MUS 387 The Beatles and Bob Dylan - Course Outlines

Course Prescription

An investigation of the music, attitudes and public personae of Bob Dylan and the Beatles and how it changed and challenged the musical and socio-political cultures of the United States of America and Britain – and by extension the world. The music is studied alongside other contextual developments in the 1960s including the rise of the Civil Rights Movement and the counterculture, the power of youth as a driving commercial and artistic force, and the rapid emergence of musicians as spokespeople for a generation.

Course Overview

The aims of this course are to: Increase students' musical, historical and cultural knowledge, their understanding and recognition of the popular musical genres that arose and developed in the 1960 and how the musicians of this period shaped, and were shaped by, the social, political and cultural events during that volatile decade.

To achieve this we will present key songs, songwriters and genres from this period – notably the Beatles and Bob Dylan, and those many who followed in their wake – and by listening to and discussing their work, attitudes and opinions in depth to locate them in the wider cultural, political and socio-economic context.

We will also introduce the notion that music, fashion, the visual arts and literature can shape and be shaped bythe wider issues and beliefs of an era.

Course Requirements

Prerequisite: 30 points at Stage II in Music or Transnational Cultures and Creative Practice, or 15 points from ANTHRO 202, 217, 225, or 234

Learning Outcomes

By the end of this course, students will be able to:

Identify and discuss the work of important popular music artists who emerged in the 1960s and to be able to relate them to the rapid cultural and musical change of that period. (Capability 1, 2 and 3)
Display a sophisticated knowledge of the origins and developments of the genres and artists that emerged during that period. (Capability 1, 2 and 4)
Demonstrate an understanding of the changing socioeconomic and cultural climate of the period under discussion and how this is reflected in songwriting, compositions,performances and recordings. (Capability 1, 2 and 3)
Identity and critically assess the specific musical and lyrical innovations of key artists whose work shaped and refined popular music then, and how that has affected subsequent writers and performers. (Capability 1, 2, 3, 4 and 5)
Demonstrate an understanding of the interrelationship of various art forms, musical genres and disciplines, and to extrapolate that understanding into contemporary culture. (Capability 2, 3, 4 and 5)

Assessments

Assessment Type	Percentage	Classification
Listening test	10%	Individual Coursework
Essay #1	20%	Individual Coursework
Essay #2	30%	Individual Coursework
Research assignment	40%	Individual Coursework
4 types	100%

Assessment Type	Learning Outcome Addressed
	1	2	3	4	5
Listening test
Essay #1
Essay #2
Research assignment

A pass in this paper is 50%, a total derived from the 100% possible (ie. 50/100)

There is no exam for this paper.

Assignments are to be submitted, according to submission type specified on CANVAS, by the due date. In the event of illness or other circumstances that prevent completing an assignment, please contact the course coordinator with evidence as appropriate before the due date. Late assignments that do not have an approved extension will be penalized 10% for each day or part thereof. No assignment will be accepted after that assignment has been returned to students.

Teaching & Learning Methods

This course will be lecture-based in which topics, themes and the course direction will be made clear by notes, handouts and numerous visual and musical examples.

This aspect of the course – which will require students to take notes and be engaged – will take place in the 12 x two-hour lectures.

Students are expected to have revised the lecture and be familiar with the material (historical, music) and also have read any material handed out for discussion.

Please note, the course is loosely chronological and follows some very clear themes and ideas so it is not difficult to follow the broad outline, but it does require considerable listening and research, as does any third year course.

Students are therefore expected to attempt a high level of reading, research and contribution to discussions.

Workload Expectations

This course is a standard 15 point course and students are expected to spend 150 hours in lectures, reading, and work on assessment tasks. Students are expected to attend all lectures, to complete weekly reading and listening tasks, in addition to the various assessment tasks.
Independent study might take up to 20 hours per week, in addition to time spent working on assignments.
The 150 hours expected for this course is made up of lecture time (24 hours), seven hours revision for each lecture (84 hours), assignment research and writing, listening test revision (24 hours) and study/revision for the final research assignment (18 hours)

This is a third year academic course and a very high standard of engagement, research, reading and listening is required.

Delivery Mode

Campus Experience

This course will be delivered by 12 2-hour lectures, according to the published lecture timetable. Lectures will involve relevant notes, visual material (video clips, images) as well as music being played to illustrate key points, artists and styles.
There will be weekly readings delivered by PDFs which students are expect to have studied before the subsequent lecture.

Attendance is expected at lectures and listening tests.
Lectures will be available as recordings.
The course as it stands will not include live online events (Zoom).
The activities for the course are scheduled as a standard weekly timetable which students will be provided with in advance.

The lecturer will be available for one-to-one discussion with any student who requires that (see below). The lecturer also arrives early and stays after lectures if any student has just a quick query.

Graham Reid (lecturer/course co-ordinator)
E-mail: g.reid@auckland.ac.nz

Learning Resources

There is no set textbook for this course.

Comprehensive weekly reading material for each lecture/theme will be made available through Canvas or by way of handouts.

This material should be read in advance of each lecture. Students will be expected to contribute to discussions on the basis of having read the provided material.

The lecturer will provide details of how to access listening material.

The following DVDs and books provide useful supplementary material. The lecturer also has considerable book, DVD and CD resources which may be borrowed.

Students are expected to read widely and in depth around the topics covered, concomitant with other Stage III level papers.This reading and research will be reflected in assignments.

Recommended or Supplementary Reading (Readily available in libraries)

Revolution in the Head: The Beatles’ Records and the Sixties by Ian MacDonald

The Beatles; All These Years, Tune In Vol 1. by Mark Lewisohn

The Beatles, by Bob Spitz

The Beatles' Second Album, by Dave Marsh

Can’t Buy Me Love : The Beatles, Britain, and America by Jonathan Gould

Revolt into Style: The Pop Arts by George Melly

Rock, the Primary Text: Developing a Musicology of Rock (2nd ed.) by Allan F. Moore

White Heat: A History of Britain in the Swinging Sixties by Dominic Sandbrook,

Tell Me Why; The Beatles; album by album, song by song, the Sixties and after, by Tim Riley

1963: The Year of the the Revolution; How Youth Changed the World with Music, Art and Fashion,by Robin Morgan and Ariel Leve

1965; The Most Revolutionary Year in Music, by Andrew Grant Jackson

1968: The Year That Rocked the World, by Mark Kurlansky

Revolution in the Air: The Songs of Bob Dylan Vol 1; 1957-73, by Clinton Heylin

Chronicles, Vol 1, by Bob Dylan

Hard Rain, A Dylan Commentary, by Tim Riley

The Mammoth Book of Bob Dylan, edited by Sean Egan

Dylan, Behind the Shades, The Biography, by Clinton Heylin

DVDs (Some of these may be harder to find than others but the lecturer has copies you may borrow)

No Direction Home: Bob Dylan, by Martin Scorsese DVD set

Bob Dylan, Dont Look Back, a film by DA Pennebaker (Deluxe edition preferable to the single DVD)

Beatles Anthology dir. Geoff Wonfor and Bob Smeaton DVD set

The History of Rock ’n’ Roll [Andrew Solt Productions] DVD set

All My Loving dir. Tony Palmer DVD set

A Hard Day's Night dir Richard Lester

Crossfire Hurricane , The Rolling Stones: DVD

The Kids Are Alright, The Who DVD

A Technicolour Dream DVD

Please note: This course focuses exclusively on the 1960s so Bob Dylan's subsequent career need not be explored. There is a natural cut-off point at the end of that decade which will be clear (and the Beatles conveniently broke up in 1970).

Student Feedback

At the end of every semester students will be invited to give feedback on the course and teaching through a tool called SET or Qualtrics. The lecturers and course co-ordinators will consider all feedback and respond with summaries and actions.

Your feedback helps teachers to improve the course and its delivery for future students.

Class Representatives in each class can take feedback to the department and faculty staff-student consultative committees.

Digital Resources

Course materials are made available in a learning and collaboration tool called Canvas which also includes reading lists and lecture recordings (where available).

Please remember that the recording of any class on a personal device requires the permission of the instructor.

Academic Integrity

The University of Auckland will not tolerate cheating, or assisting others to cheat, and views cheating in coursework as a serious academic offence. The work that a student submits for grading must be the student's own work, reflecting their learning. Where work from other sources is used, it must be properly acknowledged and referenced. This requirement also applies to sources on the internet. A student's assessed work may be reviewed against online source material using computerised detection mechanisms.

Inclusive Learning

All students are asked to discuss any impairment related requirements privately, face to face and/or in written form with the course coordinator, lecturer or tutor.

Student Disability Services also provides support for students with a wide range of impairments, both visible and invisible, to succeed and excel at the University. For more information and contact details, please visit the Student Disability Services’ website http://disability.auckland.ac.nz

Special Circumstances

If your ability to complete assessed coursework is affected by illness or other personal circumstances outside of your control, contact a member of teaching staff as soon as possible before the assessment is due.

If your personal circumstances significantly affect your performance, or preparation, for an exam or eligible written test, refer to the University’s aegrotat or compassionate consideration page https://www.auckland.ac.nz/en/students/academic-information/exams-and-final-results/during-exams/aegrotat-and-compassionate-consideration.html.

This should be done as soon as possible and no later than seven days after the affected test or exam date.

In the event of unexpected disruption

We undertake to maintain the continuity and standard of teaching and learning in all your courses throughout the year. If there are unexpected disruptions, the University has contingency plans to ensure that access to your course continues and your assessment is fair, and not compromised. Some adjustments may need to be made in emergencies. In the event of a disruption, the University and your course coordinators will make every effort to provide you with up to date information via Canvas and the University website.

Student Charter and Responsibilities

The Student Charter assumes and acknowledges that students are active participants in the learning process and that they have responsibilities to the institution and the international community of scholars. The University expects that students will act at all times in a way that demonstrates respect for the rights of other students and staff so that the learning environment is both safe and productive. For further information visit Student Charter https://www.auckland.ac.nz/en/students/forms-policies-and-guidelines/student-policies-and-guidelines/student-charter.html.

Disclaimer

Elements of this outline may be subject to change. The latest information about the course will be available for enrolled students in Canvas.

In this course you may be asked to submit your coursework assessments digitally. The University reserves the right to conduct scheduled tests and examinations for this course online or through the use of computers or other electronic devices. Where tests or examinations are conducted online remote invigilation arrangements may be used. The final decision on the completion mode for a test or examination, and remote invigilation arrangements where applicable, will be advised to students at least 10 days prior to the scheduled date of the assessment, or in the case of an examination when the examination timetable is published.

Capability 1:	Disciplinary Knowledge and Practice
Capability 2:	Critical Thinking
Capability 3:	Solution Seeking
Capability 4:	Communication and Engagement
Capability 5:	Independence and Integrity

MUS 387 : The Beatles and Bob Dylan

Creative Arts and Industries

2021 Semester One (1213) (15 POINTS)