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- 25TH YEAR
Department of Sociology
SOC 335 | Course Introduction and Application Information
| Course Name |
Sociology of Music
|
|
Code
|
Semester
|
Theory
(hour/week) |
Application/Lab
(hour/week) |
Local Credits
|
ECTS
|
|
SOC 335
|
Fall/Spring
|
3
|
0
|
3
|
6
|
| Prerequisites |
None
|
|||||
| Course Language |
English
|
|||||
| Course Type |
Elective
|
|||||
| Course Level |
First Cycle
|
|||||
| Mode of Delivery | - | |||||
| Teaching Methods and Techniques of the Course | - | |||||
| National Occupation Classification | - | |||||
| Course Coordinator | ||||||
| Course Lecturer(s) | ||||||
| Assistant(s) | - | |||||
| Course Objectives | The main purpose of this course is to analyze music as a social phenomenon with special attention to identity markers such as class and gender. The course aims at revealing how musicians and their music influence society, and vice versa, using macro and micro sociological perspectives, embedded within various historical and cultural themes. |
| Learning Outcomes |
The students who succeeded in this course;
|
| Course Description | This course will emphasize on musical forms, products and industry in a sociological context. |
| Related Sustainable Development Goals |
|
|
|
Core Courses | |
| Major Area Courses |
X
|
|
| Supportive Courses | ||
| Media and Management Skills Courses | ||
| Transferable Skill Courses |
WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES
| Week | Subjects | Related Preparation |
| 1 | General overview of course | |
| 2 | The Origins of Music: 1) What is music? What is not music? 2) How do the people of Iran, of the Amazon Rainforests, and Mahmut Tuncer define music? 3)How does the “West” define the music of the “rest”? | Nettl, Bruno. 2015. “Combining Tones: On the Concept of Music,” ch. 2 In The Study of Ethnomusicology: Thirty-Three Discussions, 19–30. Chicago, IL: University of Illinois Press. |
| 3 | Popular Music: The Music We Love to Hate 1)Why do we hate popular music? 2)Is popular music repetitive? 3)Is the society repetitive? | Stokes, Martin. 2010. “Why Cry? Sezen Aksu’s Diva Citizenship.” Ch. 4 in The Republic of Love: Cultural Intimacy in Turkish Popular Music. London: The University of Chicago Press |
| 4 | Dance and the Politics of Participation 1) Why do we dance? Why do we clap? 2) How and when did we learn to remain quiet during a symphony concert? | Ehrenreich, Barbara. 2007. “The Archaic Roots of Ecstasy.” In Dancing in the Streets: A History of Collective Joy, 21–43. Holt Paperbacks: New York. |
| 5 | “The Global Village” 1) Is the whole world listening to the same musics? 2) Have streaming services such as YouTube and Spotify “democratized” music? | Suhr, Cecilia. 2011. “Understanding the Hegemonic Struggle between Mainstream vs. Independent Forces: Music Industry and Musicians in the Age of Social Media” International Journal of Technology, Knowledge and Society, 7(6): 123-136. |
| 6 | Music and Artificial Intelligence 1) How are AI models changing music? 2) What do people think about AI-generated music? | Park, E.J. 2026. “Can machines truly create music? Toward a redefinition of creativity in the age of generative AI.” AI & Society. Shank, D. B., Stefanik, C., Stuhlsatz, C., Kacirek, K., & Belfi, A. M. 2023. “AI composer bias: Listeners like music less when they think it was composed by an AI.” Journal of Experimental Psychology: Applied, 29(3), 676–692. |
| 7 | Bodies I: Gender and Sexuality 1) Do musics have genders? 2) Are all musical instruments made for everybody/every gender? 3)Are we actually able to see Zeki Müren? | Bayton, Mavis. 2009. “Women and the Electric Guitar.” In Sexing the Groove, ed. Sheila Whiteley, 37-49. London and New York: Routledge. |
| 8 | Midterm | |
| 9 | Bodies II: Nationality and Race 1) Do musics have nations? 2) Who is this “folk” in folk music? | Değirmenci, Koray. 2006. “On the Pursuit of a Nation: The Construction of Folk and Folk Music in the Founding Decades of the Turkish Republic.” International Review of the Aesthetics and Sociology of Music, 37(1): 47-65. |
| 10 | Class and Distinctions 1) How does our socio-economic class affect the musics we listen to? 2) Is arabesk music yavşak [scumbag, douchebag, lowlife]? (Fazıl Say, 2010) | Stokes, Martin. 1992. “Arabesk.” In The Arabesk Debate: Music and Musicians in Modern Turkey, 89–124. Oxford: Clarendon Press. |
| 11 | The Sociology of İzmir’s Nightlife 1) Why do people listen to the same songs for decades in İzmir? 2) How have cultural policies changed İzmir’s nightlife over the past twenty years? | Sönmez, Onur. 2026. “Cover Culture: The Social Reproduction of a Repetitive Practice in İzmir’s Popular Music Scene.” Popular Music and Society, 49(1), 46-65. Sönmez, Onur. 2025 “Fiscal Gentrification: How the AKP’s Alcohol Taxation Has Transformed Nightlife in İzmir, Turkey.” International Journal of Cultural Policy. |
| 12 | Hearing the World: Sounds and Environment 1) How do we hear our environment? 2) What do sounds tell us about the world? | Özgün, Şirin. 2013. “İstanbul: A Rhythmanalytical Approach to the Composition of Conflict, Rhythm, and Flow.” British Journal of Arts and Sciences, 12(11): 268-74. |
| 13 | Presentation of Performance Ethnographies | |
| 14 | Presentation of Performance Ethnographies | |
| 15 | Semester Review | |
| 16 | Final |
| Course Notes/Textbooks |
|
|
| Suggested Readings/Materials |
EVALUATION SYSTEM
| Semester Activities | Number | Weigthing |
| Participation |
1
|
15
|
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments | ||
| Presentation / Jury |
1
|
20
|
| Project | ||
| Seminar / Workshop | ||
| Oral Exams | ||
| Midterm |
1
|
25
|
| Final Exam |
1
|
40
|
| Total |
| Weighting of Semester Activities on the Final Grade |
3
|
60
|
| Weighting of End-of-Semester Activities on the Final Grade |
1
|
40
|
| Total |
ECTS / WORKLOAD TABLE
| Semester Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Theoretical Course Hours (Including exam week: 16 x total hours) |
16
|
3
|
48
|
| Laboratory / Application Hours (Including exam week: '.16.' x total hours) |
16
|
0
|
|
| Study Hours Out of Class |
14
|
3
|
42
|
| Field Work |
0
|
||
| Quizzes / Studio Critiques |
0
|
||
| Portfolio |
0
|
||
| Homework / Assignments |
0
|
||
| Presentation / Jury |
1
|
30
|
30
|
| Project |
0
|
||
| Seminar / Workshop |
0
|
||
| Oral Exam |
0
|
||
| Midterms |
1
|
30
|
30
|
| Final Exam |
1
|
30
|
30
|
| Total |
180
|
COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP
|
#
|
Program Competencies/Outcomes |
* Contribution Level
|
|||||
|
1
|
2
|
3
|
4
|
5
|
|||
| 1 |
To have the knowledge of classical and contemporary theories in sociology, and be able to comparatively analyze these theories. |
-
|
X
|
-
|
-
|
-
|
|
| 2 |
To have the knowledge of main methodological approaches in sociology as well as social research and data analysis methods. |
-
|
-
|
-
|
-
|
-
|
|
| 3 |
To have knowledge in the fields of general sociology, sociology of institutions, social structure and change, and applied sociology. |
-
|
-
|
X
|
-
|
-
|
|
| 4 |
To be able to determine the appropriate methods in the design of the planning stage and conclusion of a sociological project, individually or as part of a team. |
-
|
-
|
-
|
-
|
-
|
|
| 5 |
To be able to diagnose the social dynamics behind personal problems by using sociological imagination. |
-
|
-
|
-
|
X
|
-
|
|
| 6 |
To be able to define social problems at local, national, and global level, and offer new policies for solutions. |
-
|
-
|
X
|
-
|
-
|
|
| 7 |
To be able to apply commonly-used computer programs for data collection and analysis in sociological research. |
-
|
-
|
-
|
-
|
-
|
|
| 8 |
To be able to develop a socially responsible, scientific and ethical perspective regarding the collection, analysis, interpretation and presentation of data. |
-
|
-
|
-
|
-
|
-
|
|
| 9 |
To be able to analyze different aspects of the social world by drawing on the knowledge produced by other disciplines of the social sciences. |
-
|
X
|
-
|
-
|
-
|
|
| 10 |
To be able to constantly renew herself/himself professionally by following scientific and technological developments in sociology and social research. |
X
|
-
|
-
|
-
|
-
|
|
| 11 |
To be able to collect sociological data and communicate with sociologists and other social scientists in a foreign language ("European Language Portfolio Global Scale", Level B1). |
-
|
-
|
-
|
-
|
-
|
|
| 12 |
To be able to speak a second foreign at a medium level of fluency efficiently. |
-
|
-
|
-
|
-
|
-
|
|
| 13 |
To be able to relate the knowledge accumulated throughout the human history to their field of expertise. |
-
|
-
|
-
|
-
|
-
|
|
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
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