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Session: 2022/23
Last modified: 18/08/2022 09:44:44
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Title of Module: Musicianship |
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Code: MUSC07014 |
SCQF Level: 7
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Business & Creative Industries |
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| Module Co-ordinator: | Rebecca
Wallace |
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| Summary of Module |
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This module primarily aims to introduce the principles and practices of collaborative musicianship within a professional environment using basic music theory and written / verbal musical communication.
Through a series of seminars and workshops, students will have the opportunity to learn about their own musicianship by interacting on with peers and supervisors within a practical setting in response to a range of instrumental and vocal briefs. Students will experiment with multiple group scenarios, studying the conventions, techniques, and principles of various commercial music genres. Students will have the opportunity to get feedback on their work during class time and through formative feedback sessions in preparation for assessment. Students are also encouraged to engage in peer feedback.
- Instrumental and vocal study
- Arranging in different popular music genres
- Session musicianship
- Improvisation
- Collaboration
- Music Skills development
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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.
Employ a wide range of routine skills to communicate musical ideas in a collaborative environment
L2.
Apply knowledge in using some of the basic skills of music rehearsal practice
L3.
Critically reflect on personal performance and musical development. |
| 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 7.
Awareness and understanding of the physiologies involved in playing an instrument or singing.
The ability to engage with a variety of musical styles through creative and technical projects or exercises.
The ability to observe, interpret and manipulate oral, written and visual signs denoting music whether formal or vernacular.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 7.
Demonstrate physical dexterity and control (Technical mastery of the instrument / voice), together with the necessary powers of sustained concentration and focus.
Development of artistic and expressive skills necessary to communicate music convincingly to the listener.
Ensemble skills: performing effectively as part of a group.
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| Generic Cognitive skills |
SCQF Level 7.
Present musical arrangements and performances routine to the discipline of session musicianship |
| Communication, ICT and Numeracy Skills |
SCQF Level 7.
Ability to work as an integrated member of a team, to respond to partnership and leadership, and to lead others in team-work within a rehearsal and recording environment |
| Autonomy, Accountability and Working with others |
SCQF Level 7.
Awareness of professional protocols and the discipline of music performance as part of an ensemble. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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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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Delivery will take the form of a mixture of tutor demonstrations, workshops, and collaborative practice with a focus on developing your personal and professional skillset. Tutors will demonstrate industry standard practices and requirements across a range of music-based scenarios. This will include creative workshops and arranging exercises, as well as having the opportunity to receive dedicated input on singing and vocal techniques. Students will also be introduced to the basics of collaborative digital production using BandLab. Advice on creating a free account will be detailed in class.
Initial sessions will take the form of general music arrangement and development of collaborative techniques with specialised practices being introduced as the module progresses based on student specific requirements. Workshops are task-based, and students will be expected to engage in weekly, peer-led feedback sessions.
Individual and private study and research are a must to inform decision-making and planning. This study is also supported by online materials on the module Aula site. This is a virtual learning environment and is integral to the work of the module. You should make sure that you have access to this site and visit it on a regular basis. Key information about the running of the module will be posted there.
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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 | 36 |
| Asynchronous Class Activity | 36 |
| Independent Study | 128 |
| 200
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:
Adair, J. (1987) Effective Teambuilding: How to Make a Winning Team, London: Pa
Frith, S. (2001) The Cambridge Companion to Pop and Rock, Cambridge: Cambridge University Press
Kerr, S. (1998) Songs from Scratch – music for non-musicians
Randi, D, Nishimura, K N (2014) You’ve Heard These Hands: from the Wall of Sound to the Wrecking Crew and Other Incredible Stories. New York: Applause Publishing.
Rooksby, R (2007) Arranging Songs. New York: Backbeat.
Runswick, D (1993) Rock, Jazz and Pop Arranging: All the Facts and All the Know-how. London: Faber.
Scott, Derek B. (2009) The Ashgate Research Companion to Popular Musicology, Farnham; Ashgate
Sickels, RC. (2008) The Business of Entertainment. Vol.2, Popular Music, Westport, Conn: Praeger
Stewart, D (2005) The Musician's Guide to Reading and Writing Music. San Francisco: Miller Freeman
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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:
This class is delivered across 12 sessions of delivery which take the form of on-campus workshops and tutorials plus online drop-in sessions in preparation for assessment.
All sessions are distinct and explore various practical methods of collaborative musicianship.
You will get more out of the module if you attend all classes.
For academic year 2022/23, the School of Business and Creative Industries will adopt a proactive and practical approach to the monitoring and reviewing of individual student engagement, reflecting the flexible definition of ‘engagement’ within the context of hybrid delivery.
Students will be expected to meet the following minimum thresholds for engagement during academic year 2020-21
• Regular engagement with their Aula as evidenced by an average of 3 engagements per week and monitored via appropriate learner analytics within the VLE.
• Attendance at 75% of live (‘synchronous’) class activities, online or face to face, with attendance taken in each class and recorded by academic staff via Self-Service Banner.
• Engagement and submission of all assessments unless non-submission is supported by submission of an Extenuating Circumstances Statement (ECS).
If you do not meet these minimum thresholds of engagement, you will be contacted by relevant University staff (your Year Leader, Programme Leader or School Enhancement Developer) to highlight the issue. The aim of this contact is supportive, with the intention of understanding your lack of engagement; offering advice and support to re-engage you with your studies; and to get you back on track. Additional information is available in the University Academic Engagement Procedure.
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Supplemental Information
| Programme Board | Arts & Media |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Arts & Media |
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| Moderator | James Prime |
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| External Examiner | TBC |
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| Accreditation Details | James |
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| Version Number | 4.02 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Assessment 1: Practical Assessment (60%) |
| Assessment 2: Solo Submission and Report (40%) |
(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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Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using Aula, classroom and learning materials will be documented and presented electronically in formats that allow flexible access and manipulation of content. The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/
Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.
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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