This course explores the relationship between music, health, and wellbeing across diverse social and cultural contexts. Students will examine how music is used to support social connection, emotional expression, and personal and collective resilience. Using perspectives from a range of disciplines, including ethnomusicology, psychology, and public health, we will investigate how different communities engage with music to enhance wellbeing and strengthen social bonds. Key topics include participatory music-making, cultural traditions of music and wellbeing, and contemporary applications in health promotion and community development. Through case studies, hands-on musical activities, and discussions, students will explore the role of music in social movements, ritual, and everyday life. By the end of the course, students will gain a deeper understanding of music’s role in shaping individual and collective wellbeing and develop insights into its application in community and social settings.

Learning Outcomes

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

1. analyse the role of music in promoting wellbeing across different social and cultural contexts;
2. demonstrate an understanding of diverse disciplinary approaches to research on music and wellbeing;
3. engage critically with case studies and real-world applications of music in wellbeing practices; and
4. communicate and debate themes, concepts and theories with peers.

Field Trips

This class will include a fieldtrip in Week 9 (preschool outreach activity in Canberra) and Week 11 (aged care outreach activity in Queanbeyan).

Recommended Resources

Whether you are on campus or studying online, there are a variety of online platforms you will use to participate in your study program. These could include videos for lectures and other instruction, two-way video conferencing for interactive learning, email and other messaging tools for communication, interactive web apps for formative and collaborative activities, print and/or photo/scan for handwritten work and drawings, and home-based assessment.

ANU outlines recommended student system requirements to ensure you are able to participate fully in your learning. Other information is also available about the various Learning Platforms you may use.

Staff Feedback

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

• written comments
• verbal comments
• feedback to whole class, groups, individuals, focus group etc

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). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Introduction to Music, Health, and Wellbeing
2	Music and Social Connection
3	Music and Communication
4	Hearing Health	Project Plan Presentations
5	Music and Wellbeing in West Africa	Project Plan Presentations
6	Historical Perspectives on Music and Wellbeing	Project Plan Presentations
7	Music Performance Anxiety
8	Musical Care and Young Children
9	Preschool Outreach Activity
10	Musical Care and Older Adults
11	Aged Care Outreach Activity
12	Final Reflection	In-Class Written Reflection
13	No class (exams week)	Reflective Essay Due

Tutorial Registration

ANU utilises MyTimetable to enable students to view the timetable for their enrolled courses, browse, then self-allocate to small teaching activities / tutorials so they can better plan their time. Find out more on the Timetable webpage.

Assessment Summary

Assessment task	Value	Due Date	Learning Outcomes
Participation	10 %	*	1,4
Presentation of Project Plan	25 %	*	2,3,4,5
Final In-Class Written Reflection	25 %	30/10/2026	1,2,3
Reflective Essay	40 %	06/11/2026	1,2,3

* 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 Integrity Rule before the commencement of their course. Other key policies and guidelines include:

• Academic Integrity Policy and Procedure
• Student Assessment (Coursework) Policy and Procedure
• Extenuating Circumstances Application
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure
• Code of practice for teaching and learning

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 Academic Skills website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Canvas’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.

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.

Participation

See Assessment Task 1

Examination(s)

See Assessment Task 3

Assessment Task 1

Participation

Active participation is essential for this course. You should prepare for class meetings by completing the assigned readings and taking thorough notes. You are expected to actively contribute to discussions, small group activities, workshops, field trips, and other in-class activities. In addition, you are expected to listen actively to other students’ ideas, and to respond constructively and thoughtfully.

Assessment criteria:

- Frequency of participation in discussions and other in-class activities

- Evidence of preparation

- Evidence of listening skills

Rubric

High Distinction	Distinction	Credit	Pass	Fail
Participated in over 90% of in-class activities. Demonstrated exceptional preparation and listening skills.	Participated in over 70% of in-class activities. Demonstrated superior preparation and listening skills.	Participated in over 60% of in-class activities. Demonstrated good preparation and listening skills.	Participated in over 50% of in-class activities. Demonstrated adequate preparation and listening skills.	Participated in less than 50% of in- class activities. Demonstrated inadequate preparation and listening skills.

Assessment Task 2

Presentation of Project Plan

Duration: 10 minutes

Due date: Weeks 4-6

Value: 25%

The presentation is designed to support the development of your reflective essay on music and wellbeing in everyday life. By Week 4, you will have conducted an interview with a family member or close contact about their musical experiences. In this presentation, you will share your preliminary project plan and reflect on the interview insights, proposed structure, and relevant academic sources. The presentation should demonstrate your ability to think critically and coherently about how you will approach the final submission.

Your presentation should include:

1. An introduction to your project focus – What aspect(s) of music and wellbeing are you exploring (e.g., emotional regulation, memory, identity, social connection)?
2. A brief overview of the interviewee and key insights – What themes emerged from the interview? What was surprising, affirming, or complex?
3. A proposed structure for your essay– How will you organize your ideas and integrate personal and scholarly material?
4. Examples of 2–3 academic sources you plan to use – How do these readings inform your thinking about music and wellbeing?
5. Reflection on any challenges or ethical considerations – What issues have arisen (e.g., interpretation, privacy, representation)? How are you addressing them?

Assessment Criteria:

·      Clear and organised presentation of project focus and structure

·      Articulation of a relevant and meaningful topic linking music and wellbeing

·      Integration of interview insights with initial academic research

·      Appropriateness and feasibility of the proposed plan for further research and reflection

Rubric

High Distinction	Distinction	Credit	Pass	Fail
Work of exceptional quality, as demonstrated in the attainment of learning outcomes at or above the relevant qualification level	Work of superior quality, as demonstrated in the attainment of learning outcomes at or above the relevant qualification level	Work of good quality, as demonstrated in the attainment of learning outcomes at or above the relevant qualification level	Work of satisfactory quality, as demonstrated in the attainment of learning outcomes at or above the relevant qualification level	Work in which the attainment of learning outcomes at or above the relevant qualification level has not been demonstrated

Assessment Task 3

Final In-Class Written Reflection

Value: 25%

Length: 750 words

Due: Week 12 (completed in class)

Learning outcomes: 1,2,3

 

The in-class written reflection is an opportunity to consolidate and critically reflect on what you have learned throughout the course. In addition to personal insight, you will demonstrate your understanding of key themes, concepts, and case studies explored during the semester. The task will consist of three structured short-answer questions, which you will respond to during class time in Week 12. No notes or books may be used during the final written reflection.

 

Assessment Criteria

• Demonstrated understanding of course concepts, themes, and disciplinary approaches
• Critical reflection on personal learning and development across the semester
• Ability to analyse and apply course content to real-world and everyday contexts
• Use of relevant case studies or examples to support reflection
• Clarity and organisation of written responses within the set time and word limit

Rubric

High Distinction	Distinction	Credit	Pass	Fail
Work of exceptional quality, as demonstrated in the attainment of learning outcomes at or above the relevant qualification level	Work of superior quality, as demonstrated in the attainment of learning outcomes at or above the relevant qualification level	Work of good quality, as demonstrated in the attainment of learning outcomes at or above the relevant qualification level	Work of satisfactory quality, as demonstrated in the attainment of learning outcomes at or above the relevant qualification level	Work in which the attainment of learning outcomes at or above the relevant qualification level has not been demonstrated

Assessment Task 4

Reflective Essay

Value: 40%

Word count: 2000 words

Due: Friday, 6 November 2026

In this reflective essay, you will explore the role of music in everyday life by combining personal insights from an interview with a family member (or someone from your close personal network) with critical analysis of relevant academic literature. The goal is to investigate how music contributes to wellbeing in daily life, and to consider how individual experiences both reflect and complicate scholarly understandings of music’s role in emotional, social, and cultural wellbeing.

Assessment criteria:

• Application of theories and concepts from scholarship on music and wellbeing
• Ideas supported with evidence from interview and relevant scholarly research
• Articulation of argument, depth of investigation and level of criticality
• Coherent structure, clear expression, and correct academic referencing

Rubric

High Distinction	Distinction	Credit	Pass	Fail
Work of exceptional quality, as demonstrated in the attainment of learning outcomes at or above the relevant qualification level	Work of superior quality, as demonstrated in the attainment of learning outcomes at or above the relevant qualification level	Work of good quality, as demonstrated in the attainment of learning outcomes at or above the relevant qualification level	Work of satisfactory quality, as demonstrated in the attainment of learning outcomes at or above the relevant qualification level	Work in which the attainment of learning outcomes at or above the relevant qualification level has not been demonstrated

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.

The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.

The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.

 

The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.

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

Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:

• Late submission not permitted. If submission of assessment tasks without an extension after the due date is not permitted, a mark of 0 will be awarded.
• Late submission permitted. 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

The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material. Any use of artificial intelligence must be properly referenced. Failure to properly cite use of Generative AI will be considered a breach of academic integrity.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted 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 Accessibility 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 supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents all ANU students