Overview
In this unit you will study the structure of film music from 1960 to the present day. You will analyse various primary source materials as you study the various stylistic changes that occurred with the film music and contextualise these developments within the important technological, social and political movements of this period.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2017
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Course Evaluations/ Moodle
Students complimented the structure of the Moodle site and the ample, relevant course materials provided to support their learning.
Continue refining the Moodle site to offer the most in depth and relevant materials to support learning and assessment.
Feedback from Course Evaluations/ Moodle/ Verbal Feedback
Research materials for assessment
Review assessment items to ensure the necessary research materials are abundant and easily sourced.
- Describe the principal stylistic characteristics of film music from 1960 to the present day
- Analyse the aural characteristics of film music from 1960 to the present day
- Contextualise the developments in film music within the important technological, social and political movements from 1960 to the present day
Not applicable
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Written Assessment - 30% | |||
| 2 - Written Assessment - 30% | |||
| 3 - Written Assessment - 40% | |||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Communication | |||
| 2 - Problem Solving | |||
| 3 - Critical Thinking | |||
| 4 - Information Literacy | |||
| 5 - Team Work | |||
| 6 - Information Technology Competence | |||
| 7 - Cross Cultural Competence | |||
| 8 - Ethical practice | |||
| 9 - Social Innovation | |||
| 10 - Aboriginal and Torres Strait Islander Cultures | |||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Written Assessment - 30% | ||||||||||
| 2 - Written Assessment - 30% | ||||||||||
| 3 - Written Assessment - 40% | ||||||||||
Textbooks
Reel music: Exploring 100 years of film music
(2005)
Authors: Roger Hickman
W. W. Norton
New York New York , New York , USA
Binding: Paperback
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
j.smyth-tomkins@cqu.edu.au
Module/Topic
Topic 1: Film music in the early 1960s
Chapter
Chapters 20, 21
Events and Submissions/Topic
Module/Topic
Topic 2: Film music in the late 1960s
Chapter
Chapters 22
Events and Submissions/Topic
Module/Topic
Topic 3: Film music in the early 1970s
Chapter
Chapters 23, 24
Events and Submissions/Topic
Module/Topic
Topic 3: Film music in the early 1970s
Chapter
Chapters 23, 24
Events and Submissions/Topic
Module/Topic
Topic 4: Film music in the late 1970s
Chapter
Chapters 25, 26
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Topic 5: Film music in the 1980s
Chapter
Chapters 27 - 29
Events and Submissions/Topic
Module/Topic
Topic 5: Film music in the 1980s
Chapter
Chapters 27 - 29
Events and Submissions/Topic
Module/Topic
Topic 6: Film music in the 1990s
Chapter
Chapters 30, 31
Events and Submissions/Topic
Module/Topic
Topic 6: Film music in the 1990s
Chapter
Chapters 30, 31
Events and Submissions/Topic
Module/Topic
Topic 7: Film music in the 2000s
Chapter
Chapters: 32 - 34
Events and Submissions/Topic
Module/Topic
Topic 7: Film music in the 2000s
Chapter
Chapters: 32 - 34
Events and Submissions/Topic
Module/Topic
Topic 8: Film music since 2010
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
Write an essay of length 1500 - 2000 words on the following topic:
Compare and contrast the epic film music in the early 1960s with the types of film scores that appeared in the early 1970s.
- By considering at least 4 epic films from the early 1960s and 4 films of the early 1970s, compare and contrast the different forms of film music scores that developed in each of these periods.
- Discuss the social and political backgrounds that may have contributed to these styles of music scores and films.
- Each film discussed must include at least one film clip with a music cue sheet analysis linking the music score with the action on the screen. These primary sources must be used to support your argument.
Week 5 Monday (7 Aug 2017) 11:45 pm AEST
Week 7
- Appropriate selection of films scores for inclusion in the discussion (15%)
- Ability to present a clear and cohesive argument through the essay (25%)
- Depth of discussion and evidence of wide reading and research (20%)
- Accuracy and level of detail of music cue sheets for each film (20%)
- Accuracy of spelling, punctuation and grammar; lay-out of music cue sheets (10%)
- Correct use of academic referencing for in-text references and reference list (10%)
- Describe the principal stylistic characteristics of film music from 1960 to the present day
- Analyse the aural characteristics of film music from 1960 to the present day
- Contextualise the developments in film music within the important technological, social and political movements from 1960 to the present day
- Communication
- Critical Thinking
- Information Literacy
2 Written Assessment
Write an essay of length 1500 - 2000 words on the following topic:
By considering the film scores of films produced in the 1980s, examine ways that composers created innovative film scores. For each of the following music styles find 2 examples of film scores that make use of the following musical elements:
- Non-Western music elements - instruments, textures, melody and harmony;
- Sythesized music elements - pure electronic music as well as music created by electronically altering conventional instruments;
- Popular music elements - including new scores as well as scores using borrowed popular music;
- Traditional symphonic scores - including new scores as well as scores that incorporated borrowed classical music.
For each of the 8 film scores discussed, provide the URL of an excerpt of the film and a music cue sheet for each film segment. Discuss the way the music score enhances the film with the use of these musical elements, whether the music is diegetic or non-diegetic, and any other specific purpose that this music might play in the story-telling of the film.
Week 9 Monday (11 Sept 2017) 11:45 pm AEST
Week 11
- Appropriate selection of film scores for inclusion in the discussion (15%)
- Ability to present a clear and cohesive argument through the essay (25%)
- Depth of discussion and evidence of wide reading and research (20%)
- Accuracy and level of detail of music cue sheets for each film (20%)
- Accuracy of spelling, punctuation and grammar; lay-out of music cue sheets (10%)
- Correct use of academic referencing for in-text references and reference list (10%)
- Describe the principal stylistic characteristics of film music from 1960 to the present day
- Analyse the aural characteristics of film music from 1960 to the present day
- Contextualise the developments in film music within the important technological, social and political movements from 1960 to the present day
- Communication
- Critical Thinking
- Information Literacy
3 Written Assessment
Write an essay of 2000 words in length on the following topic:
Discuss the contribution of 4 Australian-born composers to film scores for Australian produced and directed films since 1970. These films can include feature films, documentaries, animated films and films designed for television (including mini-series).
By referring to specific films, discuss their choice of musical elements and other social, political or cultural influences in the creation of their music scores for these films.
These musical elements may include:
- Non-Western and/or indigenous music elements - instruments, textures, melody and harmony;
- Sythesized music elements - pure electronic music as well as music created by electronically altering conventional instruments;
- Popular music elements - including new scores as well as scores using borrowed popular music;
- Traditional symphonic scores - including new scores as well as scores that incorporated borrowed classical music.
Review/Exam Week Monday (9 Oct 2017) 11:45 pm AEST
End of examination period
- Appropriate selection of film scores for inclusion in the discussion (15%)
- Ability to present a clear and cohesive argument through the essay (25%)
- Depth of discussion and evidence of wide reading and research (20%)
- Accuracy and level of detail of music cue sheets for each film (20%)
- Accuracy of spelling, punctuation and grammar; lay-out of music cue sheets (10%)
- Correct use of academic referencing for in-text references and reference list (10%)
- Describe the principal stylistic characteristics of film music from 1960 to the present day
- Analyse the aural characteristics of film music from 1960 to the present day
- Contextualise the developments in film music within the important technological, social and political movements from 1960 to the present day
- Communication
- Critical Thinking
- Information Literacy
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
