Outline

Overview

This unit surveys some of the main developments in the history of Western classical music from the Medieval period to the present, and relates them to broader historical and artistic trends. Students will listen to a diverse array of pieces composed over the last 1200 years and discuss their attributes, underlying philosophies and contexts. Different kinds of relationships between music, society, and the history of ideas are examined and debated.

Unit details and rules

Academic unit	Analysis, History and Cultural Studies
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	The ability to follow a musical score while listening to the music and knowledge of elementary music theory
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Gavin S K Lee, shinkang.lee@sydney.edu.au

Assessment

The census date for this unit availability is 1 September 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Written exam ?	Final Exam Final Exam	30%	Formal exam period	2 hours	AI prohibited
Outcomes assessed:
In-class quiz	Quizzes 4 quizzes	20%	Multiple weeks	15 min	AI allowed
Outcomes assessed:
Contribution	Participation Participation	20%	Ongoing	n/a	AI allowed
Outcomes assessed:
Out-of-class quiz	Early Feedback Task Canvas quiz	0%	Week 02 Due date: 15 Aug 2025 at 23:59	15 min	AI allowed
Outcomes assessed:
Presentation	Group presentation Choice or powerpoint slide presentation, composition, or performance related to an era	15%	Week 11 Due date: 24 Oct 2025 at 23:59	10 min	AI allowed
Outcomes assessed:
Presentation	Oral presentation An individual oral assessment on prepared questions	15%	Week 13 Due date: 07 Nov 2025 at 23:59	5 min	AI allowed
Outcomes assessed:
= hurdle task ? = group assignment ? = early feedback task ?

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: To comply with University dictates, there will be a Week 2 Canvas Quiz, which will test your knowledge of Lecture and Tutorial material from Week 1. This is a hurdle assessment, which means it is essential for you to complete the unit.
Tutorial preparation and participation: Throughout the semester, students will be assessed on their level of preparation for tutorials.
Final exam: Fiinal in-person written examination.
Quizzes: 4 short quizzes.
Oral presentation: Individual oral assessment based on prepared questions.
Group presentation: Group presentation with options of a talk, performance, or composition.

Assessment criteria

Result Name	Mark Range	Description
High Distinction	85–100%	Demonstrates an exceptional understanding of musical characteristics across historical periods, offering nuanced, insightful analysis and evaluation grounded in social, cultural, political, and technological contexts. Work is consistently clear, engaging, and well-structured across formats. Contributions show leadership, initiative, and depth of thought.
Distinction	75–84%	Displays strong knowledge of music history and characteristics, with clear and mostly accurate explanations and thoughtful contextualization. Communication is confident and effective, with only minor lapses. Participation and collaboration are reliable, reflecting good preparation and understanding.
Credit	65–74%	Shows sound understanding of historical developments and musical features, though with less detail or occasional inaccuracies. Evaluation is relevant but may be general. Communication is adequate, and contributions are consistent though not especially strong or original.
Pass	50–64%	Demonstrates a basic understanding of musical traits and historical context, but with limited depth, connection, or clarity. Communication is often underdeveloped, and engagement is inconsistent. Critical thinking and contextual awareness are minimal.
Fail	0–49%	Does not meet the learning objectives. Understanding is inadequate or inaccurate, and work lacks relevance, coherence, or structure. Communication is unclear or incomplete, and participation is minimal or abse

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	The Medieval Period	Lecture and tutorial (3 hr)
Week 02	The Renaissance	Lecture and tutorial (3 hr)
Week 03	Baroque: part 1	Lecture and tutorial (3 hr)
Week 04	Baroque: part 2	Lecture and tutorial (3 hr)
Week 05	The Classical Style: part 1	Lecture and tutorial (3 hr)
Week 06	The Classical Style: part 3	Lecture and tutorial (3 hr)
Week 07	The Classical Style: part 3	Lecture and tutorial (3 hr)
Week 08	Romanticism: part 1	Lecture and tutorial (3 hr)
Week 09	Romanticism: part 2	Lecture and tutorial (3 hr)
Week 11	Romanticism: part 3	Lecture and tutorial (3 hr)
Week 12	Twentieth Century: part 1	Lecture and tutorial (3 hr)
Week 13	Twentieth Century: part 2	Lecture and tutorial (3 hr)

Attendance and class requirements

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.

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. Identify characteristics of music from different historical periods
LO2. Explain major developments in Western music history, including social, cultural, technological, and political factors
LO3. Evaluate the significance of musical works in historical context

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.

The unit was generally well received in 2024, and no substantive changes have been made to the layout for 2025.

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

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

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

MUSC1506: Classical Music: A Cultural History

Semester 2, 2025 [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

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links