General Information
Why is music so important to us? We listen to music while driving, walking, studying, or chatting with friends at parties. Music also makes us move. We dance to music, sing in the shower, and tap our feet to music. Over the past 30 years, scientists and musicologists have started to uncover the emotional and social significance of music. The goal of Music and Mind is to consider the psychological and social impact of music in everyday experience. This subject covers leading-edge research on music, and explores the social and practical uses of music, whether as therapy, underscoring in film, or to stimulate the imagination. By the end of this subject, you will have an understanding of the emotional, therapeutic, and cognitive implications of music, and will develop the skills to critically analyse the layers of meaning in music ranging from hip-hop and heavy metal, to opera and chamber music.
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Details
Academic unit: Faculty of Society & Design Subject code: PSYC12-260 Subject title: Music and Mind Subject level: Undergraduate Semester/Year: January 2024 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Forum: x12 (Total hours: 24) - Weekly forum
- Tutorial: x12 (Total hours: 12) - Weekly tutorial
- Personal Study Hours: x12 (Total hours: 84) - Recommended study hours
Attendance and learning activities: N/A -
Resources
Prescribed resources: Books
- William Forde Thompson (2014). Music, Thought, and Feeling: Understanding the Psychology of Music. 2nd edition, Oxford University Press, USA 386
iLearn@Bond & Email: iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications.
Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
| Academic unit: | Faculty of Society & Design |
|---|---|
| Subject code: | PSYC12-260 |
| Subject title: | Music and Mind |
| Subject level: | Undergraduate |
| Semester/Year: | January 2024 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
|
| Attendance and learning activities: | N/A |
| Prescribed resources: | Books
|
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Apply knowledge and skills of Psychology in a manner that is reflexive, culturally appropriate and sensitive to the diversity of individuals.
- Analyse and critique theory and research in the discipline of Psychology and communicate these in written and oral formats.
- Demonstrate interpersonal skills and teamwork.
- Demonstrate self-directed pursuit of scholarly inquiry in Psychology.
- Demonstrate an understanding of appropriate values and ethics in Psychology.
- Comprehend and apply a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Demonstrate understanding of the major concepts, theoretical perspectives, empirical findings and historical trends in mind and music.
- Cultural responsiveness, including with Aboriginal and Torres Strait Islander cultures
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed Computer-aided Test (Closed) This multiple-choice test provides early, low-risk feedback, allowing students to address any misunderstandings, and providing encouragement to students who are performing well. 20.00% Week 4 5,6,7 Creative Project§ The group project permits students to work with other students to produce a creative video, vlog, podcast, interview, demonstration, or other output focused on one of the topics covered. Individual write-up of group project: 1000-word assessment task allows students to reflect on their group project. 40.00% Week 12 1,2,3,4,5,6,7,8 Portfolio Students provide critical reflections or short essays on 8 class topics of their choice, written progressively throughout the semester. For each class, two questions for reflection will be posted; students can choose one to write on. The final portfolio will demonstrate the cumulative impact of their learning and understanding. 40.00% Week 13 1,2,4,5,6,7,8 - § Indicates group/teamwork-based assessment
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
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Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Computer-aided Test (Closed) | This multiple-choice test provides early, low-risk feedback, allowing students to address any misunderstandings, and providing encouragement to students who are performing well. | 20.00% | Week 4 | 5,6,7 |
| Creative Project§ | The group project permits students to work with other students to produce a creative video, vlog, podcast, interview, demonstration, or other output focused on one of the topics covered. Individual write-up of group project: 1000-word assessment task allows students to reflect on their group project. | 40.00% | Week 12 | 1,2,3,4,5,6,7,8 |
| Portfolio | Students provide critical reflections or short essays on 8 class topics of their choice, written progressively throughout the semester. For each class, two questions for reflection will be posted; students can choose one to write on. The final portfolio will demonstrate the cumulative impact of their learning and understanding. | 40.00% | Week 13 | 1,2,4,5,6,7,8 |
- § Indicates group/teamwork-based assessment
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Academic Integrity
Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.
Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.
If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.
Feedback on assessment
Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.
Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.
Accessibility and Inclusion Support
Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).
As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.
For more information and to apply online, visit BondAbility.
Additional subject information
This subject contains content that some students may find distressing, disturbing or culturally challenging. Students with concerns about the content of any subject are encouraged to discuss this with their teacher and consider how best to prepare themselves to study challenging material in a way that is appropriate for them.
Subject curriculum
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Origins of Music
We will discuss the origins of music. Did music "evolve" as a human trait (like language) because it helped early humans (hominids) survive? Where did music come from, and why does it exist in all cultures?
SLOs included
- Apply knowledge and skills of Psychology in a manner that is reflexive, culturally appropriate and sensitive to the diversity of individuals.
- Analyse and critique theory and research in the discipline of Psychology and communicate these in written and oral formats.
- Comprehend and apply a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Demonstrate understanding of the major concepts, theoretical perspectives, empirical findings and historical trends in mind and music.
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Using semiotics to analyse music
When we listen to music, what social and cultural messages are being conveyed by the various properties of the music? Music is not language, but we can still derive meaning from the various attributes of music. Music played on an electric guitar with distortion sends a different "message" than music played on a harp. An understanding of semiotics will allow us to become more attuned to the many layers of meaning that are embedded in music.
SLOs included
- Demonstrate an understanding of appropriate values and ethics in Psychology.
- Cultural responsiveness, including with Aboriginal and Torres Strait Islander cultures
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Music perception and memory
We will discuss some of the building blocks of music - how sound waves combine with each other and are interpreted by the brain to form beautiful melodies, harmonies, phrases, and rhythms. We will also discuss some of most common forms in music and discuss why they seem naturally musical to us. Is there something inherent in these forms that makes them beautiful, or have we just learned to appreciate music in our own culture from repeated exposure over many years?
SLOs included
- Apply knowledge and skills of Psychology in a manner that is reflexive, culturally appropriate and sensitive to the diversity of individuals.
- Analyse and critique theory and research in the discipline of Psychology and communicate these in written and oral formats.
- Demonstrate self-directed pursuit of scholarly inquiry in Psychology.
- Demonstrate understanding of the major concepts, theoretical perspectives, empirical findings and historical trends in mind and music.
- Cultural responsiveness, including with Aboriginal and Torres Strait Islander cultures
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Musical significance
We will first consider how music can be used to accompany visual media such as film. We will then discuss visual aspects of music that are apparently in live performances, and information conveyed by the gestures and facial expressions of musicians. We will then consider how musical signs can combine to form larger semiotic structures called sygntagms, and how we can identify different categories or "paradigms" of signs in music.
SLOs included
- Demonstrate interpersonal skills and teamwork.
- Demonstrate an understanding of appropriate values and ethics in Psychology.
- Cultural responsiveness, including with Aboriginal and Torres Strait Islander cultures
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Musical development
We will first review the building blocks of music such as sound waves, complex tones, consonance, contour and other critical terms. We will then discuss the development of music perception. What attributes of music are infants and young children sensitive to? Do young infants naturally prefer consonant music? Is our appreciation of music the result of enculturation, or do we have a natural predisposition to enjoy certain sounds over others?
SLOs included
- Apply knowledge and skills of Psychology in a manner that is reflexive, culturally appropriate and sensitive to the diversity of individuals.
- Cultural responsiveness, including with Aboriginal and Torres Strait Islander cultures
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Music and Emotion
We will discuss theories on why music is so powerfully emotional. Through class discussions, we will draw from our own experiences to ask why music has such a profound effects on us, and whether our emotions lie at the very heart of our enjoyment of music.
SLOs included
- Apply knowledge and skills of Psychology in a manner that is reflexive, culturally appropriate and sensitive to the diversity of individuals.
- Analyse and critique theory and research in the discipline of Psychology and communicate these in written and oral formats.
- Demonstrate interpersonal skills and teamwork.
- Comprehend and apply a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Demonstrate understanding of the major concepts, theoretical perspectives, empirical findings and historical trends in mind and music.
- Cultural responsiveness, including with Aboriginal and Torres Strait Islander cultures
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Cross cultural understandings of music
In this class, we will consider music from a range of different cultures, and some of the similarities and differences in those musical systems. We will discuss some of the challenges and ethical risks in comparing music across cultures, along with the major questions that motivate such comparisons. Are there universal aspects of music?
SLOs included
- Apply knowledge and skills of Psychology in a manner that is reflexive, culturally appropriate and sensitive to the diversity of individuals.
- Demonstrate self-directed pursuit of scholarly inquiry in Psychology.
- Demonstrate an understanding of appropriate values and ethics in Psychology.
- Comprehend and apply a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Cultural responsiveness, including with Aboriginal and Torres Strait Islander cultures
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Music, health and wellbeing
In this class, we will consider current advances and practices in music therapy, and discuss why music-based treatments can be so effective for treating neurological disorders.
SLOs included
- Apply knowledge and skills of Psychology in a manner that is reflexive, culturally appropriate and sensitive to the diversity of individuals.
- Comprehend and apply a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Demonstrate understanding of the major concepts, theoretical perspectives, empirical findings and historical trends in mind and music.
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Music and violence
In this class, we will consider research on the effects of violent music on tendencies towards aggression, arousal, and suicide. Can violent music be used to help us work through our anger? Or does violent music reinforce negative behaviours?
SLOs included
- Apply knowledge and skills of Psychology in a manner that is reflexive, culturally appropriate and sensitive to the diversity of individuals.
- Demonstrate an understanding of appropriate values and ethics in Psychology.
- Cultural responsiveness, including with Aboriginal and Torres Strait Islander cultures
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Music performance
This class considers the psychology of music performance. How do performers introduce expression in their music? How do musicians judge the quality of elite level performances? Are there cultural and sexist biases in such judgements? How common is music performance anxiety, and can it be treated?
SLOs included
- Apply knowledge and skills of Psychology in a manner that is reflexive, culturally appropriate and sensitive to the diversity of individuals.
- Comprehend and apply a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Cultural responsiveness, including with Aboriginal and Torres Strait Islander cultures
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Music and other abilities
Are there any benefits of learning a musical instrument beyond the musical skill that you acquire? Are musicians better at math? Does listening to music make you smarter? Does music engagement have either benefits, such as increased emotional sensitivity?
SLOs included
- Apply knowledge and skills of Psychology in a manner that is reflexive, culturally appropriate and sensitive to the diversity of individuals.
- Comprehend and apply a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Demonstrate understanding of the major concepts, theoretical perspectives, empirical findings and historical trends in mind and music.
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Discussion of projects
In this class, we will share the various creative projects completed by students, and provide constructive input on those projects, and ideas for how such projects can provide personal ways of understanding the materials and can suggest novel research questions. The class will be a celebration of these projects, and an opportunity to reflect on the field as a whole.
SLOs included
- Apply knowledge and skills of Psychology in a manner that is reflexive, culturally appropriate and sensitive to the diversity of individuals.
- Demonstrate interpersonal skills and teamwork.
- Comprehend and apply a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Demonstrate understanding of the major concepts, theoretical perspectives, empirical findings and historical trends in mind and music.
- Cultural responsiveness, including with Aboriginal and Torres Strait Islander cultures