The ‘long nineteenth century’ was first defined by the British historian Eric Hobsbawm as the period of Western History between the beginnings of the French Revolution (1789) and the First World War (1914). The hey-day of global European Empires, the long nineteenth century was marked by the complex interplay of artistic, cultural, philosophical, and socio-political movements. Within the Western Art Music tradition, this period encompasses the ‘Classical Style’ of Haydn, Mozart, and Beethoven, its development over the course of the nineteenth century, and the end of common-practice tonality with the Second Viennese School of Schoenberg, Berg, and Webern. This course will help students better understand the musical practices of this period along with the broader narratives and frameworks that shape how we interact with Western musical culture. It will also introduce students to contemporary musicological theories and methodologies used to study this music.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. recognise and critique key historical narratives of Western music history in the period 1700-1914;
2. discuss musical works and their historical, theoretical, and cultural dimensions;
3. demonstrate research, analytical and writing skills appropriate to the advancement of scholarly argument; and
4. present musicological arguments informed by a range of methodologies and frameworks.

Required Resources

Resources including set readings and listenings for weekly weekly tutorials, will be made available via the course website.

Recommended Resources

General

Beard, David, and Kenneth Gloag. Musicology: The Key Concepts. New York: Routledge, 2016.

Burkholder, J. Peter, Donald Jay Grout, and Claude V. Palisca. A History of Western Music. 10th ed. New York: W.W. Norton & Company, 2019.

———. Norton Anthology of Western Music. 7th ed. New York: W.W. Norton, 2014.

Hepokoski, James, and Warren Darcy. Elements of Sonata Theory: Norms, Types, and Deformations in the Late-Eighteenth-Century Sonata. New York: Oxford University Press, 2006.

Taruskin, Richard. The Oxford History of Western Music. New York: Oxford University Press, 2005.

Treitler, Leo, and W. Oliver Strunk. Source Readings in Music History. rev. ed. New York: Norton, 1998.

Weiss, Piero, and Richard Taruskin, eds. Music in the Western World: A History in Documents. 2nd. Belmont, CA: Schirmer, 2008.

Classicism

Caplin, William E. Analyzing Classical Form: An Approach for the Classroom. New York: Oxford University Press, 2013.

———. Classical Form: A Theory of Formal Functions for the Instrumental Music of Haydn, Mozart, and Beethoven. New York: Oxford University Press, 1998.

Gjerdingen, Robert O. Music in the Galant Style. New York: Oxford University Press, 2007.

Heartz, Daniel. Mozart, Haydn and early Beethoven, 1781-1802. New York: W.W. Norton, 2009.

———. Music in European Capitals: The Galant Style, 1720-1780. New York: W.W. Norton, 2003.

Hepokoski, James, and Warren Darcy. Elements of Sonata Theory: Norms, Types, and Deformations in the Late-Eighteenth-Century Sonata. New York: Oxford University Press, 2006.

Rosen, Charles. The Classical Style: Haydn, Mozart, Beethoven. Expanded ed. New York: Norton, 1998.

Webster, James. Haydn’s “Farewell” Symphony and the Idea of Classical Style. Cambridge: Cambridge University Press, 1991.

Romanticism

Dahlhaus, Carl. Nineteenth-century Music. Translated by J. Bradford Robinson. Berkeley: University of California Press, 1989.

Frisch, Walter. Music in the Nineteenth Century. New York: W.W. Norton, 2013.

Holoman, D. Kern. The Nineteenth-century Symphony. New York: Schirmer Books, 1997.

Rosen, Charles. The Romantic Generation. Cambridge, MA: Harvard University Press, 1995.

Samson, Jim, ed. The Cambridge History of Nineteenth-Century Music. Cambridge: Cambridge University Press, 2001.

Taylor, Benedict, ed. The Cambridge Companion to Music and Romanticism. Cambridge: Cambridge University Press, 2021.

Vande Moortele, Steven. The Romantic Overture and Musical Form from Rossini to Wagner. Cambridge: Cambridge University Press, 2017.

Watt, Paul, Sarah Collins, and Michael Allis. The Oxford Handbook of Music and Intellectual Culture in the Nineteenth Century. New York: Oxford University Press, 2020.

Modernism

Albright, Daniel. Modernism and Music: An Anthology of Sources. Chicago: University of Chicago Press, 2004.

Antokoletz, Elliott. A History of Twentieth-Century Music in a Theoretic-Analytical Context. London: Routledge, 2014.

Auner, Joseph Henry, and Walter Frisch. Music in the Twentieth and Twenty-first Centuries. New York: W. W. Norton & Company, 2013.

Cook, Nicholas, and Anthony Pople, eds. The Cambridge History of Twentieth-Century Music. Cambridge: Cambridge University Press, 2004.

Watkins, Glenn. Soundings: Music in the Twentieth Century. New York: Schirmer Books, 1988.

Staff Feedback

Students will be given feedback in the following forms in this course:

• Written comments
• Verbal comments
• Feedback to the whole class, to groups, to individuals, focus groups

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	The Long 19th Century: Context, Concepts, and Significance
2	The Classical Style: Topics and Forms
3	Classical Opera: The Mozartean Synthesis
4	Beethoven Hero: Evolution and Revolution
5	Music and Romanticism: Song, Subjectivity, and the Sublime
6	Romantic Forms: Fragments, Fantasies, and Freedom	Listening Test no. 1
7	Operatic Spectacle: Bel Canto and the Italian Ottocento	Essay Plan
8	After Beethoven: The 19th Century Symphony
9	Beyond Romanticism: From Wagner to Wagnerism
10	Endless Expansion: Decadence and Transcendence
11	International Encounters at the fin de siecle
12	At the Boundaries: Alienation and Farewell	Listening Test no. 2; Final Essay due during exam period

Assessment Summary

Assessment task	Value	Due Date	Learning Outcomes
Essay Plan	20 %	17/04/2023	1,2,3,4
Final Essay	40 %	29/05/2023	1,2,3,4
Listening Test no. 1	20 %	27/03/2023	1,2
Listening Test no. 2	20 %	22/05/2023	1,2

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:

• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Policy and General Information
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, hard copies of all references included in the assessment item.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Assessment Task 1

Essay Plan

Details of task:

The final essay facilitates the detailed investigation of a topic of your own choosing in relation to broader ideas considered throughout the course. In 700 words, this essay plan will outline the essay’s topic, the relevant literature, as well as your proposed argument. Your topic should be suitable for the final essay length (2500 words) and its relationship to an existing research context should be clearly identified. Most importantly, you must explain the specific angle or interpretation of your proposed argument, along with the methodology or evidence that will support it. Your bibliography should include sources that you have already read as well as sources that you intend to consult. For a full account of the essay requirements, see Assessment Task 2. 

Marking Criteria:

• Demonstrated ability to appropriately select an essay topic
• The quality of research and analysis, including the consideration of relevant literature surrounding the chosen topic
• The proposal of cohesive, clear and substantiated arguments in relation to the chosen topic
• The quality of academic writing and referencing

Due Date: Monday 17 April

Length: 700 words

Value: 20%

Presentation requirements: Referencing and bibliography to be in Chicago Style

Estimated return date: Week beginning Monday 1 May

Assessment Task 2

Final Essay

Details of task:

The essay facilitates the detailed investigation of a topic of your own choosing. Your topic may focus on a particular work, composer, genre, etc. so long as it is relevant to themes and ideas considered throughout the course. You may wish to combine relevant historical and/or theoretical perspectives with specific discussion and analysis of specific works. While your discussion should be informed by your own musical perspective, this must be supported by evidence and insights gained from secondary sources. Your essay should outline the specific research context you are addressing and its relationship to your arguments. Your essay should draw from a range of sources and demonstrate evidence of extensive research, including the use of the Library’s electronic resources. The completed essay should include appropriate citation through the use of Chicago-style footnotes, and a bibliography. Consultation with the convenor throughout this process is strongly recommended.

Marking Criteria:

• Demonstrated ability to appropriately consider and explore a chosen essay topic
• The quality of research and analysis, including the consideration of relevant concepts and theories relating to the chosen topic
• The development of cohesive, clear, and substantiated arguments in relation to the chosen topic
• The relationship of your arguments to topics and issues covered in the course
• The quality of academic writing and referencing

Due Date: Monday 29 May

Length: 2500 words

Value: 40%

Presentation requirements: Referencing and bibliography to be in Chicago Style

Estimated return date: Week beginning Monday 19 June

Assessment Task 3

Listening Test no. 1

Details of task:

The two Listening Tests will take place during weeks 6 and 12 through the Wattle site. The first test will examine set works studied in weeks 1–6 while the second test will examine set works studied in weeks 7–12. Excerpts will be played from a selection of these works. In addition to recognising the work and its composer, students are required to provide a written response to discussion questions relating to each work. Responses should address analytical and historical details related to the extract as well as the work’s broader relationship to key concepts addressed during the course.

Marking Criteria:

• Demonstrated ability to aurally recognise and correctly identify set works discussed in the course by name/number and composer.
• Demonstrated understanding of how works relate to key historical and analytical concepts addressed throughout the course 

Date: Held online in week 6

Length: 1 hour

Value: 20%

Estimated return date: Weeks beginning Monday April 17

Assessment Task 4

Listening Test no. 2

Details of task:

The two Listening Tests will take place during weeks 6 and 12 through the Wattle site. The first test will examine set works studied in weeks 1–6 while the second test will examine set works studied in weeks 7–12. Excerpts will be played from a selection of these works. In addition to recognising the work and its composer, students are required to provide a written response to discussion questions relating to each work. Responses should address analytical and historical details related to the extract as well as the work’s broader relationship to key concepts addressed during the course.

Marking Criteria:

• Demonstrated ability to aurally recognise and correctly identify set works discussed in the course by name/number and composer.
• Demonstrated understanding of how works relate to key historical and analytical concepts addressed throughout the course 

Date: Held online in week 12

Length: 1 hour

Value: 20%

Estimated return date: Weeks beginning Monday June 12

Academic Integrity

Academic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with. The University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.

Online Submission

The ANU uses Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. While the use of Turnitin is not mandatory, the ANU highly recommends Turnitin is used by both teaching staff and students. For additional information regarding Turnitin please visit the ANU Online website.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

No submission of assessment tasks without an extension after the due date will be permitted. If an assessment task is not submitted by the due date, a mark of 0 will be awarded. OR Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

Referencing Requirements

Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.

Returning Assignments

Marked assessment tasks and associated feedback will be returned in class or electronically (via Wattle), as appropriate.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information. In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service — including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy. If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes. Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students