Outline

Overview

This unit will explore the fantastic as a central aspect of romanticism in its various manifestations, including the uncanny, the daemonic and the alienated. In music, this meshes fruitfully with the fantasy as a genre, which is similarly dependent on the imagination and the evasion of clear boundaries. A range of Lieder, operas, symphonic and solo works by composers such as Schumann, Berlioz, Liszt, Mendelssohn and Schubert will be studied against the backdrop of literary and artistic innovations by Goethe, Hoffmann, Byron, and Friedrich. Theories of the fantastic by Todorov, Freud and others will also be examined.

Unit details and rules

Academic unit
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	It is expected that students will have some knowledge of harmonic and formal practices up to 1850.
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	David Larkin, david.larkin@sydney.edu.au

Type	Description	Weight	Due	Length
Small test	In-class tests In-class tests	20%	Multiple weeks	25 minutes each
Outcomes assessed:
Online task	Presentation Presentation	20%	Multiple weeks	15 minutes
Outcomes assessed:
Assignment	Research essay Written assessment	40%	Multiple weeks	2500 words
Outcomes assessed:
Assignment	Reflective journal Written assessment	10%	Multiple weeks	600 words
Outcomes assessed:
Participation	Seminar participation Participation	10%	Weekly	n/a
Outcomes assessed:

Assessment summary

Research essay: Students will write an essay which should relate in some fashion to the theme of the unit, but the choice of topic and approach is left up to the student. It should show evidence of broader reading than that required for the weekly seminars, and the ability to pursue an independent line of enquiry. Consultation with the coordinator from the beginning is strongly advised.
Presentation: Students will give an individual presentation on a topic assigned in week 1. Musical excerpts are strongly encouraged, but these should amount to no more than 3 minutes in total. A bibliography of sources consulted should be provided.
In-class texts: There will be two short in-class tests. Each is worth 10% of the total mark allocation. These will be based on the focus works, though not necessarily limited to the excerpts studied in class. Students will be required to identify excerpts and to answer a number of focussed questions on issues such as harmony, texture and orchestration, representational purpose, form, etc. Scores may be provided for some excerpts.
Seminar participation: It is expected that students will have listened to the focus works each week (in the case of longer works, specific sections may be assigned for more careful study) and to have engaged with the assigned reading so as to be able to contribute to the seminar discussions. The emphasis will be on the quality rather than necessarily the quantity of comments.
Reflective journal: In week 2, students will create a 300-word blog-post in which they reflect on the following issues: (i) some of the different meanings which the term ‘fantasy/fantastic’ has acquired in regard to early 19C musical practices; (ii) which of the topics you are looking forward to most, and why. In week 12, students will revisit this post and add a 300-word response, outlining how the unit has fulfilled (or not) your expectations, and how the knowledge and skills you have gained might be usefully employed or adapted in your future musical endeavours.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The questions on the in-class tests are mostly factual rather than evaluative in nature.

The seminar participation mark will be based on a student’s involvement in class discussion over the course of the semester. The emphasis will be on the quality rather than necessarily the quantity of comments.

The essay and reflective journal will be marked according to the following assessment criteria:

Result name	Mark range	Description
High distinction	85 - 100	Demonstrates high level of initiative in research and reading; sophisticated critical analysis of evidence; high level engagement with theoretical issues, innovative use of reading/research material and impressive command of underlying debates and assumptions; properly documented and written with style, originality and precision.
Distinction	75 - 84	Demonstrates initiative in research and wide, appropriate reading; complex understanding of question and ability to critically review material in relation to underlying assumptions and values; analyses material in relation to empirical and theoretical contexts; properly documented; clear, well-developed structure and argument with some signs of literary style.
Credit	65 - 74	Evidence of broader understanding than pass level; offers synthesis with some critical evaluation of material; coherent argument using a range of relevant evidence; some evidence of independent thought, good referencing. A high credit (70-74) shows some evidence of ability to problematise and think conceptually.
Pass	50 - 64	Written work meets basic requirements in terms of reading/research; relevant material; tendency to descriptive summary rather than critical argument; makes a reasonable attempt to avoid paraphrasing; reasonably coherent structure; often has weaknesses in particular areas, especially in terms of narrow or underdeveloped treatment of question; acceptable documentation.
Fail	0 - 49	Work may fail for any or all of the following reasons: Unacceptable paraphrasing; irrelevance of content; poor spelling; poor presentation; grammar or structure so sloppy it cannot be understood; failure to demonstrate understanding of content; insufficient or overlong word length.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	Fantastical romantics	Seminar (2 hr)
Week 02	Lonely wanderers	Seminar (2 hr)
Week 03	Fairy flights	Seminar (2 hr)
Week 04	Supernatural sites	Seminar (2 hr)
Week 05	Fantasy forms	Seminar (2 hr)
Week 06	Macabre dances	Seminar (2 hr)
Week 07	Faustian striving	Seminar (2 hr)
Week 08	Numinous strangers	Seminar (2 hr)
Week 09	Mad heroines	Seminar (2 hr)
Week 11	Carnival japes	Seminar (2 hr)
Week 12	Unstable artists	Seminar (2 hr)
Week 13	Daemonic virtuosos	Seminar (2 hr)

Attendance and class requirements

Students are expected to attend a minimum of 90% of timetabled activities for a unit of study, unless granted exemption by the Dean, Head of School or Unit Coordinator. A student may fail a unit of study because of inadequate attendance. Alternatively, at the discretion of the relevant authority, additional assessment items may be set for a student whose attendance is lower than 90%.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

All readings for this unit can be accessed on the Canvas site for this unit of study

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. discuss the nexus of aesthetic ideas associated with ‘the fantastic’, both as manifested in music and in other art forms
LO2. recognise and contextualise a number of significant musical works from the romantic era
LO3. analyse various types of formal and tonal structures used in the romantic period
LO4. evaluate critically both primary texts and secondary scholarship
LO5. conduct original research on topics of your own devising
LO6. engage respectfully but critically with the views of others

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

The last time this unit was offered (2019) the responses were mostly positive. Some felt the assessment items were too heavy, so I’ve slightly retooled these (the reflective journal is new, and will hopefully enable students to engage with the material and apply it to their own situations now and in the future)

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

MCGY3629: Romanticism and the Fantastic

Semester 1, 2021 [Normal day] - Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect