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MUS41080

Academic Year 2026/2027

Foundations in Hist Musicology (MUS41080)

Subject:
Music
College:
Arts & Humanities
School:
Music
Level:
4 (Masters)
Credits:
10
Module Coordinator:
Professor Wolfgang Marx
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 engages with the development of methodologies and paradigms in historical musicology in recent decades. Among the topical issues will be the development of historical and historiographical practices, the challenges of postmodern approaches, the influence of ethnomusicology and anthropology, the performative turn, the moral turn. perceptions of gender and culture, problems related to the canon, temporality and reception aesthetics, performance practice and "contemporary" music, and musicology in the age of big data and AI. UCD's target to demonstrate its commitment to sustainability in all its varieties will also be contextualised.

Recording a class is not permitted without the lecturer’s approval.
Generative AI can be deployed to suggest literature on a topic, for translation purposes and to straighten out the wording if a student is dyslexic or has a similar registered disability. The general principle should be that the student undertakes the bulk of the conceptual planning and working-out of an assignment’s details with some supportive input from the AI, and never the other way round.
One always has to keep in mind two risks: Generative AI is not a database, it “generates” its results and can get things wrong or even make them up entirely (“hallucinations”). Secondly, one always has to check the results for relevant details that ought to be there yet have somehow been left out – which is only possible on the basis of separate, independent research.
At the end of each assignment there has to be an AI statement. If AI was consulted the student has to indicate in detail at the end which AI it was, when it was used and to what purpose. If AI was not used the student still has to add a statement to that effect, too (without it grades and feedback won’t be released).

About this Module

Learning Outcomes:

This module will enable students to
1. Define and evaluate key developments in recent scholarship in historical musicology;
2. Relate musicological developments to more general trends in cultural theory;
3. Train their critical faculties through positioning themselves in relation to mutually exclusive or critical musicological points of view.
4. Contextualise UCD's target to demonstrate its commitment to sustainability in all its varieties.

Indicative Module Content:

The development of historical and historiographical practices, the challenges of postmodern approaches, the influence of ethnomusicology and anthropology, the performative turn, the moral turn. perceptions of gender and culture, problems related to the canon, temporality and reception aesthetics, performance practice and "contemporary" music, and musicology in the digital age.

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. Proficient

Critical Thinking

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

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. Proficient

Strategic

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

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. Proficient

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. Proficient

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. Proficient

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. Proficient

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. Proficient

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. Proficient

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. Proficient

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

End poverty in all its forms everywhere 5

End hunger, achieve food security and improved nutrition and promote sustainable agriculture 5

Ensure healthy lives and promote well-being for all at all ages 5

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

Achieve gender equality and empower all women and girls 5

Ensure availability and sustainable management of water and sanitation for all 5

Ensure access to affordable, reliable, sustainable and modern energy for all 5

Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all 5

Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation 5

Reduce inequality within and among countries 5

Make cities and human settlements inclusive, safe, resilient and sustainable 5

Ensure sustainable consumption and production patterns 5

Take urgent action to combat climate change and its impacts 5

Conserve and sustainably use the oceans, seas and marine resources for sustainable development 5

Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss 5

Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels 5

Strengthen the means of implementation and revitalize the Global Partnership for Sustainable Development 5
 

Student Effort Hours:
Student Effort Type Hours
Lectures

24
Autonomous Student Learning

176
Total

200

Approaches to Teaching and Learning:
- seminar-style classes (all face-to-face according to current planning)
- critical writing
- reflective learning
- enquiry and problem-based learning
- debates
- contextualising UCD's target to demonstrate its commitment to sustainability in all its varieties

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): End-of-trimester essay (3,000 words) on a topic related to the content discussed in class, chosen by the student and approved by the lecturer. Week 14 Graded No
45
 No
Group Work Assignment: A podcast or similar group project chosen by the students on the basis of the topics discussed in class. After being uploaded it will be discussed in class. Week 8 Graded No
45
 No
Participation in Learning Activities: Regular contributions to class discussions. Week 1, Week 2, Week 3, Week 4, Week 5, Week 6, Week 7, Week 8, Week 9, Week 10, Week 11, Week 12 Graded No
10
 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, post-assessment

How will my Feedback be Delivered?

Individual feedback delivered after each assessment component.

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 15:00 - 16:50
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