| Unit name | Music and Meaning |
|---|---|
| Unit code | MUSI30152 |
| Credit points | 20 |
| Level of study | H/6 |
| Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
| Unit director | Dr. Arkle |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | Department of Music |
| Faculty | Faculty of Arts |
Why is this unit important?
Does music have meaning? What things can it express and how does it go about expressing them? This unit explores the different ways in which music can have meaning by introducing students to the study of musical hermeneutics. By drawing upon diverse methodological approaches and using a series of case studies taken from a range of musical styles and genres, the unit will enable students to discuss different ways of analysing musical meaning in a given work and give them the tools to construct their own investigations.
How does this unit fit into your programme of study
This unit combines two of the programme’s core teaching areas and strengths: cultural history and aesthetics on the one hand, and musical techniques on the other. The unit allows students to build upon the practical and notational skills learnt in first- and second-year units, such as MUSI10047 Technical Studies and MUSI10059 Composition, whilst also bringing in important historical, contextual, and cultural understanding from courses such as MUSI10061 Music and Society 1, MUSI10060 Music and Society 2 and MUSI20142 Approaches to Music History 1. In this way, it allows for a synergy of the department’s core areas of study whilst also offering a new approach to engaging with music.
An overview of content
This unit offers a deep dive into the study of music and meaning, allowing students to engage with a series of case studies and examine how they express or have meanings in a variety of historical musical contexts.
How will students, personally, be different as a result of the unit
Students will develop skills in both music analysis and music’s historical and aesthetic contexts. Key methodologies include (but are not limited to) intertextuality, narrative, topic theory, and semiotic theory, all of which will be applied to specific case studies.
Learning Outcomes
On successful completion of this unit, students will be able to:
Teaching will be delivered through a combination of synchronous and asynchronous sessions, including lectures and self-directed exercises. It will consist of a weekly 2-hr lecture and a weekly 1-hr seminar.
Tasks which count towards your unit mark (summative):
Poster Presentation (30%) [ILOs 1 and 2]
Essay, 3000 words (70%) [ILOs 1 and 3]
When assessment does not go to plan
When required by the Board of Examiners, you will normally complete reassessments in the same formats as those outlined above. However, the Board reserves the right to modify the form or number of reassessments required. Details of reassessments are normally confirmed by the School shortly after the notification of your results at the end of the academic year.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. MUSI30152).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The assessment methods listed in this unit specification are designed to enable students to demonstrate the named learning outcomes (LOs). Where a disability prevents a student from undertaking a specific method of assessment, schools will make reasonable adjustments to support a student to demonstrate the LO by an alternative method or with additional resources.
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
