Outline

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

Coordinator	Christopher Coady, christopher.coady@sydney.edu.au
Lecturer(s)	David Larkin, david.larkin@sydney.edu.au
Christopher Coady, christopher.coady@sydney.edu.au

Details
Criteria

Type	Description	Weight	Due	Length
Online task	Lecture Responses (Blog Posts) n/a	20%	Multiple weeks	n/a
Outcomes assessed:
Participation	Paticipation Participation	20%	Ongoing	n/a
Outcomes assessed:
Assignment	Article analysis Written assessment	25%	Week 05 Due date: 23 Mar 2020 at 08:59	1000 words
Outcomes assessed:
Presentation	Group presentation Oral presentation	5%	Week 09	250 words equivalent
Outcomes assessed:
Assignment	Final essay Written assessment	30%	Week 13 Due date: 29 May 2020 at 23:59	2000 words
Outcomes assessed:

Assessment summary

Participation: Students are expected to attend each lecture for this course and arrive at tutorial workshops prepared to discuss the lecture content. This means reflecting on the lecture content and being ready to answer questions about the lecture's main themes, the specific examples presented in the lecture and how the discussion started in the lecture might be extended into new areas. When tutorial videos are assigned in weekly modules, evidence of preparation will include insightful questions, comments on personal experience and comments that unpack the video's content posted directly on the tutorial video page before your tutorial begins.

Lecture responses (Blog posts): In Weeks 2, 3, 5, 6, 7, 9, 11 and 12 you will be required to post a response to the lecture material on the discussion board included at the bottom of the relevant weekly module on the Canvas site. Lecture responses can be either written or spoken/video recorded (see the Making a Blog Post video in the Week 1 module for further details). Peer-interviews in which you prompt/grill a friend in response to the lecture content are a particularly effective way of covering a lot of ground in a short amount of time and are therefore strongly encouraged (again, see the Making a Blog Post video for further details).

There is no set word limit (minimum or maximum) for blog posts. You are directed instead to read the marking criteria for blog posts set out in the Assessment Grading subsection of this Unit of Study Outline and to use these criteria as a guide when crafting your responses. Average written blog posts clock in at around 200 words and exceptional marks (4/4) can be achieved within the confines of a 200-word post. This means that while longer posts are allowed, you should aim to be as erudite as possible when addressing the scope of the assignment’s marking criteria. Video blog posts typically devote 3 minutes to each person (i.e. a peer-interview post would normally be 6 minutes in duration, a three-person interview would normally be 9 minutes in duration). No single post should exceed 10 minutes. If you are posting a video response as an individual, your maximum allotted time is 4 minutes.

Plan out your post before writing or recording it. Read through the marking criteria that follows these assignment descriptions and at the end of each lecture, jot down a few notes about what you want to say. If you are interviewing a friend, come up with a list of pointed questions before-hand that will ensure you get a response that covers the breadth of the marking criteria. If you are being interviewed, be prepared to steer the conversation in the direction of the marking criteria in case your interviewer is having an off day.

If you post a video response as a group, be sure to name everyone who appears in the video in the text that accompanies your post. This will allow us to find you in the blog and award you marks. For more information on what this means, see the Making a Blog Post video.

You will receive a mark with feedback for Weeks 2, 3, 5, and 6 and a numeric mark for Weeks 7, 9, 11, and 12. These two marks are averaged when calculating the total amount of marks awarded for the "submitted work" component of this assignment.
Group presentation: For your Week 8 tutorial, you must bring a dot point summary of your favourite class blog post (a post made either by you or another student). You will then be randomly assigned to a group of three to four students in your tutorial session. In these groups, you will share your dot point summaries and devise an outline for a lecture you might give that expands the key themes of the course thus far through an insightful discussion of artists / composers / musical works / works of scholarship / musical concepts or discourses (i.e. musical debates) that have not yet been discussed in lectures. You will then distill this outline into a single PowerPoint slide and present this slide as a group during your Week 9 tutorial.

Article analysis: In this assignment, you will select an academic article written in the past 15 years on a topic of your choice and provide a 1000 word written summary of its State of Play, Gap, Filling of the Gap and So What components. Please refer to and utilise the marking rubric (provided in the Assessment Criteria section below) as a guide for the development of your summary. For additional information on how to approach this assignment, please see the following page from Module 4: Tips for Writing Your Article Analysis Assignment (Includes Marking Rubric). To ensure that you remain anonymous during the marking process, please remove any personal identification markers from the document you intend to upload. You must however include your student number in the upper left hand corner of your submitted document so that we can file your mark and provide you with feedback.

Final essay: Your final assignment will give you a chance to apply the feedback you received for your article analysis and blog posts assignment AND demonstrate your understanding of the concepts taught in weeks eleven and twelve of this course. Its form is a 2000-word essay. To complete the assignment, you will need to select either a musical artist, a musical work, or a musical phenomenon (i.e. an idea about how humans play, learn or hear music) and examine three scholarly articles on the topic you select. Drawing on the storytelling models discussed in your tutorial workshops, you will then write a 2,000 word essay that sets out how different authors have sought to understand your topic before unpacking how this musical conversation might impact on your own musical practice. Please refer to and utilise the marking rubric (provided in the Assessment Criteria section below) as a guide for the development of your essay. To ensure that you remain anonymous during the marking process, please remove any personal identification markers from the document you intend to upload. You must however include your student number in the upper left hand corner of your submitted document so that we can file your mark and provide you with feedback.
Please note, YOU MAY NOT USE THE ARTICLE YOU SELECTED FOR YOUR ARTICLE ANALYSIS ASSIGNMENT.

Please read the three articles you intend to use for this assignment before your Week 12 tutorial and come to your Week 12 tutorial prepared to talk about these articles. You will not be able to participate in this tutorial without having read your articles.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

Assessment Rubric: Article Analysis Assignment

	1	2	3	4	5
State of Play	Identifies the sources the article draws on.	Identifies the sources the article draws on and summarises the content of those sources.	Summarises both the content and arguments of the sources the article draws on.	Presents a compelling summary of the scholarly conversation the author is joining by summarising both the content and arguments of the sources the article draws on and explaining how these sources are connected.	Presents a compelling summary of the scholarly conversation the author is joining by summarising both the content and arguments of the sources the article draws on and explaining how these sources are connected. Identifies a clear trajectory of thought leading the author to write this particular article.
	1	2	3
Gap	Identifies the problem, paradox or lack of understanding the article’s author seeks to address.	Identifies the problem, paradox or lack of understanding the article’s author seeks to address. Explains the author’s proposed solution.	Identifies the problem, paradox or lack of understanding the article’s author seeks to address. Explains the author’s proposed solution and rationale.
	1	2	3
Filling the Gap	Lists examples of evidence the author uses in their article.	Summarises the evidence the author uses to propel the musical conversation they are joining forward.	Presents a compelling summary of the evidence the author uses to propel the musical conversation they are joining forward. Explains why the author thought the evidence they presented was meaningful in light of earlier discussions on the topic.
	1	2	3	4	5
So what?	Summarises the article’s conclusions as they pertain to the evidence the author selects only.	Summarises the article’s conclusions as they pertain to the evidence the author selects and the problem or gap the author identifies.	Presents a compelling summary of how the article steered the conversation on a musical topic in a new direction.	Presents a compelling summary of how the article steered the conversation on a musical topic in a new direction. Explains the new avenues for enquiry that were opened up.	Presents a compelling summary of how the article steered the conversation on a musical topic in a new direction. Explains the new avenues for enquiry that were opened up. Mentions specifically one or two articles published after the selected article and how they build on the findings of the selected article.
	1	2	3
Use of Academic Conventions	Footnotes are used but often incorrectly. Formatting errors are abundant.	Footnotes are used but sometimes incorrectly and/or formatting errors are present.	Footnotes are used correctly (as explained in the Week 3 tutorial and the online video for Week 3). Footnotes are formatted in line with the Chicago Manual of Style guide posted on the This is Music Canvas site.

Assessment Rubric: Lecture Responses (Blog Posts) Assignment

	0-2.5	2.5-5	5-7.5	7.5-10
Each lecture response (blog post) you make will be assessed against the following criteria:	Lecture content is referenced in general terms. You have made some attempt to introduce blog readers to at least one additional artist, composer, musical work, work of scholarship, musical concept or discourse (i.e. musical debate) that might be included in a wider discussion of the lecture’s themes.	Reference to a specific example or set of examples from the lecture is made. You have undertaken some attempt to introduce blog readers to at least two additional artists, composers, musical works, works of scholarship, musical concepts or discourses (i.e. musical debates) that might be included in a wider discussion of the lecture’s themes. You have referred to your own artistic aims and/or experience (including your experience as a music listener/lover) but the connection or conflict between your aims/experience and the material presented in the lecture is unclear.	Reference to a specific example or set of examples from the lecture is made. You have articulately introduced blog readers to at least two additional artists, composers, musical works, works of scholarship, musical concepts or discourses (i.e. musical debates) that might be included in a wider discussion of the lecture’s themes. You have clearly set out why these examples are interesting/important in relation to the lecture content. You have convincingly detailed how the ideas presented in the lecture connect with or conflict with your own artistic aims and/or experiences (including your experience as a music listener/lover).	Reference to a specific example or set of examples from the lecture is made. You have articulately introduced blog readers to at least two additional artists, composers, musical works, works of scholarship, musical concepts or discourses (i.e. musical debates) that might be included in a wider discussion of the lecture’s themes. You have clearly set out why these examples are interesting/important in relation to the lecture content. You have convincingly detailed how the ideas presented in the lecture connect with or conflict with your own artistic aims and/or experiences (including your experience as a music listener/lover). Exceptional blog posts will include judiciously selected links to recordings, videos, scores or other online sources (keeping in mind that one well selected link is better than ten poorly selected or irrelevant links) OR include a creative demonstration of concepts recorded through the Record/Upload media button on the discussion board (see Making a Blog Post video) OR be posted in response to (and productively engaged with) the post of another blogger.

Assessment Rubric: Class Presentation Assignment

Pass or Fail

Your class presentation mark is based simply on completion of the task. If you have crafted a COHERENT lecture outline that expands the key themes of the course discussed before Week 9 into new territory and each group member has spoken to how they would hypothetically contribute to this lecture, you will each be given a 5/5.

Assessment Rubric: Final Essay Assignment

	1	2	3	4	5
Article Summaries	You have selected three scholarly articles and summarised in general terms what they are about.	You have selected three scholarly articles and attempted to summarise the state of play, gap, filling of the gap and so what components of each article. There is some confusion around the information that should be discussed in each of these areas. Several aspects of your summary are either too vague or absent in relation to two or more articles.	You have selected three scholarly articles and summarised the state of play, gap, filling of the gap and so what components of each article. In doing so, you have made an attempt to discuss the previous scholarship each author draws upon, why each author’s intervention was necessary, how each author intervened in the ongoing conversation, what evidence they presented in support of their claims and how each author’s intervention opened up further avenues of enquiry. Article summaries are not universally strong in all four areas. Some aspects of summary are either too vague or absent in relation to one or more articles.	You have selected three scholarly articles and summarised the state of play, gap, filling of the gap and so what components of each article. In doing so, you have made a solid attempt to discuss the previous scholarship each author draws upon, why each author’s intervention was necessary, how each author intervened in the ongoing conversation, what evidence they presented in support of their claims and how each author’s intervention opened up further avenues of enquiry. Article summaries are not universally strong in all four areas.	You have selected three scholarly articles and set out a compelling summary of the state of play, gap, filling of the gap and so what components of each article. In doing so, you have discussed the previous scholarship each author draws upon, why each author’s intervention was necessary, how each author intervened in the ongoing conversation, what evidence they presented in support of their claims and how each author’s intervention opened up further avenues of enquiry.
	1	2	3	4	5
Storytelling	Your introduction summarises in general terms what your essay is about.	Your introduction summarises some of the main points of the articles you will be discussing and why you think these are important.	Your introduction summarises the main point of each article you will be discussing and how these points have led you to think about your practice, your artistic aims or the music you love in a different way. Some weaving together of article summaries in the body of your assignment is apparent.	Your introduction sets out a summary of the main point of each article you will be discussing, how these articles build on each other or can be understood as points within an unfolding conversation and how this conversation has led you to think about your practice, your artistic aims or the music you love in a different way. Your article summaries in the body of your assignment are woven together well.	Your introduction sets out a compelling summary of the main point of each article you will be discussing, how these articles build on each other or can be understood as points within an unfolding conversation and how this conversation has led you to think about your practice, your artistic aims or the music you love in a different way. Your article summaries themselves are woven together well. We are told specifically how each author steers the conversation in a new direction and why this new direction is meaningful in light of how previous authors have tackled the problem/topic.
	1	2	3	4
Contribution to Practice	You have made a case for how the conversation you surveyed has led you to think about your practice, your artistic aims or the music you love in a different way.	You have made a case for how the conversation you surveyed has led you to think about your practice, your artistic aims or the music you love in a different way. You have described for the reader how you will use this knowledge moving forward and how this conversation will inform the projects you take on in future semesters.	You have made a case for how the conversation you surveyed has led you to think about your practice, your artistic aims or the music you love in a different way. You have described for the reader how you will use this knowledge moving forward and how this conversation will inform the projects you take on in future semesters. You have made specific references to phenomenon, claims or findings set out in the articles you summarise as you make this case.	You have made a compelling case for how the conversation you surveyed has led you to think about your practice, your artistic aims or the music you love in a different way. You have described for the reader how you will use this knowledge moving forward and how this conversation will inform the projects you take on in future semesters. You have made specific references to phenomenon, claims or findings set out in the articles you summarise as you make this case. You explain why these phenomenon, claims or findings are specifically relevant to your new way of thinking.
	1	2	3
Use of Academic Conventions	Footnotes are used but often incorrectly. Formatting errors are abundant.	Footnotes are used but sometimes incorrectly and/or formatting errors are present.	Footnotes are used correctly (as explained in the Week 3 tutorial and the online video for Week 3). Footnotes are formatted in line with the Chicago Manual of Style guide posted on the This is Music Canvas site.

For more information see guide to grades.

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 Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

WK	Topic	Learning activity
Week 01	This is music	Online class (2 hr)
Week 02	This is good music	Online class (2 hr)
Week 03	This is bad music	Online class (2 hr)
Week 04	This is a score	Online class (2 hr)
Week 05	This is a performance	Online class (2 hr)
Week 06	This is a musical work	Online class (2 hr)
Week 07	This is what music looks like	Online class (2 hr)
Week 08	This is what the listener brings	Online class (2 hr)
Week 09	This is how music is sold	Online class (2 hr)
Week 11	This is how we experiment	Online class (2 hr)
Week 12	This is how we learn from each other	Online class (2 hr)
Week 13	This is just the beginning	Online class (2 hr)

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.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

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

Media

Student links

About us

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Current students

MCGY1030: This is Music

Semester 1, 2020 [Normal day] - Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

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

Media

Student links

About us

Connect