Unit outline_

MUED4006: Popular Music Studies

Semester 1, 2026 [Normal day] - Sydney

This unit examines approaches to the teaching and learning of popular music, and the practices of its many cultures. This includes the study of the problems of defining popular music, of relevant literature, considerations of the place of popular music in music education, analysis methods suitable for investigating popular music at the high school level, songwriting and the performance of popular music, and emerging technologies in relation to popular music studies. Students engage in the latest research, philosophies, and pedagogies around popular music in formal music education, learning to prepare resources for learning and music-making, and eventually creating their own multi-tracked popular music.

Unit details and rules

Academic unit Music Education
Credit points 3
Prerequisites
? 
None
Corequisites
? 
None
Prohibitions
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Brad Fuller, brad.fuller@sydney.edu.au
The census date for this unit availability is 31 March 2026
Type Description Weight Due Length Use of AI
Out-of-class quiz Early Feedback Task Early Feedback Task (EFT)
Online quiz completed in own time. Marked as pass or fail that can be re-taken until passed. Demonstrates the student has engaged with the course and its Canvas site and understands the course structure.
0% Week 03
Due date: 08 Mar 2026 at 23:59
10 minutes AI allowed
Outcomes assessed: LO1
Presentation group assignment Song workshop – informal learning
Performance and analysis
50% Week 10
Due date: 10 May 2026 at 23:59
50 minutes AI allowed
Outcomes assessed: LO1 LO2 LO3 LO4 LO5
Creative work Technology applied to teaching and popular music making
Composition and performance
50% Week 13
Due date: 29 May 2026 at 23:59
3 minutes, 500 words AI allowed
Outcomes assessed: LO1 LO2 LO3 LO4 LO5
group assignment = group assignment ?
early feedback task = early feedback task ?

Assessment summary

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.

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

WK Topic Learning activity Learning outcomes
Week 01 What is popular music? Overview and expectations; definitions & values; text & versions; implications for music education. Presentation: group work in small rock music ensembles. Introduction of and discussion about assessment tasks 1 & 2. Exemplars in the form of student work from previous years are provided on the LMS. Lecture (1 hr) LO1 LO2 LO5
What is popular music? Overview and expectations; definitions & values; text & versions; implications for music education. Presentation: group work in small rock music ensembles. Introduction of and discussion about assessment tasks 1 & 2. Exemplars in the form of student work from previous years are provided on the LMS. Tutorial (1 hr) LO1 LO2 LO5
Week 02 How do popular musicians learn? Technology & creativity in popular music 1 – the Musical Futures teaching approaches: An exemplar for aural learning. The place of notation in Popular Music. This lesson is preparation for assessment task 1. See more exemplars on the LMS. Modelling aural learning group work, discussion of reading and definition of pedagogy and the Musical Futures movement that has evolved from Green’s initial research. Lecture (1 hr) LO1 LO2 LO3
How do popular musicians learn? Technology & creativity in popular music 1 – the Musical Futures teaching approaches: An exemplar for aural learning. The place of notation in Popular Music. This lesson is preparation for assessment task 1. See more exemplars on the LMS. Modelling aural learning group work, discussion of reading and definition of pedagogy and the Musical Futures movement that has evolved from Green’s initial research. Tutorial (1 hr) LO1 LO2 LO3
Week 03 Thinking about popular music history. What is authentic performance? Multi-skills for multi-instrumentalists. Lecture (1 hr) LO3 LO4
Thinking about popular music history. What is authentic performance? Multi-skills for multi-instrumentalists. Tutorial (1 hr) LO3 LO4
Week 04 Doing and Teaching Popular Music Analysis Lecture (1 hr) LO1 LO2 LO4 LO5
Doing and Teaching Popular Music Analysis Tutorial (1 hr) LO1 LO2 LO4 LO5
Week 05 A practical session looking at how to make good audio recordings – skills required for assignments. Hands-on with technology. Further discussion about assessment tasks. Exemplars in the form of student work from previous years are provided on the LMS. Lecture (1 hr) LO2 LO3 LO4
A practical session looking at how to make good audio recordings – skills required for assignments. Hands-on with technology. Further discussion about assessment tasks. Exemplars in the form of student work from previous years are provided on the LMS. Tutorial (1 hr) LO2 LO3 LO4
Week 06 How Popular Musicians Learn Part 2. Student-led learning: an experiment. Group work, in small pop music groups. Considering the syllabi, especially Stage 4. Where does this all fit, and how does it relate to your learning in MUED3605 (where applicable)? What is the role of the teacher in Informal Learning? Lecture (1 hr) LO2 LO3 LO4
How Popular Musicians Learn Part 2. Student-led learning: an experiment. Group work, in small pop music groups. Considering the syllabi, especially Stage 4. Where does this all fit, and how does it relate to your learning in MUED3605 (where applicable)? What is the role of the teacher in Informal Learning? Tutorial (1 hr) LO2 LO3 LO4
Week 07 What is Indigenous Popular Music? Lecture (1 hr) LO1 LO2 LO3
What is Indigenous Popular Music? Tutorial (1 hr) LO1 LO2 LO3
Week 08 Popular music cultures in Stage 5 including Hip Hop and other spoken work and/or sampling musical cultures. Lecture (1 hr) LO1 LO3 LO4
Popular music cultures in Stage 5 including Hip Hop and other spoken work and/or sampling musical cultures. Tutorial (1 hr) LO1 LO3 LO4
Week 09 Informal Learning in the HSC. Collaborative learning. Lecture (1 hr) LO3 LO4 LO5
Informal Learning in the HSC. Collaborative learning. Tutorial (1 hr) LO3 LO4 LO5
Week 11 Teaching popular music in different school contexts. Lecture (1 hr) LO1 LO3 LO4
Teaching popular music in different school contexts. Tutorial (1 hr) LO1 LO3 LO4
Week 12 Help with recording projects. Students share work in progress. Student presentations. Lecture (1 hr) LO1 LO2 LO3 LO4 LO5
Help with recording projects. Students share work in progress. Student presentations. Tutorial (1 hr) LO1 LO2 LO3 LO4 LO5
Week 13 Help with recording projects. Students share work in progress. Student presentations. Lecture (1 hr) LO3 LO4
Help with recording projects. Students share work in progress. Student presentations. Tutorial (1 hr) LO3 LO4

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 3 credit point unit, this equates to roughly 60-75 hours of student effort in total.

Required readings

All readings for this unit can be accessed through the Library eReserve, available on Canvas.

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.

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

  • LO1. demonstrate a sound grasp of a number of core conceptual and definitional issues relating to Popular Music Studies as an academic discipline and its place in school music education
  • LO2. demonstrate an understanding of implications of popular music’s ‘awkwardness’ in the context of formal study programs
  • LO3. demonstrate a sound knowledge of pedagogical issues surrounding popular music studies in music education, relating to instrumental skills, media literacies and popular music technologies, and of the history of popular music
  • LO4. demonstrate a familiarity with key strands in the musicology of popular music through analysis, performance, and composition in its various forms
  • LO5. critically analyse your own musical background/identity and understand popular music as a music of the cultures that children participate in

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
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

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

- The amount of time spent on 1950's rock music has been condensed. - More emphasis on popular music made by women and Aboriginal & Torres Strait Islander artists. - More time allowed to learn and experiment with modern production tools used to compose popular music.

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.