Overview

This module offers an introduction to musicology, building on the skills and knowledge you acquired in year 1. It also acts as a preparation module for students wishing to take the Musicology Project in year 3.

The module comprises nine seminars exploring key issues and research practices in musicology, followed by individual supervision on a chosen research topic.

The module develops essential skills in conducting research and in communicating your ideas. It also allows you to explore a topic of your own choice in detail and present your findings.

Research is a fundamental academic skill, and so too is the ability to effectively communicate the results of that research in writing. This module will develop your skills so that you will feel confident in undertaking research into a musical topic of their own choice, and write up your findings in the form of a short dissertation. It will also introduce you to some of the conventions and methods of musicological research and presentation, through the study of various examples of academic writing.

At the end of the module you will submit a short dissertation on your chosen topic. As steps to this final submission you will first submit a bibliography and then a research plan.

Research is a fundamental academic skill, and so too is the ability to effectively communicate the results of that research in writing. On this module, students undertake research into a musical topic of their own choice, and write up their findings in the form of a short dissertation of around 3500 words. At the same time, the module introduces students to some of the conventions and methods of musicological research and presentation, through the study of various examples of academic writing. Moreover, students will continue to develop study skills taught in year 1 (WXM/WXC-1300, WXM/WXC-1301), including bibliographical skills, skills of independent thinking, and problem-solving skills.

The module comprises nine seminars exploring key issues and research practices in musicology, followed by individual supervision on a chosen research topic.

Assessment Strategy

Third Class: D- to D+ (40%–49%) The crucial achievement is demonstration of a basic grasp of what the topic is about, and the sort of material involved. However, the mark will be limited to this level by such things as: mere repetition of information without demonstration of real understanding; confusion of argument which indicates a failure to properly understand the material; inability to distinguish the relevant from the irrelevant; inability to grasp ideas; inclusion of factual errors; seriously defective bibliographical or footnoting skills; poor expression; oral reticence; scrappy presentation.

Lower Second Class: C- to C+ (50%–59%) The main quality which warrants marks in this category is the amassing of a reasonable body of relevant material drawn from a fairly wide range of reading or other forms of information retrieval, sorted into a coherent order and expressed intelligibly. Qualities which limit the mark to this level are: incoherent arguments, or argument which is defective in some way; limited or defective bibliography or footnotes; limited understanding of ideas or argument; limited evidence of a broad knowledge and understanding of the topic; limited engagement with negotiating and renegotiating ideas in oral discussion; limited evidence of serious thought, as opposed to straightforward diligence.

Upper Second Class: B- to B+ (60%–69%) The distinguishing quality is the ability to construct focused argument which is properly evidenced. The work will therefore probably demonstrate the ability to understand the discussion of a work of art and to apply that knowledge to different works; the conveyance of a general knowledge and understanding of the topic as a whole, and of a more detailed knowledge and understanding of specific areas; competent bibliographical and footnoting skills; effective communication of ideas and argument; ability to see problems and contradictions within source reading; thoughtful contribution to oral discussion; skills in observation and analysis. Upper Second Class work may contain many of the same qualities which apply in First Class work, but they will be demonstrated at a less independent level, or the work may be outstanding in one First-class characteristic but significantly deficient in another.

First Class: A- and A (70%–83%) The distinguishing quality is evidence of real intellectual and independent thought in a sustained discussion. Work at this level will probably demonstrate initiative in carrying out research beyond the obvious sources; ability to evaluate critically sources used; sustained and coherent discussion; articulate expression in speaking and writing; ability to bring together material from disparate sources; observational and analytical skills of a high order; the ability to employ knowledge to illuminate musical texts; indications of wide knowledge beyond the narrow confines of the topic addressed; the ability to lead oral discussion; ability to identify and rigorously confront problems in the topic, contradictions in texts, or lacunae in available evidence.

First Class: A+ to A** (84%–100%) Work at this level is highly original and of a standard that attains or closely approaches professional standards. The work will demonstrate in a consistent manner all of the features listed in the A-/A (70%-83%) category, and will be of such a quality that it either stands up to publication or broadcast in its submitted state or has the potential for publication or broadcast with presentational amendments.

Learning Outcomes

• Apply skills in bibliography and information searching.

• Communicate independent findings arising from research into a musicological topic of their own choice, using the conventions of academic writing on music.

• Devise and plan a research project.

• Research music and music history in an informed, well-structured and methodologically-conscious fashion.