Bachelor of Music - History of Music Year 3 Unit Outline

Unit of Study - History of Music

The following applies to Year Three Bachelor of Music students.

Unit Outlines

Unit Name

HISTORY OF MUSIC

Unit Code

HISTMU 303

Unit Duration

Year long unit over 4 terms

Year Level

Three

Module

20th to 21st Century and Post Modernism

Module Code

HISTMU3001

Year Coordinator

Greta Grybaitis

Unit Coordinator

Dr Kerwyn Alley

Teaching Staff

Lecturer:   Leonie Wobking  
Sessionals: Greta Grybaitis, Mary Ann Mangion-Needham, Dr Knoop, Robert Styles

Core/Elective

Core

Pre/Co-requisites

Year One and Two

Credit Points

2 per term; 8 per year
Course total = 24

Mode of Delivery

x Face to face
x Online
x Distance/independent learning (un-timetabled)
x Full-time
x Part-time
x External

Delivery/ Contact Hours

Lecture 1 hour
Tutorial n/a
Personal Study recommended - 2 hours

Award(s)

Bachelor of Music

Resource Requirements

  • Software
  • Computing resource requirements
  • Technical Help

             

Unit Aims

This unit aims to develop a comprehensive knowledge and understanding of the importance of music development in the 20th to 21st Century and the different influences each country had on music. Students will develop an appreciation of the progression of each style of music used in the late 20th to 21st Century, together with copyright and music regulations.  Students will also develop an appreciation of technological changes and how Postmodernism allows uniqueness compared to all other styles, and does not conform to previous musical structures; permitting absence of one defining structure or ideology.

Learning Outcomes

On successful completion of this unit, students are expected to be able to:

  1. Demonstrate knowledge of Impressionism, Serialism, Atonalism, Minimalism, Postmodernism and other musical styles influenced by Soviet, European, British, American and African composers in the 20th to 21st Century, together with knowledge of copyright and current music regulations.
  2. Understand cultural, social and technological changes and their effect on the development of music from the 20th to 21st Century including Post Modernism.
  3. Examine and compare various significant aspects of 20th and 21st Century music drawn from both ‘classical’ and contemporary’ streams, and communicate findings effectively in written format.
 

Teaching Outline

Year 3

Term One

Impressionism in music and art and the influence of Claude Debussy. 
Nationalist music produced by ‘The Five’. 
Music in the early 20th century in Europe. 
Music in the early 20th century in Britain. 
Serialism and Atonalism in music of the 20th century. 
Connection between Schoenberg, Berg, and Webern and the new ways in which they composed their music. 
Innovations and personalities of American composers during the 20th century and the differences between the American style as opposed to the Russian and European styles. 
Advances and differences in post-war music (1945 onwards) and pre-war music in the 20th century. 
Composers from the early 20th century, discussions of their life and works:

  • Claude Debussy;
  • Maurice Ravel;
  • Sergey Vasilyevich Rachmaninoff;
  • George Gershwin;
  • Richard Strauss. 
  • Arnold Schoenberg;
  • John Milton Cage;
  • Igor Stravinsky;
  • Leonard Bernstein;
  • Dmitri Shostakovich;
  • Hanz Werner Henze

Term Two

Early music of the Native American Indians and the impression it had upon colonists. 
Folk music of the African American (previously known as Negro) population during the time of slavery. 
Early transformation of African music into early blues music. 
Racial segregation of blues performers and the ways in which this was overcome. 
Progression of instrumentation used in blues music and the different styles this created. 
Characteristics of Latin American music and its origins. 
Distinction between jazz and blues. 
Early development of rock and roll music in the United States and Britain.

Term Three

Influence of British artists in the 1960s upon the music scene in both the UK and the US.
Folk revival of the 1960s and the social and political stance many musicians took during the period.                   
Emergence of the punk scene in Britain during the 1970s. 
Contrast of heavy metal, glam rock and progressive rock in the 1970s.
Emergence of disco in the 70s and its impact on the mainstream music scene. 
Contrast of pop music and new wave in the 80s and the impact of the music video
Impact of Live Aid on social consciousness in the 80s and the ways in which such an event originated. 

Term Four

Growth of alternative music in the 1990s.  Explore the sub-genres that also emerged at this time and how they are considered alternative in regards to mainstream culture.
Origins and development of grunge music.  Explore its rise into mainstream culture and the impact left upon music history after its decline.
Growth and changes in pop music from the 1990s to today.  Explore what constitutes pop and its various sub-genres, how it has evolved, and where you believe its future is heading.
The 2000s have been remarked upon as a fairly uneventful decade in music history.  Discuss the reasons why this is commonly thought and offer your own opinions on the subject.  Discuss the various genres and artist who emerged during the decade and their contributions to their particular style.
Independent artists and music and the resulting indie movement from its origins to today.  Explore what constitutes an indie artist and if this has altered throughout the decades.
Meaning of Postmodernism in music and the origins of this idea in history.  How is the term applied to music?  What is the difference, if any, between postmodernism and postmodern? 
Changing world of copyright and how the digital age affects copyright laws in music.  Explore and research the history of copyright and the ways in which it has had to, and continues to evolve.

 

Prescribed and recommended readings:

Required textbook(s)
Online textbooks and guidelines (Moodle)

  • AGME – History of music lecture book
  • AGME – Additional reference books
  • Additional lecture notes uploaded to MOODLE when required
  • Oxford Music Online, a subscription to Grove Music Online includes The New Grove Dictionary of Music and Musicians 2/e, The New Grove Dictionary of Opera, the new Grove Dictionary of Jazz 2/e, The Oxford Companion to Music and The Oxford Dictionary of Music 2/e, plus updated content bibliographies, specially-commissioned articles only available online, and new and revised entries from the forthcoming The Grove Dictionary of American Music.
  • JSTOR Journals and book subscriptions

Reference Materials
Online video is available to assist students with further study and appreciation of historical periods in music. Students can request videos on DVD’s which are given/posted to students in groups, upon completion of viewing students are required to return DVD’s and then they will be supplied the next group of DVD’s.
Leaving Home
Dancing in the Streets
Reading List
Leaving Home (A conducted tour of twentieth – century music with Simon Rattle ) – Michael Hall
Dancing in the Streets (Rock and Roll History) – Robert Palmer
Jazz (History; Instruments; Musicians; Recordings) – John Fordham
History of Western Music.  Grout.
A History of Musical Style.  Richard Crocker.
The Lives of the Great Composers.  Harold Schonberg.
The Form of Music.  William Coles.
Oxford Companion to Music.  P. Scholes
A History of Film Music By Mervyn Cooke
The Complete Idiot's Guide to Music History by Michael Miller
Historical Dictionary of Modern and Contemporary Classical Music by Nicole V. Gagne
Twentieth Century Music by Robert P. Morgan
Musical Modernism at the Turn of the Twenty-First Century by David Metzer

Andrew Dell’Antonio . "Postmodernism." Grove Music Online. Oxford Music Online. Oxford University Press. Web. 22 Sep. 2014. <http://www.oxfordmusiconline.com/subscriber/article/grove/music/A2259137>.
Susan Fast. "Rock." Grove Music Online. Oxford Music Online. Oxford University Press. Web. 22 Sep. 2014. <http://www.oxfordmusiconline.com/subscriber/article/grove/music/A2257208>.
Richard Middleton. "Rock." Grove Music Online. Oxford Music Online. Oxford University Press. Web. 22 Sep. 2014. <http://www.oxfordmusiconline.com/subscriber/article/grove/music/49135>.
Jacqueline Warwick. "Pop." Grove Music Online. Oxford Music Online. Oxford University Press. Web. 22 Sep. 2014. <http://www.oxfordmusiconline.com/subscriber/article/grove/music/A2259112>.
Richard Middleton, et al. "Pop." Grove Music Online. Oxford Music Online. Oxford University Press. Web. 22 Sep. 2014. <http://www.oxfordmusiconline.com/subscriber/article/grove/music/46845>.
Charles Hamm, et al. "Popular music." Grove Music Online. Oxford Music Online. Oxford University Press. Web. 22 Sep. 2014. <http://www.oxfordmusiconline.com/subscriber/article/grove/music/A2259148>.
Geeta Dayal and Emily Ferrigno. "Electronic Dance Music." Grove Music Online. Oxford Music Online. Oxford University Press. Web. 22 Sep. 2014. <http://www.oxfordmusiconline.com/subscriber/article/grove/music/A2224259>.
Cecilia Sun. "Experimental music." Grove Music Online. Oxford Music Online. Oxford University Press. Web. 22 Sep. 2014. <http://www.oxfordmusiconline.com/subscriber/article/grove/music/A2224296>.
David Brackett. "Disco." Grove Music Online. Oxford Music Online. Oxford University Press. Web. 22 Sep. 2014. <http://www.oxfordmusiconline.com/subscriber/article/grove/music/46627>.
Carole Pegg. "Folk music." Grove Music Online. Oxford Music Online. Oxford University Press. Web. 22 Sep. 2014. <http://www.oxfordmusiconline.com/subscriber/article/grove/music/09933>.
Dave Laing. "Folk-rock." Grove Music Online. Oxford Music Online. Oxford University Press. Web. 22 Sep. 2014. <http://www.oxfordmusiconline.com/subscriber/article/grove/music/46853>.
Guthrie P. Ramsey. "African American music." Grove Music Online. Oxford Music Online. Oxford University Press. Web. 22 Sep. 2014. <http://www.oxfordmusiconline.com/subscriber/article/grove/music/A2226838>.
Leon Botstein. "Modernism." Grove Music Online. Oxford Music Online. Oxford University Press. Web. 22 Sep. 2014. <http://www.oxfordmusiconline.com/subscriber/article/grove/music/40625>.
Peter Kleiner, et al. "Copyright." Grove Music Online. Oxford Music Online. Oxford University Press. Web. 22 Sep. 2014. <http://www.oxfordmusiconline.com/subscriber/article/grove/music/40690>.
Steven F. Pond. "Jazz-rock." Grove Music Online. Oxford Music Online. Oxford University Press. Web. 22 Sep. 2014. <http://www.oxfordmusiconline.com/subscriber/article/grove/music/A2241830>.
David Toop, et al. "Rap." Grove Music Online. Oxford Music Online. Oxford University Press. Web. 22 Sep. 2014. <http://www.oxfordmusiconline.com/subscriber/article/grove/music/A2225387>.
Mark Tucker and Travis A. Jackson. "Jazz." Grove Music Online. Oxford Music Online. Oxford University Press. Web. 22 Sep. 2014. <http://www.oxfordmusiconline.com/subscriber/article/grove/music/45011>.

Student assessment

Assessment Type

When assessed

Weighting
(% of total unit marks)

Learning Outcomes Assessed

Assessment 1
Type: Assignment
Word length: 3000
Topic: Early 20th Century
Students are to select two of the following topics, research and present a comprehensive essay detailing development of early 20th Century music.  Discuss advancements, differences and new methods established in music of this time and what affect it has today.
Topics

  • The term ‘Impressionism’ given to music. Discuss Debussy’s (1862-1981) contribution in music of orchestral colours, expansive dynamics and harmonic experiments in relation to an example of a Tone Row.
  • Early 20th Century music in Europe and America compared to post-war music (1945 onwards) and pre-war music.
  • Gershwin’s (1898-1937) compositions believed to be a bridge between jazz and classical genres.

Term 1 Week 9

25%

1, 2, 3

Assessment 2
Type: Assignment
Word length: 3000
Topic: The 20th Century
Students are to research and present a comprehensive essay listing the growth and differences of music from the native Americans to the development of Rock and Roll.
Include the progression and influences for three of the genre’s listed, covering details of distinguishing musical characteristics and historical context of the following including examples of that genre’s influence as a specific contribution to music of today. (approximately 1000 words minimum for each genre; 3 required).

Term 2
Week 9

25%

1, 2, 3

Assessment 3
Type: Assignment
Word length: 3000
Topic:  The 20th Century 60’s to 80’s
Select one question from the following bullet points and write a comprehensive essay.  In your submission you are to research two prominent composers/performers of the 60’s, 70’s and 80’s, from the questions listed below, and communicate each composers/performers impact on contemporary music.

  • Influence of traditional folk music on songwriters towards the content of music in the 1960’s and 1970’s, specifically political songs and gospel/blues songs
  • Introduction and extreme use of electrical devices in sound change the Pop/Rock world, include discussion on Heavy Metal of Led Zeppelin and Progressive Rock of Deep Purple;  
  • Evaluate the business of Disco, its impact on society, and its influence on performing artists today live and in video.

Term 3
Week 9

25%

1, 2, 3

Assessment 4
Type: Assignment
Word length: 3000
Topic: The 20th Century 90’s to present day and postmodernism
Present a comprehensive essay on the understanding of what really constitutes Postmodernism within that context.  Explain what Postmodernism is in relation to music and how this original music was created in comparison to music that was derived or influenced.  Present-day music is affected by copyright laws; include in your essay the impact it has had on the production of music today.

Term 4
Week 9

25%

1, 2, 3

 

Graduate Attributes

Successfully completing this unit will contribute to the recognition of attainment of the following graduate attributes.


A. Research, critical thinking and inquiry

Learning Outcomes

A1. adjust knowledge to new circumstances to problem solve creatively and with imagination in public performance/professional practice

 

A2. research, analyse, evaluate, think critically, organize evidence clearly and logically in a range of circumstances, including written work, performance and professional practice

2, 3

B. Knowledge and Skills

 

B1. knowledge of music technologies required in performance/professional practice

 

B2. advanced knowledge of music theory, aural, and performance/professional practice in either solo or group settings

1, 2

C. Communication

 

C1. communicate effectively to a variety of audiences using oral,  written, audio and visual applications to extend learning, (including while directing ensemble groups, instrumental tutoring,  and other professional practice), and utilising  assessment, negotiation and understanding

3

C2. ability to contribute to teams and resolve conflicts whilst supervising group tasks, performing or other professional practice

 

D. Independent Learning

 

D1. independent learning in a self-directed manner while being able to reflect on and evaluate work practices and performance to achieve goals

 

E. Creative and Professional Understanding

 

E1. demonstrate professional understanding and respect for standards of current music knowledge, pedagogy, performance/professional practice.

2, 3

E2. open to innovative concepts, procedures and philosophies in performance/professional practice and application of creativity.

2