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Session: 2022/23
Last modified: 18/07/2022 11:36:34
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Title of Module: Music Technology Major Project |
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Code: COMP10006 |
SCQF Level: 10
(Scottish Credit and Qualifications Framework) |
Credit Points: 40 |
ECTS: 20
(European Credit Transfer Scheme) |
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| School: | School of Computing, Engineering and Physical Sciences |
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| Module Co-ordinator: | Colin
Grassie |
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| Summary of Module |
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The Music Technology Major Project is a double weighted module which represents a significant part of the Honours year programme. The scope of the project brief is wide and reflects the academic streams within the structure of the Music Technology programme: music production, audio post production, acoustics and audio systems, electronic music and sound design and audio technology (software applications and electronic devices).
Students are encouraged to consider their project choices before the project commences and to try to align their chosen topic with their career aims. This provides students with the ability to develop their abilities in specialised areas of their choice, and also raises the possibility of them developing business ideas or working with industrial partners or clients.
The project marks a transition between a group approach to project work in previous levels to an individual approach. Tutorial support from an individual supervisor is in place to help the student develop autonomy.
A schedule for the main milestones of the project is included in the module handbook.
- The aim of this module is to provide students with an opportunity for personal development towards independent working in a specialised aspect of Music Technology
- This module embeds the key “I am UWS” graduate attributes and in particular: Universal(inquiring, ethically and research minded), Work Ready(effective communicator, ambitious) and Successful (autonomous, driven)
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Critically review and consolidate knowledge, skills, practices and thinking in a defined Music Technology topic
L2.
Demonstrate a critical understanding of the principal theories, concepts and principles that are at the forefront of the subject for a defined Music Technology topic.
L3.
Apply a range of skills, techniques and practices that are specialised, advanced and at the forefront of the subject for a defined Music Technology topic
L4.
Present or convey, formally and informally, information about specialised topics to informed audiences.
L5.
Exercise autonomy and initiative in professional/equivalent activities through the delivery of practical and written project outcomes. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 10.
Demonstrate and/or work with:
Detailed knowledge and understanding in the specialist areas identified within a personal project specification.
Knowledge and understanding of project area gained from independent research. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Develop advanced specialised skills and practices applicable to the personal project specification.
Execute a defined project of research or investigation into areas relevant to an individual project specification and demonstrate the relevance of findings to the project outcomes. Practice in a range of professional level contexts which include a degree or unpredictability and/or specialism. |
| Generic Cognitive skills |
SCQF Level 10.
Critically identify, define, conceptualise, and analyse complex/professional level problems and issues in the development of a project specification and plan.
Offer professional level insights, interpretations and solutions to problems and issues
Critically review and consolidate knowledge, skills and practices and thinking in the project area within a formal report.
Demonstrate some originality and creativity in dealing with professional level issues Make judgements on the authority and relevance of information used in the project review. |
| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Make formal presentations about specialised topics to informed audiences.
Communicate with professional level peers, senior colleagues and specialists in an exhibition context.
Use Gantt charts as an aid to project management. |
| Autonomy, Accountability and Working with others |
SCQF Level 10.
Exercise autonomy and initiative in day to day project activities.
Students undertaking audio or video project elements will take significant responsibility for the performance work of others and for a range of resources.
Project students may need to organise a supporting team of musicians or actors and in this practice in ways which show a clear awareness of own and others’ roles and responsibilities
Work effectively under guidance in a peer relationship with lecturing staff.
Deal with ethical and professional issues which may arise in individual projects in accordance with current professional and/or ethical codes or practices seeking guidance where appropriate. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
COMP09032
| Module Title:
Music Technology Project
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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The Music Technology Project is an extensive personal project. Students work with a personal supervisor to devise and execute a structured programme with a high degree of independence.
The first process in the module is the determination of project specifications.
• Students will agree a formal project specification in discussion with academic staff which will be used as a benchmark to assess the success of specific project outcomes.
• The project specification must specify outcomes which represent a development of the students’ knowledge, abilities and responsibilities appropriate to SCQF level 10 benchmark statements.
• Projects specifications should fall within the cognitive area of Music Technology and should include a prioritised list of desired outcomes which will include:
1. Development and implementation of specialised knowledge.
2. The production of a product, prototype or portfolio within the topical area of music technology.
3. The assessment criteria for the project, including specific and generic components which will be agreed and documented prior to commencement of the project.
Students are then required to make an assessed formal presentation of their project plan including a Gantt chart.
Students will prepare a formal report on the project.
During the first term, students will work on a Literature Review. This acts as a piece of academic research and sets their work into a broader context. The review section should be completed and assessed within the first term and the final report should highlight the linkage between the review and the project implementation.
Students will be required to keep records and demonstrate their organisation and management of the project and any personnel who provide material input to the project.
At the end of the second term students will submit agreed project deliverables along with a formal report which meets the specifications laid out in the module handbook.
Students will also present their project outline and outcomes in the form of an Exhibition-Ready online portfolio including a demonstration video. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 24 |
| Tutorial/Synchronous Support Activity | 48 |
| Independent Study | 328 |
| 400
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Greetham, B., 2021. How to Write Your Literature Review. 1st ed. London: Macmillan Education Limited.
Greetham, B., 2019. How to write your undergraduate dissertation. 3rd ed. London: Macmillan Education Limited.
Access to audio recording and post-production hardware and suite facilities.
Access to video cameras and portable production equipment.
Access to a range of audio and video software in computer labs.
The use of VLE will provide links to subject specific Journals / websites and access to other academic internet reources.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
Students must complete the project milestones laid out in the handbook in respect of the submissions of proposal specifications, presentations and a literature review submission prior to the final submission of dissertation and deliverable assets. |
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Supplemental Information
| Programme Board | Computing |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Creative Computing |
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| Moderator | Derek Turner |
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| External Examiner | J Paterson |
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| Accreditation Details | This module is accredited by JAMES as part of BSc (Hons) Music Technology. |
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| Version Number | 2.11 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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CW1 Portfolio: Project Outcomes.(40%)
The focus of primary elements within CW1 and the criteria for judging outcomes is determined individually within the project specification. |
CW2 Dissertaion, Review, Presentation and Exhibition.(60%)
This coursework is the aggregation of presenting and written reporting (dissertation and litertaure review) and coursework events which demonstrate management of the project:
Project dissertation (20%), Literture Review (20%), Presentaion (10%) and Exhibition (10%). |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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The University policies on equality and diversity will apply to this module.
In order for the student to complete this module the student will be required to plan and carry out an autonomous individual project in an area related to music technology. The students have input to determining the nature of the project.
Formal and informal presentations will be made before an audience of staff and peers.
A formal written report will be prepared to a specified format.
This module is designed to provide equal opportunities for all students irrespective of their age, disability, gender, sexual orientation, race, colour, nationality, ethnicity, religion, beliefs, or sexual orientation. Students may take differing viewpoints with respect to their cultural, religious or family backgrounds. Reasonable adjustments can be made if related issues arise.
Further guidance available from Student Services, School Disability Co-ordinators or the University’s Equality and Diversity Co-ordinator.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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