Outline

Overview

Music has been dramatically shaped and reshaped by every major change in communications technology in the 20th century from vinyl discs to spotify. In this unit of study we will analyse such issues as the ways in which the early recording industry transformed jazz, the blues and country music, how the presentation of music on radio and television changed the ways the music industry created new musical celebrities, and the challenges the music industry faces as digital technology transforms the creation, distribution and consumption of music.

Unit details and rules

Academic unit
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Charles Fairchild, charles.fairchild@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Final Essay Research Essay	30%	Formal exam period Due date: 05 Jun 2023 at 23:00 Closing date: 30 Jun 2023	2000 words
Outcomes assessed:
Assignment	Making and Selling Music Through Media Research essay	20%	Week 05 Due date: 24 Mar 2023 at 23:00 Closing date: 10 Apr 2023	1000 words
Outcomes assessed:
Assignment	Represent! Analysing Musical Medi Resaerch Essay	20%	Week 10 Due date: 01 May 2023 at 23:00 Closing date: 19 May 2023	1000 Words
Outcomes assessed:
Participation	Class Participation Showing up to ALL lectures and tutorials and participating in class.	10%	Weekly	N/A
Outcomes assessed:
Tutorial quiz	Weekly Qs&As Short Quiz	20%	Weekly	5 Questions
Outcomes assessed:

Assessment summary

Making and Selling Music Through Media (1000 words) (20%) • Due: March 24. WRITE A RESEARCH ESSAY.
Represent! Analysing Musical Media (1000 words) (20%) • Due: May 1. WRITE A RESEARCH ESSAY.
Weekly Qs&As–(20% total) Online every week. ANSWER TEN QUESTIONS.
Project Proposal and Source List (Part of Final Project) • Due: May 22. TELL ME WHAT YOU ESSAY WILL BE ABOUT.
Final Project (2000 words) (30%) • Due: June 5 WRITE A RESEARCH ESSAY.
Showing up to ALL lectures and tutorials and participating in class discussion and online tasks. (10%)

Assessment criteria

The following assessment criteria are used for written work in this unit of study:

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.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

A penalty of 5% of the maximum mark will be applied per calendar day the assessment is late. After 10 calendar days, mark of zero is given for that assessment.

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	All Media, Is Social Media	Lecture and tutorial (3 hr)
Week 02	Making, Selling, Experiencing	Lecture and tutorial (3 hr)
Week 03	The Uncontrollable Sounds of the Gramomophone (1870s-1920s)	Lecture and tutorial (3 hr)
Week 04	Sound Recordings and Radio: A New Normal (1920s)	Lecture and tutorial (3 hr)
Week 05	Microphones, Speakers, Film (1930s-50s)	Lecture and tutorial (3 hr)
Week 06	The Recording Studio (1890s-1970s)	Lecture and tutorial (3 hr)
Week 07	Popular Music on Television (1950s-80s)	Lecture and tutorial (3 hr)
Week 08	Documenting the 'Truth' of Music (1960s-90s)	Lecture and tutorial (3 hr)
Week 09	Greatness Gets Set In Stone (1980s to the present)	Lecture and tutorial (3 hr)
Week 11	The Catastrophe of Napster and ‘Free’ Music (1990s-2000s)	Lecture and tutorial (3 hr)
Week 12	Music Becomes the Perfect Commodity (1990s-2010s)	Lecture and tutorial (3 hr)
Week 13	Music Dissolves Into Data (2010-present)	Lecture and tutorial (3 hr)

Attendance and class requirements

Attendance: 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 professor most concerned. The Dean, Head of School or professor most concerned may determine that a student fails a unit of study because of inadequate attendance. Alternatively, at their discretion, they may set additional assessment items where 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

*YOU WILL REQUIRED TO COMPLETE THESE COMPULSORY READINGS EACH WEEK. PLEASE SEE CANVAS FOR THE SPECIFIC REFERENCES AND LINKS TO ACCESS FILES.

Garofalo, Reebee. (1999) ‘From Music Publishing to MP3: Music and Industry in the 20th Century.’ American Music, 17/3, pp. 323-333; 342-51.

Ruccio, David. (2020) 'Capitalism.' In B. Burgett and G. Hendler (eds.), Keywords for American Cultural Studies. New York: NYU Press, pp. 40-3.

Goldmark, Daniel. (2008) 'Creating Desire on Tin Pan Alley.' The Musical Quarterly, 90, pp. 197-229.

Katz, Mark. (2012) 'Sound Recording. Introduction.' In Katz, M. et. al., Music, Sound, and Technology in America: A Documentary History of Early Phonograph, Cinema, and Radio. Durham, NC: Duke University Press. pp. 11-28.

Sager, David. (2019) 'Jazz on the Edge of Change.' New York Times, February 18.

Thompson, Emily. (1995) Machines, Music, and the Quest for Fidelity: Marketing the Edison Phonograph in America, 1877-1925. The Musical Quarterly, 79/1, pp. 131-171.

Taylor, Tim. (2012) 'Radio. Introduction.' In Katz, M. et. al., Music, Sound, and Technology in America: A Documentary History of Early Phonograph, Cinema, and Radio. Durham, NC: Duke University Press. pp. 240-54.

McCracken, Alison. (1999) '"God’s Gift to Us Girls”: Crooning, Gender and the Re-Creation of American Popular Song, 1928-1933, American Music, 17/4, pp. 365-395.

Horning, Susan. (2004) ‘Engineering the Performance: Recording Engineers, Tacit Knowledge and the Art of Controlling Sound.’ Social Studies of Science, 34/5, pp. 703–731.

Burns, Gary. (1998) 'Visualising 1950s Hits on Your Hit Parade.' Popular Music, 17/2, pp. 139-52.

Banks, Jack. (1996) 'Monopoly TV: A History of MTV's Anticompetitive Practices.' From Monopoly Television: MTV's Quest to Control the Music. Boulder, Co.: Westview Press.

Hall, Jeanne. (2013) '"Don't You Ever Just Watch?": American Cinema Verité and Dont Look Back.' In B. Grant et. al. (eds.), Documenting the Documentary: Close Readings of Documentary Film and Video. Detroit: Wayne State University Press. pp. 237-52.

Jones, Carys. (2016) 'Canonical Narratives, Structure and the Test of Time in the Reception of Rock Albums.' From The Rock Canon: Canonical Values in the Reception of Rock Albums. London: Routledge.

Mann, Charles. (2001) ‘The Heavenly Jukebox.’ https://www.theatlantic.com/ magazine/archive/ 2000/09/the-heavenly-jukebox/305141/

Klein, Bethany. (2008) '"The New Radio": Music Licensing as a Response to Industry Woe.' Media Culture Society, 30/4, pp. 463–478.

Pelly, Liz. (2017) ‘The Trouble With Muzak.’ The Baffler, no. 37, December. https://thebaffler.com/salvos/the-problem-with-muzak-pelly

Thompson, Derek. (2014) ‘The Shazam Effect.’ The Atlantic, 17 November. https://www.theatlantic.com/magazine/archive/2014/12/the-shazam-effect/382237/

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. use a range of skills such as the ability to analyse and interpret a wide range of media and the ways in which music appears in these.

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.

Closing the loop has proven to be an unaccountable and problematic form of feedback. Please contact me or the Deputy Dean of my school for direct feedback.

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

MUSC1507: Sounds, Screens, Speakers: Music and Media

Semester 1, 2023 [Normal day] - Remote

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