Music, Gender and Identity - AHM3312

Assessment 1: Oral presentation/assessment

Participation in 2 small-group presentation assignments on a variety of topics, spaced over the course of the module (equivalent to 1000 words).

Oral presentation/assessment

Assessment 1: Portfolio

A portfolio of written exercises.
Short written exercises relating to the theoretical, critical and analytical underpinnings of the module and structured as part of preparation and/or consolidation work for teaching sessions.

Portfolio

Assessment 2: Written Assignment

An essay relating to the central thematic strands of the module, chosen from a list of essay topics provided by the module tutor, focusing on student’s own choice of case study.

Written Assignment

<p>Music, Gender and Identity explores the relationship between music, representation and identity across a wide range of historical contexts and performance traditions. Focusing primarily on issues of gender and sexuality, but also upon their intersection with race, ethnicity, class, age and broader culture, the module encourages you to question the relationship between creativity and identity in diverse areas of musical activity, from composition and scholarship to performance itself.</p>

School of Arts and Humanities

<p><a href="http://library.hud.ac.uk/my/AHM3312">http://library.hud.ac.uk/my/AHM3312</a></p>

Music

AHM3312 - Music, Gender and Identity

Music, Gender and Identity

have developed the ability to construct an articulate, reasoned and convincing argument, in spoken and written form, using accurate spelling, grammar, syntax and punctuation, drawing on a range of source materials, and supported by appropriate examples and evidence.


have developed a critical understanding of ways in which musical works reflect issues of gender and identity in their style, form, patronage, promotion, performance or reception.


have developed a knowledge of musicians and musical works that traditionally lie outside of the canon on account of aspects of gender or non-normative identity.


have developed the ability to distinguish ways in which constructions of identity work in relation to the music of different historical periods, musical styles or social contexts.


have developed a critical understanding of the concept of canon, and how music historians have constructed and challenged the notion of a musical canon between the nineteenth century and the present.


have developed a critical understanding of the major debates in musicology relating to music’s relationship to issues of identity and representation.


have developed a critical understanding of the concepts of gender, sexuality and identity from theoretical and historical perspectives.


have developed the ability to describe and explain the issues and debates relating to music, gender and identity.

have developed the ability to evaluate a range of different historical and social perspectives on musical  culture.
