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Session: 2022/23
Last modified: 20/04/2021 14:58:57
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Title of Module: Popular Music Techniques 1 |
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Code: MUSC08018 |
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: | David
Scott |
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| Summary of Module |
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This module aims to provide students with an opportunity to gain deeper experience and demonstrate learning in instrumental, arranging and performance techniques within the context of the historical development of popular music and instrument technology. Students will develop new arrangements of songs from the popular music canon related to the popular music history timeline and the related development of instrument technique and genre. Students will work towards a performance of two songs, one a ‘classic’ interpretation, the other a ‘reinvention’. Finally students will reflect on pop genre technique and their own musical development in a short written commentary
- Solo musicianship
- Historical development of instruments and genre
- Adaptation and rearrangement of popular music classics
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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 a discerning understanding of a defined range of popular music performance techniques
L2.
Apply knowledge, skills and understanding in using a range of performance techniques and practices associated with popular music genre, some of which are complex
L3.
Critically evaluate personal development within the context of the disciplines of popular music performance |
| 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.
Students will be able to demonstrate a broad and in some instances detailed knowledge of the scope, defining features, and main areas of popular music arrangement, musicianship and performance. This will include an understanding of a range of key concepts related to pop music history. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Students will use a range of routine skills, techniques and practices associated with popular music arrangement, musicianship and performance, a few of which are complex. |
| Generic Cognitive skills |
SCQF Level 8.
Students will undertake critical analysis of popular music techniques through practice (musicianship) and reporting (video diary), evaluating key concepts within common understandings of the discipline. |
| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Students will convey complex musical ideas to an audience through performance of rehearsed material. This will also demonstrate specialized technical skills of musicianship related to use of instruments and related technologies. |
| Autonomy, Accountability and Working with others |
SCQF Level 8.
Students will take continuing account of own and others’ roles, responsibilities and contributions in carrying out and evaluating tasks through a collaborative rehearsal process. Students will have the opportunity to demonstrate autonomy and initiative within the collaborative process. |
| 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: | relevant experience |
| 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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| The module will be delivered through interactive workshops and rehearsal events supported by short lectures introducing key historical context. Study will also be supported by online materials in the module VLE site |
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) |
| Tutorial/Synchronous Support Activity | 30 |
| Lecture/Core Content Delivery | 6 |
| Asynchronous Class Activity | 120 |
| Independent Study | 44 |
| 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:
Bennett, A., Shank, B. and Toynbee, J. (eds.) (2006) The Popular Music Studies Reader, London and New York: Routledge
Brackett, D. (ed.) (2005) The Pop, Rock and Soul Reader. Oxford: Oxford
University Press
Cateforis, T. (ed.) (2007) The Rock History Reader. London and New York:
Routledge
Inglis, I. (2013) Performance and Popular Music: History, Place and Time. London: Ashgate
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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 | Antonello Boezio |
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| External Examiner | B Challis |
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| Accreditation Details | |
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| Version Number | 1.06 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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PERFORMANCE (70%) Live performance of two songs of approximately 3 ½ minutes each
PERFORMANCE (70%) Performance of two songs of around 3 1/2 minutes length |
| ESSAY (30%) |
(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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