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Session: 2022/23
Last modified: 13/04/2021 14:23:15
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Title of Module: Live Sound Applications |
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Code: MUSC09022 |
SCQF Level: 9
(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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This module is intended to develop student's skills in the area of sound related activities in a live performance environment. Students will develop their abilities in the use of digital mixing consoles, a variety of PA system configurations and live multitrack capturing of a variety of audio sources. Students will also develop their studio-based production skills, with specific reference to techniques required for the mixing of live recordings.
The health and safety aspects of working in live performance environments will also be covered.
Students will be assessed in a real-life environment to replicate a realistic working experience to improve their employability skills. The events sector of the creative industries is one of the key employment destinations for graduates, this approach will improve students’ opportunities for employment in that area.
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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 competence in sound reinforcement system setup and use of mixing desks.
L2.
Demonstrate the ability to capture and mix live multi-track recordings.
L3.
Work within a small team to manage a range of sound-related activities in a live environment |
| 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 9.
Students will further develop skills in the audio and sound industry spheres with a greater emphasis on informed creative practice. Students will be expected to:
Demonstrate and/or work with:
• knowledge that covers and integrates most of the principal areas, features, boundaries,
terminology and conventions of a subject/discipline
• a critical understanding of the principal theories, concepts and principles
• detailed knowledge and understanding in one or more specialisms some of which is informed by
or at the forefront of a subject/discipline
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| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Students will be expected to contextualise above skills as a contribution to a portfolio of work for prospective employers either to a defined brief or a simulated brief.
Professional staff will be expected to introduce current work in progress as well as actively encourage students to engage with contemporary and ‘forward looking’ projects specifically aimed at media convergent technologies. In terms of SCQF criteria, students should:
Use a range of the principal skills, practices and/or materials associated with a subject/discipline.
Use a few skills, practices and/or materials which are specialised, advanced, or at the forefront of a subject/discipline.
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| Generic Cognitive skills |
SCQF Level 9.
Use a wide range of routine skills and some advanced and specialised skills in support of established practices in a subject/discipline, for example:
Communicate with professional level peers, senior colleagues and specialists.
Use a range of software to support and enhance work at this level and specify refinements / improvements to software to increase effectiveness.
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| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Students will be expected to demonstrate a practical understanding of audio applications and the key current practices employed.
Use a wide range of routine skills and some advanced and specialised skills in support of established practices in a subject/discipline, for example:
Communicate with professional level peers, senior colleagues and specialists.
Use a range of software to support and enhance work at this level and specify refinements / improvements to software to increase effectiveness.
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| Autonomy, Accountability and Working with others |
SCQF Level 9.
In order to add to existing personal portfolios of work students will embark on a level of independent study suitable to SCQF guidelines. Students should:
Exercise initiative and independence throughout the various stages of the recording, mixing and production stages to a professional level.
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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: | HND / Sound Reinforcement |
| 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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This module will develop students’ professional practice and knowledge through a learning model of hands-on practice sessions and supporting theory-based work. Students will benefit from working in a real-life environment.
• Lectures include information on sound reinforcement and recording techniques and associated equipment.
• Tutorials will be practical in nature and give students opportunities to develop hands-on skills
• Visits to live performance venues will take place as part of the student experience |
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 | 24 |
| Tutorial/Synchronous Support Activity | 12 |
| 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 | Ronnie Gilmour |
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| External Examiner | Ben Challis |
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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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Assessment 1 - Demonstrate the effective use of a sound reinforcement system. (60%)
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| Assessment 2 - Perform a multi-track capture of a live performance. Supply a final mix-down of the recorded performance to a specific brief. (40%) |
(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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