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MUS20640

Academic Year 2026/2027

Music Theory 3 (MUS20640)

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

Curricular information is subject to change.

This module is an extension of Music Theory 2, enhancing theoretical and analytical skills, exploring repertoire beyond the classical music canon, and introducing foundational music technology skills. The module is structured around 3 topics. The first topic is species counterpoint, which students study through composition-styled exercises. The second topic considers larger forms such as rondo and sonata forms, by building on the principles of formal analysis introduced in Music Theory 2. The last topic focuses on the nuances of a twentieth-century musical vocabulary, developing upon concepts of Music Theory 1 and 2 and problematising analytical tools suited to Baroque and Classical music. This module incorporates small-group tutorials aimed at supporting the module content through in-class exercises and analysis. Aural and practical harmony skills are enhanced through keyboard classes.

About this Module

Learning Outcomes:

On completion of this module students should be able to:

-demonstrate a knowledge of species counterpoint 
-critically engage with form, and apply formal terminology to works outside of the Western Art music canon 
-utilize digital software (such as Audacity) for analytical purposes
-analyse and engage critically with a specific musical vocabulary of the twentieth century
-undertake an independent analysis of a small-scale musical work
-accompany a short piece of popular music at the piano

Indicative Module Content:

Chapters 8, 38, 39, 40, 41 of Burstein & Straus, Concise Introduction to Tonal Harmony (New York & London: W.W. Norton, 2025).

Chapter 1–7 of Schubert, Modal Counterpoint, Renaissance Style (Oxford and New York: Oxford University Press, 2018).

Parts 2 and 3 of Caplin, Analyzing Classical Form: An approach for the classroom (Oxford and New York: Oxford University Press, 2013).

Chapters 2–9, Perischetti, Twentieth-Century Harmony: Creative Aspects and Practice (New York: W.W. Norton & Company, Inc. 1961)

— Species counterpoint composition
— Analysis of form (theme and variations, rondo, sonata)
— Pandiatonic harmony
— Quintal and quartal harmonies
— Pentatonic and hexatonic scales
— Using a Digital Audio Workstation (such as Audacity)
— Independent analysis and interpretation
— Harmonic progressions, melodic harmonisation, cadential formulae, and accompanying patterns at the keyboard

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. Novice

Strategic

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

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

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. Novice

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. Novice

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. Novice

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

24
Autonomous Student Learning

34
Lectures

24
Tutorial

12
Practical

6
Total

100

Approaches to Teaching and Learning:
In-person lectures.
Face-to-face tutorials.
Face-to-face practicals.
Individual listening and practice.
Task-based learning.

Requirements, Exclusions and Recommendations
Learning Recommendations:

Students attempting this module must have completed MUS10190 Music Theory 1 and MUS20650 Music Theory 2, or equivalent.


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
Assignment(Including Essay): Hand written assignment (hardcopy submission) Week 5 Standard conversion grade scale 40% No
30
 No
Individual Project: Part 2: Analysis project (digital submission) Week 15 Standard conversion grade scale 40% No
40
 No
Individual Project: Part 1: Analysis project draft proposal (digital submission) Week 10 Standard conversion grade scale 40% No
10
 No
Practical Skills Assessment: Keyboard Assessment (with tutor) Week 11, Week 12 Standard conversion grade scale 40% No
20
 No

Carry forward of passed components
Yes
 

Resit In Terminal Exam
Autumn No
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?

— Attendance at lectures and tutorials is essential to progression in this module. — Feedback will be provided individually and to the group within tutorials. — Individual feedback is also available from the module coordinator during weekly office hours. — Students are also encouraged to engage with the self-assessment activities available in the textbook.

Chapters 8, 38, 39, 40, 41 of Burstein & Straus, Concise Introduction to Tonal Harmony (New York & London: W.W. Norton, 2025).

Chapter 1–7 of Schubert, Modal Counterpoint, Renaissance Style (Oxford and New York: Oxford University Press, 2018).

Parts 2 and 3 of Caplin, Analyzing Classical Form: An approach for the classroom (Oxford and New York: Oxford University Press, 2013).

Chapters 2–9, Perischetti, Twentieth-Century Harmony: Creative Aspects and Practice (New York: W.W. Norton & Company, Inc. 1961)


Name Role
Ms Maddie Kavanagh Clarke Lecturer / Co-Lecturer

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Spring Lecture Offering 1 Week(s) - 20, 21, 22, 23, 24, 25, 26, 29, 30, 31, 32, 33 Tues 09:00 - 10:50
Spring Tutorial Offering 7 Week(s) - 21, 22, 23, 24, 25, 26, 29, 30, 31, 32, 33 Mon 14:00 - 14:50
Spring Tutorial Offering 13 Week(s) - 21, 22, 23, 24, 25, 26, 29, 30, 31, 32, 33 Mon 16:00 - 16:50
Spring Laboratory Offering 1 Week(s) - 21, 23, 24, 25, 26, 29, 30, 31, 32, 33 Mon 12:00 - 12:50
Spring Laboratory Offering 3 Week(s) - 21, 23, 24, 25, 26, 29, 30, 31, 32, 33 Mon 13:00 - 13:50
Spring Laboratory Offering 4 Week(s) - 21, 23, 24, 25, 26, 29, 30, 32, 33 Mon 15:00 - 15:50
Spring Laboratory Offering 5 Week(s) - 21, 22, 23, 24, 25, 26, 29, 30, 31, 32, 33 Wed 11:00 - 11:50
Spring Laboratory Offering 7 Week(s) - 21, 23, 24, 25, 26, 29, 30, 31, 32, 33 Mon 11:00 - 11:50
Spring Laboratory Offering 8 Week(s) - 21, 22, 23, 24, 25, 26, 29, 30, 31, 32, 33 Wed 10:00 - 10:50
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