MUSICOL 3002 - Music Research 3

North Terrace Campus - Semester 2 - 2017

This course develops knowledge and techniques relating to researching music in all its manifestations and the scholarly presentation of research outcomes. It lays the foundations for the further pursuit of advanced research projects in Honours and other postgraduate research degrees.

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Course Details

Course Code	MUSICOL 3002
Course	Music Research 3
Coordinating Unit	Elder Conservatorium of Music
Term	Semester 2
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Up to 2 hours
Available for Study Abroad and Exchange	Y
Restrictions	Available to Bachelor of Music students only
Assessment	Program notes 20%, Res proj topic proposal 15%, Oral presentation 15%, Essay 50%

Course Staff

Course Coordinator: Associate Professor Kimi Coaldrake

Course Timetable

The full timetable of all activities for this course can be accessed from .

Course Learning Outcomes

To demonstrate critical interpretation of music scholarship as relevant to both the theoretical and practical aspects of music and music-making
To understand the processes involved in the design, development and implementation of a research project and appropriately employ text, performance, composition or a combination of formats to document the outcomes

To have confidence in the communication of research outcomes, whether delivered through oral, written, performance, composition or other media, employing appropriate professional standards
To understand the key theoretical and practical issues in music and apply them more broadly in professional life

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute	Course Learning Outcome(s)
Deep discipline knowledge informed and infused by cutting edge research, scaffolded throughout their program of studies acquired from personal interaction with research active educators, from year 1 accredited or validated against national or international standards (for relevant programs)	1,2,3,4
Critical thinking and problem solving steeped in research methods and rigor based on empirical evidence and the scientific approach to knowledge development demonstrated through appropriate and relevant assessment	1,2,4
Teamwork and communication skills developed from, with, and via the SGDE honed through assessment and practice throughout the program of studies encouraged and valued in all aspects of learning	2,3,4
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	1,2,3,4
Intercultural and ethical competency adept at operating in other cultures comfortable with different nationalities and social contexts able to determine and contribute to desirable social outcomes demonstrated by study abroad or with an understanding of indigenous knowledges	1,2,4
Self-awareness and emotional intelligence a capacity for self-reflection and a willingness to engage in self-appraisal open to objective and constructive feedback from supervisors and peers able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate	2,3,4

Learning Resources

Required Resources

COURSE READER
The readings for the course have been compiled into a Reader. The Reader is available to purchase from the Copy Centre located in Hughes, Level 1.

Recommended Resources

Oxford Music Online is a portal that enables searching in Grove Music Online and other Oxford reference content in the one location. Students can access Oxford Music Online which houses Grove music online through the link on the Elder Music Library website at:

Online Learning

Course documents, including the Course Profile and assignments will be available on MyUni.
Learning & Teaching Activities

Learning & Teaching Modes

The major focus of this course is to gain a further understanding of the conceptual and practical components of different approaches within music disciplines. It provides training in methodologies and essential skills for conducting music research and communicating research outcomes whether these are text -based or creative artifacts with exegesis/commentary.

Seminars explore approaches to music research by examining case studies with different theoretical and practical perspectives to develop a further understanding of methodologies available to the researcher as well as broadening knowledge of music and music-making more generally. The case studies are drawn from classical, jazz and traditional cultural practice. They employ different media including scores, audio-visual and printed resources as well as live performance. The seminar mode of learning enables students to gain first-hand experience of these areas through problem-solving exercises and discussion. Feedback during seminars and formative assessments assist the student to understand and advance their skills associated with their chosen specialisation in the degree program. In this way, students of with different pathways through the music program can be supported to gain develop different academic literacies that apply not only to academic study but to the broader profession.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

In addition to the 2 contact hours per week, it is anticipated that students would spend 6-8 hours per week in preparing for seminars, preparing assignments and undertaking required readings.

Learning Activities Summary

Seminars with mandated reading relating to methodologies and case studies in music and music-making in and across specialisations.

Workshops to understand the planning and development of research projects and the principles of ethical research.

Seminars to develop skills and critically evaluate writing styles for different purposes e.g. Program Notes, research proposals. writing about one’s own music (exegetical writing).

Student presentations for advancing skills in communicating knowledge about music

The University's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Students select and develop a Research project that draws on issues and methods from case studies to examine an area of personal musical interest. It may be based on analysis, fieldwork, library research or a combination of these methods. The topic should ask a question to allow analysis and critical assessment of materials with careful argument and interpretation rather than general description.

Assignment 1 is formative and develops practical applications of research skills that are relevant for all musicians.

Assignments 2 and 3 are formative, providing students with feedback and guidance on their research projects design and development early in the semester.

Assignment 4 is the final essay for the research and is summative of the entire course. Students implement their Research project under the close supervision of the Coordinator that draws on issues and methods from case studies to examine an area of personal musical interest. It may be based on analysis, fieldwork, library research or a combination of these methods. The topic is designed to ask a question to allow analysis and critical assessment of materials with careful evaluation of sources, presentation of an argument and interpretation of materials. Students negotiate with the coordinator regarding the type of submission according to their chosen specialisation to permit experience in the thesis submission formats associated with Music’s Honours and Postgraduate programs.

Assessment Task	Due	Value	Learning Objectives
Assignment 1 Program Notes	Week 4	20%	1, 3, 4
Assignment 2 Research Project Topic Proposal	Week 7	15%	1, 2,3,4
Assignment 3 Oral Presentation	Presentations in seminars in Weeks 9, 10, 11 and 12.	15%	1, 3
Assignment 4 Research Essay	Week 13	50%	1,2 3, 4

Assessment Related Requirements

Participation: Active and positive participation in 100% of seminars and workshops is expected.
Students will need to seek approval from the Course Coordinator for any absences as per the Conservatorium Participation & Attendance Guidelines (see )
Leave applications or medical certificates should be submitted to the Coordinator or a 5% penalty will apply.

Assessment Detail

Further details will be provided at the start of the semester.

Submission

No information currently available.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through .

Student Feedback

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.

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Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

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