July 2019 The Hong Kong Polytechnic University Hong Kong Community College Subject Description Form Subject Code SHDH2046 Subject Title Music, Mind and Human Behaviour Level 2 Credit Value 3 Medium of English, supplemented with Chinese Instruction Pre-requisite / Nil Co-requisite/ Exclusion Objectives This subject aims to explore the meanings and functions of music in the modern world. It enables students to develop basic knowledge of music, and to understand how music is related to culture, communication, psychology, human behaviour and mental health. It also provides students with a contextual framework for understanding related research. Intended Learning Upon completion of the subject, students will be able to: Outcomes (a) identify various meanings and functions of music in societies; (b) examine the multiple perspectives with which people view and understand music; (c) describe the interplay between music, mind and human behavior; (d) apply concepts and theories to the analysis of the cultural and social implications of musical performances; (e) demonstrate a foundation knowledge base for further study of the meanings of music to culture and both the mental and behavioral aspects of human living. Subject Synopsis/ Basic Elements of Music Indicative Syllabus Tone; Pitch; Rhythm; Timbre; Dynamic; Contour; Tempo; Spatial location; Reverberation; Melody; Metre; Harmony. Music and Human Behaviour The concept of musical behaviour; Functions of classical (art) music; “Producers” and “consumers” of music. Music and Mind Music cognition; Cognitive neuroscience of music; Music and the brain; Spatial-temporal reasoning; Early childhood exposure to classical (art) music; The Mozart Effect. 1 July 2019 Music and Mental Health Mental therapy; Emotional and affective development; Biomusicology; Psychoacoustics. Music, Culture and Society Gender and music, Music anthropology; Ethnomusicology; Social studies and music. Teaching/Learning Interactive approach is adopted: students are required to actively participate in Methodology discussions and presentations. Audio and visual materials are used to enhance students’ understanding of the teaching contents. Lectures will be used to present information, concepts and theories of the subject whereas discussions and in-class assignments regarding the concepts and theories will be held in tutorials. In the tutorials, students will also be divided into groups, and they will deliver a comprehensive presentation with a selected topic using the concepts and theories taught and examined in the lectures. Assessment A variety of assessment tools will be used to develop and assess students’ Methods in achievement of the subject intended learning outcomes. Alignment with Intended Learning Specific assessment % Intended subject learning Outcomes methods/tasks weighting outcomes to be assessed a b c d e Continuous Assessment* 100 ▪ Assignment 1 10 ✓ ✓ ▪ Assignment 2 20 ✓ ✓ ▪ Test 30 ✓ ✓ ✓ ✓ ▪ Group Presentation 30 ✓ ✓ ✓ ✓ ✓ ▪ Class Participation 10 ✓ ✓ ✓ ✓ ✓ Total 100 *Continuous assessment items and/or weighting may be adjusted by the subject team subject to the approval of the College Programme Committee. To pass this subject, students are required to obtain Grade D or above in the Continuous Assessment. 2 July 2019 Student Study Class contact Hours Effort Expected ▪ Lecture 26 ▪ Tutorial 13 Other student study effort ▪ Self-study 40 ▪ Continuous Assessment 50 Total student study effort 129 Reading List and References References Blacking, J. (1995). Music, Culture and Experience. University of Chicago Press. Byrne, D. (2012). How Music Works. Canongate Books Ltd. Campbell, D. (1997). The Mozart Effect: Tapping the Power of Music to Heal the Body, Strengthen the Mind, and Unlock the Creative Spirit. Avon Books. Davis, W.B., Gfeller, K.E., & Thaut, M.H. (2008). An Introduction to Music Therapy: Theory and Practice. (3rd ed.), Boston: The McGraw-Hill Companies, Inc. Deliege, I. & Sloboda, J. (1997). Perception and Cognition of Music. The Psychology Press. Erlmann, V. (Ed.) (2004). Hearing Cultures: Essays on Sound, Listening and Modernity. Bloomsbury Academic. Grout, D. J. et al. (2009). A History of Western Music. (8th ed.), W. W. Norton & Company. Hallam, S., Cross, I., & Thaut, M. (Eds.) (2009). The Oxford Handbook of Music Psychology. Oxford: Oxford University Press. Hodges, D. A. & Sebald, D. C. (2011). Music in the Human Experience. Routledge. Juslin, P. N., & J. A. Sloboda (Eds.) (2010). Handbook of Music and Emotion: Theory, Research, Applications. Oxford: Oxford University Press. Levitin, D. J. (2006). This Is Your Brain on Music: The Science of a Human Obsession. Dutton. McPherson, G.E. (2006). The Child as Musician: A Handbook of Musical Development. Oxford: Oxford University Press. Nettl, B. (2012). Nettl’s Elephant: On the History of Ethnomusicology. University of Illinois Press. Patel, A. D. (2008). Music, Language, and the Brain. Oxford University Press. 3 July 2019 Peretz, I. & Zatorre, R. J. (2003). The Cognitive Neuroscience of Music. Oxford University Press. Rice, T. (2013). Ethnomusicology: A Very Short Introduction. Oxford University Press. Sacks, O. (2008). Musicophilia: Tales of Music and the Brain (Revised and Expanded). Vintage Books. Shelton, C.D. (2013). Music and the Brain: How Music Changes the Brain. (e- book), Choice PH. Snyder, R. (2001). Music and Memory: An Introduction. MIT Press. Thompson, W.F. (2009). Understanding the Psychology of Music. Oxford: Oxford University Press. Wallin, N. L. et al. (Ed.) (2001). The Origins of Music. New Edition, A Bradford Book. Wigram, T. et al. (2002). A Comprehensive Guide to Music Therapy. Jessica Kingsley Publishers. 4 .