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Session: 2022/23
Last modified: 14/06/2022 15:01:20
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Title of Module: Local Music Scenes |
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Code: MUSC07001 |
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: | Paul
McGeechan |
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| Summary of Module |
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This module will ask students to the research and evaluate the Scottish Music Scene and implement a project that focused within this area. The module introduces students to basic survey and documentary research methods and helps develop a critical approach to information analysis and project evaluation.
The students work within teams to identify a project / activity that will run within the context of the Scottish Music Scene. The student groups present the outcomes of the activity whilst reflecting upon their actions, and bringing this material together as a portfolio of work.
The module aims to develop and apply effective team-work management and entrepreneurial strategies while broadening students understanding of the Scottish Music Scenes and opportunities within them.
The delivery will be focused around.
· Lectures
· Workshops
· Group project work
- To introduce students to the concept of a local music scene
- To support students in developing networks within their particular locale (either a Scottish Music Scene, or a local equivelant at partner institution)
- To give students the experience of developing a public-facing project specific to their local music scene
- To introduce students to basic survey and documentary research methods
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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.
L1 - Understand the concept of a music scene in terms of its social, cultural, political, economic, and geographic qualities
L2.
L2 - Identify and discuss key structural and cultural elements of local music scenes
L3.
L3 - Develop a creative response to key issues in local music in the form of a public facing event, artefact, or other appropriate output |
| 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.
Understanding the nature of commercial and community-based music provision across Scotland.
Understanding the nature of small business operations within music in Scotland. Understanding communication theories as they relate to group dynamics
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| Practice: Applied Knowledge and Understanding |
SCQF Level 7.
Retrieving, interpreting and manipulating primary and secondary information from a variety of sources including electronic sources
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| Generic Cognitive skills |
SCQF Level 7.
Giving reasoned opinions, bringing together information from a variety of sources, including academic research publications.
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| Communication, ICT and Numeracy Skills |
SCQF Level 7.
Communicating effectively and appropriately in speech and writing
Interpreting complex primary and secondary materials
Making effective use of information retrieval systems and use IT applications to present documents in an appropriate form.
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| Autonomy, Accountability and Working with others |
SCQF Level 7.
Working effectively, together with others in groups or teams, taking a leadership role where appropriate.
Systematically identifying and addressing their own learning needs in both current and new areas.
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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 activities: Lectures / workshops to facilitate students forming teams to devise and realise a small project activity. Group research and other activities with peer and staff feedback sessions. The teaching will include support lecture & workshops given by library staff and learning Innovation staff including Harvard referencing.
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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 | 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:
Bennett, A. and Peterson, R., eds. (2004) Music Scenes: Local, Translocal and Virtual. Nashville: Vanderbilt University Press.
Dumbreck, A and McPherson G. (2015) Music Entrepreneurship. Bloomsbury Methuen Drama
Thompson, E. (2020) ‘Three Rural Scottish Music Scenes – An Ethnographic Study’, Popular Music and Society, 43(4), 389-400
Williamson, J., Cloonan, M. and Frith, S. (2003) Mapping the Music Industry in Scotland: A Report. Glasgow: Scottish Enterprise.
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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:
In line with the Academic Engagement and Attendance 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 Aula, and complete assessments and submit these on time. Please refer to the Academic Engagement and Attendance Procedure at the following link: Academic engagement and attendance 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 | |
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| Moderator | Rebecca Wallace |
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| External Examiner | Neil McSweeney |
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| Accreditation Details | JAMES (Joint Audio Media Education Support) |
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| Version Number | 1 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Working in groups, students will undertake a project relating to their local music scene. The format of the project is negotiable, and must be approved by the module coordinator. Upon completion of this project, students will produce a portfolio of work which documents the development and implementation of their project, and reflects upon the outcomes. |
(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 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: 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
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)
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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