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Module Descriptors

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Session: 2022/23

Last modified: 18/05/2022 11:56:35

Title of Module: Music: Professional & Creative Identity

Code: MUSC10015 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:Allan   Dumbreck

Summary of Module

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

·       Demonstrate an ability to effectively communicate (including peer review) and critically reflect upon your professional/creative practice with other creative industries professionals and with the public that is thematically / sector underpinned

·       Negotiate with tutors 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

  • To encourage students to explore a specific sector (or sectors) relevant to their creative and professional aspirations

  • To assist students in identifying employment requirements and opportunities

  • To assist students in developing professional-level communication skills relevant to their creative and professional aspirations

  • To facilitate students in planning an exit strategy for their transition from higher education to employment / ongoing education.


Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-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.


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. 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. Demonstrate an ability to effectively communicate (including peer review) and critically reflect upon their professional/creative practice with other creative industries professionals that is thematically / sector underpinned to implement a professional career development plan.

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.

Knowledge which covers and integrates most of the principle areas of entrepreneurship. A critical understanding of entrepreneurial activity and its’ value to the economy.

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 in practice and research of one industry practitioner in particular (research / case study).

Generic Cognitive skills SCQF Level 10.

Critical analysis of complex, professional level entrepreneurial activity, creative industries arts practice, opportunities, obstacles and issues.

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). Presentation of creative work to an audience?

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)

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

* Indicates that module descriptor is not published.

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Learning and Teaching
Teaching and learning activities will be primarily in the form of lectures/workshops, 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 Delivery18
Tutorial/Synchronous Support Activity12
Personal Development Plan10
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:


CISAC (2017), Activity Report - http://www.cisac.org/Cisac-University/Library/Activity-Reports/2017-Activity-Report


Dumbreck, A. and McPherson, G (2015), Music Entrepreneurship, Bloomsbury, London

Fenich, G. G. (2015) Planning and Management of Meetings, Expositions, Events, and Conventions. Essex: Pearson Education Ltd.

Hepworth-Sawyer, R., Hodgson, J., Paterson, J. & Toulson, R. (2019) Innovation in Music: Performance, Production, Technology, and Business. Oxon: Routledge.


IFPI (2021), 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

Mantie, R. & Smith G. D. (2017) The Oxford Handbook of Music Making and Leisure. New York: Oxford University Press.

MMF (2003) The Music Management Bible. SMT: London

Moeran, B. & Christensen, B. T. (2013) Exploring Creativity: Evaluative Practices in Innovation, Design and the Arts. Cambridge: Cambridge University Press.

UK Music (2019), Music by Numbers, London, UK Music

Willett, R., Robinson, M. & Marsh, J. (2009) Play, Creativity and Digital Cultures. Oxon: Routledge.

(**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 our VLE, 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
For the purposes of this module, academic engagement equates to the following:
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 BoardArts & Media
Assessment Results (Pass/Fail) No
Subject Panel
ModeratorClare Duffin
External ExaminerR Nowak
Accreditation DetailsJAMES (Joint Audio Media Education Support)
Version Number

1

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Assessment: (also refer to Assessment Outcomes Grids below)
Critical Analysis (of a chosen sector of employment)
Negotiated professional career development plan
(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) Learning Outcome (3) Weighting (%) of Assessment ElementTimetabled Contact Hours
Presentationcheck markcheck mark 500

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Weighting (%) of Assessment ElementTimetabled Contact Hours
Portfolio of practical workcheck markcheck markcheck mark500
Combined Total For All Components100% 0 hours

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

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Note(s):
  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: 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
(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.

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