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MUS20880

Academic Year 2026/2027

Techniques of Songwriting (MUS20880)

Subject:
Music
College:
Arts & Humanities
School:
Music
Level:
2 (Intermediate)
Credits:
5
Module Coordinator:
Dr Peter Moran
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.

In this module, students will explore the relationship between words and music by analysing a wide variety of song-writing techniques from different genres and eras. Students will be given a number of assignments, both in class and at home, to master the various techniques taught in this module. The aim is to equip students with a wide range of songwriting techniques which can be applied to a broad variety of creative working environments.

For their final evaluation, students will submit the lyrics, chords and recording (or music notation) of an original song which should demonstrate a mastery of the specific techniques learned in class, along with a written commentary outlining which techniques they employed in the song and to what artistic purpose.

About this Module

Learning Outcomes:

All students completing this module will:

1. Become familiar with the work of songwriters from a diverse range of genres and eras
2. Become familiar with a range of lyric writing techniques, both technical and creative
3. Understand the rhythmic relationship between words and music
4. Become familiar with elements of basic music theory
5. Learn creative approaches to chords, melodies and accompaniments
6. Learn about the real-world applications of these skills when building a career in the arts

Indicative Module Content:

Indicative Module Content

Rhyme & Rhythm
- Scansion, metre and feet
- Sibilance, alliteration and assonance as rhythmic devices
- Internal rhyme
- Syllabic and melismatic settings
- Time signatures

Creative Writing Skills
- Developing a Voice
- Imagery and Word Painting
- Thematic Development

Harmony and Melody
- Chord Progressions
- Chromatic Alterations
- Borrowed Chords, Extended Chords
- Techniques of Accompaniment

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.


Goal Name Description Coverage

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

Achieve gender equality and empower all women and girls 5
 

Student Effort Hours:
Student Effort Type Hours
Lectures

24
Autonomous Student Learning

76
Total

100

Approaches to Teaching and Learning:
This module will be delivered through:

1. Taught classes introducing techniques of lyric writing and musical composition
2. Analyses of the work of songwriters from a diverse range of genres and eras
3. Recommended reading and listening
4. In-class exercises, small group work
5. Homework, written assignments

AI Use Permitted for Limited Support: Students may use AI tools for limited support in
this module (e.g. idea generation, practice questions, or as a study aid). 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
Learning Recommendations:

Students taking this module will be given regular music assignments, such as writing chords and melodies. It is not a requirement to be able to read and write music notation, but students should have a basic knowledge of music theory (e.g. be able to name some basic chords and identify the notes that make up a chord). Support is also available for those who have just a little knowledge of this area and need assistance advancing.


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): Students must participate in group exercises in class, and submit music homework assignments based on topics covered in class. Week 2, Week 4, Week 6, Week 8 Graded Yes
35
 Yes
Assignment(Including Essay): Students must participate in group exercises in class, and submit creative writing assignments based on topics covered in class. Week 1, Week 3, Week 5, Week 7 Graded Yes
35
 Yes
Individual Project: Students will submit a first draft, and then a revised final draft, of an original song with an accompanying commentary detailing which of the module's techniques have been used and how. Week 9, Week 10, Week 11, Week 12 Graded Yes
30
 Yes

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
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, on an activity or draft prior to summative assessment

How will my Feedback be Delivered?

The teachers will monitor student progress throughout the term, offering feedback on their regular homework assignments, and on the first draft of their original song before final submission.

Rubin, Rick and Neil Strauss. The Creative Act: A Way of being. New York: Penguin Press, 2023. James Joyce Library, 153.35 RUB

West, Andrew. "The art of songwriting" London: Bloomsbury Publishing, 2016. (Access online through UCD Library)

Fry, Stephen. The Ode Less Travelled: Unlocking the Poet Within. New York: Gotham Books, 2007.
James Joyce Library 808.1 FRY

Pattison, Pat. Writing Better Lyrics: The Essential Guide to Powerful Songwriting. Cincinnati: Writer’s Digest Books, 2009.
James Joyce Library 808.1 PAT

Hughes, Ted. Poetry in the Making: A Handbook for Writing and Teaching. London: Faber & Faber, 2008.
James Joyce Library 808.1 HUG

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 Fri 12:00 - 13:50
Spring Lecture Offering 1 Week(s) - 20, 21, 22, 23, 24, 25, 26, 29, 30, 31, 32 Fri 12:00 - 13:50
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