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Session: 2022/23

Last modified: 18/05/2022 11:40:29

Title of Module: Communities of Music Practice

Code: MUSC10001 SCQF Level: 10
(Scottish Credit and Qualifications Framework)
Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Business & Creative Industries
Module Co-ordinator:Jo  Collinson  Scott

Summary of Module

This module is the culmination of professional development work across the BACM degree, aiming to embed soon-to-be graduates within powerful and supportive networks to support their emergent or developing careers. Building on learning from across the BACM degree about the importance of understanding how people participate in communities of music practice (genres, scenes, community-based and cultural practices), students will apply knowledge and understanding of these critical issues to developing their own place within communities of music practice as guided by a professional mentor. The module will explore and support the embedding of the importance of relationship-building, networking, community, and ethical practice, within long-term careers in the music industries. 

Students will identify key communities of practice (e.g. networks, genres, scenes, communities, audiences) within which their emerging career could be supported or nourished. They will choose from strands such as Community Music Practice, DIY Practice, Commercial and Social Entrepreneurial Practice, Educational and Academic Practice, within which to explore/consolidate knowledge of academic understandings of these areas and provide fresh and wider perspectives on their individual practice in practical settings. Students will be assigned a professional mentor from within their chosen area of expertise, and work with that mentor across the Trimester on experimenting artistically/creatively/entrepreneurially/community-focused, while being supported to evaluate their current and future professional practice progress in an ethically conscious way. Students will also have the opportunity to become mentors themselves, working with groups of L7 BACM students to apply their learning about the importance of mentoring practice and community-building within the industries.

  • To assist final year students in developing a professional / creative support network

  • To encourage students to develop career planning and development skills

  • To engage students with key Communities of Practice relevant to their creative and professional aspirations

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. Demonstrate self-reflection skills and ability to assess personal and professional needs via mentor-mentee relationships based around a conceptualised framework (including relationship purpose and type, frequency of meeting, goals of interactions and expectations)

L2. Understand how to employ principles of ethical practice within the music industries, applying these through the construction of meaningful, practical, mutually supportive relationships with individuals and/or communities

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 10.

Draws on knowledge and understanding of main areas and defining features of music industries communities and networks and their importance in music careers.

Through mentoring relationships with professionals at more advanced stages of their careers, understands developments at

Practice: Applied Knowledge and Understanding SCQF Level 10.

Applies knowledge and understanding of own networks and communities of music practice in order to identify and plan goals (for themselves and others) and begin to achieve them, using a few skills that are advanced or specialist.

Applies knowledge of ethical issues around relational working in the music industries to deal with foreseen and unforeseen challenges.

Generic Cognitive skills SCQF Level 10.

Applies critical reflection on practice.

Identifies, maps and analyses networks of practice.

Synthesises learning from mentoring processes as well as a range of academic/written sources and evaluates or appraises personal development and practice.

Communication, ICT and Numeracy Skills SCQF Level 10.

Communicates knowledge and understanding of current issues and developments in the sector to a range of stakeholders in appropriate ways, including more advanced professionals and more junior colleagues.
Uses key (routine and advanced) ICT packages including word processing and audio editing software, to communicate reflective processes and outcomes to a professional standard in written (reports) and spoken form (podcasts).

Autonomy, Accountability and Working with others SCQF Level 10.

Working under guidance from specialist mentors, exercising autonomy and initiative in structuring practice in response to mentoring sessions.
Work with others (both more advanced and less advanced specialists) in a way that demonstrates awareness of others’ roles, responsibilities and their work.
Working with mentors and mentees to bring about change and development of practice.
Managing relationship to complex ethical, relational and professional issues, with guidance from tutors/mentors.

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
Teaching activities: Introductory session followed by a short series of strand-specific workshops/seminars and masterclasses. Placement with a professional mentor consisting of regular mentoring meetings. Mentoring sessions with entry level BACM students.
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 Delivery18
Tutorial/Synchronous Support Activity18
Independent Study164
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:

Crossley, N., McAndrew, S. and Widdop, P. eds., 2014. Social networks and music worlds. London: Routledge

Crossley, N. 2019. Connecting sounds. Manchester: Manchester University Press.

Montgomery, B. L., 2017. ‘Mapping a mentoring roadmap and developing a supportive network for strategic career advancement.’ SAGE Open Journal, April-June, pp.1-13.

Thompson, E., 2020. ‘Three Rural Scottish Music Scenes – An Ethnographic Study.’ Popular Music and Society, 43:4, pp.389-400. DOI: 10.1080/03007766.2020.1730649

(**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

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 BoardArts & Media
Assessment Results (Pass/Fail) No
Subject Panel
ModeratorClare Duffin
External ExaminerR Nowak
Accreditation DetailsJAMES (Joint Audio Media Education Support)
Version Number


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Assessment: (also refer to Assessment Outcomes Grids below)
(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
Creative output/ Audiotapes/ Videotapes/ Games/ Simulationscheck mark 400

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Weighting (%) of Assessment ElementTimetabled Contact Hours
Portfolio of written workcheck markcheck mark600
Combined Total For All Components100% 0 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.

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.