Outline

Overview

The act of performing music creates a multitude of social relationships between listeners, audiences, musicians, performers, and the industries and institutions that surround them. This subject will ask students to study acts of performance historically, theoretically, and observationally. They will examine a wide range of situations and circumstances and try to work out how the expression of music is also an expression, affirmation, and contestation of social power. This subject will appeal to those who wish to study subjects such as music, performance studies, sociology, anthropology, and gender and cultural studies. It cuts across all of these areas of inquiry in the attention that is paid to the complexity and subtlety of how music is perceived and experienced across multiple social scenes and communities. This subject is not about performance practice or assessment. Instead, it seeks to allow students to gain some insight into the experience of performance as multifaceted and perspectival.

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 1 September 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Written work	Critical essay Essay	30%	Formal exam period Due date: 17 Nov 2025 at 23:59	2500 words	AI allowed
Outcomes assessed:
Portfolio or journal	Three Music Performance Postcards Report	15%	Multiple weeks	1000 words	AI allowed
Outcomes assessed:
Contribution	Seminar contribution Participation	15%	Ongoing	n/a	AI allowed
Outcomes assessed:
Creative work	Understanding a performance genre Written assessment	20%	Week 06 Due date: 11 Sep 2025 at 23:59	1000 words	AI allowed
Outcomes assessed:
Written work	Live Performance Report Written assessment	20%	Week 10 Due date: 13 Oct 2025 at 23:59	1500 words	AI allowed
Outcomes assessed:

Assessment summary

Music mapping reports: Students will write four short music mapping reports that will describe and explain an experience of music in public that students have had. Each will have a slightly different focus as the semester progresses.
Dissecting a performance genre: Students will choose, or be assigned, a type or genre of performance and will use a range of academic sources, and more popular sources, to provide a summary of its core characteristics and most salient details.
Performance report: Students will complete a field report on a type of performance or performance structure that will be used in preparation for the critical essay.
Critical essay: Students will develop a thesis, argument or research question about a set of aesthetic ideals and claims about what music is supposed to do and what it was meant to express in performance, and critically analyse chosen materials in specific relation to the readings, lectures and tutorial discussions.
Seminar contribution: Participation during seminars.

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.

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	An introduction to power and musical performance	Seminar (2 hr)
Week 02	What is Art For? How Does It Fit Into the World?	Seminar (2 hr)
Week 03	The 'Return' of the Aesthetic	Seminar (2 hr)
Week 04	Liveness and Musical Performance	Seminar (2 hr)
Week 05	Performance, Genre, Analysis	Seminar (2 hr)
Week 06	The Social Protocols of Spectating	Seminar (2 hr)
Week 07	The Live Mediated Spectacle	Seminar (2 hr)
Week 08	Musical Performance, In Practice, In Situ	Seminar (2 hr)
Week 09	Seeing What Isn't Visible	Seminar (2 hr)
Week 11	Live Performative Mimicry	Seminar (2 hr)
Week 12	Music As Politics in Public	Seminar (2 hr)
Week 13	Writing About performance	Seminar (2 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

Cluster 1: Understanding Communities of Sense

Week 1–August 6: An Introduction to Power and Musical Performance

Week 2–August 13: What is Art For? How Does It Fit Into the World?

Readings

Papastergiadis, Nikos. (2014) ‘A Breathing Space for Aesthetics and Politics: An Introduction to Jacques Ranciére.’ Theory, Culture & Society, 31(7/8): 5–26.

Ranciére, Jacques. (2008) 'Aesthetic Separation, Aesthetic Community.' From The Emancipated Spectator. London: Verso, 1-24.

Week 3–August 20: The 'Return' of the Aesthetic

Readings

Eagleton, Terry. (1990) 'Free Particulars.' From Ideology of the Aesthetic. Malden, Ma. Blackwell, 13-30.

Clune, Michael. (2019) 'Judgment and Equality,' Critical Inquiry, 45: 910-34.

Week 4-August 27: Liveness and Musical Performance

Reading

Sanden, Paul. (2013) ' A Theory of Liveness in Mediatized Music.' In Liveness in Modern Music: Musicians, Technology, and the Perception of Performance. New York: Routledge, 18-43.

Cluster 2: Reading Performances

Week 5-September 3: Performance, Genre, Analysis

Readings

McAuley, Gay. (1998) ‘Performance Analysis: Theory and Practice.’ About Performance, 4: 1-12.

Briggs, C., and R. Bauman. (1992) ‘Genre, Intertextuality, and Social Power.’ Journal of Linguistic Anthropology, 2(2): 131-72.

Week 6– September 10: The Social Protocols of Spectating

Reading

Johnson, James. (1995) 'Introduction' and 'Opera As Social Duty.' From Listening in Paris: A Cultural History. Berkeley, Ca.: University of California Press, 1-34.

Week 7–September 17: The Live Mediated Spectacle

Reading

Fairchild, Charles. (2026) 'Bono at the Super Bowl: Rock and the Spectacle of Liberal Interventionism.' European Journal of Drama and Performance Studies. (Forthcoming)

Cluster 3: Out There: The Phenomenon of Performance

Week 8–September 24: Musical Performance, In Practice, In Situ

Reading

Byrne, David. (2012) ‘How to Make a Scene.’ From How Music Works. New York: McSweeney’s.

Week 9- October 8: Seeing What Isn't Visible

Reading

Meyers, John Paul. (2015) ‘Still Like That Old Time Rock and Roll: Tribute Bands and Historical Consciousness in Popular Music.’ Ethnomusicology, 59(1): 61-81.

Cluster 4: Performance as Discourse

Week 11–October 22: Live Performative Mimicry

Laurin, Helene. (2009) ‘The Girl Is a Boy Is a Girl: Gender Representations in the Gizzy Guitar 2005 Air Guitar Competition.’ Journal of Popular Music Studies, 21(3): 284–303

Hutchison, Sydney. (2014) ‘Putting Some Air on Their Chests: Masculinity and Movement in Competitive Air Guitar.’ The World of Music, 3(2): 79-103.

Week 12–October 29: Music As Politics in Public

Bird, Susan (2016) ‘Dancing in the Streets: Political Action and Resistance in Melbourne.’ Journal of Musicological Research, 35(2): 128-141.

Elizabeth M. Downey (2016) 'Glee, Flash Mobs, and the Creation of Heightened Realities.' Journal of Popular Film and Television, 44:3, 128-138.

Week 13–November 5: Writing About Performance

A two-hour workshop on writing about music in public.

[The End.]

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. use a range of skills to analyse and interpret a wide range of performance genres.
LO2. develop the ability to read, understand, interpret, and use a range of relevant analytical texts
LO3. work with peers to organise and present your perceptions and interpretations

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.

Dates have changed. Everything is great.

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)

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

MUSC3631: Music in Public: Performance and Power

Semester 2, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

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