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Session: 2022/23
Last modified: 12/04/2021 08:21:10
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Title of Module: Creative Music Product Design |
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Code: MUSC09009 |
SCQF Level: 9
(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: | Allan
Dumbreck |
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| Summary of Module |
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Researching, devising and designing a creative music project. This includes researching and planning a project development proposal, analysis of case studies and the application of creative techniques to music and creative industries. The student will then write a professional creative business plan in their chosen sector of music projecting creative content, timescale, finances, legal concerns and numerical objectives. Finally the student will present their research and negotiate on further requirements to gain approval to manifest the proposed project.
- The student researches the existing music environment to identify a project opportunity which will have commercial or career-enhancing significance.
- The student will develop a creative business proposal addressing creative content, timescale, finances, legal concerns and numerical objectives and present the concept.
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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.
Use creativity techniques and music product design and development skills to creatively analyse the existing music marketplace and identify product opportunities.
L2.
Demonstrate detailed knowledge of recent commercial music product developments to devise and design a music product to meet criteria of marketplace opportunity.
L3.
Demonstrate critical analysis in the assessment of case study material.
L4.
Utilise a broad and integrated knowledge and understanding of the scope, main areas and boundaries of creativity techniques and music product design in the development of a music project proposal document.
L5.
Demonstrate the use of project management and presentation skills in a proposal presentation. |
| 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 9.
A broad and integrated knowledge and understanding of the scope, main areas and boundaries of creativity techniques and music product design.
Detailed knowledge of recent commercial music product developments with case studies / guest lectures from innovators and entrepreneurs. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Use of creativity techniques and music product design and development skills. Industry research. Design music product for projected but unpredictable future success. |
| Generic Cognitive skills |
SCQF Level 9.
Case study / critical analysis. Judgement and selection of project from ideas generated. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Presentation of project proposal. IT use / numerical content / negotiation and presentations skills. |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Taking responsibility for the work of others and a range of resources. 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:
| 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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• Weekly lectures and workshops on project management in music with an emphasis on project start-up (finance, time, personnel and resource management, legal requirements, communication skills)
• Meetings with appointed project supervisors
• Guest lectures from graduates and music industries entrepreneurs
• Student presentations on their developing projects |
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 |
| Tutorial/Synchronous Support Activity | 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:
De Bono, E. (2016) Serious Creativity, HarperCollins, London
Dumbreck, A. and McPherson, G. (2016) Music Entrepreneurship, Bloomsbury, London
HSE (2018), The Event Safety Guide: A Guide to Health, Safety and Welfare at Music and Similar Events (Guidance Booklets) HSE : London
IFPI (2020), Global Music Report. IFPI London (annually)
MMF Code of Practice - https://themmf.net/about/code-of-practice/
Riches, N. (2014), MMF Music Management Bible, MMF / SMT (London)
UK Music (2020). Measuring Music. London : UK Music – available at http://www.ukmusic.org/research/measuring-music-2020/
Note: Sources specific to the individual nature of each student project will also be required.
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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 are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link: http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/ |
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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 | B Challis |
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| Accreditation Details | JAMES accredited (UK Delivery Only) |
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| Version Number | 2.09 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Assessment 1 : Proposal / Case study
Word count : 3000 words
Weighting : 75% |
Assessment 2 : Presentation
Word count : NA (15 minute presentation)
Weighting : 25% |
(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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