Outline

Overview

Music has been dramatically shaped and reshaped by every major change in communications technology in the 20th century from vinyl discs to spotify. In this unit of study we will analyse such issues as the ways in which the early recording industry transformed jazz, the blues and country music, how the presentation of music on radio and television changed the ways the music industry created new musical celebrities, and the challenges the music industry faces as digital technology transforms the creation, distribution and consumption of music.

Unit details and rules

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

Teaching staff

Coordinator	Charles Fairchild, charles.fairchild@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Written exam	Final Exam You will take a Final Exam that will consist of the same kinds of questions that appear in your Weekly Q&As and your analysis tests. The basis for everything in the exam will be the lectures and the weekly readings.	30%	Formal exam period	1 hour	AI prohibited
Outcomes assessed:
Out-of-class quiz	Early Feedback task - Weekly Q&A for week 1 & 2 Q&A quizzes for week 1 and 2	0%	Week 03	10 questions per week	AI allowed
Outcomes assessed:
Research analysis	A Purposeful Glossary of Key Ideas An annotated list of key terms used in conjunction with an illustrative example.	20%	Week 03 Due date: 12 Mar 2026 at 23:59 Closing date: 30 Apr 2026	1000 words	AI allowed
Outcomes assessed:
Written test	Media Analysis Test A test to allow you to examine various forms of musical media and assess their function and meaning.	10%	Week 07 Due date: 14 Apr 2026 at 23:59 Closing date: 14 Apr 2026	30 minutes	AI prohibited
Outcomes assessed:
Written test	Media Analysis Test A test to allow you to assess various forms of musical media for their purpose and meaning.	10%	Week 11 Due date: 12 May 2026 at 15:00 Closing date: 12 May 2026	30 minutes	AI prohibited
Outcomes assessed:
Out-of-class quiz	Weekly Q&A You will answer 10 questions per week, 5 in lecture, 5 in tutorial.	20%	Weekly	10 questions per week	AI allowed
Outcomes assessed:
Contribution	Class Participation Contribution to weekly online and person class discussion	10%	Weekly	Weekly	AI allowed
Outcomes assessed:
= 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

1. Weekly Q&As, Attendance and Participation

Every week, you will be required to answer a series of five multiple choice questions about the lecture and five about the tutorial materials. Therefore, you are also required to attend weekly lectures and tutorials. You must show up in person to all lectures and tutorials, participate in class discussion, and complete all online tasks unless you have Special Consideration for specific absences. You will lose marks if you don't turn up to class.

2. A Purposeful Glossary of Key Ideas

You will write a 1000 word glossary of the key ideas presented to you in Weeks 1-3. These ideas about about capitalism and you will apply them to 'early' forms of musical media, especially sheet music and sound recording, to provide a practical example of these abstract concepts. You will choose several key ideas, define them, and then provide an example of they exist in the real world.

3. Media Analysis Tests

Throughout this semester we will examine how music and musicians are presented in different forms of media. As we will see, this core concept, 'representation,' is crucial to any critical understanding of the meanings produced through our experience of music and musical celebrity in the media. You will take two tests that will require you to analyse how music and musicians are represented in specific media productions. The main issues will be how phenomena such as celebrity, representation, and mediation shape the collective meaning of music.

4. Final Exam

You will take a Final Exam that will consist of the same kinds of questions that appear in your Weekly Q&As and your analysis tests. The basis for everything in the exam will be the lectures and the weekly readings.

Weekly Readings

The weekly readings listed below in the class schedule are central to your ability to participate in this course. The readings provide a variety of perspectives on how popular music has been mediated and technologically shaped over the last 100 years or so. The readings will form the basis of all analysis taking place in class, both in lectures and tutorials. If you do not do the readings you will not be able to participate in class discussions nor will you be able to complete your written work to a satisfactory standard. You will be required to complete a critical analysis of one song we study in class. You will be required to analyse this song using the methods we will be using in class. More information on these methods of analysis will be presented in just about every lecture and tutorial. There will be one or two sets of readings each week. You will be expected, not only to read the articles, but also formulate a response to them specifically based on the arguments and evidence presented by the authors. You will be expected to contribute your perspective on the readings in each tutorial session.

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.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

As per the Sydney Conservatorium of Music resolutions, http://sydney.edu.au/handbooks/conservatorium/rules/faculty_resolutions.shtml (Item 11): (1) It is expected that unless an application for Special Consideration has been approved, students will submit all assessment for a unit of study on the due date specified. If the assessment is completed or submitted within the period of extension, no academic penalty will be applied to that piece of assessment. (2) If an extension is either not sought, not granted or is granted but work is submitted after the extended due date, the late submission of assessment will result in an academic penalty as follows: (a) A penalty of 5% of the maximum mark will be applied per calendar day the assessment is late. (b) After 10 calendar days, mark of zero is given for that assessment.

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	All Media, Is Social Media	Lecture (2 hr)
Week 01	All Media, Is Social Media	Tutorial (1 hr)
Week 02	Making, Selling, Experiencing	Lecture (2 hr)
Week 02	Making, Selling, Experiencing	Tutorial (1 hr)
Week 03	The Uncontrollable Sounds of the Gramomophone (1870s-1920s)	Lecture (2 hr)
Week 03	The Uncontrollable Sounds of the Gramomophone (1870s-1920s)	Tutorial (1 hr)
Week 04	Sound Recordings and Radio: A New Normal (1920s)	Lecture (2 hr)
Week 04	Sound Recordings and Radio: A New Normal (1920s)	Tutorial (1 hr)
Week 05	Microphones, Speakers, Film (1930s-50s)	Lecture (2 hr)
Week 05	Microphones, Speakers, Film (1930s-50s)	Tutorial (1 hr)
Week 06	The Recording Studio (1890s-1970s)	Lecture (2 hr)
Week 06	The Recording Studio (1890s-1970s)	Tutorial (1 hr)
Week 07	A Whole New World (After World War II)	Lecture (2 hr)
Week 07	A Whole New World (After World War II)	Tutorial (1 hr)
Week 08	New Kinds of Media, New Kinds of Fame (1980s-2000s)	Lecture (2 hr)
Week 08	New Kinds of Media, New Kinds of Fame (1980s-2000s)	Tutorial (1 hr)
Week 09	Music Becomes the Perfect Commodity (1990s-2000s)	Lecture (2 hr)
Week 09	Music Becomes the Perfect Commodity (1990s-2000s)	Tutorial (1 hr)
Week 11	The Catastrophe of ‘Free’ Music (1990s-2000s)	Lecture (2 hr)
Week 11	The Catastrophe of ‘Free’ Music (1990s-2000s)	Tutorial (1 hr)
Week 12	A Brand New You, A New Brand You	Lecture (2 hr)
Week 12	A Brand New You, A New Brand You	Tutorial (1 hr)
Week 13	Music Dissolves Into Data (2010-present)	Lecture (2 hr)
Week 13	Music Dissolves Into Data (2010-present)	Tutorial (1 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.

Required readings

Class Schedule and Readings

Week 1 (February 24) All Media, Is Social Media

Week 2 (March 3) Making, Selling, Experiencing

Weekly Reading

Ruccio, David. (2020) 'Capitalism.' In B. Burgett and G. Hendler (eds.), Keywords for American Cultural Studies. New York: NYU Press, pp. 40-3.

___________________________

The Invention and Reinvention of Music (1870s to the 1950s)

Week 3 (March 10) The Uncontrollable Sounds of the Gramophone

Weekly Reading

Goldmark, Daniel. (2008) 'Creating Desire on Tin Pan Alley.' The Musical Quarterly, 90, pp. 197-229.

Thompson, Emily. (1995) Machines, Music, and the Quest for Fidelity: Marketing the Edison Phonograph in America, 1877-1925. The Musical Quarterly, 79/1, pp. 131-162. [PART 1]

___________________________

• ASSESSMENT DUE •

___________________________

Week 4 (March 17) Sound Recordings and Radio: A New Normal

Weekly Reading

Thompson, Emily. (1995) Machines, Music, and the Quest for Fidelity: Marketing the Edison Phonograph in America, 1877-1925. The Musical Quarterly, 79/1, pp. 141-171. [PART 2]

Taylor, Tim. (2012) 'Radio. Introduction.' In Katz, M. et. al., Music, Sound, and Technology in America: A Documentary History of Early Phonograph, Cinema, and Radio. Durham, NC: Duke University Press. pp. 240-54.

Films: The Devil’s Music, American Roots Music, Empire of the Air

___________________________

Week 5 (March 24) Microphones, Film, Celebrity

Weekly Reading

McCracken, Alison. (1999) '"God’s Gift to Us Girls”: Crooning, Gender and the Re-Creation of American Popular Song, 1928-1933, American Music, 17/4, pp. 365-395.

Films: Radio Rhythms, Sinatra: Relive the Magic

___________________________

Week 6 (March 31) The Recording Studio

Weekly Reading

Fairchild, Charles (2019) 'Magnetic Tape and the Recording Studio.' From Sounds, Screens, and Speakers: An Introduction to Music and Media. New York: Bloomsbury Academic, 2019, pp. 224-42.

Cunningham, Mark. (1996) 'Abbey Road and The Beatles.' From Good Vibrations: A History of Record Production. Chessington, UK: Castle.

Films

Tom Dowd and the Language of Music, Beatles Anthology.

___________________________

• Semester Break April 7 •

___________________________

New Forms of Media, New Ways to Connect (1950s-1990s)

Week 7 (April 14) A Whole New World: 45s, Albums, Jukeboxes, FM, Hi-Fi, TV, Movies.

Weekly Reading

James, David. (2016) 'Introduction.' From Rock 'n' Film: Cinema's Dance with Popular Music, New York: Oxford University Press, pp. 1–22.

Hiliips, Bob. (2016) 'Bing Crosby and the Tape Revolution.' The Audiophile Man, https://theaudiophileman.com/bing-crosby-tape-revolution/.

Television Shows

American Bandstand, Your Hit Parade, The Milton Berle Show, The T.A.M.I. TNT Show

Films

Elvis '56, Lonely Boy, The Beatles First US Tour, Don’t Look Back.

___________________________

Week 8 (April 21) New Kinds of Fame

Weekly Reading

Fairchild, Charles (2019) 'MTV and the evolution of the short musical film.' From Sounds, Screens, and Speakers: An Introduction to Music and Media. New York: Bloomsbury Academic, 2019, pp. 290-303.

Marks, Craig. (2017) 'The TV Show That Ate Times Square.' Vulture, https://www.vulture.com/2017/11/mtv-total-request-live-history.html.

Television Shows

MTV programming, The Grammys.

___________________________

Week 9 (April 28) Music Becomes the Perfect Commodity

Weekly Reading

Pine, B. Joseph, and J. Gilmore. (1998) 'Welcome to the Experience Economy.' Harvard Business Review, July-August. [??}

Wu, Tim. (2016) 'The Panopticon' from The Attention Merchants: The Epic Struggle to Get Inside Our Heads.' New York: Vintage, pp. 237-50.

Television Shows

Australian Idol, X Factor, The Voice

___________________________

• Reading Week/Special Projects Week: May 5 •

___________________________

Connect, Consume, Extract (1990s to the present)

Week 11 (May 12):The Catastrophe of ‘Free’ Music (1990s-2000s)

Weekly Reading

Mann, Charles. (2001) ‘The Heavenly Jukebox.’ https://www.theatlantic.com/ magazine/archive/ 2000/09/the-heavenly-jukebox/305141/

Film: Downloaded!, The Way the Music Died, Artifact.

___________________________

Week 12 (May 19) A Brand New You, A New Brand You

Weekly Readings

Meier, Leslie. (2011) 'Promotional Ubiquitous Musics: Recording Artists, Brands, and “Rendering Authenticity.”' Popular Music and Society, 34:4, 399-415.

___________________________

Week 13 (May 26) Music Dissolves Into Data

Weekly Reading

Pelly, Liz. (2017) 'The Problem With Muzak.' The Baffler. no 37.

Thompson, Derek. (2014) ‘The Shazam Effect.’ The Atlantic, 17 November. https://www.theatlantic.com/magazine/archive/2014/12/the-shazam-effect/382237/

Films: Artifact, The Economist on the Music Industry, The Business of Life, The Shazam Effect.

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. Place musical media and technologies in their historical context.
LO2. use a range of skills such as the ability to analyse and interpret a wide range of media and the ways in which music appears in these.
LO3. Provide in depth interpretations of the use of music in media productions

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.

Please contact me or my Deputy Dean directly for issues regarded as serious.

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.

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

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

MUSC1507: Sounds, Screens, Speakers: Music and Media

Semester 1, 2026 [Normal day] - Camperdown/Darlington, 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

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links