Course Syllabus
Below is a syllabus template that includes WSU's required syllabus elements. Please complete all items highlighted in yellow.
Title of Course [Psychology of Music Learning]
Prefix and Number [MUS 582 ]
Semester and Year [tbd]
Number of Credit Hours [2]
Prerequisites [None]
Course Details
Day and Time: [online]
Meeting Location: [online]
Instructor Contact Information
Instructor Name: [Dr. Aaron T. Wacker (he/him)]
Instructor Contact Information: [Kimbrough 257, aaron.wacker@wsu.edu]
Instructor Office Hours: [click here for best practices] [tbd]
Course Description
[Psychological foundations of music learning with applications to teaching, performance, and well-being. Topics include perception, cognition, brain function, motivation, emotion, and social context.]
Course Materials
Books: [Hodges, D. A. (2020). Music in the human experience: An introduction to music psychology (3rd Edition). Routledge. https://doi.org/10.4324/9780429507779 Cost $57.59]
Other Materials: [Professional Journal Articles as assigned (accessible through WSU Libraries)]
Fees: [none]
|
Course Learning Outcomes (students will be able to:) |
Activities Supporting the Learning Outcomes | Assessment of the Learning Outcomes |
|---|---|---|
| [Evaluate empirical research related to human musical behavior and its implications for teaching and performance.] | [Reading discussions, presentations on related articles, class journal, personal journal] | [Reading discussions, presentations on related articles, class journal, personal journal] |
| [Analyze psychological perspectives on music development from pre-birth through adulthood, identifying implications for musical learning across the lifespan.] | [Reading discussions, presentations on related articles, personal journal, concept-to-practice assignments] | [Reading discussions, presentations on related articles, personal journal] |
| [Synthesize research on music perception, cognition, emotion, and health to identify key themes and current directions in the psychology of music.] |
[Reading discussions, presentations on related articles, concept-to-practice assignments, final project] |
[Reading Discussions, Presentations on Related Articles, Final Project] |
| [Apply psychological principles to design evidence-informed strategies for music teaching, performance, and community engagement.] |
[Reading discussions, presentations on related articles, concept-to-practice assignments, personal journal, final project] |
[Reading Discussions, Presentations on Related Articles, Final Project] |
| Dates | Lesson Topic | Assignment | Assessment |
|---|---|---|---|
|
Week 1 |
[Introduction to Psychology of Music and Course Overview] |
[Article: Exploring the experience of participating in choirs for singers affected by homelessness Video: Sing Gently Podcast: Creating Musical and Social Harmony Through Singing] |
[introduction video discussion] |
| Week 2 [dates] |
[Music and the Brain] | [(PDF): Brain Mechanisms, Science and Psychology of Music Performance Hodges Ch. 9: Music and the Brain Video: This is How Music Gets into Your Brain Video: This is Your Brain on Music Video: Renee Fleming’s Brain Scan Podcast: Are There Universals in Music?] |
|
| Week 3 [dates] |
[Music and Development] | [(PDF): Cognition, Perception, and Learning, The Psychology of Musical Development
(PDF): To Understanding, Music, the Brain and Ecstasy Hodges Ch. 8: Music Cognition Podcast: Earworms, Amusia, and the Psychology of Music] |
[Presentation 1: Music Education and the Brain—What Does It Take to Make a Change?
Presentation 2: Better late than never (or early)—Music training in late childhood is associated with enhanced decision-making Submit one comment/resource to the group journal Concept-to-Practice: Case study (1–2 pages or 3–4 min video) tied to a developmental stage] |
| Week 4 [dates] |
[Music and Health] | [(PDF): Music, Health, and Well-Being, Handbook of Music and Emotion Hodges Ch. 15: Music and Health Video: Neurological Effects of Making Music Video: Alive Inside Podcast: Putting Music into the Hands of Sick Kids] |
[Presentation 3: If You’re Happy and You Know It Presentation 4: Emotional reactions to music in depressed individuals Submit one comment/resource to the group journal] |
| Week 5 [dates] |
[Music Expression] | [(PDF): Expression and Interpretation, Psychology for Musicians
(PDF): Musical Performance and Emotion: Issues and Developments, Exploring the Musical Mind Hodges Ch. 13: Music Performance Video: Brain Sources of Music’s Emotional Power Podcast: Music and Emotion Induction] |
[Presentation 5: Exploring the functions of music in the lives of young people on the autism spectrum Listen/Watch the music clips and describe the Mechanism used Submit one comment/resource to the group journal. |
| Week 6 [dates] |
[Musical Anticipation] | [(PDF): Predication Effect, Sweet Anticipation (PDF): A Sense of Future, Sweet Anticipation Video: Music and Emotion Got a Feeling Podcast: Music in the Most Extreme Situations] |
[Presentation 6: Music as an Emotion Regulation Strategy
Presentation 7: “Music is my drug” — Alexithymia, empathy, and emotional responding to music Submit one comment/resource to the group journal Concept-to-Practice: Activity design (1 page) using anticipation/emotional inductio] |
| Week 7 [dates] |
[Music and Emotion] | [(PDF): Affect and Emotion, The Psychology of Musical Development Hodges Ch. 11: Musical Emotions ] |
[Presentation 8: The Savant Syndrome Presentation 9: Music as a trigger of religious experience—What role does culture play? Submit one comment/resource to the group journal. |
| Week 8 [dates] |
[Musical Preference and Identity] | [Article: Why do we Like the Music we Like? Hodges Ch. 12: The Musical Person Video: Are Musical Tastes Cultural or Hardwired? Video: Empowering Your Musical Taste Podcast: Personality and Music Preference] |
[Presentation 10: Parenting Style as a predictor of Musical Preference Submit one comment/resource to the group journal] |
| Week 9 [dates] |
[Music and Motivation] |
[(PDF): Motivation, Science and Psychology of Music Performance Video: Grit] |
[Presentation 11: (2 people) Chapter 4; Practice Presentation 12: Music-induced emotion effects on decision-making Submit one comment/resource to the group journal] |
| Week 10 [dates] |
[Performance Anxiety] |
[(PDF): Managing Performance Anxiety, Psychology for Musicians Video: Cognitive Benefits of Music Training] |
[Presentation 13: How Does Music Performance Anxiety Relate to Other Disorders?
Presentation 14: Are music performance anxiety and performance boost perceived as extremes of the same continuum? Submit one comment/resource to the group journal Concept-to-Practice: Strategy for performance anxiety (research-based + practical step)] |
| Week 11 [dates] |
[Musical Aptitude & Expertise] |
[(PDF): Musical Potential, Science and Psychology of Music Performance
Video: From Perception to Pleasure: How Music Changes the Brain |
[Presentation 15: Not all musicians are creative—Creativity requires more than simply playing music ] |
| Week 12 [dates] |
[Music in Social Context] | [Article: Functions of music, focused on the context of music listening, and psychological well-being in late adolescence regarding gender differences Hodges Ch. 16: Music in Social Contexts Video: Social change through music education Video: How "Message Music" Inspires Social Change] |
[Presentation 16: TBD
Presentation 17: TBD Submit one comment/resource to the group journal Concept-to-Practice: Social connection/community use of music] |
| Week 13 [dates] |
[Music and Teaching] |
(PDF): The Teacher, Psychology for Musicians Video: What if every child had access to music education? Podcast: Music Entrainment and Social Bonding |
[
Presentation 18: The relationship between small music ensemble experience and empathy skill Presentation 19: Music education in junior high school—Perception of emotions conveyed by music and mental imagery in students who attend the standard or musical curriculum Submit one comment/resource to the group journal] |
| Week 14 [dates] |
[Music and Teaching (cont.)] | [(PDF): Social Development, The Psychology of Musical Development (PDF): Music Education, the Role of Affect, Handbook of Music and Emotion ] |
|
| Week 15 [dates] |
[Final Project Presentations] | [Personal Journal due at the end of class, Final Project due by 11:59
Final Project Presentations due by 11:59] |
Expectations for Student Effort
[Describe how much time students should expect to invest in the course each week. Graduate courses should state: "For each hour of lecture equivalent, students should expect to have a minimum of two hours of work outside of class." Note that Global campus courses will automatically include credit hour equivalents in the syllabus.] [For each hour of lecture equivalent, students should expect to have a minimum of two hours of work outside class.]
Grading [add more lines if necessary]
| Type of Assignment (tests, papers, etc) | Percent of Overall Grade |
|---|---|
[
Module VideosEach instructional module begins with a brief (15 minutes or less) video presentation by the instructor. Students should view the video before beginning the assigned readings or activities, as it provides an overview of key concepts and helps frame the learning materials. While watching, students are encouraged to take notes and reflect on questions raised, as these will support deeper engagement with the readings and upcoming module assignments.] |
[0%] |
Reading DiscussionsEach lesson includes assigned readings that you are expected to prepare thoroughly. As you complete these readings, you will take notes and prepare 1–2 discussion questions or comments for each reading to share with your peers in the online discussion forum. These may address concepts that need clarification, broader issues raised by the reading, or connections to music teaching and practice. Grades for this category reflect both the completion of assignments and the quality of engagement in online discussions, including thoughtful contributions and meaningful responses to classmates. |
30% |
|
Concept-to-Practice Assignments |
20% |
Personal JournalThroughout the course, you will keep an individual journal in which you record questions, notes, application ideas, and reflections on course materials. Unlike the reading discussions, which are shared with peers, the personal journal is private and serves as your own reference guide. It is designed to help you track your learning, make connections between research and practice, and prepare for your final project. The completed journal will provide a personalized summation of course topics and your evolving perspectives on music psychology. |
10% |
Final ProjectFor the final project, students will create an 8–10 minute video presentation on a music psychology topic of their choice related to the course. The project should provide a clear and organized summation of the main concepts learned in class, along with integration of at least one additional scholarly source (article or book chapter not assigned in the course) that extends or supplements the material. Presentations should demonstrate critical evaluation of research, synthesis of ideas, and consideration of practical applications to music teaching, performance, or community engagement. This project serves as a culminating opportunity to connect research with professional practice. |
30% |
| Grade | Percent | Grade | Percent |
|---|---|---|---|
| A |
[95-100] |
C | [73-76] |
| A- | [90-94] | C- | [70-72] |
| B+ | [87-89] | D+ | [68-69] |
| B | [83-86] | D | [60-67] |
| B- | [80-82] | F | [0-59] |
| C+ | [77-79] |
[Provide information about how grades will be rounded (eg, if 89% earns a B+ and 90% earns an A-, what grade is given to a student with an 89.5?]
Attendance and Make-Up Policy
[Provide details on how attendance affects final course grades. Indicate whether and how missed exams, laboratory sessions, etc. can be made up. Sample attendance statement: “Students should make all reasonable efforts to attend all class meetings. However, in the event a student is unable to attend a class, it is the responsibility of the student to inform the instructor as soon as possible, explain the reason for the absence (and provide documentation, if appropriate), and make up class work missed within a reasonable amount of time, if allowed. Missing class meetings may result in a reduction of the overall grade in the class.” ] [
Participation in this online asynchronous course is crucial for your success. The course is designed to be interactive, fostering a learning environment where students engage with the material, the instructor, and each other. To meet attendance requirements, you must complete weekly discussion posts and other activities demonstrating your course engagement.
Absence Policy
In this course, attendance is equated with participation. Absences will be recorded if you do not engage as follows:
- Not adhering to participation requirements in the syllabus.
- Failing to submit required assignments by the deadline.
- Not contributing to discussions, forums, or other collaborative platforms.
- Missing scheduled or recurring activities like group work or interactive sessions.
- Failing to communicate with the instructor on academic-related matters when required.
If you anticipate missing a deadline or activity, please contact me as soon as possible to discuss alternatives, such as early submission. If a presentation assignment is missed, we will reschedule.
If you encounter any issues that affect your ability to participate, it is your responsibility to communicate with me promptly. I am here to help, but must be informed to provide support.]
Academic Integrity Statement
You are responsible for reading WSU's Academic Integrity Policy, which is based on Washington State law. If you cheat in your work in this class you will:
- [Fail the assignment.
- Be reported to the Center for Community Standards.
- Have the right to appeal my decision.
- Not be able to drop the course or withdraw from the course until the appeals process is finished.]
-Be reported to the Center for Community Standards
-Have the right to appeal my decision
-Not be able to drop the course of withdraw from the course until the appeals process is finished
If you have any questions about what you can and cannot do in this course, ask me.
If you want to ask for a change in my decision about academic integrity, use the form at the Center for Community Standards website. You must submit this request within 21 calendar days of the decision.