026702 Music and Society
Warning: The information on this page is indicative. The subject outline for a
particular session, location and mode of offering is the authoritative source
of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
Subject handbook information prior to 2020 is available in the Archives.
Credit points: 6 cp
UndergraduateResult type: Grade, no marks
This subject develops an awareness that music is both a reflection and a product of the society from which it comes. Music genres and traditions from a variety of musical cultures are studied. Music technology is used to create compositions in the style of each culture. Dances, songs and instrumental ensemble works are also explored.
Subject learning objectives (SLOs)
|a.||Identify characteristics of the music and dance of a number of different cultures|
|b.||Perform (vocally, instrumentally and through dance) in the style of a number of different cultures|
|c.||Discuss and describe the society, traditions, history and geographical features of a variety of countries and their cultures|
|d.||Improvise and compose in the style of various musical examples and record these using music software|
Contribution to the development of graduate attributes
This subject contributes to the intellectual capacity of students by assisting them to understand the subject content of and how to teach that content (GTS 1.1.1, 1.1.2, 1.1.3). Student knowledge and understanding of primary students’ diverse social and cultural backgrounds, and their different approaches to learning, are also developed (GTS 2.1.1, 2.1.3). In addition, students will develop knowledge of how to support student learning through the use of a range of resources (GTS 3.1.4), including ICT (1.1.4). In the professional domain, students are introduced to, and develop skill in planning for coherent learning episodes with logically organised sequences of content, communicating appropriate learning goals and engaging students in classroom activities and discussion, (GTS 3.1.1, 3.1.2, 3.1.3, 4.1.3). Students also gain an awareness of requirements for ensuring safe dance practices (5.1.7) and critically reflect on their teaching practice in order to improve their capabilities (GTS 6.1.1).
Teaching and learning strategies
This subject will engage students in one 2 hour per week, interactive workshop experience. The teaching and learning strategies employed in this subject will include lecture input, practical workshops, group work, discussions, and individual engagement in assignments, and the development and presentation of an individual task. Student learning will also be supported by UTS Online which allows students to access subject information electronically.
Indicate the expected student workload per week for this subject:
- No. timetabled hours - 2 (Total time spent per week at lectures, tutorials, professional experiences placements etc)
- No. personal study hours - 6 (Total time students are expected to spend per week in studying, completing assignments etc)
- Total workload hours - 8 (1+2)
Note: as a guide, at UTS, 6cp translates to approximately 8 hours work per week including class attendance, reading/class preparation and assignments
This subject addresses three main areas:
- Knowledge about specific cultures and their musical traditions – songs, instrumental works, dance, games;
- Application of musical skills – performing - playing, improvising and composing in cultural styles; playing in ensembles; dances from each culture;
- Use of technology to record compositions.
Assessment task 1: Development of two scores of original composition
Assessment task 2: Music of another culture Part A
Assessment task 3: Music of another culture Part B
The subject requires attendance and participation at all lectures. Failure to attend more than two lectures could result in failure of the subject overall. An attendance roll will be taken at each class.
Amoaku, W.K. (1990) African songs and rhythms for children. New York: Schott.
Anderson, W. M., & Lawrence, J. E. (2004) Integrating music into the elementary classroom. Belmont: Thomson/Schirmer.
Askew, G. (1993) Music education in primary schools. Melbourne: Longman-Cheshire.
Barnes, B. (1983), Folk dances of Europe. North Adelaide: B. Barnes.
Boer, D., & Fischer, R. (2012) Towards a holistic model of functins of music listening across cultures: A culturally decentred qualitative approach. Psychology of Music, 40(2), 179-200. doi:10.1177/0305735610381885
Broughton, S., Ellingham, M., Muddyman, M. & Trillo, R. 2005, The rough guide to world music. London: Rough Guides.
Colwell, R. & Richardson, C. (Eds). (2002). The new handbook of research on music teaching and learning. New York: Oxford University Press.
Crees, G & C. (1997). Songs from around the world for young children. Sydney: G & C Crees.
Dawe, K. (2004) Island musics. New York: Berg.
De Quadros, A. (2000). Many seeds, different flowers. Perth: CIRCME.
Frazee, J. (2007). Orff schulwerk today: nurturing musical expression and understanding. New York: Schott.
Fuoco-Lawson, G. (1989). Street games. New York: Schott.
Green, L. (1997). Music, gender, education. New York: Cambridge University Press.
Katsarova, R. & Djenev, K. 1958, Bulgarian folk dances. Sofia: Science and Art State Pub. House.
Kwami, R. W. (1997). African songs for school and community. US: Schott.
Lopez-Ibor, S. & Maschat, V. (2007). Singing drives away sorrow: songs, games and dances from Latin-America. New York: Schott.
Madin, J. (2002). Marimba music 1. Geelong West, Vic: Marimba Music.
Madin, J. (1997). Marimba music 2. Geelong West, Vic: Marimba Music.
Madin, J. (2006). Marimba songs. Geelong West, Vic: Marimba Music.
Maubach, C. (2007). Dancing around the world. Victoria: VOSA.
NSW DET Professional Support and Curriculum Unit, (1999). Vocal-Ease, modules 1 & 2: a K- 6 resource for the classroom. Sydney: NSW Department of Education and Training.
NSW DET Professional Support and Curriculum Unit, (2002). Vocal-Ease, modules 3 & 4: a K- 6 resources for the classroom. Sydney: NSW Department of Education and Training
Rooyackers, P. (1996). 101 Dance games for children: fun and creativity with movement. Alameda: Hunter House.
Rooyackers, P. (2003). 101 more dance games for children: new fun and creativity with movement. Alameda: Hunter House.
Solomon, J. (1995). Conga town. US; IMP/Faber
Solomon. J. (1997). Body rondo book. Lakeland. TN: Memphis Music Craft.
Trenton, N. J., (1996) African dance: an artistic, historical, and philosophical inquiry. Trenton NJ: Africa World Press.
Van de Plas, A. (2000). Dances for children 2000. The Netherlands:Van de Plas publications.
Van de Plas, A. (2003). Dances for children 2003. The Netherlands:Van de Plas publications.
Van de Plas, A. (2006). Dances for children 2006. The Netherlands:Van de Plas publications.
Wingrave, H. 1984, Aspects of folk dance in Europe. London, England: Dance Books.
Audio or Audiovisual Reference List
Body music part 1 2002, DVD, Oakland, CA: Redwood & Video.
Body music part 2 2007, DVD, Oakland, CA: Redwood Media.
Crosspulse – serpentine 1998, CD, San Francisco, CA: Ubiquity.
Dances for Children 2000, DVD, 2000, The Netherlands:Van de Plas publications.
Keith Terry and Crosspulse 1994, CD, Oakland, CA: Redwood Records.
Mikadunav July 06, 2009, Talima, Bulgarian folk dance, video recording, viewed February 24 2010, <http://www.youtube.com/watch?v=FcAdIMo7sZU>.
Music for children 1993. CD, Northcote Victoria: Shenanigans Music.
Music resources for multicultural perspectives 1998, CD, Reston, VA: Music Educators National Conference.
Vol 1. Childrens dances of Terra del Zur 1994, CD, Northcote Victoria: Shenanigans Music.
Vol 2. Bush dances of New Holland 1994, CD, Northcote Victoria: Shenanigans Music.
Vol 3. Dances of Terra Australis 1997, CD, Northcote Victoria: Shenanigans Music.
Rough guide to global dance 2000, CD, London: World Music Network.