Outline

Overview

This unit of study explores the intersection of music and gender identities. It delves into how diverse forms of music shapes and is shaped by gender roles and expectations. Through critical listening, reading, and discussion, students will gain a deeper understanding of the complex relationship between music and gender, including the role of gender identities in music history and industry.

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

Assessment

The census date for this unit availability is 31 March 2025

Details
Criteria

Type	Description	Weight	Due	Length
Participation	Participation Participation, including in-class and online discussion fora. This component evaluates the student's engagement with the course material, their contributions to group discussions, and their ability to articulate their ideas.	20%	Ongoing	13 weeks
Outcomes assessed:
Online task	Canvas quiz General understanding of issues in music and gender and specific case studies #earlyfeedbacktask	0%	Week 03 Due date: 13 Mar 2025 at 23:59	15 mins
Outcomes assessed:
Online task	Reflection Online reflection task	10%	Week 06	15 min
Outcomes assessed:
Presentation	Presentation In-class presentation. This will be an expansion on any topic of students’ choice. This serves as an opportunity to delve deeper into a particular subject of interest, demonstrating their ability to research and communicate their findings, includes a Q&A	20%	Week 09	15 min
Outcomes assessed:
Online task	Reflection Online reflection task	10%	Week 13	15mins
Outcomes assessed:
Assignment	Assignment Students can choose from the following options: (1) presenting a lecture recital, (2) presenting a piece of creative musical work, (3) video documentary or podcast, or (4) a creative text-based submission.	40%	Week 13 Due date: 29 May 2025 at 23:59	15 min
Outcomes assessed:
= hurdle task ? = group assignment ? = AI allowed ? = 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

Participation 20%. Group work 20%. 2 small tests 20%. Assignment 40%. Early feedback task 0%.

Assessment criteria

Result name	Mark range	Description
High Distinction	85–100	Demonstrates exceptional insight and depth in content; thoroughly addresses all aspects of the assignment with original and critical thought. Exhibits a logical and seamless structure; ideas flow coherently with excellent transitions; format enhances the content. Showcases exceptional creativity and originality; innovative approach that significantly enhances the assignment. Minimal to no errors; demonstrates mastery of relevant tools and techniques. Engages audience deeply; leaves a lasting impact; effectively communicates purpose and evokes strong response. Meets all assignment guidelines and criteria exceptionally well; submission exceeds expectations.
Distinction	75–84	Provides comprehensive content with clear understanding; addresses key aspects with some original thought. Displays a clear and logical structure; ideas are well-organized with effective transitions; format supports the content. Demonstrates considerable creativity and originality; thoughtful approach that adds value to the assignment. Few minor errors; shows proficiency in relevant tools and techniques. Captures audience attention; communicates purpose clearly; evokes a positive response. Adheres to assignment guidelines and criteria effectively; submission meets expectations.
Credit	65–74	Presents adequate content with general understanding; addresses most aspects but lacks depth. Shows an acceptable structure; ideas are organized but may lack coherence in places; format is appropriate. Displays some creativity and originality; standard approach with occasional innovative elements. Some errors present; demonstrates basic competence in relevant tools and techniques. Maintains audience interest; communicates purpose adequately; evokes some response. Follows most assignment guidelines and criteria; submission has minor deviations.
Pass	50–64	Covers basic content; addresses some aspects but lacks depth and critical engagement. Demonstrates a basic structure; ideas are somewhat organized but lack clarity; format is inconsistent. Shows limited creativity; relies on conventional approaches with minimal innovation. Noticeable errors; limited competence in relevant tools and techniques. Shows limited audience engagement; purpose is unclear at times; evokes minimal response. Meets basic assignment guidelines and criteria; submission has notable deviations.
Fail	0–49	Content is superficial or irrelevant; fails to address key aspects of the assignment. Lacks a clear structure; ideas are disorganized and confusing; format detracts from the content. Lacks creativity and originality; repetitive or derivative work. Frequent errors; insufficient competence in relevant tools and techniques. Fails to engage audience; purpose is not communicated; evokes no response. Does not meet assignment guidelines and criteria; submission significantly deviates from requirements.

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.

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:

Late submission has to be discussed in advance with the instructor for consideration, or a progressive penalty will be imposed in accordance with the number of days the work is late, with a 10% drop every day.

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 and women.	Lecture and tutorial (2 hr)
Week 02	Music and queerness.	Lecture and tutorial (2 hr)
Week 03	Music, the closet, and repression.	Lecture and tutorial (2 hr)
Week 04	Music, queerness, tonality, and abstraction.	Lecture and tutorial (2 hr)
Week 05	Music, queerness, and race.	Lecture and tutorial (2 hr)
Week 06	Lesbian expression in music.	Lecture and tutorial (2 hr)
Week 07	Trans and cross-dress expression in music.	Lecture and tutorial (2 hr)
Week 08	Listening for queer meanings.	Lecture and tutorial (2 hr)
Week 09	Musical form and queerness.	Lecture and tutorial (2 hr)
Week 11	Music, queerness, and dance.	Lecture and tutorial (2 hr)
Week 12	Queer(ing) musical fandom.	Lecture and tutorial (2 hr)
Week 13	Music, gender stereotypes, and resistance.	Lecture and tutorial (2 hr)

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 key figures and works that exemplify the relationship between music and gender across different historical and cultural contexts
LO2. analyze how women’s, queer, and trans musical expressions utilize diverse sounds in sociohistorical context to express gender and desire, and challenge social norms
LO3. evaluate the complex layers of meaning in the study of music and gender, desire, and social norms

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.

This is the first time this unit has been offered

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) 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

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

MUSC2697: Music and Gender

Semester 1, 2025 [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) 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

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links