilities and brain diseases, such as Alzheimer's disease and Parkinson's disease.
    Other topics covered include: music and healthy ageing; music and language development; music and memory; music and early childhood development; music and autism; music and emotional wellbeing and music in the hospital setting.
    In addition to its health benefits, music also has a valuable role to play in creating community cohesion. The course examines the impact of various participatory music programmes that aim to benefit children from low socio-economic areas; young offenders and prison inmates, and refugee populations.
    Course Staff

    Course Coordinator: Dr Patsy Tan

    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    1. Students will gain an overview of the benefits of music for the community.

    2. Students will become familiar with specific ongoing research into the impact of music on the brain.

    3. Students will develop an awareness of the ethical and logistical considerations of introducing music into a health care environment.

    4. Students will actively participate in discussions regarding the place of music in society.

    5. Students will increase their analytical skills by selecting and reviewing relevant research articles.
    University Graduate Attributes

    No information currently available.

  • Learning Resources
    Required Resources
    Parncutt, R. and McPherson, G. (eds.)'Science and Psychology of Music Performance: Creative Strategies for Learning and Teaching', Oxford: Oxford University Press, 2002. Available online at Elder Music Library.

    Deutsch, D. (ed) 'Psychology of Music', 3rd Edition, Amsterdam: Academic Press, 2013. Available online at Elder Music Library.

    Hallam, S. I. Cross and M. Thaut (eds.) 'Oxford Handbook of Music Psychology', Oxford: Oxford University Press, 2009.

    Hallam, S. 'The Power of Music: Its impact on the intellectual, social and personal development of chidlren and young people.' International Journal of Music Education, Vol. 28 (3), pp. 269-289

    McPherson, G., J. Davidson, R. Faulkner, 'Music in our Lives: Rethinking Musical Ability, Development and Identity'. Oxford: Oxford University Press, 2012.
    Recommended Resources
    In addition to the required resources for this course, extra resources and links will be posted online at the MyUni Canvas site.
  • Learning & Teaching Activities
    Learning & Teaching Modes

    No information currently available.

    Workload

    No information currently available.

    Learning Activities Summary

    No information currently available.

  • 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

    Due to the current COVID-19 situation modified arrangements have been made to assessments to facilitate remote learning and teaching. Assessment details provided here reflect recent updates.

    Students will only be graded for oral presentation, annotated bibliography and written essay. Students will not be graded for participation.

    1. For annotated bibliography, choose a topic related to music health and wellbeing that you are really interested in, then look for a minimum of 10 research articles for your annotated bibliography. Please use APA 6 or 7 referencing. -- DUE DATE: April 9 2020

    2. For oral presentation, please select 1 or 2 articles that you would like to present to your peers. Do a MP4 file recording or any recording that you could send to the course coordinator. In your presentation introduce
    * Title of article, author(s) and journal
    * Purpose of study
    * How study was study conducted/methodology
    * Measurement tools used
    * Outcome(s)
    * Your personal opinion on why you think you would or would not recommend it to your peers

    DUE DATE: 4 June 2020

    3. Essay Assignment. Choose a topic related to music health and wellbeing. Write a 3000-word literature review on the topic. Please use APA 6 or 7 referencing. DUE DATE: 18 June 2020
    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:

    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 (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
  • 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.

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