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Session: 2022/23
Last modified: 01/04/2021 19:02:27
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Title of Module: Music: Professional Identity |
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Code: MUSC10014 |
SCQF Level: 10
(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: | Allan
Dumbreck |
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| Summary of Module |
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This module requires students to investigate career development requirements and the function of entrepreneurship as a key driver within the creative and cultural industries. Students gain a practical understanding of the scale of employment within their chosen sector of employment and the key personality traits and characteristics of professionals working there.
Combining this primary practical activity with readings and lectures from key music, creative/cultural industries and entrepreneurship texts, students will produce an analysis of the employment requirements of their sector along with a career development plan to enable them to progress to professional status.
Specifically students will:
- Explore a specific sector of the music industries relevant to their career aspirations and establish the scale of employment and its economic and fiscal value to the creative economy through academic and reflective analysis as well as practice-based research
- Research existing practitioner(s) within the sector to identify key employment requirements / entrepreneurial opportunities / personality traits & characteristics
- Critically reflect on their own skills, abilities and experience via peer review (supervisor and students) to establish career requirements specific to themselves for entrepreneurial development / employment in chosen sector
- Negotiate with tutor to implement a professional career development plan to engage with potential employers / entrepreneurial opportunities in their chosen sector to effectively self-market and improve employment prospects
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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.
Explore a specific sector of the music industries relevant to their career aspirations and establish the scale of employment and its economic and fiscal value to the creative economy through academic and reflective analysis as well as practice-based research
L2.
Research existing practitioner(s) within the sector to identify key employment requirements / entrepreneurial opportunities / personality traits & characteristics
L3.
Critically reflect on their own skills, abilities and experience via peer review (supervisor and students) to establish career requirements specific to themselves for entrepreneurial development / employment in chosen sector.
L4.
Negotiate with tutor to implement a professional career development plan to engage with potential employers / entrepreneurial opportunities in their chosen sector to develop a self-marketing plan and thereby improve employment prospects |
| 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 10.
Knowledge which covers and integrates most of the principle areas or entrepreneurship. A critical understanding of entrepreneurial activity and its’ value to the economy.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Execute a defined project of research, development or investigation and identify and implement relevant outcomes.
Research into entrepreneurship as a concept and research of one entrepreneur in particular (research / case study).
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| Generic Cognitive skills |
SCQF Level 10.
Critical analysis of complex, professional level entrepreneurial activity, opportunities, obstacles and issues.
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| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Presentation (using a wide range and some advanced / specialist skills) of researched entrepreneurial activity to informed / experienced audience (includes statistical analysis of economic environment and graphical representations of projections).
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| Autonomy, Accountability and Working with others |
SCQF Level 10.
Work with others to bring about change, development and/or new thinking. Deal with complex ethical and professional issues in accordance with current professional and/or ethical codes or practices. Demonstrate considered autonomy in projected entrepreneurial activity. Present simultaneously conflicting argument (in favour and against projected entrepreneurial activity)
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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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| Teaching and learning activities will be primarily in the form of lectures, directed study activity, where applicable, and tutorials. Students will study independently to establish key fiscal and economic data relating to their chosen sector of music and engage in negotiations to define the parameters of their projected plan. |
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 | 18 |
| Tutorial/Synchronous Support Activity | 12 |
| Personal Development Plan | 10 |
| Independent Study | 160 |
| 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:
Dumbreck, A. and McPherson, G (2015), Music Entrepreneurship, Bloomsbury, London
IFPI (2020), Global Music Report, IFPI, London
Jones, R & Heyman, L (2021), Sound advice (The ultimate guide to a healthy and successful career in music), Shoreditch Press, London
MMF (2003) The Music Management Bible. SMT: London
UK Music (2019), Music by Numbers, London, UK Music
CISAC (2017), Activity Report - http://www.cisac.org/Cisac-University/Library/Activity-Reports/2017-Activity-Report
Appropriate sources will be identified specific to the individual needs of each student.
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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:
Students are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link: http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/ |
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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 | P Saxe |
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| Accreditation Details | JAMES |
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| Version Number | 1.02 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Assessment 1: Critical analysis (sector) (50%) |
| Assessment 2: Negotiated professional career development plan (50%) |
(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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