Outline

Overview

This unit of study presents students with an opportunity to learn the theory and to experience the nuts and bolts of historically informed performance (HIP). Today's performers need to be able to navigate their way through a wide variety of styles, genres and modes of performance. HIP is a growth area globally, which influences the style of performance of period and modern instrument ensembles and vocalists. Here in Australia, for example, the ACO requires its members to have a keen awareness of HIP conventions in repertoire ranging from 1600-1900. Students will explore readings from primary and secondary written sources, recordings (including historical recordings) and will learn how to apply their findings to repertoire spanning the high-Baroque, Classical and Romantic periods. Mini-lectures are combined with demonstrations of HIP style, peer-led discussions and practical workshops.

Unit details and rules

Academic unit	Performance
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Daniel Yeadon, daniel.yeadon@sydney.edu.au
Lecturer(s)	Daniel Yeadon, daniel.yeadon@sydney.edu.au
Lecturer(s)	Anthony Hamad, anthony.hamad@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Presentation	Final lecture demonstration Lecture demonstration on historically-informed score interpretation	60%	Formal exam period Due date: 09 Jun 2026 at 13:00	20-30 minutes	AI allowed
Outcomes assessed:
In-person practical, skills, or performance task or test	Early Feedback Task Mandatory Early Feedback assessment	0%	Week 03	-	AI prohibited
Outcomes assessed:
Written work	Style report 1 1000-wd written report on Romantic style	20%	Week 05 Due date: 23 Mar 2026 at 23:59	-	AI allowed
Outcomes assessed:
Written work	Style report 2 1000-wd written report on Classical style	20%	Week 09 Due date: 27 Apr 2026 at 23:59	-	AI allowed
Outcomes assessed:

Early feedback task

This unit includes an early feedback task, designed to give you feedback prior to the census date for this unit. Details are provided in the Canvas site and your result will be recorded in your Marks page. It is important that you actively engage with this task so that the University can support you to be successful in this unit.

Assessment summary

Early Feedback Task: Teacher Assessment based on participation and engagement.
Final exam: Students do a lecture demonstration on a musical piece of their choice, through the lens of HIP, with a performance component and brief presentation of summarised style points.
Style reports 1 and 2: Students will be assessed on their assimilation of readings, discussions and reflective preparation for short performances.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The following assessment criteria are used for written work in this unit of study:

Result name	Mark range	Description
High distinction	85 - 100	Demonstrates high level of initiative in research and reading; sophisticated critical analysis of evidence; high level engagement with theoretical issues, innovative use of reading/research material and impressive command of underlying debates and assumptions; properly documented and written with style, originality and precision.
Distinction	75 - 84	Demonstrates initiative in research and wide, appropriate reading; complex understanding of question and ability to critically review material in relation to underlying assumptions and values; analyses material in relation to empirical and theoretical contexts; properly documented; clear, well-developed structure and argument with some signs of literary style.
Credit	65 - 74	Evidence of broader understanding than pass level; offers synthesis with some critical evaluation of material; coherent argument using a range of relevant evidence; some evidence of independent thought, good referencing. A high credit (70-74) shows some evidence of ability to problematise and think conceptually.
Pass	50 - 64	Written work meets basic requirements in terms of reading/research; relevant material; tendency to descriptive summary rather than critical argument; makes a reasonable attempt to avoid paraphrasing; reasonably coherent structure; often has weaknesses in particular areas, especially in terms of narrow or underdeveloped treatment of question; acceptable documentation.
Fail	0 - 49	Work may fail for any or all of the following reasons: Unacceptable paraphrasing; irrelevance of content; poor spelling; poor presentation; grammar or structure so sloppy it cannot be understood; failure to demonstrate understanding of content; insufficient or overlong word length.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Session 1: Introduction to HIP. Listening to turn-of-the-twentieth century recordings of Romantic repertoire, as well as contemporary recordings in period style. Discussion of expressive devices: tempo modification, rhythmic alteration, agogics, vibrato, portamento dislocation of melody from accompaniment, vibrato, portamento, arpeggiation.	Workshop (2 hr)
Week 02	Session 2: Discussion of readings from primary and secondary sources (historical treatises, book extracts, journal articles)	Workshop (2 hr)
Week 03	Session 3: Students perform short pieces and discuss their interpretative choices, with reference to the style points from Sessions 1 and 2.	Workshop (2 hr)
Week 04	Session 4: Mini-lecture on HIP style in the Romantic period. Further readings from primary and secondary sources (Joachim, Baillot, Peres Da Costa, Brown, Bärenreiter Brahms sonata editions). Discussion.	Workshop (2 hr)
Week 05	Session 5: Listening to both turn-of-the twentieth-century and contemporary recordings of Classical repertoire. Discussion with reference to elements of Classical style: tempo considerations, hierarchy of beats, harmonic tension and release, articulation and slurring, ornamentation, Classical phrasing and line.	Workshop (2 hr)
Week 06	Session 6: Discussion of readings from primary and secondary sources (historical treatises, book extracts, journal articles).	Workshop (2 hr)
Week 07	Session 7: Students perform short pieces and discuss their interpretative choices, with reference to the style points from Sessions 5 and 6.	Workshop (2 hr)
Week 08	Session 8: Mini-lecture on HIP style in the Classical period. Further readings from primary and secondary sources (C.P.E. Bach, Türk, Baillot, Rode, Spohr, Brown). Forming a Classical interpretation by using evidence in the treatises and ‘extrapolating’ backwards from early recordings.	Workshop (2 hr)
Week 09	Session 9: Listening to contemporary recordings of Baroque repertoire, both HIP and mainstream modern interpretations. Discussion with reference to elements of Baroque style: dance, tempo considerations, beat hierarchy, harmonic tension and release, figured bass and continuo, articulation, and ornamentation.	Workshop (2 hr)
Week 11	Session 10: Discussion of readings from primary and secondary sources (historical treatises, book extracts, journal articles).	Workshop (2 hr)
Week 12	Session 11: Students perform short pieces and discuss their interpretative choices, with reference to the style points from Session 10.	Workshop (2 hr)
Week 13	Session 12: Mini-lecture on HIP style in the Baroque period, and the recent history of HIP. Readings from primary and secondary sources (L. Mozart, Quantz, C.P.E. Bach, Türk, Dolmetsch, Kenyon, Taruskin, Haynes). Discussion on combining HIP and modern aesthetics to suit individual taste.	Workshop (2 hr)

Attendance and class requirements

Lecture recording: Lectures for this unit of study will be recorded and made available to students via Canvas.
Attendance: Students are expected to attend a minimum of 90% of timetabled activities for a unit of study, unless granted exemption by the Dean, Head of School or professor most concerned. The Dean, Head of School or professor most concerned may determine that a student fails a unit of study because of inadequate attendance. Alternatively, at their discretion, they may set additional assessment items where attendance is lower than 90%.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

See reading list on Canvas.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. demonstrate an awareness of historical performance styles in the Baroque, Classical and Romantic periods
LO2. listen critically to both modern and historical recordings and discern multiple elements of musical expression
LO3. critically evaluate readings from primary and secondary written sources
LO4. adopt elements of historical style within your own performances
LO5. broaden your approach to musical interpretation.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Nothing since the last delivery of this unit.

Additional information

See Canvas for additional information and regular updates.

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

EMUS2500: Historically Informed Style Workshop

Semester 1, 2026 [Normal day] - Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links