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Session: 2022/23
Last modified: 01/04/2022 14:57:18
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Title of Module: Professional Music Release |
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Code: MUSC11009 |
SCQF Level: 11
(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: | Rebecca
Wallace |
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| Summary of Module |
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Professional Music Release is an inquiry-based learning module presenting students with the challenge of working to a range of high-level briefs derived from industry practices in order to develop a professional music release. These will include a selection of set challenges related to professional recording studio practice, participatory arts practice, songwriting or music business / entrepreneurial practice and will require students to work (in a suitable and relevant discipline) within tight, professional delivery timescales.
As the module will be available across several MA programmes there will be clear opportunities for inter disciplinary working.
- Professional environment
- Work-based and inquiry-based learning
- Delivery within professional timescales
- Interdisciplinary practice
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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 extensive, detailed and critical knowledge in forming and planning a professional music release
L2.
Apply knowledge in planning and executing a significant project of creative inquiry, research or development
L3.
Demonstrate the ability to critically review, consolidate and extend knowledge in the context of professional creative practice |
| 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 11.
Demonstrate extensive, detailed and critical knowledge and understanding in one or more specialisms related to set professional briefs and release-focused practice, much of which is at, or informed by, developments at the forefront
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| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Practise in a wide and often unpredictable variety of professional level contexts.
Demonstrate originality or creativity in the application of knowledge, understanding and/ or practices within the context of set music or creative industries-related briefs that build towards a professional release.
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| Generic Cognitive skills |
SCQF Level 11.
Develop original and creative responses to problems and issues as defined within a range of specific music or creative industries briefs and the development of a release.
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| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Communicate with peers, more senior colleagues, specialists and representatives of professional bodies / industry
Students will use a range of software to support creative work, including recording software and other web based technologies
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| Autonomy, Accountability and Working with others |
SCQF Level 11.
Demonstrate leadership and/or initiative and make an identifiable contribution to change and development within the context of creative industries.
Exercise substantial autonomy and initiative in professional and equivalent activities
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| 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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| The module will be front loaded with sessions detailing the set briefs that work towards a professional release, and providing support through lectures, tutorials and workshops. Thereafter students will work independently, supported through supervision and online materials on Aula. |
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 | 12 |
| Tutorial/Synchronous Support Activity | 24 |
| 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:
Arditi, D. (2020) Getting Signed: Record Contracts, Musicians, and Power in Society. London: Palgrave Macmillan.
Baym, N.K. (2018) Playing to the crowd: Musicians, audiences, and the intimate work of connection. New York: NYU Press.
Bradford, C. (2005), Heart and Soul: Revealing the Craft of Songwriting, Sanctuary: London
Gibbs T. (2007) The Fundamentals of Sonic Art & Sound Design.
Harrison, A. (2017) Music: The Business (7th Edition). London: Virgin Books
Jones, E. (2020) DIY Music and the Politics of Social Media. London: Bloomsbury
Katz, B. (2013) Mastering Audio: The Art and the Science. 3rd Ed. London: Focal Press
Licht, A. (2019) Sound Art: Revisited. London: Bloomsbury.
West, A. (2016) The Art of Songwriting. London: Bloomsbury.
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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 | Paul McGeechan |
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| External Examiner | Neil McSweeney |
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| Accreditation Details | JAMES |
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| Version Number | 1.06 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Portfolio (80%) – to include evidence of research, development and the planning/execution of the final release. |
| Report (20%) – reflective blog of approximately 1000 words with relevant links to portfolio materials (where appropriate) and supporting texts. |
(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 Aula, 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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