KMB127 Music Studies
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | KMB127 |
|---|---|
| Assumed Knowledge: | Assumed basic knowledge of music fundamentals. |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $1,164 |
| Pre-2021 CSP student contribution | $996 The pre-2021 commonwealth supported place (CSP) contribution amount only applies to students enrolled in a course prior to 2021. To learn more, visit our Understanding your fees page. |
| Domestic tuition unit fee | $4,356 |
| International unit fee | $4,668 |
Unit Outline: Semester 2 2025, Kelvin Grove, Internal
| Unit code: | KMB127 |
|---|---|
| Credit points: | 12 |
| Assumed Knowledge: | Assumed basic knowledge of music fundamentals. |
| Coordinator: | Gavin Carfoot | gavin.carfoot@qut.edu.au |
Overview
The unit will look at music through a number of scholarly lenses, introducing how music can be understood from social, historical, cultural, and musicological perspectives. Students will critically explore concepts of style and genre in music, Western and non-Western musical contexts (including Australian First Peoples music and culture), globalisation, race, gender and sustainability in music, combining theoretical perspectives with creative practice. The unit challenges students to look at music critically and develop their understanding of how the uses and meanings of music are dependent on context. This unit helps students to understand the different roles that music plays in our lives, and how local and global forces shape music production and consumption.
Learning Outcomes
On successful completion of this unit you will be able to:
- Ability to critically assess concepts and perspectives of music and sound.
- Demonstrate an awareness of social, historical, technological, economic, and political influences on music.
- Apply critical thinking skills to analyse and interpret music in cultural contexts.
Content
This unit offers interdisciplinary learning opportunities for any student with an interest in music and its place in the world. Students explore a diverse range of musical traditions, including Australian First People's music and culture, examining the ways that music has been created and disseminated various in social, cultural, historical, technological, economic and political contexts. Students apply scholarly and analytical frameworks to help understand the complex roles that music plays in these contexts. These frameworks include cultural studies, media studies, musicology and ethnomusicology, music theory and analysis, music criticism, psychology, ecology, philosophy and cultural sociology. Students are encouraged to connect these ways of understanding music with their own interests and creative practice in ways that prepare them for future developments in the field.
Learning Approaches
Students are introduced to a range of issues through weekly lectures that outline the social and cultural contexts of non-Western and Western musical forms. Tutorials are focussed on critically examining these issues through student presentations and discussion. Students have opportunities to bring their own musical and creative interests into the learning activities, and the assessment activities encourage students to connect their musical interests with a developing sense of critical thinking, social and cultural awareness. Students will work in groups of diverse learners across musical styles and backgrounds, promoting inclusion, equality and a sense of empowerment within the broader local and global music community.
Feedback on Learning and Assessment
Students will receive both formative and summative assessment in this unit. Tutorials are focussed on offering formative feedback from teaching staff and peers as you investigate and discuss issues, methods and approaches to the study of music. Feedforward is provided on draft written work before final submission, and feedback on summative assessment items is aligned with the criteria used for assessment.
Assessment
Overview
The first assessment item is a group task in which students provide critical commentary on concepts and issues in music, connecting this critique with a diverse range musical traditions and contexts. The second assessment task requires students to write a weekly peer review on each group presentation. The third assessment item is a critical essay that is completed individually, focusing on an aspect of music in its cultural, political and social contexts. In the essay assessment item, students will also receive feedforward on an essay draft, offering the ability to develop and refine their work prior to final submission.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Group presentation
In this assessment item, you will explore a range of commentary including scholarly literature, films, podcasts and industry literature related to weekly topics. In groups, you will respond to one of the weekly lectures by constructing an argument that demonstrates a broader understanding of music in its social and cultural contexts.
Assessment: Critical reflection and peer review
In this assessment item, you will provide a short critical reflection on the ideas and concepts covered in each group presentation between weeks 4 and 10.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Individual essay
In this assessment item, you will explore and discuss a practitioner and a representative work in its political, social and cultural context.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Requirements to Study
Requirements
All students are requested to visit and review the Health and Safety information on the HiQ web pages (CIESJ Tier 1 HSE requirement).
Resources
Online readings and listening activities will be supplied through Course Readings and the unit’s Canvas site.
Resource Materials
Other
To enable your full participation in the virtual learning environment, for example, participating in online activities and engaging with online learning materials, you will need access to a reliable computer with an internet connection, webcam, headset and microphone, as well as a learning environment where you are able to fully participate undisturbed when required.
Risk Assessment Statement
For risks associated with using campus buildings or QUT facilities, refer to the HiQ Health and Safety information.
Where substantial computer-based work is required, particularly in the case of fully online students, you are recommended to take regular rest breaks when engaging in prolonged computer-based work, and ensure that your workstation is set up for optimal comfort to prevent strain or injury.
The study of music in its historical, social, political and cultural context explores a wide range of topics and themes, some of which may touch upon sensitive or triggering subjects. Please be aware that this unit may contain content that could potentially trigger or upset individuals. These triggering topics may include, but are not limited to:
- Sexual assault or violence
- Self-harm or suicide
- Substance abuse or addiction
- Eating disorders or body dysmorphia
- Mental health conditions or trauma
- Racism, discrimination, or hate speech
- Religious or political extremism
- Domestic or child abuse
- Loss or grief
- War or conflict
QUT counselling support is available should you feel the need to avail yourself of these services
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.CA01 Bachelor of Creative Arts
- Cite and discuss a broad and coherent knowledge of historical and contemporary cultural contexts for creative practice, including the contribution of Aboriginal and Torres Strait Islander knowledges.
Relates to: ULO1, ULO2, ULO3, Group presentation, Critical reflection and peer review, Individual essay - Communicate independent learning clearly and coherently in diverse modes relevant to your field of creative practice.
Relates to: ULO2, ULO3, Group presentation, Individual essay - Communicate, represent, and promote your work in ways relevant to your creative field.
Relates to: ULO2, Group presentation, Individual essay - Discern, critically analyse, and synthesise knowledge in complex creative and critical settings.
Relates to: ULO1, ULO2, ULO3, Group presentation, Critical reflection and peer review, Individual essay - Work productively as a leader and collaborator in disciplinary and interdisciplinary practices.
Relates to: ULO2, Group presentation, Individual essay - Formulate and apply an independent perspective through contextual research, reflection, and by acting on the informed critique of others.
Relates to: ULO1, ULO2, ULO3, Group presentation, Critical reflection and peer review, Individual essay - Demonstrate respect for cultural and social differences, sustainability, and work with integrity across all practice and professional settings.
Relates to: ULO1, ULO2, ULO3, Group presentation, Critical reflection and peer review, Individual essay - Operate with initiative, ethical judgement and professionalism, both alone and in groups.
Relates to: ULO1, ULO2, ULO3, Group presentation, Critical reflection and peer review, Individual essay
Unit Outline: Semester 2 2025, Online
| Unit code: | KMB127 |
|---|---|
| Credit points: | 12 |
| Assumed Knowledge: | Assumed basic knowledge of music fundamentals. |
Overview
The unit will look at music through a number of scholarly lenses, introducing how music can be understood from social, historical, cultural, and musicological perspectives. Students will critically explore concepts of style and genre in music, Western and non-Western musical contexts (including Australian First Peoples music and culture), globalisation, race, gender and sustainability in music, combining theoretical perspectives with creative practice. The unit challenges students to look at music critically and develop their understanding of how the uses and meanings of music are dependent on context. This unit helps students to understand the different roles that music plays in our lives, and how local and global forces shape music production and consumption.
Learning Outcomes
On successful completion of this unit you will be able to:
- Ability to critically assess concepts and perspectives of music and sound.
- Demonstrate an awareness of social, historical, technological, economic, and political influences on music.
- Apply critical thinking skills to analyse and interpret music in cultural contexts.
Content
This unit offers interdisciplinary learning opportunities for any student with an interest in music and its place in the world. Students explore a diverse range of musical traditions, including Australian First People's music and culture, examining the ways that music has been created and disseminated various in social, cultural, historical, technological, economic and political contexts. Students apply scholarly and analytical frameworks to help understand the complex roles that music plays in these contexts. These frameworks include cultural studies, media studies, musicology and ethnomusicology, music theory and analysis, music criticism, psychology, ecology, philosophy and cultural sociology. Students are encouraged to connect these ways of understanding music with their own interests and creative practice in ways that prepare them for future developments in the field.
Learning Approaches
Students are introduced to a range of issues through weekly lectures that outline the social and cultural contexts of non-Western and Western musical forms. Tutorials are focussed on critically examining these issues through student presentations and discussion. Students have opportunities to bring their own musical and creative interests into the learning activities, and the assessment activities encourage students to connect their musical interests with a developing sense of critical thinking, social and cultural awareness. Students will work in groups of diverse learners across musical styles and backgrounds, promoting inclusion, equality and a sense of empowerment within the broader local and global music community.
Feedback on Learning and Assessment
Students will receive both formative and summative assessment in this unit. Tutorials are focussed on offering formative feedback from teaching staff and peers as you investigate and discuss issues, methods and approaches to the study of music. Feedforward is provided on draft written work before final submission, and feedback on summative assessment items is aligned with the criteria used for assessment.
Assessment
Overview
The first assessment item is a group task in which students provide critical commentary on concepts and issues in music, connecting this critique with a diverse range musical traditions and contexts. The second assessment task requires students to write a weekly peer review on each group presentation. The third assessment item is a critical essay that is completed individually, focusing on an aspect of music in its cultural, political and social contexts. In the essay assessment item, students will also receive feedforward on an essay draft, offering the ability to develop and refine their work prior to final submission.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Group presentation
In this assessment item, you will explore a range of commentary including scholarly literature, films, podcasts and industry literature related to weekly topics. In groups, you will respond to one of the weekly lectures by constructing an argument that demonstrates a broader understanding of music in its social and cultural contexts.
Assessment: Critical reflection and peer review
In this assessment item, you will provide a short critical reflection on the ideas and concepts covered in each group presentation between weeks 4 and 10.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Individual essay
In this assessment item, you will explore and discuss a practitioner and a representative work in its political, social and cultural context.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Requirements to Study
Requirements
All students are requested to visit and review the Health and Safety information on the HiQ web pages (CIESJ Tier 1 HSE requirement).
Resources
Online readings and listening activities will be supplied through Course Readings and the unit’s Canvas site.
Resource Materials
Other
To enable your full participation in the virtual learning environment, for example, participating in online activities and engaging with online learning materials, you will need access to a reliable computer with an internet connection, webcam, headset and microphone, as well as a learning environment where you are able to fully participate undisturbed when required.
Risk Assessment Statement
For risks associated with using campus buildings or QUT facilities, refer to the HiQ Health and Safety information.
Where substantial computer-based work is required, particularly in the case of fully online students, you are recommended to take regular rest breaks when engaging in prolonged computer-based work, and ensure that your workstation is set up for optimal comfort to prevent strain or injury.
The study of music in its historical, social, political and cultural context explores a wide range of topics and themes, some of which may touch upon sensitive or triggering subjects. Please be aware that this unit may contain content that could potentially trigger or upset individuals. These triggering topics may include, but are not limited to:
- Sexual assault or violence
- Self-harm or suicide
- Substance abuse or addiction
- Eating disorders or body dysmorphia
- Mental health conditions or trauma
- Racism, discrimination, or hate speech
- Religious or political extremism
- Domestic or child abuse
- Loss or grief
- War or conflict
QUT counselling support is available should you feel the need to avail yourself of these services
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.CA01 Bachelor of Creative Arts
- Cite and discuss a broad and coherent knowledge of historical and contemporary cultural contexts for creative practice, including the contribution of Aboriginal and Torres Strait Islander knowledges.
Relates to: ULO1, ULO2, ULO3, Group presentation, Critical reflection and peer review, Individual essay - Communicate independent learning clearly and coherently in diverse modes relevant to your field of creative practice.
Relates to: ULO2, ULO3, Group presentation, Individual essay - Communicate, represent, and promote your work in ways relevant to your creative field.
Relates to: ULO2, Group presentation, Individual essay - Discern, critically analyse, and synthesise knowledge in complex creative and critical settings.
Relates to: ULO1, ULO2, ULO3, Group presentation, Critical reflection and peer review, Individual essay - Work productively as a leader and collaborator in disciplinary and interdisciplinary practices.
Relates to: ULO2, Group presentation, Individual essay - Formulate and apply an independent perspective through contextual research, reflection, and by acting on the informed critique of others.
Relates to: ULO1, ULO2, ULO3, Group presentation, Critical reflection and peer review, Individual essay - Demonstrate respect for cultural and social differences, sustainability, and work with integrity across all practice and professional settings.
Relates to: ULO1, ULO2, ULO3, Group presentation, Critical reflection and peer review, Individual essay - Operate with initiative, ethical judgement and professionalism, both alone and in groups.
Relates to: ULO1, ULO2, ULO3, Group presentation, Critical reflection and peer review, Individual essay