The MA in Music (Historical Musicology) is designed to help musicians of all kinds to work with original sources, to read and edit documents, and to embark upon their own research.
The programme encourages an awareness of, and engagement with, the most recent critical theories of music. It's designed to provide preparation for those who wish to be involved in teaching, editorial work, journalistic criticism, lecturing, research at MPhil/PhD level, broadcasting, librarianship or historically aware performance.
The core modules provide systematic introductions to:
The options either focus upon the conceptual and critical fields within which musicologists operate or provide access to a range of repertories and musical cultures.
The skills learnt in your coursework will culminate in the methods and approaches demonstrated in your dissertation.
Find out more about the MA in Music.
You choose two modules from a selection that currently includes:
You'll develop investigation and evaluation skills, intellectual skills in music and specific research skills.
The programme is designed to provide preparation for those who wish to be involved in teaching, editorial work, journalistic criticism, lecturing, research at MPhil/PhD level, broadcasting, librarianship, or historically aware performance.
Find out more about employability at Goldsmiths.
The programme is designed as a research preparation masters. It is intended to encourage students to be intellectually ambitious by inducting them into the community of historians. It invites students to understand the relationship between their own specialist field and the historical discipline in general as well as to communicate with wider audiences. Students will feel sufficiently confident in their own disciplinary identity and mastery of the subject to be able to converse with those in other fields. The programme is a taught course with an emphasis on disciplinary training supplied by the department’s subject specialists with expertise in an outstanding range of areas (Europe, Britain, North America, Africa, China and Japan) and inter-disciplinary engagement, while offering opportunities for supported independent study. Students will be able – and are indeed encouraged – to access and use Durham’s exceptional cluster of libraries, archives, and special collections.
All students on the MA in History are required to take the team-taught Core Module Themes, Reading and Sources (30 credits) which runs throughout Michaelmas and Epiphany terms. Depending on whether they opt for the 60-credit Dissertation pathway or the 90-credit Dissertation pathway, they also take either 3 or 2 Optional Modules (each worth 30 credits) which run either in Michaelmas or Epiphany or throughout both terms. The options may also be language, skills and content modules, provided by other centres, programmes and departments with the consent of all parties concerned. All these elements have embedded within them a range of content, subject-specific skills, and key skills.
This module is compulsory for all MA students and provides them with the bulk of the disciplinary training providing specific and direct training in disciplinary practices, theories, approaches and methodologies. It is intended to guide all students regardless of their period specialism from a more tutor-led to independent learning on to their dissertation by combining a focus on primary sources across periods with thematic and historiographical approaches. The module will run throughout the entire academic year combining from the outset a focus on hands-on work with primary sources and discussion of related pieces of historiography (social, cultural, political etc.) and theoretical readings concerning specific themes, concepts and theories (gender, power, class, the state, transnationalism, globalization etc.). The module is taught in a series of seminars and familiarises students with the skills and problems integral to advanced historical work. It develops their capacity for independent research, their ability to effectively present oral and written results, as well as their organizational and leadership skills in chairing discussions. TRS provides a context in which students assess and comment critically on the findings of others, defend their conclusions in a reasoned setting, advance their knowledge and deepen their understanding of history.
Assessment is by 4,000-word essay centring on particular primary sources or an archive (80% of the module mark). The remaining 20% of the module mark comes from a 20-minute presentation on students' dissertation topics plus 10 minutes Q&A at the MA Conference in the Easter term.
These modules focus on a specific theme or problem within various areas of History, and provide subject-specific knowledge and skills. They are taught by the department’s subject specialists in a series of seminars with an emphasis on work with primary sources providing a 'step up' from L3 in terms of disciplinary engagement with historiography, approaches, methodologies, concepts and theories.
Optional modules might include:
Assessment is by 5,000-word essay.
In order to facilitate cross- and interdisciplinary engagement, students may opt to take modules from cognate MA programmes such as those offered by Centre for Visual Arts and Cultures (CVAC) and the Institute of Medieval and Early Modern Studies (IMEMS) with the consent of all parties concerned.
Students may also opt to take a language or skills module or both (Modern Languages; Latin; Greek; Old Norse, Paleography), generally taught in seminars and assessed by an unseen examination.