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MUS20400

Academic Year 2026/2027

Early European Music (MUS20400)

Subject:
Music
College:
Arts & Humanities
School:
Music
Level:
2 (Intermediate)
Credits:
5
Module Coordinator:
Dr Matthew Thomson
Trimester:
Autumn
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

This module invites students to investigate European musical cultures between around 750 and 1750, encompassing styles which are often divided into the Medieval, Renaissance and Baroque eras. We will begin by considering the opportunities and challenges encountered when we try to understand musical cultures that are historically distant from us. Students will be encouraged to engage with questions about the kinds of evidence required to understand such musical cultures, and how we should go about interpreting that evidence.

We will then examine three key topics, which are spread across the historical period covered by this module. Students will first investigate the troubadours and trouvères, whose twelfth- and thirteenth-century songs of love and desire form the earliest written repertoire of song in the vernacular (that is, languages other than Latin) in Europe. Second, we will examine the role of sacred polyphony within the turbulent political and religious context of sixteenth-century reformations. Finally, we will investigate opera and its social contexts in the seventeenth and eighteenth centuries, tracing it from its beginnings as an entertainment for noble patrons to its development as a commercialised entertainment industry. In all three of these topics, we will begin by considering the musical repertoire as it was practised within Europe, and then move to thinking about its use in colonial or quasi-colonial situations outside Europe. In addition, students will be encouraged to consider the repertoires studied from numerous different angles, thinking both about how this music was used in society and about how it was put together technically.

Folders containing preparatory reading and listening materials for each week will be available on Brightspace. Students will be expected to use these materials to prepare for lectures, which will include numerous opportunities for active engagement and discussion. Students will be encouraged to develop an interest in one of the three topics under consideration with a view to writing a final research essay on a topic of interest.

About this Module

Learning Outcomes:

On completion of this module students should be able to:

– Explain and examine the opportunities and issues presented by studying early music.
– Identify and describe important genres, styles, musicians, and composers of the period in question.
– Recognise, analyse and compare selected compositions in terms of their style and origin.
– Evaluate the relationship between music and its cultural and historical context.
– Investigate and evaluate key aspects of each topic in the light of contemporary musicological scholarship.
– Conduct research using a variety of reliable sources and write a coherent essay engaging with relevant scholarship.

Indicative Module Content:

Thinking about Early Music: opportunities, challenges, questions (Lecture 1)
The troubadours and trouvères: songs of love and desire (Lectures 2-4)
Sixteenth-century polyphony: the religious and political uses of church music in the age of reformations (Lectures 5-7)
Opera in the seventeenth and eighteenth centuries: patrons, divas, and commercial success (Lectures 8-11)

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. Not addressed

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. Not addressed

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. Not addressed

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. Not addressed

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.


 

Student Effort Hours:
Student Effort Type Hours
Specified Learning Activities

36

Autonomous Student Learning

42

Lectures

22

Total

100


Approaches to Teaching and Learning:
Lectures with extensive opportunities for group work and discussion.
Collaborative formative quizzes.
Close readings of primary sources within group work.
Engagement with individual songs, pieces of polyphony, and operatic scenes.
Peer feedback.

AI Policy: Students may use AI tools for limited support in this module (including brainstorming, idea generation, information collation). However, students remain fully responsible for the accuracy and reliability of their learning. Any use of AI must be cited appropriately.

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 Component repeat (in-module) Offered
Assignment(Including Essay): Commentary and analysis of a song, begun in class with guidance and group work. Week 4 Graded No
20
No
Assignment(Including Essay): Abstract for the final essay. This will be informed by a personal meeting with the module co-ordinator in Week 7, and will be submitted at the end of Week 8. Week 8 Graded No
20
No
Assignment(Including Essay): Essay: Research essay of between 2,000 and 2,500 words. See separate assessment for abstract. Final essay due at end of trimester. Week 14 Graded No
40
No
Participation in Learning Activities: Preparation of set reading and participation in group discussion. Assessed by participation activities in each class, including quizzes and discussion reports. Week 1, Week 2, Week 3, Week 4, Week 5, Week 6, Week 7, Week 9, Week 10, Week 11, Week 12 Graded No
20
No

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.


Carry forward of passed components
Yes
 

Resit In Terminal Exam
Spring No
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment

How will my Feedback be Delivered?

Students will receive written feedback on their song commentary and analysis. This will then enable them to plan for their abstract, which they will again receive written feedback. This will, in turn, enable them to plan for their final essay. They will receive written feedback on their essay.

Textbook (used every week and accessible via code)
Burkholder, Grout and Palisca, A History of Western Music, 10th edition (New York: W. W. Norton, 2019).
Burkholder and Palisca, Norton Anthology of Western Music. Vol. 1, Ancient to Baroque. 8th edition (New York: W. W. Norton, 2019).

Further Reading (to be used in preparing individual projects)

Troubadour and Trouvere Song
Akehurst and Davis, A Handbook of the Troubadours (Berkely: University of California Press, 1995).
Bruckner, Matilda Tomaryn, ‘Fictions of the Female Voice: The Women Troubadours’, Speculum 67/ 4 (1992): 865–91.
Egan, Margarita, The Vidas of the Troubadours (London: Routledge, 2019).
Gaunt, Simon, Gender and Genre in Medieval French Literature (Cambridge, 1995)
Rachel May Golden, Mapping Medieval Identities in Occitanian Crusade Song (Oxford University Press, 2020)
Grau and Colton (eds), Female-Voice Song and Women’s Musical Agency in the Middle Ages (Leiden: Brill, 2022).
Huot, Sylvia, From Song to Book: the Poetics of Writing in Old French Lyric and Lyrical Narrative Poetry (Ithaca: Cornell University Press, 1987)
Kay, Sarah. Subjectivity in Troubadour Poetry (Cambridge: Cambridge University Press, 1990).
Leach, Elizabeth Eva, ‘Do trouvère melodies mean anything?’, Music Analysis, (2019), 38/1–2: 3–46.
Mason, Joseph W., ‘Structure and process in the Old French jeu-parti’, Music Analysis (2019), 38/1–2: 47–79.
Mason, Joseph W., Extreme Vocality and the Boundaries of Song in the Medieval Crusades. Journal of Musicology 1 January 2024; 41 (1): 73–114.
Peraino, Judith, Giving voice to love: song and self-expression from the troubadours to Guillaume de Machaut (New York: Oxford University Press, 2011)
Saltzstein, Jennifer, Song, Landscape, and Identity in Medieval Northern France: Toward an Environmental History (New York: Oxford University Press, 2023)

Sixteenth-century polyphony
Baker, Geoffrey, Imposing Harmony: Music and Society in Colonial Cuzco (Durham, N.C.: Duke University Press, 2008).
Blackburn, Bonnie, ‘For Whom do the Singers Sing’, Early Music 25 (1997), 593–609.
Fisher, Alexander, Music, Piety and Propaganda: The Soundscapes of Counter-Reformation Bavaria (New York, 2014)
Haar, James, European music, 1520-1640 (Woodbridge: The Boydell Press, 2014)
Irving, D.R.M., Colonial Counterpoint: Music in Early Modern Manilla (Oxford: Oxford University Press, 2010).
Leaver, Robin A., Luther’s Liturgical Music: Principles and Implications (Lutheran Quarterly Books, 2007)
Leaver, Robin A., Goostly Psalmes and Spirituall Songes: English and Dutch Metrical Psalms from Coverdale to Utenhove 1535–1566 (Oxford: Clarendon, 1991)
Lockwood, The Counter Reformation and the Masses of Vincenzo Ruffo (Venice, 1970).
MacCulloch, Diarmaid, Reformation: Europe's House Divided 1490–1700 (London: Allen Lane, 2003)
MacCulloch, Diarmaid, The Later Reformation in England, 1547–1603 (Palgrave, 1990)
McCarthy, Kerry, Byrd (Oxford, Oxford University Press, 2013).
Monson, ‘The Council of Trent Revisited’ in The Journal of American Musicology 55 (2002), 1–37.
Oettinger, Rebecca Wagner, Music as Propaganda in the German Reformation (New York: Routledge, 2017)
Schmidt-Beste, ‘The Repertoire of the Papal Chapel after the Council of Trent: Tradition, Innovation, or Decline?’, Uno gentile et subtile ingenio: Studies in Renaissance Music in Honour of Bonnie J. Blackburn, ed. G. Filocamo and M.J. Bloxam (Turnhout, 2009), 109–120.
Sherr, Richard, The Josquin Companion (New York, 2000)

Seventeenth- and eighteenth-century opera:
Carter, Tim and John Butt (eds), The Cambridge History of Seventeenth-Century Music (Cambridge: Cambridge University Press, 2008).
Carter, Tim and Richard A. Goldthwaite, Orpheus in the Marketplace: Jacopo Peri and the Economy of Late Renaissance Florence (Cambridge, Mass.: Harvard University Press, 2013),
Cowart, Georgina The Triumph of Pleasure: Louis XIV and the Politics of Spectacle (Chicago: The University of Chicago Press, 2014).
Cuisck, Suzanne, Francesca Caccini at the Medici court: music and the circulation of power
Heller, Wendy, Emblems of eloquence: opera and women's voices in seventeenth-century Venice (Berkeley: University of California Press, 2004).
McClary, Susan, Desire and Pleasure in seventeenth-century music (Berkely: University of California Press, 2012).
Rosand, Ellen, Opera in seventeenth-century Venice: the creation of a genre ( Berkeley: University of California Press, 1991)
Thomas, Downing A., Aesthetics of Opera in the Ancien Régime, 1647-1785 (Cambridge: Cambridge University Press, 2002).

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 09:00 - 10:50