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Session: 2022/23
Last modified: 20/04/2021 15:01:41
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Title of Module: Introduction to Collaborative Music Practice |
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Code: MUSC07016 |
SCQF Level: 7
(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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Introduction to Collaborative Music Practice offers students an opportunity to explore and practice the main theories, concepts and principles related to the roles of professional musicians and technologist in recording or in performance contexts, and considers the ways in which collaboration between technologists and musicians has formed a significant dynamic driver in the development of popular music. Students will develop their own chosen specialisms – either in performance technique, style, genre, production technique etc – within mixed discipline collaborative units combining live performance with technology, backing tracks and special sound effects in a range of strongly practical outputs.
Students will study classic collaborations between producers, technologists and musicians from contemporary popular music history and genre, and consider the dynamic nature of this collaboration, both from a practical and theoretical perspective.
- Individual musicianship
- Individual production techniques
- Production ‘routining’
- Studio collaboration
- Studio performance
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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.
Work with an overall appreciation of a broad range of popular music performance and production skills and techniques
L2.
Work, under guidance, in acquiring an understanding of historical popular music collaborative practice
L3.
Use a range of forms of communication effectively |
| 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 7.
A broad knowledge of the key issues in live and studio music performance. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 7.
Use some of the basic and routine professional skills, techniques, practices and/or materials associated with forming a musical, collective, developing music and performing. Practice in both routine and non-routine contexts |
| Generic Cognitive skills |
SCQF Level 7.
Present and evaluate collaborative music practice. Address defined music and technology briefs using a range of performance approaches. |
| Communication, ICT and Numeracy Skills |
SCQF Level 7.
Use a range of forms of communication effectively in both familiar and new contexts, from the rehearsal / development and recording process to live performance. |
| Autonomy, Accountability and Working with others |
SCQF Level 7.
Exercise some initiative and independence in carrying out defined activities at a professional performance level. Take supervision in less familiar areas of work, respond to musical criticism, studio / rehearsal routining. Take some managerial responsibility for the work of others within a defined and supervised musical group structure. Take account of own and others’ roles and responsibilities in carrying out and evaluating tasks, working creatively within a group structure to produce a coherent musical statement. Work with others in support of current professional practice under guidance. |
| 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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| Teaching Activities: The delivery of the module will consist of lectures, tutorials and a series of intensive individual and group rehearsals / workshops where student material will be developed with guidance from lecturers. Students will be expected to rehearse in the same groups, or into own class, independently and regularly. |
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:
Beinhorn, M. (2015) Unlocking Creativity: A Producer's Guide to Making Music and Art. Milwaukee: Hal Leonard
Boyce, T. (2014) Introduction to Live Sound Reinforcement - The Science, the Art, and the Practice. Victoria: Friesen Press
Herstand, A. (2016) How To Make It in the New Music Business: Practical Tips on Building a Loyal Following and Making a Living as a Musician. New York: Liveright
Massy, S. (2016) Recording Unhinged: Creative and Unconventional Music Recording Techniques. Milwaukee: Hal Leonard
Rooksby, R. (2008) Arranging Songs. London: Backbeat
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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 | 1.03 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Assessment 1 (70%) Portfolio of recorded work
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| Assessment 2 (30%) Essay |
(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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