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MUS20550

Academic Year 2026/2027

UCD Gamelan Ensemble Autumn 2026-27 (MUS20550)

Subject:
Music
College:
Arts & Humanities
School:
Music
Level:
2 (Intermediate)
Credits:
5
Module Coordinator:
Dr Peter Moran
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 provides an opportunity for students to become familiar with the art music tradition of Central Java by performing in the gamelan ensemble. The core focus of the module is on traditional Javanese forms and techniques, which students will become familiar with through practical experience with the various instruments and vocal parts that make up the gamelan.

Classes will include regular discussion of the core concepts of gamelan music theory. There will also be an opportunity for students to compose and arrange new music for the ensemble.

The module culminates in a end-of-trimester concert. Students will be evaluated based on an ongoing assessment of their progress throughout the term, and on their performance in the final concert.

About this Module

Learning Outcomes:

All students completing this module will:
1. Acquire the practical skills of Javanese gamelan instrumental and vocal techniques.
2. Acquire a thorough understanding of traditional Javanese musical forms, including core elements of gamelan repertoire, theory and terminology
3. Develop overall musicianship through the practice of ensemble playing and recording

Returning students who have completed previous gamelan modules will also acquire further skills learning the more advanced instrumental techniques typical of the tradition.

Indicative Module Content:

Javanese instrumental techniques
Javanese music theory and terminology
Ensemble singing, performing and recording

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. Competent

Critical Thinking

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

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. Not addressed

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. Competent

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. Competent

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. Competent

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. Not addressed

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. Competent

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
Autonomous Student Learning

52
Lectures

24
Practical

24
Total

100

Approaches to Teaching and Learning:
This module is delivered through weekly ensemble rehearsals. In each rehearsal, some time is also dedicated to music theory and to teaching individual students new skills. Classes will be streamed live from Room J305 every Wednesday evening. Up to 15 students will be invited to attend classes in person each week to work on their pieces, while others will interact with the class through the live stream. These groups will be rotated each week.

This module is delivered through:
1. Weekly ensemble rehearsals
2. Individual instruction on the different instrumental parts
3. Class discussion of the theoretical concepts introduced each week (with accompanying handouts)
4. Weekly evaluations of students' progress in their instrumental parts
5. Recommended listening based on the repertoire being studied in class
6. Autonomous Student Learning – students can access the Gamelan Room to rehearse on the gamelan instruments outside of class time.

AI Not Permitted: The use of AI tools is not permitted in this module. Students are
expected to engage directly with module materials and activities without the use of AI
tools.

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
Individual Project: Students will be taught how to play various gamelan instruments, focussing on one. Their rate of progress in learning their parts will be assessed by the module coordinator in weekly rehearsals Week 1, Week 2, Week 3, Week 4, Week 5, Week 6, Week 7, Week 8, Week 9, Week 10, Week 11 Graded No
70
 No
Practical Skills Assessment: In their final rehearsal and concert at the end of the term, assessed by the module coordinator, students will demonstrate all the repertoire and skills they have learned. Week 12 Graded No
30
 No

Carry forward of passed components
No
 

Remediation Type Remediation Timing
In-Module Resit Prior to relevant Programme Exam Board
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

How will my Feedback be Delivered?

Feedback is given individually to students on an ongoing basis. The teacher will monitor the students' progress throughout the term. Regular feedback and guidance will be given to each student in the ensemble, especially in the final weeks before the evaluation. Students are expected to integrate this ongoing feedback into their individual rehearsals outside of class time, and to demonstrate their progress week-on-week.

Lindsay, Jennifer. Javanese Gamelan: Traditional Orchestra of Indonesia 2nd Ed., "Images of Asia" Series, Oxford University Press, New York, 1992. James Joyce Library 780.9598 LIN

Brinner, Benjamin. Music in Central Java: Experiencing Music, Expressing Culture. Oxford University Press, New York, 2008. James Joyce Library 780.9598 BRI

Pickvance, Richard. A gamelan manual: a player's guide to the central Javanese gamelan. Jaman Mas Books, London, 2005. ‪James Joyce Library ‪784.09598 PIC

Name Role
Dr Peter Moran Lecturer / Co-Lecturer

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 Wed 16:00 - 17:50
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