Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Music School
This course aims to engage students with contemporary and seminal investigations exploring the intersections of music, cognition, and development. Key questions to be explored include: Are musical abilities innate? What are the key cognitive processes involved in perceiving, learning, and performing music? How do music and cognitive abilities interact and develop across the lifespan? How can research knowledge be applied to professional music practice? How is music used in applied situations, including artistic, educational, and therapeutic contexts? Research from fields including psychology, neuroscience, education and development will be synthesised to provide students with a theoretically integrated and structured understanding of music cognition and development from rich and diverse perspectives.
This course overviews theory and research in music cognition and development. Through this course, you develop anﾠunderstanding of perceptual and cognitive processes and how they relate to musicﾠand musical development across the lifespan.ﾠ
Research in music perception and cognition is examined from various perspectives, including basic, applied contexts andﾠtranslation into music practice. In addition, social and cultural issues impacting musical thought, feeling, behaviour and development are considered.ﾠ
You will gain experience in critically evaluating relevant research from quantitative and qualitative methodological perspectives. You will gain experience inﾠsynthesising,ﾠreflecting, and interpreting knowledge with application to real-world situations. This course presents you with opportunities toﾠdevelop effective and efficient communication skills through varied formats, including contribution to group discussions.ﾠ
Course requirements
Prerequisites
You'll need to complete the following courses before enrolling in this one:
MUSC1300, MUSC2300 or PSYC2050
Recommended prerequisites
We recommend completing the following courses before enrolling in this one:
MUSC2310
Restrictions
course offering may be cancelled if fewer than 10 students enrol
Course contact
Course staff
Lecturer
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
The aim of this course is to develop an understanding of music cognition and musical development, and how this knowledge can be applied in various contexts.
Through this course, students will examine and critically evaluate quantitative and qualitative research in music cognition and musical development. Students will learn about prominent and current theory and research covering basic and applied topics, including perceptual, cognitive and emotional processing of music, musical development across the lifespan and in populations with complex needs, cross-cultural perspectives, applied research in music cognition, and translating research into musical practice.ﾠ
Students will consider how knowledge of music cognition and development intersects with their studies in other fields.ﾠThe broad coverage of music cognition and musical development topics will give students a solid base from which to explore, understandﾠand apply learning to real-world contexts, and followﾠtheir individual study and work interests.ﾠ
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Demonstrate an understanding of music from a perspective of human perception and cognition.
LO2.
Demonstrate an understanding of musical development from cognitive and socio-cultural perspectives.
LO3.
Critically evaluate and discuss research in music cognition and musical development from different perspectives.
LO4.
Demonstrate an ability to understand, critically evaluate, synthesise and apply information and relevant research in music perception, cognition and musical development.
LO5.
Demonstrate an ability to work effectively towards task goals using various modes and mediums of communication.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Quiz |
Online Quizzes
|
30% |
29/07/2024 - 22/10/2024
Due Tuesday 17:00 |
| Essay/ Critique | Literature Review | 35% |
30/08/2024 5:00 pm |
| Presentation, Reflection |
Group Project, Presentation & Reflection
|
35% |
4/11/2024 5:00 pm
Presentations in Week 13 during class time. |
Assessment details
Online Quizzes
- Online
- Mode
- Written
- Category
- Quiz
- Weight
- 30%
- Due date
29/07/2024 - 22/10/2024
Due Tuesday 17:00
Task description
The online quizzes will occur weekly from Weeks 2-7 and 9-12 of the semester.
The questions in the quizzes are based on the weekly course readings and lecture material.
The multiple choice questions test your knowledge and understanding of course content. Short answer questions examine your knowledge, understanding and ability to apply knowledge.
This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
The online quizzes are completed through Blackboard.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
You will receive a mark of 0 if this assessment is submitted late.
Literature Review
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 35%
- Due date
30/08/2024 5:00 pm
Task description
Students conduct a literature review essay on one of the following topic areas:
1. Musical development and learning. Certain music capacities are innate. Other music capacities develop through an individual's interactions with their physical, social, and cultural worlds and as a result of effortful learning. Review recent and pertinent literature examining an aspect of individual musical development or learning within a specific stage of life (e.g. early childhood, adolescence, 3rd age, etc.)
2. Music perception. There are some fundamental ways in which humans perceive music-related sensory information (e.g. auditory, visual information). Review pertinent and recent research examining human perception relevant to music (e.g. perception of frequency as musical sound, musical perceptual illusions).
3. Cognitive processing of music. Listening to, or actively making music activates a range of cognitive processes and neural representations. Review pertinent and recent literature that examines cognitive processing in relation to music (e.g. music and memory, involuntary musical imagery, music and individual or synchronised action, processing musical structures - compositional form, rhythm, pitch).
4. Music and emotion. Music has the power to express and induce emotions. Review pertinent and recent research enlightening our understanding of the links between music and emotion by honing in or a specific sub-topic (e.g. how music expresses emotion, how music induces emotion in listeners, how performers communicate emotion, how music can be used to regulate mood and emotion, or aesthetic responses to music performance).
4. Music in everyday life. Music is a powerful tool, which can be used to achieve various goals in everyday life. Review pertinent and recent research enlightening our understanding of the links between music and everyday life. Focus on a specific sub-topic (e.g. supporting memory processes and learning, motivation, aiding memory retrieval in ageing, or influencing consumer behaviour).
You will need to identify a specific sub-topic to focus your review on within the selected broad topic area. A narrow focus will enable you to demonstrate a greater depth of critical thinking about the research.
The literature review must include at least 10 recent (e.g. within the last 10 years), scholarly journal articles or book chapters pertinent to your topic and the point of view you are arguing in relation to the topic.
Essay Length
1,500 words
Essay Structure
1. Introduction to the topic: Clearly define the scope of your literature review within the broad topic area selected. Show that you have a good understanding of the topic and the research context. Present a focussed aim for the literature review.
2. Body of text: To build a cohesive review, synthesise the literature according to common research foci and research outcomes/findings. Highlight points of similarity and difference across the research literature included. Take care to critique rather than simply summarise the research literature. To assist the reader to follow your argument through the body of the text, each paragraph should begin with a topic sentence to orient the reader to the central point of the paragraph. In the following sentences, provide statements and citations to support the key point identified in the topic sentence. End each paragraph with a summary of what you want the reader to take from it and pivot or link to the next paragraph.
3. Conclusion: The conclusion draws together the key points identified through your critical review of the research and your argument in relation to it. Demonstrate depth of critical thinking about the research on your topic, noting critical contributions and identifying gaps and issues needing to be addressed. Be careful not to simply summarise the research literature cited.
Artificial Intelligence (AI) provides emerging tools that may support students in completing this assessment task. Students may appropriately use AI in completing this assessment task. Students must clearly reference any use of AI in each instance. A failure to reference AI use may constitute student misconduct under the Student Code of Conduct.
Essay Presentation
Use an appropriate scholarly writing style and ensure that material is appropriately referenced.
- Referencing style must be APA, 7th edition (in-text citation and reference list)
- Use 12 pt Times New Roman font
- Use 1.5 line spacing
- Margins must be 2.54 cm (top, bottom, right, left)
- Include page numbers in the top, right-hand corner, beginning with the coversheet
- The assessment task must include a cover sheet
- The assessment cover sheet must include:
- A concise title
- Student name and number
- Course code
- Course coordinator's name
- Due date and time
Submission guidelines
Submit the assessment item via Turnitin by the due date. Ensure that you receive a receipt confirming that your assignment has been submitted successfully.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Group Project, Presentation & Reflection
- In-person
- Mode
- Oral, Written
- Category
- Presentation, Reflection
- Weight
- 35%
- Due date
4/11/2024 5:00 pm
Presentations in Week 13 during class time.
Task description
This is a collaborative group-based assessment. Students will be grouped (2-4 group members) based on their chosen literature review topic and area of interest.
1. Musical development and learning,
2. Cognitive processing of music,
3. Music and emotion,
4. Music in everyday life.
The assessment is designed to provide you with opportunities to develop teamwork skills that are transferable to future study and career paths.
Task
Building on knowledge developed through the literature review assignment, you are asked to present a proposal for how the research could be used in an applied context.
Identify a real-world issue and apply the research as the base for your proposal to address this issue. Explain and justify how your idea would work and identify where further research is needed to bolster your proposal.
Presentation
The spoken presentation is 5 minutes in duration, followed by 2 minutes of questions. To ensure equity for all students, there will be strict adherence to the time limits. Each member of the group is required to speak.
Each group prepares a PowerPoint presentation (maximum 6 slides) to support their spoken presentation.
The presentation incorporates background information about the real-world issue and applied context, a brief outline of pertinent scholarly research literature, a clear proposal explaining and justifying the idea, why it would work, and where further research is needed to bolster the proposal. Include an APA 7th edition formatted reference list (can be an additional slide).
The spoken presentation should focus on communicating ideas in an effective and efficient manner. Audiovisual materials in the PowerPoint presentation should be minimal in order to keep to time limits.
The presentations will take place in the Week 13 lecture session.
By the due date: Students will upload their group presentation slides and reference list for marking. Students also submit a written critical reflection (approx. 400 words) about their contributions and learning through the group project process and in-class presentation. The reflection should note the following:
- What they have learned through the group project process, on what skills and knowledge developed that they will take forward into future study and/or career endeavours. Include a brief self-assessment of the individual contribution made to the group - noting personal strengths, weaknesses, opportunities for greater participation/to engage more fully, and elements that threatened your participation/ability to engage fully.
Students complete a peer- and self-assessment task on two occasions during the group project period (beginning-middle and end – dates will be advised via Blackboard). These brief tasks do not individually count towards assessment. They provide the course coordinator in information on group members’ individual effort and contributions to the group work. This allows the course coordinator to identify and help groups who might need more assistance. The final peer- and self-assessment task provides students with the opportunity to reflect on how their group functioned over the group-work period leading up to the spoken presentation. The course coordinator will use this feedback to moderate marks for the group project presentation.
Artificial Intelligence (AI) provides emerging tools that may support students in completing this assessment task. Students may appropriately use AI in completing this assessment task. Students must clearly reference any use of AI in each instance.
A failure to reference generative AI use may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
1. In-class group presentations - Week 13 lecture session.
2. By the due date: Each student submits their group presentation PowerPoint slides and APA 7th edition formatted reference list via Blackboard following the in-class presentation session, and a written critical reflection (400 words) via Blackboard. Submit slides, reference list, and critical reflection in a single document.
Check to see that you've received a receipt confirming the submission of your assignment.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
As this is a group assignment, all group members must be consulted prior to submitting an extension request.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 1 - |
Absence of evidence of achievement of course learning outcomes. Course grade description: Fails to satisfy all of the basic requirements. Responses to assessment tasks do not demonstrate understanding of course content and submissions do not meet minimal expectations for scholarly communication and length. |
| 2 (Fail) | 25 - |
Minimal evidence of achievement of course learning outcomes. Course grade description: Fails to satisfy most of the basic requirements. Responses to assessment tasks demonstrate very limited and/or faulty understanding of course content; lack required length, and reveal very limited awareness of scholarly communication and referencing skills. |
| 3 (Marginal Fail) | 45 - |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Fails to satisfy some of the basic requirements. Responses to assessment tasks reveal less than adequate understanding of basic concepts; limited and/or faulty integration of ideas and multiple errors in application of scholarly communication and referencing skills. |
| 4 (Pass) | 50 - |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Satisfies all of the basic requirements. Responses to assessment tasks reveal adequate understanding of basic concepts; coherent integration of a range of relevant ideas to address the topic; and few errors in application of scholarly communication and referencing skills. |
| 5 (Credit) | 65 - |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Responses to assessment tasks demonstrate: understanding of key concepts and their interrelationships; awareness of related issues; analysis, synthesis and application of relevant information to address the topic; and appropriate use of scholarly communication and referencing skills with minimal errors. |
| 6 (Distinction) | 75 - |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: <p>Responses to assessment tasks demonstrate: comprehensive and deep understanding of course content and insight into relevant issues and problems; use of critical analysis and synthesis of a range of pertinent ideas in addressing the topic; and very effective use of scholarly communication and referencing skills.</p> |
| 7 (High Distinction) | 85 - |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Responses to assessment tasks demonstrate: deep, comprehensive, and complex understanding of course content, and its application in varied contexts; insight into related issues and problems, and critical, creative and effective ways of addressing these; sophisticated use of scholarly communication and referencing skills. |
Additional course grading information
Marking criteria and/or marking rubrics are available in the ‘Assessment’ folder in Blackboard for this course.
All assessment tasks are graded from 1 to 7. The final grade will be calculated by using the weighting of each assessment piece and the individual grades for each assessment piece.
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
All assignments submitted electronically need to have a receipt to prove submission date and time. Without a receipt the Course Coordinator will consider that your assignment has not been submitted. Students are advised to check their emails for this receipt and to verify successful submission of the assignment in Blackboard. Students encountering technical difficulties are advised to take screenshots of the issues encountered and contact the ITS Help Desk for support.
For assessment tasks:
- Use an appropriate scholarly style in written and spoken communication.
- Ensure that material is appropriately referenced. Referencing style must be APA, 7th edition (in-text citation and reference list).
- You must submit written assessment electronically via Turnitin using the assignment link on the course website. By submitting your assignment, you are certifying that it is your original work and that it has not been previously submitted for assessment in any other course at university (unless resubmission is part of the requirements for the course assessment).
- If you have not already done so, it is recommended that you complete the university’s academic integrity module before you submit your assignment. The module can be found at: https://www.uq.edu.au/integrity
- ALWAYS keep a copy of your submitted assignment
- ﾠ
For the Online Quizzes:
ALWAYS keep a copy of your answers to each question in the weekly online quizzes in case technology fails. Take screenshots of your quiz attempt and issues encountered if you experience technical problems.ﾠ
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Multiple weeks From Week 1 To Week 13 |
Tutorial |
Weekly tutorials Tutorials involve applying concepts learned through pre-readings and lecture content to new contexts and scenarios to deepen your understanding. Group work and discussion is central to active learning in tutorial sessions. The Group Project Presentations take place during the Week 13 tutorial time. |
Week 1 (22 Jul - 28 Jul) |
Lecture |
Introduction and Overview This lecture introduces you to music, cognition, learning and development. We will overview the course topics and assessment items. |
Week 2 (29 Jul - 04 Aug) |
Lecture |
Music Perception & Cognition Introduction |
Week 3 (05 Aug - 11 Aug) |
Lecture |
Musical Development through Childhood |
Week 4 (12 Aug - 18 Aug) |
Lecture |
Musical Development through Adolescence |
Week 5 (19 Aug - 25 Aug) |
Lecture |
Music and Emotion |
Week 6 (26 Aug - 01 Sep) |
Lecture |
Cognitive Processes in Music |
Week 7 (02 Sep - 08 Sep) |
Lecture |
Starting the group project This session discusses team work, project planning and management. |
Week 9 (16 Sep - 22 Sep) |
Lecture |
Translating Research into Musical Practice |
Week 10 (30 Sep - 06 Oct) |
Lecture |
Applied Research in Music Cognition |
Week 11 (07 Oct - 13 Oct) |
Lecture |
Musical Development and Complex Needs |
Week 12 (14 Oct - 20 Oct) |
Lecture |
Music Cognition Across Cultures |
Week 13 (21 Oct - 27 Oct) |
Workshop |
In-Class Group Presentations Student Group Project Presentations take place in class during the Week 13 tutorial time. |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.