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Session: 2022/23
Last modified: 18/07/2022 11:45:57
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Title of Module: Soundscapes 20 Credit |
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Code: MUSC11023 |
SCQF Level: 11
(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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“Soundscapes” will explore the creative and technical aspects of audio in sound production, sound design, the manipulation of field recordings and electronic sound textures. The module is primarily production- based allowing for an immersive and focused practical student-centered experience.
Students will critically evaluate the relationships between sound and music to devise and create examples of audio media to a professional standard, developing a rich understanding of digital sound design creation for contemporary output. The module allows students to focus on production-orientated work, informing and developing practice-led study for an in depth understanding of the creative process.
Students will first identify specific stimulus material and work up an Authentic Project Brief for a Creative Audio Project supported by tutor supervision. Project Briefs will display thematic development and establish a clear framework and direction for all aspects of the production.
Key Content:
Professional practice Time-limited creativity Creative solutions.
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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. Demonstrate comprehensive knowledge and understanding of audio production practice via a series of practical tasks.
L2.
L2. Practice the skills and techniques of sound production (including recording, editing, manipulation, mixing and mastering) at a high level of accomplishment and with reference to other practice at the forefront of the discipline.
L3.
L3. Apply critical analysis and evaluation to self-generated creative sound production works in the context of established arts practice and with reference to personal development and research. |
| 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 11.
Students will gain comprehensive experience and understanding of the processes of audio production practice.
Students will gain a critical understanding of specific theories, principles, concepts related to the skills of audio production. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Students will use a wide range of the principal skills, techniques and practices associated with audio production.
Students will practice in a wide variety of professional contexts including working to briefs and collaborating and negotiating within creative partnerships.
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| Generic Cognitive skills |
SCQF Level 11.
The range of assessment tools and taught experiences will enable students to develop original and professional responses to creative issues and problems, making informed judgements and exercising autonomy.
Students will critically review self-generated creative music work in a series of writings, consolidating and extending knowledge in the discipline of audio production practice. |
| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Communication will be a central theme of the module and all assessment parts will demand and facilitate professional-level communication with collaborators and supervisors.
Students will use a range of software to support creative work, including recording software and computer based technologies. |
| Autonomy, Accountability and Working with others |
SCQF Level 11.
Students will exercise substantial autonomy and initiative at a high level of professionalism in terms of self-directed work and through peer collaboration.
The written work in the module will give students the opportunity to draw on critical reflection on personal practice, and the responsibilities and ethical issues associated with this. |
| 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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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 | 16 |
| Tutorial/Synchronous Support Activity | 18 |
| Independent Study | 166 |
| 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:
Licht A. (2019). Sound Art Revisited. Bloomsbury Academic
LaBelle, B. (2015) Background Noise: Perspectives on Sound Art. 2nd Ed. London: Bloomsbury Academic.
Katz, B. (2013). Mastering Audio: The Art and the Science. 3rd Ed. London: Focal Press.
Tozzol R. (2011). Pro Tools Surround Sound Mixing. 2nd Ed. Hal Leonard Corporation.
Voegelin S. (2010). Listening to Noise and Silence: Towards A Philosophy Of Sound Art: Continuum
Schafer Murray R. (1994). Our Sonic Environment and the Tuning of the World.
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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 |
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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 | Jo Collinson Scott |
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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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| Practical artifact (90%). Sound production project, a large-scale, self-determined, original and inventive project, this will be based on several areas explored in the taught stage of the course. The work produced will be simply documented and submitted digitally. |
| Presentation (10%) |
(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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