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Session: 2022/23
Last modified: 16/04/2021 16:34:42
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Title of Module: Music Industry Brief |
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Code: MUSC08021 |
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: | Paul
McGeechan |
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| Summary of Module |
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Music Industry Brief introduces students to the disciplines, conventions and professional requirements of delivering creative responses to set music briefs across a range of distinct areas of creative music practice. Offering discrete pathways for songwriters, performers, sound producers and creative entrepreneurs through a series of separate, focused assignment briefs the module will also offer a valuable overview of the professional attributes required to build and sustain careers within an industry largely reliant on a community of self-employed, portfolio creatives. To this end the module will commence with a series of lectures focusing on:
- The portfolio career in practice
- Reading and challenging creative briefs
- Professional working practices / professional communication
The module will then broaden to provide a blend of specific classes and workshops in the areas of songwriting, studio production and creative entrepreneurship, building a range of skills and specific professional attributes that support the completion of the Music Industry Brief. These skills include but are not limited to:
- Melody and lyric writing
- Arranging techniques
- Collaborative songwriting and studio practices
- Recording techniques
- Mixing techniques
- Musicianship
- Working with community groups
- Creative entrepreneurship
Finally the module will require students to engage with professional practice in evaluating a range of presentation modes and providing a summary critique of learning in the context of professional practice and academic discourse.
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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 knowledge of the scope, defining features and main areas of a specific and defined area of creative music practice
L2.
Apply a range of skills and practices, a few of which are advanced and associated with creative practice in forming a response to set professional briefs
L3.
Use a range of approaches to critically analyse and evaluate creative music practice in a professional context |
| 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.
The ability to conceive creative music and music industry-focused ideas and to manipulate them in an inventive and individual way
The ability to demonstrate discerning understanding of defined theories, concepts, principles and terminologies within professional creative music practice
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| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
The ability to develop materials into well-formed and coherent creative responses. The ability to engage with a variety of music concepts through creative and technical projects or exercises. |
| Generic Cognitive skills |
SCQF Level 8.
Skills of research and exploration; gathering, synthesis and evaluation of evidence, including the ability to quote from and acknowledge written sources.?The ability to plan, implement, evaluate and reflect critically on work in progress. |
| Communication, ICT and Numeracy Skills |
SCQF Level 8.
The ability to use analogue and digital equipment for creating and recording music.
The ability to integrate performers with electronically generated sound
The ability to convey complex information to a range of audiences and for a range of purposes within specific music practice
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| Autonomy, Accountability and Working with others |
SCQF Level 8.
Ability to work independently and in isolation (ensuring continued individuality; building upon established technique; continuing research; ensuring personal welfare)
Organisational skills.
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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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Learning and teaching in this module commences with a series of general contextualising lectures before splitting to provide specific workshops related to briefs set in three distinct areas. Students will choose to respond to a specific brief and will then be required to attend the relevant workshops. Workshops will variously consist of:
• Collaborative songwriting tasks, performances and written tasks
• Studio production workshops, recording and mixing sessions
• Community-based / social enterprise workshops and case studies
Students will have the opportunity to receive feedback on assessment work in progress in classes and workshops.
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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 | 9 |
| Laboratory/Practical Demonstration/Workshop | 27 |
| Tutorial/Synchronous Support Activity | 0 |
| 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:
Braheny, J. 2006. The Craft and Business of Songwriting. 3rd ed. Cincinnati, Ohio: Readers’ Digest Books.
Higgins, L. 2012. Community Music: In Theory and Practice. Oxford: Oxford University Press
Huber D & Runstein R. 2013. Modern Recording Techniques. 8th Ed. Taylor Francis.
Owsinski B. 2013. The Mixing Engineers Handbook. 3rd Ed.
Scott, J.C., and Scott, D., 2017. ‘The Portfolio Career in Practice’, in Williams, J.A., and Williams, K. (eds) The Singer-Songwriter Handbook. New York City: Bloomsbury Academic.
NB Other pathway-specific texts will be added to the indicative resources.
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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 | Clare Duffin |
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| External Examiner | Pilip Saxe |
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| Accreditation Details | JAMES (Joint Audio Media Education Support) |
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| Version Number | 1.03 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Submission of portfolio (80%) The portfolio will present the student's response to the set brief including any development work. The folio may take a variety of forms appropriate to the discrete set briefs. This assessment supports the learning within the module by focusing the creative response towards a completed creative 'statement' and supporting the adoption of professional development practices. |
| Reflective Pitch (20%) This assessment tests learning by requiring the student to replicate a professional pitching scenario in representing and evaluating their creative response to the set brief |
(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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