This page displays the selected Module Descriptor.
Printer friendly version
Session: 2022/23
Last modified: 13/04/2021 14:25:20
|
Title of Module: Professional Studio Techniques |
|---|
|
Code: MUSC09020 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
|---|
| School: | School of Business & Creative Industries |
|---|
| Module Co-ordinator: | Paul
McGeechan |
|---|
| Summary of Module |
|---|
The module will introduce student to new and developing audio technologies explore advanced techniques in convergent media recording. Utilising Digital Audio Workstation software and audio equipment students will create a remix of an existing multi track track session and introduce original instrumentation into the final mix. As part of the criteria the remix must have a significant change in instrumentation, musical direction / general.
Working with an artist / group to record, produce and mix a two track artifact.
This production will be achieved using a digital audio workstation in conjunction with a dedicated control surface, this must be augmented with the use of analogue and digital outboard equipment. Pre production session planning must be implemented prior to recording, this must relate to the artists creative and technical, requirements.?
|
| Module Delivery Method |
|---|
| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
|  | | | | |
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.
|
| Term(s) for Module Delivery |
|---|
|
(Provided viable student numbers permit).
|
| Term 1 | | Term 2 | | Term 3 | |
[Top of Page]
| Learning Outcomes: (maximum of 5 statements) |
|---|
On successful completion of this module the student will be able to:
L1.
Successfully plan, organise and document a recording / mix session.
L2.
Record, mix and produce material to a professional standard.
L3.
Demonstrate understanding of the key concepts of digital audio.
L4.
Demonstrate ability to operate digital music technology to a high level. |
| Employability Skills and Personal Development Planning (PDP) Skills |
|---|
| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
|
|---|
| Knowledge and Understanding (K and U) |
SCQF Level 9.
Demonstrate a broad and integrated knowledge and understanding of the preparation, pre-planning, organisation and documentation of a recording session.
Demonstrate a critical understanding of appropriate professional recording, mixing and production techniques applicable to a specified project.
Display a detailed working knowledge of current recording, mixing and production techniques informed by critical listening and demonstrations with reference to commercial releases.
|
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Students will be expected to contextualise above skills as a contribution to a portfolio of work for prospective employers either to a defined brief or a simulated brief. Professional staff will be expected to introduce current work in progress as well as actively encourage students to engage with contemporary and ‘forward looking’ projects specifically aimed at media convergent technologies.
|
| Generic Cognitive skills |
SCQF Level 9.
Use a selection of the principle skills, techniques, practices associated with recording, mixing and production techniques
Engage in the research and application of current and past production techniques |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Students will be expected to demonstrate a practical understanding of digital audio and the key current practices employed.
Use a wide range of routine skills and some advanced and specialised skills in support of established practices in a subject/discipline, for example:
Communicate with professional level peers, senior colleagues and specialists
Use a range of software to support and enhance work at this level and specify refinements / improvements to software to increase effectiveness
|
| Autonomy, Accountability and Working with others |
SCQF Level 9.
In order to add to existing personal portfolios of work students will embark on a level of independent study suitable to SCQF guidelines. Students should:
Exercise initiative and independence throughout the various stages of the recording, mixing and production stages to a professional level
|
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
|
|---|
Module Code:
| Module Title:
|
| Other: | HND Sound Production Graded Unit 2 |
| Co-requisites | Module Code:
| Module Title:
|
|---|
* Indicates that module descriptor is not published.
[Top of Page]
| Learning and Teaching |
|---|
| The module is designed to be delivered within a blended learning model, employing mixed modes of learning, teaching and assessment. |
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 | 20 |
| Laboratory/Practical Demonstration/Workshop | 16 |
| Independent Study | 164 |
| 200
Hours Total
|
|
**Indicative Resources: (eg. Core text, journals, internet
access)
|
|---|
The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Huber D & Runstein R 2013. Modern Recording Techniques. 8th Ed. Taylor Francis.
Izhaki R. 2011. Mixing Audio: Concepts, Practices and Tools. 2nd Ed. Focal. Press.
Katz, B. 2013. Mastering Audio: The Art and the Science. 3rd Ed. London: Focal. Press.
Owsinski B. 2013. The Mixing Engineers Handbook. 3rd Ed.
Websites:
Audiomedia. 2015. Audio Media. Available from:
http://www.audiomedia.com. [Accessed 26 November 2015].
Music Producer. 2015. Music Producer. Available from: http://www.musicproducer.com [Accessed 26 November 2015].
Sound On Sound. 2015. Sound On Sound. Available from: http://www.soundonsound.com [Accessed 26 November 2015].
Tape Op. 2015. Tape Op. Available from: http://www.tapeop.com [Accessed 26 November 2015].
|
|
(**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)
|
| Engagement Requirements |
|---|
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 |
[Top of Page]
Supplemental Information
| Programme Board | Arts & Media |
|---|
| Assessment Results (Pass/Fail) |
No
|
|---|
| Subject Panel | Arts & Media |
|---|
| Moderator | Clark Neville |
|---|
| External Examiner | Ben Challis |
|---|
| Accreditation Details | JAMES (Joint Audio Media Education Support) |
|---|
| Version Number | 2.06 |
|---|
[Top of Page]
| Assessment: (also refer to Assessment Outcomes Grids below) |
|---|
| Assessment 1 : Production Remix brief – workshops, formative class assessment, peer assessment and recorded submission (40%) |
Assessment 2 : Production Multi Track Audio Recordings brief
– workshops, formative class assessment, peer assessment and recorded submission (60%).
|
(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.)
|
Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
[Top of Page]
Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
-
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.
|
| Equality and Diversity |
|---|
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 |
|
(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
|