Musical Research in Contemporary Urban Environments
Code: 40829 ECTS Credits: 10| Degree | Type | Year | Semester |
|---|---|---|---|
| 4312637 Musicology, Musical Education and Interpretation of Early Music | OT | 0 | 1 |
Contact
- Name:
- Silvia Victoria Martinez Garcia
- Email:
- silvia.martinez.garcia@uab.cat
Teaching groups languages
You can check it through this link. To consult the language you will need to enter the CODE of the subject. Please note that this information is provisional until 30 November 2023.
Teachers
- German Gan Quesada
- Lidia López Gómez
- Sergio Gonzalez Gonzalez
- Gabrielle Kaufman
- Tess Bolton
- Diego Alonso Tomás
- Maria Caceres Piñuel
Prerequisites
The students should demonstrate a good level of musical analysis.
During the course, it will be desired to strengthen the knowledge of the contemporary thought, specificaly the aesthetic movements, the artistic languages and the main sociopolitical movements.
Objectives and Contextualisation
- Introduce the main lines of debate of contemporary research on musical practices in urban space.
- Mastering methodologies of historiography, aesthetic and musicological analysis in the study of urban music.
- Relate contemporary musical systems with their respective contexts of production and reception.
- Explore the mechanisms that manage the relationships between the different artistic languages of contemporary era.
- Understand the mechanisms of action and social articulation ofmusic in changing environments, with special emphasis ontechnological and media advances in recent decades.
- Adapt the contents of the course to various educational and training contexts.
Competences
- Analyze music according to cultural areas and according to the social contexts in which they arise and develop by applying it to research and interpretive projects.
- Applying critical projects musicological research and interpretive projects.
- Consider innovative projects musicological research and interpretive projects.
- Develop the capacity to assess sex and gender inequalities in order to design solutions to them.
- Distinguish and apply different methodologies musicological research and research in music education-oriented projects.
- To analyze the different contexts (social, economic, historical, artistic) involved in the music profession to develop appropriate research work.
Learning Outcomes
- Adapt the results of contextual analysis of the study of contemporary urban environment where different social realities involved
- Apply critical capacity in musicological research projects and interpretive projects.
- Apply research methodologies prior to every type of music research project in the contemporary urban environment.
- Compare methodological procedures developed in the last three decades in the study of complex musical activity of contemporary societies, and especially in urban environments.
- Develop the capacity to assess sex and gender inequalities in order to design solutions to them.
- Discuss contemporary socio-musical contexts from the perspective of gender studies.
- Distinguish the distinctive characteristics of the various musical cultures of the contemporary urban environment
- Mastering historiographical analysis tools adapted to the study of urban music
- Propose innovative projects proposed in musicological research and interpretive projects.
- Recognise the contributions of gender studies to the topics being researched.
- Relate contemporary music systems with their contexts of production and reception
Content
- Music, power and representation in the contemporary world
- Creative aesthetics and politics in the 20th century
- Spaces and musical path networks in the city. Sound landscape and sound practices in urban space
- Music performance. The concert as a phenomenon of current research
- Experiences and challenges of mass musical events
- The musical concert as a phenomenon of current research
- Urban Music: Ethnicity and Gender after postcolonial theory
- Current trends in research in audiovisual media
Methodology
The course has a hybrid format, with a part of the theoretical presentation of the teaching staff and another part of work in the classroom. This work will be done about practical cases, and the main theoretical aspects and key concepts of the syllabus will be arise from them.
This seminar format and learning methodology, actively involve the student. The course contents will be acquired mainly by reading and discussing the selected texts, as well as by analyzing and discussing the proposed audiovisual materials.
The active follow-up of the module implies the personal commitment to prepare the readings and the viewing of the proposed materials in order to be able to participate in their discussion in the classroom.
As a postgraduate course, the autonomous work of each student will have an important specific weight in the work methodology. This will be done individually and in collaborative groups. The students will also participate in the co-evaluation of the materials generated throughout the seminars.
The course has a Moodle classroom open, where the calendar of activities and the pedagogical materials will be published.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Activities
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Seminar (possible on line meetings included) | 40 | 1.6 | 1, 2, 3, 4, 7, 8, 9, 11 |
| Workshops (occasionally out of classroom) | 14 | 0.56 | 1, 2, 3, 4, 7, 8, 9, 11 |
| Type: Supervised | |||
| Cases practice | 14 | 0.56 | 1, 2, 3, 4, 7, 8, 9, 11 |
| Dissemination practices | 8 | 0.32 | 1, 2, 3, 4, 7, 8, 9, 11 |
| Doctorial seminaries | 4 | 0.16 | 1, 2, 3, 4, 7, 8, 9, 11 |
| Tutorial class | 4 | 0.16 | 1, 2, 3, 4, 7, 8, 9, 11 |
| Type: Autonomous | |||
| Work on mandatory audiovisual materials | 10 | 0.4 | 1, 2, 3, 4, 7, 8, 9, 11 |
| Work on mandatory readings | 23 | 0.92 | 1, 2, 3, 4, 7, 8, 9, 11 |
| Writing and editing on papers and audiovisual essays | 40 | 1.6 | 1, 2, 3, 4, 7, 8, 9, 11 |
Assessment
Three evidences are proposed:
a) Writing a short paper on a selected reading of the course (25%). This work will be peer reviewed by the students (10%)
b) Participation in the class sessions and in the discussion on the materials proposed (25%)
c) A bunch of questionnaires on mandatory reading and audiovisual materials, which will be carried out individually and in preparation for the different class sessions (40%)
Although class attendance is not compulsory, active participation in the work sessions will be positively valued.
Deadlines: The delivery of each evidence will be published in the Moodle classroom. The works will be delivered through Moodle classroom too.
Review Procedure: Any work delayed will not be reevaluated. To be able to reassess a job, and recover qualification, it will be necessary to have followed up on the seminars.
To pass the course you must have passed all three evidences (a, b, c). Not presenting any of them will mean that the student is considered "not assessable".
NOTE: In the event of a student committing any irregularity that may lead to a significant variation in the grade awarded to an assessment activity, the student will be given a zero for this activity, regardless of any disciplinary process that may take place. In the event of several irregularities in assessment activities of the same subject, the student will be given a zero as the final grade for this subject.
SINGLE ASSESSMENT
The single evaluation will consist of three pieces of evidence, presented on a date to be specified at the end of the course.
a) A short paper on a selected reading from the course (25%)
b) A written reflection exercise on the materials proposed by the teaching staff (25%)
c) An extensive questionnaire on the readings and audiovisual materials of obligatory consultation (50%)
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Evaluation of the work done by the classmates | 10% | 4 | 0.16 | 2, 3, 4, 5 |
| Paper on a selected reading | 25% | 30 | 1.2 | 1, 2, 3, 4, 7, 8, 9, 11 |
| Participation in work sessions | 25% | 40 | 1.6 | 1, 3, 4, 7, 8, 11 |
| Questionnaires on readings and other course materials | 40 % | 19 | 0.76 | 1, 2, 3, 4, 7, 6, 8, 9, 10, 11 |
Bibliography
Alsina, Miquel. 2007. El Cercle Manuel de Falla de Barcelona (1947-ca. 1957). L'obra musical i el seu context. Lleida: Institut d'Estudis Ilerdencs
Butler, Judith. 2021 [1990] Problemes de gènere. El feminisme i la subversió de la identitat (trad. de Bel Olid). Ed. Angle
Castro, Ernesto. 2019. El trap: filosofía millennial para la crisis en España. Ed. Errata naturae
Cureses, Marta. 2013. "The institutionalization of the Avant-Garde in Catalonia as of 1939". In: Music and Francoism, eds. Gemma Pérez Zalduondo i Germán Gan Quesada. Turnhout: Brepols, 203-231.
D'Angelo, Robin. 2021. Fragilidad blanca. Ediciones del Oriente y del Mediterráneo
Gan Quesada, Germán. 2014. "La recepció de la música de Robert Gerhard a Catalunya durant el Franquisme (1948-1970): trobades i desavinences". Revista catalana de musicologia, 7, 153-171. https://publicacions.iec.cat/repository/pdf/00000216/00000019.pdf
Gan Quesada, Germán. 2012. "Músicas para después de una guerra... Compromisos, retiradas y resistencias en la creación musical catalana del primer franquismo". In: Discursos y prácticas musicales nacionalistas (1900-1970), ed. Pilar Ramos López. Logroño: Servicio de Publicaciones de la Universidad de La Rioja, 277-299.
Herrera Quintana, Elena. 2021. Beyoncé en la intersección: pop, género, raza y clase social : recepción y discursos en torno a su trabajo. Tesi doctoral. E-Prints Complutense https://eprints.ucm.es/id/eprint/64622/
Ivaldi, Antonia.2011. “Routes to adolescent musical expertise”. In: Music and the Mind: Essays in honour of John Slobodaed, ed. per Irène Deliège i Jane Davidson. Oxford: Oxford University Press, 205-224.
J. Sloboda i S. O’Neill. 2001. “Emotions in everyday listening to music”. In: Music and emotion: Theory and researched, ed. per J. Sloboda i P.N Juslin. Oxford: Oxford University Press, 415-429
Manchado, Marisa (ed.). 2019. Música y mujeres: Género y poder. Ménades Editorial
Marín, Miguel Angel. 2018. “Challenging the Listener: How to Change Trends in Classical Music Programming”. Resonancias, vol. 22, n° 42, 115-130.
Martín Nieva, Helena. 2019. "El apoyo de los institutos de cultura extranjeros a la música de vanguardia en Barcelona (1939-1974)". In: Puentes sonoros y coreográficos durante el franquismo. Imaginarios, intercambios y propaganda en clave internacional, ed. per Belén Vega Pichaco, Elsa Calero Carramolino i Gemma Pérez Zalduondo. Granada: Libargo, 171-203.
Martínez, Sílvia. 2019. “Mainstream Popular Music as a Challenge to Gender Studies: Latin Music and Feminism in Contemporary Spain”. In: Recent Trends and New Directions in Ethnomusicology: A European Perspective on Ethnomusicology in the 21st Century, editat per Gerd Grupe. Aachen: Shaker, 71-95.
Mikutta, C.A.; G. Maissen, A. Altorfer W. Strik i T. Koenig.2014. “Professional musicians listen differently to music”. Neuroscience. 268, 102-111
Müllensiefen, D.; B. Gingras, J. Musil i L. Stewart. 2014. “The Musicality of Non-Musicians: An Index for Assessing Musical Sophistication in the General Population.” PLoS ONE 9(2) (https://doi.org/10.1371/journal.pone.0089642)
National Endowment for the Arts. Office of Research and Analysis. 2020. Why we Engage: Attending, Creating, and Performing Art. Sept 2020 (https://www.arts.gov/sites/default/files/Why-We-Engage-0920_0.pdf)
Ramos, Pilar. 2003. Feminismo y música: Introducción crítica. Narcea Ediciones
Ribalta Coma-Cros Martina. 2017. "El Lied a través del temps. Una història del gènere narrada des del domicili de Josep Bartomeu durant el primer franquisme", Revista catalana de musicologia, 10, 191-206.
(https://publicacions.iec.cat/repository/pdf/00000253/00000022.pdf)
Sanz, Marta. 2018. Monstruas y centauras. Nuevos lenguajes del feminismo. Ed. Anagrama
Viñuela, Eduardo (ed.). 2018. Bitch, She's Madonna. La reina del pop en la cultura contemporánea. Ed. Dos Bigotes
Williamon, A.; J. Ginsborg, R. Perkins, i G. Waddell. 2021. Performing Music Research: Methods in Music Education, Psychology, and Performance Science. Oxford: Oxford University Press.
Software
To take advantage of the couse, the following basic software is required:
- A Word processor (Word or similar)
- A basic video editor (Emovie, Filmora or similar)
- Regular internet connection