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Session: 2022/23
Last modified: 08/04/2021 15:47:12
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Title of Module: Creating & Producing an Act |
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Code: MUSC08013 |
SCQF Level: 8
(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: | Jim
Prime |
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| Summary of Module |
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The student works within a team to identify a market niche for a performing act. The team then creates, produces and promotes a performing act to meet the criteria of the niche and across a wide range of media. The act creates two recordings and online promotional material. The student completes a final report and the team present the recorded material and discuss the project outcomes reflecting on their actions. The module is designed to combine most elements of study to date within the Commercial music degree such as Live performance, Online Promotion, Music Industry Brief, Recording for media 1 and 2, Local Music Cultures, and Studying the Music Industries. Students are given the possibility of working collaboratively with other programmes in the school, notably Broadcast Production (T.V and Radio) giving them a unique experience.Students also run an open day where they seek feedback from the public. Students are encouraged to engage in further extra curricula such as releasing their recordings and performing live outwith the module requirements in order that they understand and develop the opportunities provided both in career and PDP terms. This module is viewed as a destination module utilising a range of skills gained from across the curriculum.
- Analyse current music trends with a view to creating an act/artist
- Design and implement a marketing/promotional campaign for eventual release of single/lead track (photos, flyers, stickers, badges, press kit)
- Write record and produce two songs with lyrics
- Work collaboratively with aim to outup act to the general public in the form of a release and promotional cmpaign
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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.
Demonstrate an effective marketing strategy across a variety of media platforms for a performance act and associated recorded material
L2.
Devise a performance and production concept to fulfill market opportunity
L3.
Assume an effective role(s) within a team and exercise some initiative and independence in carrying out defined activities |
| 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 8.
A broad knowledge of the management of a performing act. Detailed knowledge of one aspect of that activity. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Range of possible skills including songwriting, performance, artist management, audio recording and event management skills. |
| Generic Cognitive skills |
SCQF Level 8.
Critical analysis / evaluation including decision making in practical context, self-analysis within final report |
| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Use of routine skills including skills specific to role selected. IT use / numerical content / negotiation and presentations skills |
| Autonomy, Accountability and Working with others |
SCQF Level 8.
Autonomy and initiative: Self-assessment / reflection on project outcomes.
Project management skills.
Team or associate interaction. Strategic decision making. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
MUSC07002
| Module Title:
Studying the Music Industries
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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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Teaching activities: Students work in teams of producer/technician, performer(s), managers and promoters to create a variety of materials to provide a platform for release for their act. This can involve songwriting, performance and studio recordings for the performer/technicians. Photo sessions/Music Television and radio promotion plus online press packs and social media to create a strategy campaign for the launch of a new act.
Innovative teaching in the form of exhibition style ‘open day’ where other years view/listen and feedback to the groups. Live online interviews/tutorials with industry professionals. The creation of a music television programme and a marketing launch strategy into the professional arena. |
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 | 30 |
| Laboratory/Practical Demonstration/Workshop | 6 |
| Independent Study | 164 |
| 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:
IFPI. 2016. Global Music Report. [Online] http://ifpi.org/news/IFPI-GLOBAL-MUSIC-REPORT-2016. [Accessed 12 February 2016.]
Passman, D.(2014) All you need to know about the Music Business 8th ed. London: Penguin.
BBC Sounds online
Music Week.
Statista.com
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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 |
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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 | David Scott |
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| External Examiner | P Saxe |
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| Accreditation Details | James |
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| Version Number | 3 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Assessment 1: Live Performance (20%)
For the live performance students will prepare a performance to a recorded playback |
Assessment 2: Group Presentation/Portfolio (20%)
All materials and working documents will form part of a final portfolio presentation where each group member is expected to define and describe their personal role within the group. A group mark will be assigned for the success of the group campaign/ artefacts produced and the quality of presentation. |
Assessment 3: Individual report (60%) 2500 words
An individual mark will be given, with personal feedback as to each student’s role and the effectiveness of that role |
(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 Moodle, learning materials will be 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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