Explore UCD

UCD Home >

MUS21120

Academic Year 2026/2027

Black Music (MUS21120)

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

Curricular information is subject to change.

This course examines African American musical traditions, beginning with musical practices originating during enslavement, to contemporary iterations of popular musical creation on a global scale. Exploring the traditions, styles, and cultural range of African American vernacular music, we will use critical thinking to contextualize various media items, historical events, and important figures to develop an awareness and appreciation of Black music. Guided (and close) listening, reading, and analysis of rhythm and blues (R&B), soul, funk, rock and roll, disco, hip hop, and EDM selections (among other styles) will support a thorough understanding of Black music, inclusive of how technology has developed alongside culture – a connection that can be understood through sound. Students will shape assignments around their own listening to generate new media objects, individually and collaboratively considering African American identity and sound, looking at its West African origins, international varieties, and Afrofuturist imaginings. As the course aims to develop students’ independent critical thinking and analysis abilities, use of AI will not be encouraged or permitted.

About this Module

Learning Outcomes:

• Describe eras and genres of African American popular music
• Actively listen to, analyze, and contextualize the musical and lyrical content of songs
• Discuss the impact of significant performers and figures of the 20th and 21st century
• Understand the musical lineage of vocal stylings and approaches
• Connect intersectional factors that shape musical reception and collective identity
• Compare styles based on their eras of production to determine sociocultural and sociopolitical factors for musical creation and consumption
• Discuss the technocultural aspects of musical creation and innovation in Black communities and the music industry

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

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. Advanced Beginner

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. 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 3

Achieve gender equality and empower all women and girls 3

Reduce inequality within and among countries 3

Ensure sustainable consumption and production patterns 2
 

Student Effort Hours:
Student Effort Type Hours
Lectures

20
Tutorial

16
Specified Learning Activities

24
Autonomous Student Learning

40
Total

100

Approaches to Teaching and Learning:
• Lectures
• Group discussions
• Active learning
• Reflection
• Group work
• Peer review
• Media analysis

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
Portfolio: Working on paper and online, independently and collaboratively, different activities support the development of a final project. Week 2, Week 4, Week 6, Week 8, Week 10 Graded Yes
50
 Yes
Exam (In-person): This is a comprehensive assessment involving listening, multiple choice, and a brief written portion on a relevant topic (student's choosing); includes a graded, collaborative practice test in week 11 Week 11, Week 14 Graded Yes
50
 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
Yes
 

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
• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Peer review activities
• Self-assessment activities

How will my Feedback be Delivered?

Not yet recorded.

Burnim, Mellonee V., and Portia K. Maultsby, eds. African American Music: An Introduction, 2nd ed. New York: Routledge, 2015.

Forman, Murray, Mark Anthony Neal, and Regina N. Bradley, eds. That’s the Joint! The Hip-Hop Studies Reader, 3rd edition. Routledge, 2024.

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 Mon 15:00 - 16:50
Print this page
Fill in the following details:
Enter the body of your query here.

From time to time UCD would like to send you further information that we feel, based on your enquiry, would be of interest to you.