Research Methodology in Musical Science and Interpretative Research Application
Code: 42203 ECTS Credits: 15| Degree | Type | Year |
|---|---|---|
| 4312637 Musicology, Musical Education and Interpretation of Early Music | OB | 0 |
Contact
- Name:
- Jaume Ayats Abeya
- Email:
- jaume.ayats@uab.cat
Teachers
- Cecilia Gassull Bustamante
- Jaume Ayats Abeya
- Carme Carrillo Aguilera
- Albert Casals Ibaņez
- Jessica Perez Moreno
- (External) Javier Artigas
- (External) Josep Borrās
- (External) Juan Carlos Asensio
- (External) Rolf Baecker
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
Students must have a bachelor’s degree in music or other higher education degrees with a proficient level of music. They must have deep knowledge in music theory and performance practice.
Language level requirements:
- Come from a Spanish or Catalan-speaking country
- Have a C1 level of Spanish or Catalan, or the equivalent.
Students must understand a wide range of demanding, longer texts and recognise implicit meaning; they must express themselves fluently; they must produce clear, well-structured text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.
Objectives and Contextualisation
This module aims to introduce students to research in music. The objectives are:
1- To show a solid knowledge of methods and techniques of research.
2- To know the main problems related to research in music.
3- To communicate the knowledge acquired and the contributions of one’s research correctly, accurately and clearly both orally and in writing.
4- To develop autonomous learning skills applicable to the research process.
5- To critically argue, issue judgements and present ideas on the basis of the analysis of information originating from scientific production in this area.
6- To write up one's own research project.
Competences
- Analyze and interpret historical sources and documents relating to music.
- Applying critical projects musicological research and interpretive projects.
- Conduct research archive, periodicals and literature related to the field of music.
- Demonstrate self-learning skills in the field of study of musicology, music education and interpretation.
- Develop the capacity to assess sex and gender inequalities in order to design solutions to them.
- Developing research in the disciplines of musicology and music education, and to collaborate in group projects.
- Distinguish and apply different methodologies musicological research and research in music education-oriented projects.
- Use different user-level music software available in the market to apply them to musicological research and development projects interpretation.
- Working in interdisciplinary contexts related to musicology, music education and interpretation.
Learning Outcomes
- Actively collaborate in the development of collective projects assuming the rigor of work and the relevant responsibilities.
- Apply a simple way these basic resources for obtaining various kinds of data.
- Apply critical capacity in musicological research projects and interpretive projects.
- Apply sonológicos analysis and treatment programs in developing scores of a particular research project.
- Critically interpret the data offered by the various historical sources in each project on early music
- Demonstrate self-learning skills in the field of study of musicology, music education and interpretation.
- Describe and explain the procedures of positivism, pragmatic analysis, hermeneutics and postmodern perspectives of different research perspectives on music.
- Develop the capacity to assess sex and gender inequalities in order to design solutions to them.
- Distinguish the suitability of each analytical and interpretive methodology in relation to issues dealt with every kind of historical and documentary source.
- Identify and distinguish the different methodologies and resources to obtain basic data file
- Plan a project adapting the scientific rigor of the disciplines to study the issue raised by the student.
- Recognise the contributions of gender studies to the topics being researched.
- To discern the suitability and apply methodologies appropriate to each type of project research musicological research.
- Working in interdisciplinary contexts related to musicology, music education and interpretation.
Content
- Methodologies in music research.
- Qualitative and quantitative research methods.
- Innovation and research in music education.
- Research models in musicology.
- Planning a research project.
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Classroom discussions | 20 | 0.8 | 1, 2, 3, 4, 6, 7, 9, 10, 13, 14 |
| Lectures | 42.5 | 1.7 | 1, 2, 7, 9, 10, 11, 13, 14 |
| Type: Supervised | |||
| Book reviews and text analysis | 22.5 | 0.9 | 2, 3, 4, 6, 9, 10, 13, 14 |
| Dicussions and case studies | 15 | 0.6 | 2, 3, 6, 9, 10, 11, 13, 14 |
| Type: Autonomous | |||
| Critical use of research tools | 25 | 1 | 2, 3, 6, 9, 10, 11, 13, 14 |
| Planning of a research project | 62.5 | 2.5 | 1, 2, 3, 4, 9, 10, 11, 13, 14 |
Several teaching-learning strategies will be combined in order to achieve the objectives of the course:
- Lectures: teachers will explain the basic concepts of the subject.
- Practical activities and tasks: students will work individually or in small groups to solve practical activities (including the design of a research project).
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.
Assessment
Continous Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Article revision and correction | 35 | 55 | 2.2 | 1, 2, 3, 6, 7, 8, 9, 10, 11, 12, 13, 14 |
| Bibliographic, sources an documents citation | 15 | 32.5 | 1.3 | 2, 5, 7, 9, 10, 11, 13 |
| Class participation | 10 | 25 | 1 | 1, 3, 6, 7, 8 |
| Exam or Research project planning | 40 | 75 | 3 | 1, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14 |
Evaluation activities:
a. A research project planning or Exam, according to the number of students (40%). In the class for two hours and internet access.
b. Article revision and correction: individual or pair group work correcting a proposal of an article (35%). Two hours.
c. Bibliographic, sources an documents citation (15%). Individual two hopurs exercise.
d. Class participation in classroom discussions (10%)
Grade revision process: After each assessable item is given a grade, students will be informed of the date and way in which they will be published. Students will also be informed of the procedure, place, date and time of grade revision (following University regulations).
Resitting Process: A resit will be held for students whose grade average is lower than 5 points out of 10.
Non-assessable: A student submitting less than 60% of grading tasks, will be considered as 'non-assessable'.
VERY IMPORTANT: 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.
In the event that tests or exams cannot be taken onsite, they will be adapted to an online format made available through the UAB’s virtual tools (original weighting will be maintained). Homework, activities and class participation will be carried out through forums, wikis and/or discussion on Teams, etc. Lecturers will ensure that students are able to access these virtual tools, or will offer them feasible alternatives.
Unique evaluation will include in a unique day evaluations a. (40%), b. (40%) and c. (20%).
Bibliography
Beard, David, & Kenneth Gloag, eds. 2005. Musicology: The Key Concepts. London: Routledge.
Bisquerra, Rafael, coord. 2004. Metodología de la investigación educativa. Madrid: La Muralla.
Bloechl, Olivia A., Melanie Lowe, & Jeffrey Kallberg, eds. 2015. Rethinking Difference in Music Scholarship. Cambridge: Cambridge University Press.
Bowman, Wayne D. 1998. Philosophical Perspectives on Music. New York – Oxford: Oxford University Press.
Clarke, Eric, & Nicholas Cook, eds. 2004. Empirical Musicology: Aims, Methods, Prospects. New York-Oxford: Oxford University Press.
Cook, Nicholas. 1987. Guide to Musical Analysis. London: J. M. Dent & Sons.
Cruces, Francisco, ed. 2001. Las culturas musicales. Madrid: Trotta.
Fuentes, Juan Luis, & Roberto Cremades, coords. 2019. Cómo escribir un trabajo de fin de máster. Madrid: Editorial Síntesis.
Greer, David, ed. 2000. Musicology and Sister Disciplines. Past, Present, Future. New York – Oxford: Oxford University Press.
Hernández Sampieri, Roberto, et alii. 2007. Fundamentos de metodología de la investigación. Madrid: McGraw-Hill.
Keeves, John Philip, ed. 1988. Educational Research, Methodology, and Measurement: An International Handbook. Oxford: Pergamon Press.
Kerman, Joseph. 1985. Contemplating Music: Challenges to Musicology. Cambridge: Harvard University Press.
Kerman, Joseph. 1985. Musicology. London: Fontana Press.
Kivy, Peter. 2005. Nuevos ensayos sobre la comprensión musical. Barcelona: Paidós.
Latorre, Antonio. 2003. La investigación-acción: conocer y cambiar la práctica educativa. Barcelona: Graó.
Lawson, Colin, & Robin Stowell. 2005. La interpretación histórica de la música. Madrid: Alianza Editorial.
Leppert, Richard, & Susan McClary, eds. 1996. Music & Society. The Politics of Composition, Performing and Reception. Cambridge. New York – Melbourne: Cambridge University Press.
Martínez Olmo, Francesc. 2002. El cuestionario. Un instrumento para la investigación en las ciencias sociales. Barcelona: Laertes.
Nettl, Bruno. 2017. “Have You Changed YourMind? Reflections on Sixty Years in Ethnomusicology.” Acta Musicologica 89, no. 1: 55–57.
Phillips, Kenneth H. 2008. Exploring research in music education and music therapy. Oxford: Oxford University Press.
Quivy, Raymond, Luc van Campenhoudt, & Patricia Corres Ayala. 2001. Manual de investigación enciencias sociales. Mexico, D.F.: Limusa Noriega ed.
Ramos López, Pilar. 2005. "Nuevas tendencias en la investigación musicológica." a Revista de Musicología XXVIII/ 2: 1381-1401.
Requena Santos, Félix, & Luis Ayuso Sánchez, eds. 2018. Estrategias de investigación en la ciencias sociales: fundamentos para la elaboración de un Trabajo de Fin de Grado o un Trabajo de Fin de Master. València: Tirant lo blanc. https://biblioteca-tirant-com.are.uab.cat/cloudLibrary/ebook/show/9788491696957
RILM International Center. 200- -. RILM Abstracts of Music Literature [Recurs Electrónic]. http://web.b.ebscohost.com.are.uab.cat/ehost/search/advanced?vid=1&sid=cac263f9-2815-4394-acca-e77aa131322b%40pdc-v-sessmgr02
Schneider, Albrecht, ed. 2008. Systematic and Comparative Musicology: Concepts, Methods, Fields. Frankfurt am Main: Peter Lang.
Software
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Language list
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (TEm) Theory (master) | 1 | Catalan/Spanish | first semester | morning-mixed |