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Session: 2022/23
Last modified: 18/05/2022 12:28:04
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Title of Module: Music, Audiences & Participation |
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Code: MUSC08020 |
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: | Iain
Taylor |
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| Summary of Module |
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Music: Audiences & Participation aims to help students understand and explore the relationship between music production and consumption from a range of theoretical (political, social, cultural, technological and economic) viewpoints.
It investigates a variety of musical genres, their associated audiences and the media landscape in which they emerge and evolve. It also looks at audiences as active participants in relation to markets, practices of listening, ideas related to taste and understandings of authorship.
Key concepts that the module will explore include:
- Genre
- Subculture
- Taste
- Authorship
- Listening practices
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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.
Analyse a variety of music and media genres and their associated audiences as participants, applying key concepts from cultural theory around genre, subculture, cultural capital and taste.
L2.
Evaluate the relationship between music production and consumption from a range of theoretical (political, social, cultural, technological and economic) viewpoints.
L3.
Apply specific concepts relating to music production and consumption to descriptions of audiences and delivery: taste, markets, authorship and listening. |
| 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.
Demonstrating knowledge of the meaning of a range of key terms / key theorists in cultural analysis within academic practice.
Specialist knowledge in the relationship between music cultures, technology and audiences in the digital age. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Retrieving, interpreting and manipulating primary and secondary information from a variety of sources including electronic sources.
Applying specialist knowledge of the relationship between music cultures, technology and audiences to the analysis of case-study examples.
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| Generic Cognitive skills |
SCQF Level 8.
Synthesising a range of information about, and undertaking critical analysis of: genres/subgenres, and audience participatory practices.
Using group work and individual scholarly research approaches to formulate and critically evaluate evidence-based responses to specific questions related to current audiences. |
| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Communicating complex information effectively and appropriately to both listening and reading audiences of experts and students.
Making effective use of standard information retrieval systems and using IT applications to present documents or presentations in an appropriate form. |
| Autonomy, Accountability and Working with others |
SCQF Level 8.
Working effectively, together with others in groups or teams, taking a leadership role where appropriate and exercising managerial responsibility for the work of others within a defined group structure.
Exercising autonomy and initiative in researching and applying research skills at an academic level appropriate to the discipline of cultural theory/popular music studies.
Work with others to acquire an understanding of current music industries practice and audience behaviours. |
| 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 introduces relevant material in a series of lectures with class discussion and seminars. |
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) |
| Independent Study | 164 |
| Lecture/Core Content Delivery | 36 |
| 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:
Fabbri, F. (1982) ‘A Theory of Music Genres: Two Applications’. In Philip Tagg and David Horn (eds) Popular Music Perspectives. (Gothenburg and Exeter: International Association for the Study of Popular Music, 52-81. Accessed at http://www.tagg.org/xpdfs/ffabbri81a.pdf
Huq, R. (2006) Beyond Subculture: Pop, Youth and Identity in a Postcolonial World (London: Routledge)
Kassabian, A. (2013) Ubiquitous Listening (University of California Press).
Negus, K. (1996) Popular Music in Theory: An introduction, Cambridge: Polity Press.
Raine, S. (2020) Authenticity and Belonging in the Northern Soul Scene: The Role of History and Identity in a Multigenerational Music Culture. London: Palgrave Macmillan
Stahl, M. (2012) Unfree Masters: Popular Music and the Politics of Work (Duke University Press).
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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:
In line with the Academic Engagement and Attendance 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 Aula, and complete assessments and submit these on time. Please refer to the Academic Engagement and Attendance Procedure at the following link: Academic engagement and attendance 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 | Kenneth Forbes |
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| External Examiner | R Nowak |
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| Accreditation Details | |
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| Version Number | 1.03 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Assessment 1 : Practical (40%) |
| Assessment 2 : Course Work (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.)
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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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