Outline

Overview

Since the early 20th century, music in the period c.1730-1810 has been associated with the idea of Classicism, but far from being static or backward looking, it was a period of rapid change as European society and culture were transformed by the new ideas of the Enlightenment. This unit offers an in-depth examination of the music of Haydn, Mozart and their contemporaries in this historical context, and provides an opportunity to deepen and extend your understanding of this highly significant period. Students will explore important repertoire, become acquainted with scholarly and performance issues associated with the galant style by studying a selection of critical writings from and about the period, and choose one topic to research in depth.

Unit details and rules

Academic unit	Analysis, History and Cultural Studies
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	It is recommended that students have completed MUSC1506 or MCGY2612, or have a sound knowledge of late 18th-century repertoire
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Alan Maddox, alan.maddox@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2025

Details
Criteria

Type	Description	Weight	Due	Length
Participation	Class preparation and participation Consistent preparation of weekly readings and constructive participation	10%	Ongoing	Weekly
Outcomes assessed:
Assignment	Research project submission Independent research project submission.	20%	STUVAC Due date: 30 May 2025 at 23:59	2000-2500w
Outcomes assessed:
Assignment	Reflective journal weeks 1-6 Weekly short reflections on the readings and class discussion	20%	Week 07 Due date: 07 Apr 2025 at 23:59	1000w
Outcomes assessed:
Assignment	Annotated bibliography Annotated bibliography on the chosen essay topic	10%	Week 07 Due date: 18 Apr 2025 at 18:22	minimum 10 items
Outcomes assessed:
Presentation	Oral test on your research project topic Oral test on the research project topic	20%	Week 13	15mins
Outcomes assessed:
Assignment	Reflective journal weeks 7-13 Weekly short reflections on the readings and class discussion	20%	Week 13 Due date: 02 Jun 2025 at 23:59	1000w
Outcomes assessed:
= hurdle task ? = AI allowed ?

Assessment summary

Class preparation and participation: Consistent preparation of weekly readings and constructive participation in discussion
Reflective journal: short reflections on the weekly readings and discussions, collated and submitted following weeks 6 and 13
Research essay, scaffolded through 3 elements: an annotated bibliography, a short presentation of research findings, and the final essay submission.

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:

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.

Oral presentations will be assessed against the following criteria:

Content

Shows evidence of broad research, taking into account a variety of sources

Clear argument, supported by relevant reasons and evidence 

Shows evidence of critical thinking about the topic, including:

Considers alternative views  
Where appropriate, questions assumptions implicit in the literature  
Draws meaningful connections between facts and / or concepts

Uses terminology accurately and appropriately  

Presentation

Is clearly expressed 

Is interesting and engages other students  

Makes appropriate use of examples and presentation methods relevant to the material presented (e.g. presentation software, handouts, recordings where relevant)  

Covers the topic effectively in the available time  

For more information see guide to grades.

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

Except for supervised exams or in-semester tests, you may use generative AI and automated writing tools in assessments unless expressly prohibited by your unit coordinator.

For exams and in-semester tests, the use of AI and automated writing tools is not allowed unless expressly permitted in the assessment instructions.

The icons in the assessment table above indicate whether AI is allowed – whether full AI, or only some AI (the latter is referred to as “AI restricted”). If no icon is shown, AI use is not permitted at all for the task. Refer to Canvas for full instructions on assessment tasks for this unit.

Your final submission must be your own, original work. You must acknowledge any use of automated writing tools or generative AI, and any material generated that you include in your final submission must be properly referenced. You may be required to submit generative AI inputs and outputs that you used during your assessment process, or drafts of your original work. Inappropriate use of generative AI is considered a breach of the Academic Integrity Policy and penalties may apply.

The Current Students website provides information on artificial intelligence in assessments. For help on how to correctly acknowledge the use of AI, please refer to the  AI in Education Canvas site.

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.

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	Music in the Age of Reason	Seminar (2 hr)
Week 02	Enlightenment aesthetics and the Galant style	Seminar (2 hr)
Week 03	18th-century source studies	Seminar (2 hr)
Week 04	Working with historical sources: the conundrum of Mozart’s Requiem	Seminar (2 hr)
Week 05	Methods of music analysis for the Age of Reason	Seminar (2 hr)
Week 06	Mozart and the Sublime	Seminar (2 hr)
Week 07	Performance Practice 1 - Instruments and playing techniques	Seminar (2 hr)
Week 08	Performance Practice 2 - Style & Expression	Seminar (2 hr)
Week 09	Theory meets practice	Seminar (2 hr)
Week 10	Special Projects Week: time to work on your research project!	Independent study (2 hr)
Week 11	Music, politics and society in the late 18th century	Seminar (2 hr)
Week 12	Music and discourse in the Enlightenment: Sex and gender issues	Seminar (2 hr)
Week 13	Class conference: sharing your research essay findings	Seminar (2 hr)

Attendance and class requirements

Attendance requirements are as described in the Handbook.

Other class requirements are detailed in the Canvas site.

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

Weekly readings can be found in 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 a deeper understanding of the genres, forms and performance practices of music from the late 18th century
LO2. demonstrate a knowlege of significant compositions of the period
LO3. explain some of the principal issues of critical commentary relating to music of the 'Classical' era and apply these appropriately in your own work
LO4. demonstrate well-developed research, writing and referencing skills
LO5. research one topic in depth and cogently present the results of that research both verbally and in a research paper

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.

Assessments have been revised to include AI provisions and align closely with the learning outcomes.

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

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

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

Disclaimer

On this page

Useful links

MCGY3636: Mozart's World: Music in the Age of Reason

Semester 1, 2025 [Normal day] - Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

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

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

Disclaimer

On this page

Useful links