Outline

Overview

The New German School was a controversial term coined in 1859 to legitimise the self-consciously progressive art of figures such as Wagner and Liszt. This course explores the music and aesthetic theories of these two composers against the backdrop of contemporary debates and reception politics. Their personal relationship will also be scrutinized in detail. Works to be studied include selections from Liszt's symphonic poems and piano works, Wagner's Tristan, Die Meistersinger and Ring tetralogy.

Unit details and rules

Unit code	MCGY3630
Academic unit
Credit points	6
Prohibitions ?	None
Prerequisites ?	MCGY2612
Corequisites ?	None
Assumed knowledge ?	It is expected that students will have some knowledge of harmonic and formal practices up to 1850.
Available to study abroad and exchange students	No

Teaching staff

Coordinator	David Larkin, david.larkin@sydney.edu.au

Type	Description	Weight	Due	Length
Presentation	Presentation Pre-recorded presentation	20%	Multiple weeks	12-15 minutes
Outcomes assessed:
Participation	Seminar participation Participation	10%	Ongoing	Weekly
Outcomes assessed:
Small test	In-class test 1 Listening and score-based test	10%	Week 06	30 minutes
Outcomes assessed:
Assignment	Research essay: plan Essay abstract plus bibliography	5%	Week 07 Due date: 14 Apr 2020 at 23:59	300 words
Outcomes assessed:
Assignment	Research essay: draft Draft version of research essay, with footnotes	15%	Week 10 Due date: 08 May 2020 at 23:59	c.2,000 words
Outcomes assessed:
Small test	In-class test 2 Listening and score-based test	10%	Week 13	30 minutes
Outcomes assessed:
Assignment	Research essay: final Final version of essay, responding to feedback on draft version	30%	Week 13 Due date: 05 Jun 2020 at 23:59	2,800-3,000 words
Outcomes assessed:

Assessment summary

Research Essay: Students will write an essay of around 2,800-3,000 words relating in some fashion to the subject matter of this Unit, but the choice of topic and approach is left up to the student. It should show evidence of broader reading than that required for the weekly seminars, and the ability to pursue an independent line of enquiry. Consultation with the Coordinator from the beginning is strongly advised. This assignment will be submitted in three stages:
- An essay plan will be submitted by the end of week 7 (exact date is confirmed on Canvas). This should outline the general thrust of the proposed project, and explain the methodologies to be used. The prose description (c.300-400 words) will situate the work in the context of existing scholarship, and be accompanied by a bibliography of important sources to consult.
- A complete (or near-complete) draft version will be submitted by the end of week 10 (exact date confirmed on Canvas). This will provide an opportunity for the student to get detailed feedback on their writing style, their material and their arguments. The essay may not be totally polished, but all use of others’ materials will be duly acknowledged. The more complete the version submitted, the more useful the feedback will be.
- The final version will be submitted by the end of Week 13. There will be no detailed comments on this version, just a mark. How well the student responds to the comments on the draft version will be taken into account.
Presentation: Students will give an individual presentation on a topic assigned in Week 1. Musical excerpts are strongly encouraged, but these should amount to no more than 3 minutes in total. The use of slides, handouts, etc. is left to the discretion of the presenter. A bibliography of sources consulted should be submitted.
In-class test 1: This test will be based on the focus works covered in weeks 1-5, though not necessarily limited to the excerpts studied in class. Students will be required to identify the works from which the excerpts are taken and to answer focussed questions on the excerpts (which might involve harmonic analysis, instrument identification, textural description or structural analysis).
In-class test 2: This test will be based on the focus works covered in weeks 6-9 and 11-12, though not necessarily limited to the excerpts studied in class. Students will be required to identify the works from which the excerpts are taken and to answer focussed questions on the excerpts (which might involve harmonic analysis, instrument identification, textural description or structural analysis).
Seminar participation: It is expected that students will have listened to the focus works each week (in the case of longer works, specific sections may be assigned for more careful study) and to have engaged with the assigned reading so as to be able to contribute to the seminar discussions.

More information is available on Canvas.

Assessment criteria

The questions on the in-class tests will be mostly factual rather than evaluative in nature.
The presentation will be graded equally on content (evidence of research, quality of the ideas and evidence presented) and on delivery (how well it engages the listeners, the use of audio-visual aids, responses to questions)
The participation mark will be based on how informative your contributions are in the seminars, and how well you have engaged with the set reading and listening. Emphasis will be on the quality rather than necessarily the quantity of comments, although you should ensure that every week you do contribute vocally to the discussion.
The research essay will be marked according to the SCM Academic grade descriptors, as listed below:

Fail: (Below 50%) Work not of acceptable standard

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.

Pass: (50%-64%) Work of acceptable standard

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.

Credit: (65%-74%) Highly competent work demonstrating potential for higher study

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.

Distinction: (75%-84%) Work of superior standard

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.

High Distinction: (85%-100%) Work of exceptional standard

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.

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.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

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.

Weekly schedule

WK	Topic	Learning activity
Week 01	New Germans: Composers and critics	Lecture and tutorial (3 hr)
Week 02	To Switzerland with love	Lecture and tutorial (3 hr)
Week 03	The Gesamtkunstwerk	Lecture and tutorial (3 hr)
Week 04	Literary inspirations	Lecture and tutorial (3 hr)
Week 05	Symphonic opera	Online class (3 hr)
Week 06	New forms for new ideas	Online class (3 hr)
Week 07	Endless yearning	Online class (3 hr)
Week 08	Race and nation (1)	Online class (3 hr)
Week 09	Race and nation (2)	Online class (3 hr)
Week 11	Alternatives to opera	Online class (3 hr)
Week 12	Crowning glory	Online class (3 hr)
Week 13	Redemptive endings	Online class (3 hr)

Attendance and class requirements

Students are required to be in attendance at the correct time and place of any formal or informal examinations. Non-attendance on any grounds insufficient to claim special consideration will result in the forfeiture of marks associated with the assessment. Participation in a minimum number of assessment items may be included in the requirements specified for a unit of study.
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 faculty member most concerned. The Dean, Head of School or faculty member 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%.
In addition to the rule above, full (100%) and punctual attendance is a requirement in all activities where students have a role as active participants in the class or activity. Active participation includes situations where the student’s contribution is to perform, rehearse or direct rehearsals in a small or large ensemble, or to give seminar and tutorial papers or presentations or undertake assessment tasks. Active participation also includes all one-to-one studio teaching and supervision. Except in cases of illness or misadventure, failure to attend activities or classes where a student is an active participant will be seen as failure to meet the requirements of the unit of study.

(Taken from §11 of the Conservatorium Resolutions).

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

All readings for this unit will be made available via the unit website 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. describe the aesthetic program of the New Germans and how it relates to the musico-political environment of the day
LO2. recognise key works by Wagner and Liszt and analyse the harmonic and formal structures they employed
LO3. show specific mastery of two topics, having delivered a presentation on one, and created a research essay project exploring the other (the latter will constitute a contribution to original knowledge, however modest)
LO4. understand why the performance of Wagner’s works remains a sensitive issue today, having explored the relationship between his art and ideas on the one hand with discourses of nationalism and anti-Semitism on the other
LO5. engage respectfully with the views of others through discussion and structured debate

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.

More guidance will be offered in how to approach creating a research essay. Other changes: two seminar topics are different, and several focus works have changed.

Additional information

More information relevant to this unit can be found on Canvas.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

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

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

Current students

MCGY3630: New Germans: Wagner and Liszt 1848-76

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