• Participation: Students are expected to attend each lecture for this course and arrive at tutorial workshops prepared to discuss the lecture content. This means reflecting on the lecture content and being ready to answer questions about the lecture's main themes, the specific examples presented in the lecture and how the discussion started in the lecture might be extended into new areas. When tutorial videos are assigned in weekly modules, evidence of preparation will include insightful questions, comments on personal experience and comments that unpack the video's content posted directly on the tutorial video page BEFORE YOUR TUTORIAL BEGINS. Please note that your tutors can see who has watched the videos and where viewership ducks in and out, so make sure you watch each video until the very end. Failure to bring a completed Writing in your own words worksheet to your Week 3 tutorial, a dot point summary of your favourite class lecture response to your Week 8 tutorial, and the three articles you plan on using for your final essay to your Week 12 tutorial will negatively impact your participation mark.

• Lecture responses: 

  One of the central aims of This is Music is to provide students with tools for digging deeply into the way they listen to, create, and situate the music they love. In each lecture, we explore a set of “big” ideas about music and present supporting case studies and examples to illuminate how these “big” ideas play out in unique ways across a variety of performance and composition contexts.

  The lecture response assignment is your opportunity to explore how the ideas and themes presented in the lectures resonate for you in terms of how you think about and create music.    

  Over the course of the unit, you are required to submit two (2) lecture responses. The first is due on the Friday of Week 3. The second is due on the Friday of Week 12. These responses can be submitted at any time prior to their due dates but will not be marked until after their due dates. You should submit your lecture responses by posting them on the Lecture Response 1 and Lecture Response 2 discussion boards.

  For your first lecture response, you should consider the “big” ideas presented in the Week 2 and Week 3 lecture and choose one idea to engage with.

  For your second lecture response, you should consider the “big” ideas presented in the Weeks 4, 5, 6, 7, 8, 9, 10, 11, and 12 lectures and choose one idea to engage with.

  Lecture responses can be either written or spoken/video recorded (see the Making a Lecture Response video in the Week 1 module for further details). Peer-interviews in which you prompt/grill a friend in response to the lecture content are a particularly effective way of covering a lot of ground in a short amount of time and are therefore strongly encouraged (again, see the Making a Lecture Response video for further details).

  If you are submitting a written lecture response, your response should be 800 words. Video responses typically devote 3 minutes to each person (i.e. a peer-interview post would normally be 6 minutes in duration, a three-person interview would normally be 9 minutes in duration). No single post should exceed 10 minutes. If you are posting a video response as an individual, your maximum allotted time is 4 minutes. If you post a video response as a group, be sure to name everyone who appears in the video in the text that accompanies your post. This will allow us to find you in the discussion and award you marks. For more information on what this means, see the Making a Lecture Response video.

  Once you have selected the lecture and “big” idea you want to engage with, read the marking criteria for lecture responses set out in the marking rubric below and use these criteria as a guide when crafting your responses.

Note: You will receive a numeric mark and written feedback for your response in Week 3 and a numeric mark only for your response in Week 12.

• Group presentation: For your Week 8 tutorial, you must bring a dot point summary of your favourite lecture response posted on the Lecture Response 1 discussion board. You will then be randomly assigned to a group of three to four students in your tutorial session. In these groups, you will share your dot point summaries and devise an outline for a lecture you might give that expands the key themes of the course thus far through an insightful discussion of artists/composers/musical works/works of scholarship/musical concepts or discourses (i.e. musical debates) that HAVE NOT YET BEEN DISCUSSED IN THE LECTURES. You will then distill this outline into a single PowerPoint slide and present this slide as a group during your Week 9 tutorial. Slides must be emailed to your tutor by 8am the day of your presentation. Slide presentations must not exceed 5-minutes.

• Article analysis: In this assignment, you will select an academic article (not a book chapter or student thesis) written in the past 15 years on a topic of your choice and provide a 1000 word written summary of its State of Play, Gap, Filling of the Gap and So What components. Please refer to and utilise the marking rubric (provided in the Assessment Criteria section below) as a guide for the development of your summary. For additional information on how to approach this assignment, please see the following page from Module 4: Tips for Writing Your Article Analysis Assignment (Includes Marking Rubric). To ensure that you remain anonymous during the marking process, please remove any personal identification markers from the document you intend to upload. You must however include your student number in the upper left hand corner of your submitted document so that we can file your mark and provide you with feedback. 

• Final essay: Your final assignment will give you a chance to apply the feedback you received for your article analysis and lecture response 1 assignment AND demonstrate your understanding of the concepts taught in weeks eleven and twelve of this course. Its form is a 2000-word essay. To complete the assignment, you will need to select either a musical artist, a musical work, or a musical phenomenon (i.e. an idea about how humans play, learn or hear music) and examine three scholarly articles (not book chapters or student theses) on the topic you select. Drawing on the storytelling models discussed in your tutorial workshops, you will then write a 2,000 word essay that sets out how different authors have sought to understand your topic before unpacking how this musical conversation might impact on your own musical practice. Please refer to and utilise the marking rubric (provided in the Assessment Criteria section below) as a guide for the development of your essay. To ensure that you remain anonymous during the marking process, please remove any personal identification markers from the document you intend to upload. You must however include your student number in the upper left hand corner of your submitted document so that we can file your mark and provide you with feedback. 

  Please note, YOU MAY NOT USE THE ARTICLE YOU SELECTED FOR YOUR ARTICLE ANALYSIS ASSIGNMENT.

  Please read the three articles you intend to use for this assignment before your Week 12 tutorial and come to your Week 12 tutorial prepared to talk about these articles. You will not be able to participate in this tutorial without having read your articles. 

Detailed information for each assessment can be found on Canvas.