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Session: 2022/23

Last modified: 17/03/2022 12:58:10

Title of Module: Music In Everyday Life

Code: MUSC09023 SCQF Level: 9
(Scottish Credit and Qualifications Framework)
Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Business & Creative Industries
Module Co-ordinator:Kenny   Forbes

Summary of Module

As a module Music in Everyday Life (MiEL) focuses on the capacity of popular music to enhance our well-being, social structure, daily routines, and aesthetic dimensions. As a developing research field, which is framed within the field of Popular Music Studies and the realm of cultural-creative production and reception, MiEL seeks to introduce students to this evolving environment by exploring the inherent powers of music to impact on our day-to-day actions and, as an extension of this process, the manner in which music enriches our lives. Conversely, the module also recognizes that, given its overall potency, music also possesses the capacity to promote aggression and violence within other contexts.

By exploring the meanings, functions, and practices of music as they are applied in our everyday routines, the module explores the many uses of music which help to shape our identities, emotions, motivations, behaviour, and memories. MiEL also serves to critically and practically engage students in how we research and practice music-related social and cultural identity and provide context for an examination of the key stages of socio-cultural phenomena. 

Such focus aligns with the research-based modules that follow in the second trimester of this academic year (Music Research Practice), and in fourth year (Creative Research). 

  • Music and Identity: How music shapes individuals

  • Music as Therapy: The capacity of music to improve our health and well-being

  • Music and Sports/Exercise: Music and an inspirational and motivational tool

  • Music and Retail/Branding: Music influencing consumption

  • Community Music Practice: Music activity as social inclusion

  • Film Music Aesthetics: The emotive power of music within film media

  • Music and Violence/Politics: The negative impact of music, and its capacity for appropriation

Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
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Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

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.

Online with mandatory face-to-face learning on Campus

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.

Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:


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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1check markTerm 2


Term 3


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Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. L1. Analyze and describe the key concepts within Music In Everyday Life, in relation to personal identity and everyday routines.

L2. L2. Demonstrate creative and critical engagement with key concepts, issues and relevant areas of theory encapsulated by Music In Everyday Life, as applied within an example that focuses on real-life environment.

Employability Skills and Personal Development Planning (PDP) Skills
SCQF Headings During completion of this module, there will be an opportunity to achieve core skills in:
Knowledge and Understanding (K and U) SCQF Level 9.

A1 - Understand theoretical and aesthetic systems involved in the creation, delivery and critique of
creative texts and products and relate this knowledge to their own and others’ practice.

A3 - Understand the ways in which forms of media and cultural consumption are embedded in
everyday life.

Practice: Applied Knowledge and Understanding SCQF Level 9.

B1 - Use a range of the skills, practices and/or materials associated with the design, production and
delivery of music-related and/or business texts and product

B4 - Deliver work to a given length, format, brief and deadline, properly referencing sources and ideas.

Generic Cognitive skills SCQF Level 9.

D1 -Demonstrate creative engagement with key concepts and issues informing and underpinning the
music and creative/cultural industries.

Communication, ICT and Numeracy Skills SCQF Level 9.

C1 - Make formal presentations about specialised topics to informed audiences.

C2 -Communicate with professional-level peers, senior colleagues and specialists.

Autonomy, Accountability and Working with others SCQF Level 9.

E2 -Offer professional level insights, interpretations and solutions to problems and issues

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
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)
Lecture/Core Content Delivery40
Independent Study160
200 Hours Total

**Indicative Resources: (eg. Core text, journals, internet access)

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

Ansdell, G. (2016) How music helps in music therapy and everyday life. New York: Routledge.

DeNora, T. (2000) Music in everyday life. Cambridge: Cambridge University Press.

DeNora, T. (2003) After Adorno: rethinking music sociology. Cambridge: Cambridge University Press

Higgins, L. (2012) Community music: In theory and in practice. Oxford: Oxford University Press.

Johnson, B. and Cloonan, M. (2013) Dark side of the tune: Popular music and violence. Maidstone: Ashgate Publishing, Ltd.

Juslin, P.N., and Sloboda, J. (eds.) (2011) Handbook of music and emotion: Theory, research, applications. Oxford: Oxford University Press.

Klein, B. (2010) As Heard On TV: Popular Music in Advertising. London and New York: Routledge.

McLeod, K. (2016) We are the champions: The politics of sports and popular music. London and New York: Routledge

Neumeyer, D. (2013) The Oxford handbook of film music studies. Oxford: Oxford University Press

North, A. and Hargreaves, D. (2008) The social and applied psychology of music. Oxford: Oxford University Press.

Trotta, F. (2020) Annoying music in everyday life. London: Bloomsbury

(**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)

Engagement Requirements

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 BoardArts & Media
Assessment Results (Pass/Fail) No
Subject PanelArts & Media
ModeratorJim Prime
External ExaminerRaphael Nowak
Accreditation DetailsJAMES
Version Number


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Assessment: (also refer to Assessment Outcomes Grids below)
Assessment 1 (20%) focuses on the interaction between the subjective and social elements of the Music in Everyday Life research field (options: 500-word essay or 5-minute presentation)

Assessment 2 (80%) focuses on a case study for one of the following module-related topics – Music Therapy, Film Music, Music & Sport/Exercise, Community Music Practice, Music & Consumer Choice, Music & Politics/Violence (options: 2,500 word essay, 15 minute presentation, or song (3-4 minutes) & written contextualization (1,200 words)
(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.)

Assessment Outcome Grids (Footnote A.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Weighting (%) of Assessment ElementTimetabled Contact Hours
Essay check mark8030
Presentationcheck mark 2010
Combined Total For All Components100% 40 hours

A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

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  1. More than one assessment method can be used to assess individual learning outcomes.
  2. 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.

Equality and Diversity
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:

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
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.