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MUS10230

Academic Year 2026/2027

Classical Music (MUS10230)

Subject:
Music
College:
Arts & Humanities
School:
Music
Level:
1 (Introductory)
Credits:
5
Module Coordinator:
Dr Emma Kavanagh
Trimester:
Autumn and Spring (separate)
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

This module serves as an introduction to the repertoire and key figures of the classical music tradition from the Renaissance to the present day. Each week focuses on a particular genre or musical style within instrumental or vocal music, including orchestral and chamber works, solo vocal and instrumental music, staged genres of ballet and opera, and ending with musical experimentations with technology. Through an exploration of a diverse and wide-ranging repertoire, students will gain new and deeper insights into the classical music tradition.

No prior knowledge or experience within classical music is required, though be prepared to listen with a critical ear and to participate in discussions!

About this Module

Learning Outcomes:

By the end of the course, students will be able to:

1. Demonstrate a knowledge of the major repertoire through a wide range of listening;
2. Show a familiarity with a diverse range of composers;
3. Analyse and compare musical works to understand shifts in musical style;
4. Form reflective opinions on their listening and apply this to their written work.

Indicative Module Content:

Listening Critically to Classical Music
The Orchestra: Power and Colour
Chamber Music: Intimacy and Dialogue
The Rise of the Virtuoso
Solo Voice: Song and Story
Choral Music
Programme Music: Music and Narrative
A Night at the Opera
Ballet and Dance in Classical Music
Music and Technology: New Directions

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Advanced Beginner

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Advanced Beginner

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Advanced Beginner

Strategic

 The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Novice

Integrated Problem Solving

 The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Novice

Self-awareness

 The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Advanced Beginner

Normative

 The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Advanced Beginner

Anticipatory

 The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Novice

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Advanced Beginner

AI Literacy & Agency

 The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Advanced Beginner

Wellbeing

 Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Advanced Beginner

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


Goal Name Description Coverage

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 5
 

Student Effort Hours:
Student Effort Type Hours
Lectures

24
Specified Learning Activities

12
Autonomous Student Learning

89
Total

125

Approaches to Teaching and Learning:
Lectures
Class discussions
Critical listening
Reflective learning

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Reflective Assignment: Mid-Term Assessment: Day-by-day listening diary for Reading Week Week 8 Graded No
35
 No
Quizzes/Short Exercises: Final Assessment: In-class listening test Week 12 Standard conversion grade scale 40% No
45
 No
Participation in Learning Activities: Continuous Assessment: Weekly in-class reflective listening worksheets and Brightspace discussions of additional listening Week 1, Week 2, Week 3, Week 4, Week 5, Week 6, Week 7, Week 9, Week 10, Week 11 Graded No
20
 No

Carry forward of passed components
No
 

Remediation Type Remediation Timing
Repeat Within Two Trimesters
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment

How will my Feedback be Delivered?

Written feedback will be provided to individual students and to the wider group

Johnson, Julian. Who Needs Classical Music? Cultural Choice and Musical Value. Oxford: Oxford University Press, 2002.

Kramer, Lawrence. Why Classical Music Still Matters. Berkeley and Los Angeles: University of California Press, 2007.

Staines, Joe and Duncan Clark. The Rough Guide to Classical Music, 5th Edn. London: Rough Guides, 2005.

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Autumn Lecture Offering 1 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Tues 11:00 - 12:50
Spring Lecture Offering 1 Week(s) - 20, 21, 22, 23, 24, 25, 26, 29, 30, 31, 32, 33 Wed 12:00 - 13:50
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