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Session: 2022/23
Last modified: 08/04/2020 10:13:29
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Title of Module: Community Music Practice |
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Code: MUSC09011 |
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: | Clare
Duffin |
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| Summary of Module |
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Community Music Practice aims to build on previous learning in terms of skills/personal development in the context of employer expectations and the requirements of the creative industries. Employability and creativity will be developed through working as a team in a series of real-life community music placements. Students will be required to submit an application to the Protection of Vulnerable Groups (PVG) scheme (see related costs here: https://shop.uws.ac.uk/product-catalogue/university-services-facilities/student-administration/pvg-scheme-record-application) prior to engaging with client groups in the live community music project.
Through individual reflection and research, students will gain a better understanding of their skills, strengths and areas for development, as well as a more in-depth knowledge of the work of the creative practitioner. This will be charted in a professional development portfolio that will be built and developed throughout the module.
Key content will include:
- Professional experience in live community music projects
- Researching community music practice, in terms of its constitution and structures
- Researching possible professional opportunities and developing creative practice in context
- Development of professional creative identity
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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.
Identify, develop and apply a wide range of key professional-level community music practice skills.
L2.
Identify the most important skills required by the sector and analyse means of developing these in planning for future professional development.
L3.
Develop knowledge of and critical engagement with the means of evaluating and mapping the professional landscape within which community music practice is undertaken, including developing skills in identifying and utilising sources of funding and professional working opportunities. |
| 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.
Awareness of issues in the arts world – funding mechanisms, cultural policy, professional arts structures and institutions, arts within the community; the ability to relate music to its social, cultural, political, economic context, and relate processes of change in music to social and/or other factors |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
The ability to understand theoretical and aesthetic systems and relate theory to practice; development of skills of research and exploration, synthesis and evaluation of evidence, including the ability to quote from and acknowledge written sources.
The ability to execute developed creative ideas within live projects.
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| Generic Cognitive skills |
SCQF Level 9.
The ability to employ reasoning and logic in order to analyse data, and to formulate relevant arguments; and the ability to express, interpret and discuss such analyses and arguments, whilst maintaining confidence in themselves and their creative work and decisions. This will be applied within group work and evaluated within the professional development folio. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Ability to assimilate and synthesise complex information and present it in a variety of formats and contexts, including within the context of live community projects. |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Exercise autonomy and initiative in activities through self-motivation (understanding of the development of a freelance career; acquire new skills; continue to learn and explore; keep abreast of professional developments); time management and reliability; work as part of a team, to respond to partnership and leadership; take the responsibility of the work of others and for a range of resources; work under guidance with qualified practitioners; deal with ethical and professional issues in accordance with current professional and/or ethical codes or practices and seeking guidance where appropriate. |
| 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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| This module will involve a series of lectures, simulation work, tutorials and online tasks. |
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) |
| Work Based Learning/Placement | 36 |
| 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:
Higgins, L. (2012) Community Music: In Theory and Practice Oxford: Oxford University Press.
Higgins, L. & Willingham, L. (2017) Engaging in Community Music : An Introduction. London: Routledge.
Kenny, A. (2011) Mapping the Context: Insights and Issues from Local Government Development of Music Communities. British Journal of Music Education [Online] Vol. 2(8), pp. 213-226 [Accessed: 8 April 2020].
McKay, G. & Higham, B. (2011) Community Music: History and Current Practice, Its Constructions of ‘Community’, Digital Turns and Future Soundings. AHRC Connected Communities Programme [Online] Available: http://www.ahrc.ac.uk/documents/project-reports-and-reviews/connected-communities/community-music-history-and-current-practice-its-constructions-of-community-digital-turns-and-future-soundings/ [Accessed: 8 April 2020].
Veblen, K. K., Messenger, S. J., Silverman, M. & Elliott, D. J. (2013) Community Music Today [e-book] Available: DawsonEra [Accessed: 8 April 2020].
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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:
Attendance to scheduled classes (including online tutorial)
Completion of assignments by set deadlines |
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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 | Ben Challis |
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| Accreditation Details | none |
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| Version Number | 3.09 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Assessment 1: Practical |
| Assessment 2: Coursework |
(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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